Critical Reading Across the Curriculum, Volume 2

ANTON BORST, PHD, is an instructional consultant and faculty developer at NYU's center for teaching and learning, and has taught literature and writing at Hunter College, Baruch College, and Pace University. He is co-editor with Robert DiYanni of??Critical Reading Across the Curriculum, Volume I: Humanities. ROBERT DiYANNI, PHD, is a professor of Humanities at New York University and an instructional consultant at NYU's center for teaching and learning. He is author of Critical and Creative Thinking: A Brief Guide for Teachers and co-editor with Anton Borst of Critical Reading Across the Curriculum, Volume I: Humanities.

• Notes on Contributors ixPreface xiiiAcknowledgments xviii1 Reading Like an Anthropologist 1Noelle Molé ListonAnthropology as Over‐the‐Shoulder Reading 1Empathetic Reading 4Reading for Argument 7Towards Non‐Linear Reading and Representations of Texts 7Reading for Content‐Based Argument versus Conceptual Argument 9Reading Context as Argument 11Establishing Context: An Example 12Reading Media Sources Like an Anthropologist 13Classroom Activity: Competing Contextual Arguments 16References 172 Developing Proficiency in Economics Through Critical Reading 18Anna Shostya and Joseph C. MorrealeEconomics and Critical Reading 18Hansen’s Proficiencies and Critical Reading 20Reading as an Economist 21Concluding Thoughts 38References 393 Searching for Story: Reading in Science 41Andrea McKenzie and Eric BrennerBuilding Reading Skills in High School 43Reading in the First Year of College and Beyond 45Reading an Experimental Report 45From Reading to Writing 55Notes 56References 564 How to Read a Photograph, a Passport, a Product Sample, and a Patent: Teaching with STEM Archives 58Lindsay AnderbergHow to Read a Photograph 60Classroom Implementation and Activities 62Question Set 1 63Question Set 2 64How to Read a Passport 66How to Read a Product Sample 70How to Read a Patent 73Activity Modifications and Student Reactions 76Question Set 1 for EWP Courses 77Conclusion 80References 805 Critical Reading in Political Science 81Michael Busch and Garri RivkinWhat is Critical Reading in Political Science? 82Teaching Critical Reading in Theory 85Teaching Critical Reading in Practice 906 Minor Data: Reading the “Smart” City Through Engaged Pedagogy 100Gregory T. DonovanReading What is Legible and Illegible in the Smart City 102Engaging Difference Through Critical Service‐Learning 105Learning and Design Practices 106Minor Data in Practice: Reading Race in Lincoln Center 111Conclusion 113Acknowledgements 114Notes 114References 1157 Critical Reading in Sociology: Developing Confidence to Know the World 117Jesse GoldsteinAssignment 1: In‐Depth Interviews as a Model for Critical Dialogue 118Assignment 2: Artifact Analysis 121Assignment 3: Literature Analysis 124Assignment 4: Reverse Outline 129Conclusion: Always More Work to Be Done, Never Enough Time to Do It 1308 Critical Reading in Business Education 132Robert LyonStrategic Critical Reading 133Strategic Critical Reading in the Social Sciences 136Conclusion 150References 1519 How to Read a Scientific Article: The QDAFI Method of Structured Relevant Gist 152Pascal WallischExpert and Non‐Expert Readers 152The QDAFI Method: An Overview 154Benefits of the QDAFI Method 160A Demonstration 161Conclusion 163Acknowledgments 163References 16410 A Political Science Pedagogy of Critical Cosmopolitanism 165Michael S. RodriguezIntroduction 165Exercise 1: The Method of Substantiation 166Exercise 1 Continued: Intellectual Empathy and Tacit Intellectual Wisdom 168Exercise 2: Global Awareness as Pedagogy 170Exercise 3: Combining Approaches 172Theoretical Background 172The Pedagogy of Cosmopolitanism 174Conclusion 177References 17711 Text(ured) Considerations: Critical Reading in its Digital and Social Contexts 179Kiersten GreeneIntroduction 179Thinking Aloud 181Digital Annotation 186Reading the Room for Equity 190Final Thoughts 195References 19512 Transparency, Encouragement, and Autonomy: Teaching Critically Engaged Reading in Sociology 197Deborah GambsLeveling the Playing Field Through Transparency 199Encouraging Deep Reading 205Teaching with Your Mouth Shut 210Conclusion 212References 21213 Critical Reading with STS: Interdisciplinary Inspiration for the Science Classroom 214Christopher LeslieIntroduction 214Power and the Social Construction of Science and Technology 218Darwin and Melville: A Pedagogical Case Study 222Conclusion 230References 231Index 233