The Active Reader: Strategies for Academic Reading and Writing PDF
Preview The Active Reader: Strategies for Academic Reading and Writing
OXFORD THE ACTIVER EADER Strategies for Academic Reading and Writing Third Edition I Eric Henderson Classification of Readings by Discipline Anthropology The Senate and the fight against the 1885 Chinese Immigration Act (Anderson) 239 Which "Native" history? By whom? For whom? (Miller) 227 Which "Native" history? By whom? For whom? (Miller) 227 Business Economics Missing in action: Gender in Canada's digital economy Advice to teens (Phillips) 269 agenda (Shade) 251 Missing in action: Gender in Canada's digital economy Tarmageddon: Dirty oil is turning Canada into a corrupt agenda(Shade) 251 petro-state (Nikiforuk) 188 University wars: The corporate administrat ion vs. the vocatio n of learning (McMurtry) 166 Canadian Studies A sorry state (Miyagawa) 231 Education Community perspectives on the impact of climate change on health Academic language and the challenge of reading for learning about in Nunavut, Canada (Healey et al.) 388 science (Snow) 160 Developing better political leaders: The case for a school Cyberbullying myths and realities (Sabella/Patchin/Hinduja) 337 of government (Thomas) 247 Developing better politica l leaders: The case for a school Imagining a Canadian identity through sport : A historical of government (Thomas) 247 interpretation of lacrosse and hockey (Robidoux) 300 In defence of the iGeneration (Wilson) 273 Listen to the North (Saul) 216 Social norms of alcohol, smoking, and marijuana use within a Canadian Missing in action: Gender in Canada's digital economy university setting (Arbour-Nicitopou los et al.) 180 agenda (Shade) 251 Universities, governments and industry: Can the essential nature Of hockey, Medicare and Canad ian dreams (Toope) 223 of universities survive the drive to commercialize? (Young) 171 Sexuality and sexual health of Canadian adolescents: University wars: The corporate administration vs. the vocat ion Yesterday, today, and tomorrow (Maticka-Tyndale) 257 of learning (McMurtry) 166 Shooting the messenger: Why Canadians don't often blow the whistle on wrongdoing (Kelman) 199 Engineering Social norms of alcohol, smoking, and marijuana use within a Canadian Academic language and the challenge of reading for learning about university setting (Arbour-Nic itopoulos et al.) 180 science (Snow) 160 Tarmageddon: Dirty oil is turning Canada into a corrupt petro-state (Nikiforuk) 188 Environmental Sciences The Senate and the fight against the 1885 Chinese Immigration Act (Anderson) 239 Community perspectives on the impact of climate change on health The ugly Canadian (Attaran) 192 in Nunavut, Canada (Healey et al.) 388 Which "Native" history? By whom? For whom? (Miller) 227 Listen to the North (Saul) 216 Psychology's essential role in alleviating the impacts of climate change (Gifford) 376 Computing and the Internet Tarmageddon: Dirty oil is turning Canada into a corrupt Cyberbullying myths and realities (Sabella/Patchin/Hinduja) 337 petro-state (Nikiforuk) 188 In defence of the iGeneration (Wilson) 273 The more you play, the more aggressive you become: A long-term Gender/Women's Studies experimental study of cumulative violent video game effects on Missing in action: Gender in Canada's digital economy hostile expectations and aggressive behavior (Hasan et al.) 313 agenda (Shade) 251 Post-princess models of gender: The new man in Disney/Pixar Culture and Cultural Studies (Gillam/Wooden) 290 A sorry state (Miyagawa) 231 Sexuality and sexual health of Canadian adolescents : Community perspectives on the impact of climate change on health Yesterday, today, and tomorrow (Maticka-Tynda le) 257 in Nunavut, Canada (Healey et al.) 388 Speed that kills: The role of techno logy in Kate Chopin's Listen to the North (Saul) 216 "The story of an hour" (Foote) 370 Of hockey, Medicare and Canadian dreams (Toope) 223 Geography Post-princess models of gender : The new man in Disney/Pixar (Gillam/Wooden) 290 Listen to the North (Saul) 216 History Reality TV gives back: On the civic functions of reality entertainment (Ouellette) 284 Advice to teens (Phillips) 269 Shooting the messenger: Why Canadians don't often blow Imagining a Canadian identity through sport: A histor ical the whistle on wrongdoing (Kelman) 199 interpretation of lacrosse and hockey (Robidoux) 300 The more you play, the more aggressive you become: A long-term Speed that kills: The role of technology in Kate Chopin's experimental study of cumulative violent video game effects on "The story of an hour" (Foote) 370 hostile expectations and aggressive behavior (Hasan et al.) 313 The microscopic world (Lightman ) 363 Trends in North American newspaper reporting of brain injury The Senate and the fight against the 1885 Chinese Immigration Act in ice hockey (Cusimano et al.) 320 (Anderson) 239 Medicine and Public Health Indigenous Studies A ban on marketing of foods/beverages to children: The who, why, what A sorry state (Miyagawa) 231 and how of a populat ion health intervention (Dutton et al.) 279 Community perspectives on the impact of climate change on health Community perspectives on the impact of climate change on health in Nunavut, Canada (Healey et al.) 388 in Nunavut, Canada (Healey et al.) 388 Which "Native" history? By whom? For whom? (Miller) 227 Pharmaceutical innovation: Can we live forever? A commentary on Schnittker and Karandinos (Lexchin) 354 Sexuality and sexual health of Canadian adolescents: Kinesiology/Sports Studies Yesterday, today, and tomorrow (Maticka-Tyn dale) 257 Doping is a threat to sporting excellence (Devine) 358 Social norms of alcohol, smoking, and marijuana use within a Canadian Trends in North American newspaper reporting of brain injury university setting (Arbour-Nicitopoulos et al.) 180 in ice hockey (Cusimano et al.) 320 Trends in North American newspaper reporting of brain injury in ice hockey (Cusimano et al.) 320 Language and Literacy Universities, governments and industry: Can the essentia l nature of universities survive the drive to commercialize? (Young) 171 Academic language and the challenge of reading for learning about science (Snow) 160 Where are we going with preimplantation genet ic diagnosis? (Krahn) 366 In defence of the iGeneration (Wilson) 273 Which "Native" history? By whom? For whom? (Miller) 227 Political Science/Government Law, Ethics, and Human Rights A sorry state (Miyagawa) 231 Developing better political leaders: The case for a school A ban on marketing of foods/beverages to children: The who, why, what of government (Thomas) 247 and how of a population health intervention (Dutton et al.) 279 Advice to teens (Phillips) 269 Discourse and dialogue between Americans and Canadians Who is talking to whom? (Nord) 206 A sorry state (Miyagawa) 231 Missing in action: Gender in Canada's digital economy Doping is a threat to sporting excellence (Devine) 358 agenda (Shade) 251 Shooting the messenger: Why Canadians don't often blow Shooting the messenger: Why Canadians don't often blow the whistle on wrongdoing (Kelman) 199 the whistle on wrongdoing (Kelman) 199 The Senate and the fight against the 1885 Chinese Immigration Act The Senate and the fight against the 1885 Chinese Immigration Act (Anderson) 239 (Anderson) 239 The ugly Canadian (Attaran) 192 The ugly Canadian {Attaran) 192 Where are we going with preimplantation genetic diagnosis? (Krahn) 366 Psychology Literary Studies Address ing driver aggress ion: Contribut ions from psychological science (Wickens/Mann/Wiesenthal) 330 Post-princess models of gender: The new man in Disney/Pixar Cyberbullying myths and realities (Sabella/Patchin/Hinduja) 337 (Gillam/Wooden) 290 Psychology's essential role in alleviating the impacts Speed that kills: The role of technology in Kate Chopin's of climate change (Gifford) 376 "The story of an hour" (Foote) 370 The more you play, the more aggressive you become: A long-term The microscopic world (Lightman ) 363 experimental study of cumulative violent video game effects on hostile expectations and aggressive behavior (Hasan et al.) 313 Media Studies A ban on marketing of foods/beverages to children: The who, why, what Science (General) and how of a population health intervention (Dutton et al.) 279 Academic language and the challenge of reading for learning about Cyberbullying myths and realities (Sabella/Patchin/ Hinduja) 337 science (Snow) 160 In defence of the iGeneration (Wilson) 273 Tarmageddon: Dirty oil is turning Canada into a corrupt Missing in action : Gender in Canada's digital economy petro-state (Nikiforuk) 188 agenda (Shade) 251 The microscopic world (Lightman) 363 THE ACTIVE READER THE ACTIVER EADER Strategies for Academic Reading and Writing Third Edition I Eric Henderson OXFORD UNIVERSITY PRESS OXFORD UNIVERSITY PRESS Oxford University Press is a department of the University of Oxford. It furthers the University's objective of excellence in research, scholarship, and education by publishing worldwide. Oxford is a registered trade mark of Oxford University Press in the UK and in certain other countries. Published in Canada by Oxford University Press 8 Sampson Mews, Suite 204, Don Mills, Ontario M3C OHS Canada www.oupcanada.com Copyright© Oxford University Press Canada 2015 The