The document provides guidance on developing academic reading skills. It discusses choosing texts to read, searching methods, referencing styles, and engaging critically with texts. The document encourages being consistent with referencing and checking with tutors on styles. It outlines a two-step process for critical reading: 1) making informed choices on what to read, and 2) critically analyzing the chosen texts by asking questions, contextualizing content, and comparing to other sources. Forms for general overviews and detailed critical synopses of texts are presented.

1. Academic Reading
Developing Academic Competence (Week 2)
Eljee.Javier@manchester.ac.uk
Monday, 1 October 12

2. Reading so far...
✴How did you choose what to read?
✴How did you go about finding your text(s)? Did you
have a preferred method for searching online?
✴If
you tried using one or more of the reference
management tools, what was your experience? by Eljee Javier
Would you continue using it? Why or why not?
Monday, 1 October 12

3. Referencing
BE CONSISTENT THROUGHOUT
CHECK WITH YOUR TUTORS
Variations of the Harvard System...
Monday, 1 October 12

4. Wallace, M. and Wray, A. (2011). Critical Reading and Writing for Postgraduates. 2nd
edition. London: Sage.
OR
Wallace, M. and Wray, A. 2011. Critical Reading and Writing for Postgraduates. 2nd
edition. London: Sage.
Monday, 1 October 12

5. Stapleton, P. (2003). Assessing the quality and bias of Web-based sources: Implications
for academic writing. Journal of English for Academic Purposes, 2(3), pp. 227–243.
OR
Stapleton, P. 2003. Assessing the quality and bias of Web-based sources: Implications
for academic writing. Journal of English for Academic Purposes, 2(3), pp. 227–243.
OR
Stapleton, P. (2003). Assessing the quality and bias of Web-based sources: Implications
for academic writing. Journal of English for Academic Purposes, 2/3: 227–243.
OR
Stapleton, P. 2003. Assessing the quality and bias of Web-based sources: Implications
for academic writing. Journal of English for Academic Purposes, 2/3: 227–243.
Monday, 1 October 12

6. Critical Reading
STEP 1: TAKING CHARGE AND MAKING STEP 2: CRITICALLY READ WHAT YOU’VE
CRITICAL CHOICES ON WHAT TO READ. CHOSEN.
What criteria are you using
when deciding on what to Asking questions of the text
read
To what extent / detail
Timing
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7. Deciding on what level to engage the text
GENERAL DETAILED
OVERVIEW ANALYSIS
Monday, 1 October 12

8. General Overview - Previewing the text
What can you learn from the title?
What can you learn from the abstract information?
What does the layout (subsections, headings etc.) suggest?
Look at the type of journal / website / publisher. What more can you
learn?
Monday, 1 October 12

9. General Overview - Understanding the text
Pencil vs. highlighter
Develop your own marking symbols
Make a note of questions that come up.
Look at the type of journal / website / publisher. What more can
you learn?
Monday, 1 October 12

10. Detailed Analysis
Infer the underlying assumptions and perspectives of the text in
order to relate and/or evaluate the content.
Contextualise the content by viewing the content in relation to
your own experiences.
Articulate your insights in language that is meaningful to YOU.
Compare to other texts that come before or after it.
Monday, 1 October 12

11. Form for a critical synopsis of a text
Use for DETAILED ANALYSIS
Suggested framework from Wallace and Wray (2011: 41)
See handout 1
Monday, 1 October 12

12. Detailed Analysis (repeated...)
Infer the underlying assumptions and perspectives of the text
in order to relate and/or evaluate the content.
Contextualise the content by viewing the content in relation to
your own experiences.
Articulate your insights in language that is meaningful to YOU.
Compare to other texts that come before or after it.
Monday, 1 October 12

13. Questions and Comments
USE a critical synopsis frame that suits you.
ORGANISE your texts.
ACCESS Blackboard later this week for everyone (hopefully)
Monday, 1 October 12