F-09
(if
time) Why do we read? (CJ)
Entertainment
Get information
Get ideas
Interact with author (and his time)
Input into performance
Reading critically (CJ)
Be
aware of ax (that author is grinding)
Read
fairly, objectively
Look
for flaws in argument (contradictions, inconsistencies)
Does
author support argument with adequate, appropriate evidence?
Don’t
overlook problems just because you agree with conclusions
Types of reading (JS)
Not
every reading is critical!
skimming
critical
reading
reading
online
Making a précis (written or
remembered) (JS)
What is this source? (author, date,
place, format, primary vs. secondary)
What
is author’s purpose?
What
is author’s bottom-line message?
What
can I take home?
Reading the footnotes (JS)
Why bother? (puts reading in
context, leads to other sources, reveals inadequacies)
What
are author’s sources?
Are
sources adequate? appropriate?
Following
footnotes back to the sources
(if
time) The Literature (JS)
Reading
in context of previous literature (primary/secondary)
Does
present reading contradict previous literature?
Debates
in literature
Neglect
of literature
Interact with what you read (CJ)
Underlining? Notes?
Commentary (in margins, on xerox backs, on computer)
– Commentary is different from “taking notes” – it’s better!
React
to ideas!
Look
for “leverage” (possibility for new idea, paper topic)
Mechanics of reading (JS)
Most of this has already been covered – Hit just a couple
of points
Exercise-1 – Précis (CJ)
everyone try to make a précis –
use check-list on handout
John,
Corey discuss their précis
Exercise-2 – What do
students read? (CJ)
1. What are you reading this week?
2. What have
you read recently about music that you found interesting or exciting?
3. What did you
like about this reading?
4. Hand in in
seminar after break