moral rights of the author have been asserted Database right Oxford University Press (maker) First Edition published in 2008 Second Edition published in 2012 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by licence, or under terms agreed with the appropriate reprographics rights organization. Enquiries concerning reproduction outside the scope of the above should be sent to the Permissions Department at the address above or through the following url: www.oupcanada.com/permission/permission_request.php Every effort has been made to determine and contact copyright holders. In the case of any omissions, the publisher will be pleased to make suitable acknowledgement in future editions. Library and Archives Canada Cataloguing in Publication Henderson, Eric, author The active reader: strategics for academic reading and writing/ Eric Henderson. - Third edition. Includes bibliographical references and index. ISBN 978-0-19-901245-9 {pbk.) I. English language-Rheto ric-Textbooks. 2. Academic writing-Textbooks. 3. Report writing-Textbooks. 4. Reading comprehension -Textbooks. 5. College readers. I. Title. PE 1408. H385 2015 808'.042 C2015-900354-7 Cover image: Rene Mansi/Getty Images Oxford University Press is committed to our environment. This book is printed on Forest Stewardship Council®c ertified paper and comes from responsible sources. Manufactured in the United States by RR Donnelley 2 3 4 5 - 18 17 16 15 CONTENTS The Active Voice xn Preface x111 Academic Writing and the New Realists xiii For the Third Edition xiv Additional Highlights xv Acknow ledgements xvi PART I I Academic Reading: An Introduction 1 1 I An Introduction to Academic Prose 3 What ls Academic Writing? 3 Roadblocks to Reading 4 What Are Conventions? 4 General Features of Academic Writing 5 KnowledgeA cross the Disciplines 5 Audience: Who Reads Academic Writing? 6 The Purposes of Academic Writing 7 An Exchange of Ideas 7 Analysis, Synthesis, and Academic Writing 8 The Influence of the Academic Community 10 A Self-Regulating Community 11 2 I Conventions of Academic Writing 13 Authors 13 Length 14 Research 14 ResearchS ources 14 Documenting Sources 15 Voice and Style 15 Objectivity and Style 15 Language and Academic Writing 17 Strategies for Approaching Academic Essays 17 PreviewingC ontent 17 Featureso f Introductions in Academic Writing 19 3 I Three Common Kinds of Academic Essays 23 Type A: Qualitative Essays 23 Type B: Quantitative Essays 23 Type B Subgenre: Qualitative Methodologies 24 Type C: Synthesis and Critical Evaluation 24 Tables, Graphs, and Other Visuals 24 Reading Tablesa nd Graphs 25 Academic Essay Formats 25 TypeA 26 Sample Professional Essay: Excerpt from "Post-Princess Models of Gender: The New Man in Disney/Pixar" I Ken Gillam and Shannon R. Wooden 26 Type B 27 Sample Professional Essay: Adaptive Responses to Social Exclusion: Social Rejection Improves Detection of Real and Fake Smiles I Michael J. Bernstein et al. 27 Type C 31 Sample Professional Essay: Why Ordinary People Torture Enemy Prisoners Susan T. Fiske, Lasana T. Harris, and Amy J.C.C uddy 31 4 I Critical Thinking 35 When Do You Use Critical Thinking? 36 Inferences and Critical Thinking 37 Critical Thinking and Skepticism 40 The Spirit of Inquiry 40 Critical Factors in Critical Thinking 41 Drawing Conclusions 41 Sample Professional Argumentative Essay: Pipeline Debate Shaping Up as Propaganda War I Stephen Hume 44 5 I Reading Strategies 46 Interacting with Texts 46 Annotating Texts 48 Pre-readingS trategies:R eading Purpose 48 Reading Strategies: The Big Picture 49 Selective Reading:S canning and FocusedR eading 50 Reading Strategies: The Detail Work 56 Grammar and Sentence Structure 56 Connotations and Denotations 57 LinguisticR esources 57 I 24 PART I Academic Reading: An Introduction followed by "Methods," "Results," and "Discussion" and/or "Conclusion." The divi sions may then be subdivided . For example, "Methods" may be divided into "Subjects," "Participants," "Measures," "Procedures," "Statistical Analyses Used," and so on. See Characteristics of Type A, Type B, and Type C Essays in appendix B, and the sample Type B essay, page 27, for more details. Type B Subgenre: Qualitative Methodologies Some essays use conventional Type B formats while employing qualitative methods to analyze evidence gathered from unstructured interviews, focus groups, forums, or written texts like print media. As contrasted with the sometimes artificial setting of the psychology lab, qualitative methods enable the researcher to examine human motiva tions and interactions within naturally occurring contexts. For example, Healey et al. analyze the