2.2 Definitions of Critical Reading Strategies
Many scholars have emphasized the importance of distinguishing between ideas and facts (Garrigus,2002; Pirozzi,2003;Wassman & Paye1985). This shows thatteachers should guide students to find out what is the facts and arguments, and what ishe author's point of view and point of view. It can be said that the distinction betweenopinion and fact is the most important skill in critical reading. In order to understandand evaluate the text reasonably, the highly effective readers must be able to distinguishthe fact from the point of view. The facts are based on objective evidence of realspecific details, which can be proved. However, perspective, which is artificially created,is an explanation, value judgment, or belief that cannot be proved right or wrong.Objective evidence may be specific, which can be a witness to the description, or theacceptable scientific results.In the usual reading articles, there are many sentences that contain both theviewpoint and the fact, so it is difficult for the reader to distinguish the facts andopinions. So it is very necessary for students to know the fact that the purpose is to inform, for example, textbooks, medical research and newspapers, etc. The view of the purpose is to persuade or entertain, such as editorial, advertising and story.Understanding the differences between ideas and facts can help students to make criticalreading. There are two ways to achieve this goal. First, let the students ask the mselvesthree questions to detect the statement is the fact or point of view. The questions are:can this statement be proved to be true? Can this statement be observed in practice or inthe operation? Can this argument be confirmed by witnesses, manuscripts or documents?If there is an answer to ―no‖ in the three questions, then this is a point of view, whereasthe opposite is true. Second, let the students pay attention to some of the adjectives with personal emotional tendencies such as awful, excellent, favorite, stupid, unbelievable,and so on. Because these adjectives all show the author‘s attitude or emotion to theobject, the sentence that contains these adjectives can be understood as a point of view.In addition the students should pay attention to some of the restrictions, such as could,likely, never, often, only, etc. Because they show the author‘s suspicion or attitude, thesentences that contain these words can also be viewed as a point of view.CHAPTER THREE METHODOLOGY............ 13
3.1 Research Questions... 133.2 Subjects... 13
3.3 Instruments................ 13
CHAPTER FOUR RESULTS AND DISCUSSION .............25
4.1 Results and Discussion of the Questionnaire (Appendix I) ..............25
4.2 Results and Discussion of the Tests (Appendix II&III) ..28
4.3 Results and Discussion of the Interview .......30
CHAPTER FIVE CONCLUSION.....33
CHAPTER FOUR RESULTS AND DISCUSSION
4.1 Results and Discussion of the Questionnaire (Appendix I)
In the lesson of 9A Unit 2 Reading Never give up, the author focuses on thetraining of students‘ evaluation and reflective ability. For example, the author asks thestudents the following questions: What do you think Spud Webb is like? What did SpudWebb prove? What do you think makes a good basketball player? And af
