What scholarship (articles, books, reports) did you consult and how did it inform your project?
Leist, Cathy W., Mark A. Woolwine, and Cathy L. Bays. “The effects of using a critical thinking scoring rubric to assess undergraduate students’ reading skills.” Journal of College Reading and Learning 43.1 (2012): 31-58.
Paul, Richard, and Linda Elder. “Critical Thinking… and the Art of Close Reading, Part III.” Journal of Developmental Education 28.1 (2004): 36-37.
Both texts helped inform the topics of focus we included in our reading template. Paul and Elder outline the relationship between critical thinking and reading, emphasizing that many college students lack the intellectual tools to comprehend what they read and need to “get beyond impressionist reading” (36). The skills addressed include: Paraphrasing, Explicating the Thesis, Analyzing the Logic, and Evaluating or Assessing the Logic (Paul and Elder 36). Likewise, Leist, Woolwine, and Bays devised a rubric to assess college student reading skills and categories included Accuracy, Clarity, Precision, Depth, Relevance and Logic (40). Our group attempted to simplify these topics into four quadrants on our reading template, and all of these we hoped would lead to student success in reading objectively and identifying an author’s thesis (see Artifact 1 Reading Template).