results of collaborative research on climate change in northern Inuit com munities by recording community perspectives and capturing everyday life experiences through photography (p. 388 in Part III: The Reader). In spite of the advantages of qualitative studies, data generated through these methods may be harder to generalize to larger populations than data generated through quantitative methods. In addition, data analysis requires careful and skilled interpretation to avoid researcher bias. Type C: Synthesis and Critical Evaluation Common in the social sciences-especially psychology-and in the sciences, Type C Authors of Type C essays synthesize and critically evaluate relevant texts, such as scholarly articles. essays synthesize and Type C essays reveal the progress toward solving a problem; they may also draw atten critically evaluate tion to inconsistencies or gaps in the research. In this sense, they look back to see how published studies to far social scientists have come and look ahead to future directions for research; their reveal the progress authors may conclude by making recommendations. Review essays may be occasioned toward solving a by a specific phenomenon, such as the prevalence of online gaming among adolescents problem. (see page 313), or a significant social concern, such as "Addressing Driver Aggression," page 330 in Part Ill: The Reader. In format, Type C essays resemble Type A essays with a thesis/essay plan and content divisions. See Characteristics of Type A, Type B, and Type C Essays in appendix B, and the sample Type C essay, page 31, for more details. ... Although not all academic essays conform precisely to the characteristics out lined here and in appendix B, the majority closely resemble Type A, Type B, or Type C. Works published in books generally follow the formats of Type A or Type C, whereas experimental results (Type B) typically appear in journals. As well as much scientific table writing, several kinds of public writing, such as case studies, proposals, and business Presents detailed and other kinds of formal reports, commonly use the methodo logy and structure of information in matrix Type B essays. format, in columns and Argumentative essays, such as editorials and commentaries, are discussed in chapter 9. rows that are easily scanned. Tables, Graphs, and Other Visuals graph Represents A table presents detailed information in matrix format, in columns and rows that relationships between are easily scanned. Graphs represent relationships between two variables. Line graphs two variables. show a relationship over time while bar graphss how values or trends within the data. Three Common l(inds of Academic Essays Although academic writing shares many characterist ics, most academic essays can be divided into one of three categories. You can think of them as Type A (for "arts," often referred to as the humanities), Type B (for "biology," an example of a discipline within the natural sciences), and Type C (for "critical review"). Since formats and other con ventions vary among these different kinds of essays, being able to identify their type will enable you to access information more efficiently. Type A: Qualitative Essays Authors of Type A Type A is common in the arts/humanities disciplines and in other disciplines in which essays use a qualitative methodo logy, the methodology is qualitative,c oncerned with ideas, values, or theories, rather than with concerned with the data that can be measured and quantified. Typically, a Type A essay includes a thesis, an interpretation of ideas, essay plan, or questions that the writer will attempt to answer. Descriptive headings may values, or theories , be used to summarize section content. See Characteristics of Type A, Type B, and Type which they may apply C Essays in appendix B, and the excerpt from a Type A essay, page 26, for more details. to specific primary sources. Type B: Quantitative Essays Author s of Type B In Type B essays, the writer's research design involves an experiment or some other essays use quantitative data, often generated empirical process through which primary sources, such as raw data, are generated . through an experimen t, Research of this kind is sometimes called original research to distinguish it from the or qualitativ e data to kind of research that depends heavily on underlying theories and perspectives . prove a hypothes is or In addition to using quantitative methods, these essays use standardized divisions answer a question. that replicate the chronological stages of the experiment, beginning with "Introduction,"
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