Learning Outcome 3:

                      When put to the task of actively reading an article, passage, or essay, the first thing that comes to mind is to be present with the text. When reading the selection from Susan Gilroy, I found myself to use the techniques of underlining, annotating, asking questions and analyzing. Similarly to the techniques discussed by Gilroy, underlining helps me to view the main point of the paragraph or the “skeleton of the argument” (Gilroy 1). It makes it clear as to what message the paragraph is trying to convey. Next, I use annotating after underlining the main points to note in my own words what the paragraph is about. As Gilroy describes, my annotations represent, “things that seem important to me” throughout the article (Gilroy 1). Then, asking questions throughout the essay helps to signify active thoughts and questioning what the author has to say. I agree with the perspective of Susan Gilroy that the process of asking questions as, “reminders of the unfinished business you still have with a text…”(Gilroy 1). It helps the reader to stay engaged with the text and to offer any insight the reader may have. This creates the perfect opportunity to integrate your thoughts of the article with thoughts of another article discussing the similar ideas. Lastly, analyzing is putting together the ideas you have read throughout the article and finding meaning to it. After reading and annotating an article in English 110, we then follow through the process of analyzing by doing informal reading responses. This helps to relate the idea together and develop an opinion of what the message we take away from the article is. Through these steps, I am confident in my ability to “interrogate” readings to find the ultimate meaning of the piece of writing. As the Learning Objective 3 is to “Employ techniques of active reading, critical reading, and informal reading responses for inquiry, learning and thinking” I feel as though English 110 has taught me to do so. 

See Copy of Annotated Pages From One Course Reading and Informal Reading Response Evidence.