II. How to Read Constructively
1) Remember and refer back to the theme/ prompt/ question: Always keep a prompt in mind, whether it is a homework question, the theme for lecture that week, or the overall theme of the course. It is important to keep your mind focused on a goal while reading comparatively. If you are given a specific prompt, make sure to read the prompt carefully!
If the question says “Compare,” for example, this will set you up for a particular kind of research, during which you will be looking specifically for points of comparison; if the question asks you to “Discuss,” your research focus may be more on finding different points of view and formulating your own; if the questions asks you to “Identify,” then you will be focusing on something specific, isolating and naming a concept, and forming an opinion about it.
2) Keep track of arguments: While reading, try to keep a note of the different arguments, along with the evidence in support of or against each one. Use a highlighter and sticky notes to flag passages that jump out to you, or that connect to the goal of the course. If you notice passages that speak to a similar idea, make a note of this. Along the same lines of logic, if you see a character or scholar’s name popping up again and again in what you read, then make a note of this as well. As you work through reading, make a note about different arguments and points of view; think carefully about what you’ve read and note your own response to different opinions. Get into the habit of questioning statements and sources, and make sure you’re not just repeating someone else’s opinion without challenging it in some way.
Does an opinion make sense? Does it have plenty of evidence to back it up? What are the counter-arguments? Where do you stand in relation to the arguments and viewpoints on the page? Can you position yourself and your ideas within the context of the text?
3) Research intelligently: Be careful when using online sources (in regards to questionable content and ethical utilization of material). When possible, try to stick to the primary text at hand and the secondary sources provided in class by the professor. Otherwise, when utilizing secondary sources on your own, I suggest visiting the library, or a database of scholarly articles for additional information and inspiration. Also, make sure to read through any and all footnotes in a text for further explanation. It is also helpful to keep a list of your references from the beginning of your encounter with a text; in this way the creation of your “works cited” page is not a last minute scramble.
4) Practice active brainstorming: After reading and keeping track of the arguments in the text, sit back and try to formulate a list or an outline. What do you already know? What concepts are you unclear on? What do you not have a grasp on at all? The end of the brainstorming process should result in the beginnings of a strong thesis statement; you can then easily back up your claim(s) using quotes from your active reading strategies (as explained above).
