-
Ask students to summarize an
idea or concept you’ve just gone over—then ask them to compare it to what
a classmate has also written; they comment on how summaries differ
-
Ask students to read a key passage
from their textbooks; they close the text, and one dictates an oral summary
to a classmate, the other writes; they both go back to the text to check
for accuracy
-
Tell students to bring a source
to class and defend why they'll cite it for a project, specifying what
parts they'll cite; classmates must challenge or approve its use, explaining
why
-
Provide students with a successful
example of a written project, and get them to identify what parts are the
writer's original insights and what parts come from sources
-
Pair students; one acts as a
"recorder" and takes notes on how the other paraphrases a source she’s
collected for a project; the recorder then checks the source and provides
feedback on how accurately the paraphrase compares to the source; partners
switch roles
-
Get students in groups of three
to conduct an Internet search, where each locates a source; each evaluates
the usefulness and reliability of the others’ sources; they then write
up their findings as a short report
|
.Critical
reading develops more quickly if it's combined with writing activities.