1. Critical Reading
Critical reading happens on three levels (not necessarily in this order):
Individual texts: critiquing them in their own right, on their own terms
Synthesis across texts: identifying developments, debates and schools of thought
Your use of texts: how are they relevant to your agenda?
You might explore
Can be used in different ways:
1.) Purely as illustrative slides (slides 1 and 2)
2.) students come up with critical questions and then consider where to place them on the matrix (and use the matrix to help prompt questions) (slides 2 and 3)
3.) Students apply the framework to a set of extracts and a model essay question (slides 3 and 4)

2. Three Domains of Critical Reading
Validity: On its own terms
Synthesis: In relation to others
Relevance: Usefulness to you
Context: discipline/profession, authors, currency, bias  
What are they doing? Research Question/Aims/Hypothesis 
How did they do it? Methods, Models and Materials  
How do they know? Argument, evidence, logic and reasoning
What do they say? Findings and conclusions

3. Three Domains of Critical Reading
What questions might you ask of the text you are reading in each section of the framework?
You might leave it blank, or supply a few examples, or supply all the examples and ask students to match them.

4. Three Domains of Critical Reading
You have been set the following essay question:
You have found three relevant texts.
Apply Dimension One to the first text, critiquing its validity on its own terms.
Apply dimension Two to the other two texts, to better understand the debate
Apply Dimension Three – what might you take from the texts to help you answer this question?
Activity One

5. Three Domains of Critical Reading
Validity: On its own terms
Synthesis: In relation to others
Relevance: Usefulness to you
Simpler version, for UG1 or activity no 3

6. Three Domains of Critical Reading
Reflection:
How might you apply the framework when reading?
How might you use the framework when making notes?
Reading might have to be multi-layered, they might wish to start with one or other of the dimensions
Note-taking might need to be as much about noting their response and what they will do with the material as the content of the text