Expectations:
There are certain things that I know I can learn about reading critically. I think that chapter may teach me how to read a document and then be able to recognize and gather the most crucial information from the text. I think I am pretty good at recognizing the information in a text, but I may be able to improve some when it comes figuring out what information is the most important. I also hope that it will provide some information regarding figuring out the authors true intent. Sometimes when I look at an essay or something like that, I will sometimes have some difficulty finding what the author's true opinion is. This is not always the case, but sometimes it is, and I would think that chapter may provide information about that.
Response:
I gained a lot from this chapter. The most I learned about was definitely how to critically read a persuasive piece. I think that the chapter gave the most detail and effort when it came to the persuasive style of writing. I think this is a very astute thing to do because the other two styles don't really seem like they would need it as much. An informative piece is probably going to be more straight forward because if it isn't it may fail at it's purpose which is to inform. So there is likely to be a lesser amount of critical reading that is needed. When writing to entertain I think the idea of critical reading is not going to be needed as much, that's not to say that it won't be needed at all. The one thing that I did not get out of this chapter was a more detailed explanation of just how to identify a thesis statement. Usually I am able to find it quite easily, but on some occasions I find I have trouble finding it. I usually have trouble finding thesis statements in longer scholarly journals. Besides that, I thought the chapter was very informative.
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Thoughtful, but not very useful. You should summarize what the chapter says, not what it does.
ReplyDeleteChapter 2 Journal Entry
Expectations:
There are certain things that I know I can learn about reading critically.
-->[Not clear. Also not important. Delete.]
I think that
-->[Delete]
chapter
-->This chapter
may teach me how to read a document and then be able to recognize and gather the most crucial information from the text. I
think I am pretty good at recognizing the information in a text, but I may be able to improve some
-->[This use of "some" is substandard, and the word is unnecessary here.]
when it comes
-->comes to
+figuring out what information is the most important. I also hope that it will provide some information
-->[Too many references to "information."]
-->provide some indications // advice
regarding figuring out
-->as to how to determine
the authors true intent.
-->the author's meaning. [What is "true intent"? In any case, that is not the point of a critique. The point is to figure out
whether a text is successful or not.]
Sometimes when I look at an essay or something like that, I will sometimes have some difficulty finding what the author's
true opinion is.
-->Sometimes I have trouble understanding texts.
This is not always the case, but sometimes it is, and I would think that chapter may provide information about that.
-->[Redundant. Delete.]
Response:
I gained a lot from this chapter. The most I learned about
-->The most important thing I learned
was definitely how to critically read a persuasive piece.
-->was how to read a persuasive text critically.
I think that the chapter gave the most detail and effort when it came to the persuasive style of writing.
-->The authors focused more on persuasive writing than on other genres.
I think this is a very astute thing to do because the other two styles don't really seem like they would need it as much.
-->don't seem to require so much analysis. [Others would disagree. Literary criticism, book reviews, among other types of
writing, analyze non-persuasive texts.]
An informative piece is probably going to be more straight forward
-->straightforward
because if it isn't it may fail at it's
-->its
purpose which is to inform.
-->[Exactly. And if you want to see how important it is to examine the "news," just read the blog MediaMatters.com.]
So there is likely to be a lesser amount of critical reading that is needed.
-->[Tangled. Redundant. Delete.]
When writing to entertain I think the idea of critical reading is not going to be needed as much,
-->[Dangling modifier. Tangled, redundant.]
-->Texts that are meant to entertain don't require much analysis, either.
that's
-->That's
not to say that it won't be needed at all.
-->not to say analysis is completely unnecessary. [Don't go back and forth. Be precise the first time.]
The one thing that I did not get out of this chapter was a more detailed explanation of just how to identify a thesis
statement. Usually I am able to find it quite easily, but on some occasions I find I have trouble finding it. I usually have
trouble finding thesis statements in longer scholarly journals. Besides that,
-->Other than that,
I thought the chapter was very informative.