Empoword

Appendix B: Engaged Reading Strategies 470 In fact, this all has to do with learning. Learning is very difficult; it takes a lot of effort. It is of course much easier if once we learn something we can apply what we have learned again and again. It is much more difficult if every time we confront something new, we have to learn something new. Reading what one expects to find means finding what one already knows. Learning, on the other hand, means coming to know something one did not know before. Projecting is the opposite of learning. As long as we project onto a text, we cannot learn from it, we can only find what we already know. Close reading is thus a technique to make us learn, to make us see what we don’t already know, rather than transforming the new into the old. 138 To be engaged readers, we must avoid projecting our preconceived notions onto a text. To achieve deep, complex understanding, we must consciously attend to a text using a variety of strategies. The following strategies are implemented by all kinds of critical readers; some readers even use a combination of these strategies. Like the writing process, though, active reading looks different for everyone. These strategies work really well for some people, but not for others: I encourage you to experiment with them, as well as others not covered here, to figure out what your ideal critical reading process looks like. Chapter Vocabulary Vocabulary Definition annotation engaged reading strategy by which a reader marks up a text with their notes, questions, new vocabulary, ideas, and emphases. critical/active reading also referred to in this text as engaged reading, a set of strategies and concepts to interrupt projection and focus on a text. SQ3R an engaged reading strategy to improve comprehension and interrupt projection. S urvey, Q uestion, R ead, R ecite, R eview.