students consider what a particular way of reading enabled and prohibited, and they anticipate other contexts in which that approach might be particularly productive

reminds students that no text—printed or otherwise—is ideologically neutral, and as students go paragraph by paragraph they begin to recognize how the text is working on them, how it is persuading them, how it is functioning

Shifting students’ attention from summary to more rhetorically inflected issues allows them to recognize the role of each paragraph in the text, as well as how the paragraphs work to-gether to help create meaning.

Says/Does approach.

students need practice believing

ask students to engage in a version of Peter Elbow’s Doubting and Believing Game.

When students read only to relate, they are missing op-portunities to imagine “the other,”

research also shows that students struggle to move beyond this way of read-ing

ersonal connec-tions to them

ritically literate—to actively and productively interact with texts in the classroom