The end result of the many training programmes at the adult or college level is literally to train one to finally become a critical reader. All the training in reading and all the practice in various reading skills lead ultimately to this goal-that of preparing the reader for critical reading-for helping him to read with analysis and judgement.

Critical reading requires a contribution by both the author and the reader and an interplay which usually results in a new understanding, according to TRIGGS. The reader must have all the various skills of reading. He must be able to analyse quickly through skimming, the directions, the main idea, the purpose of the writer, so that as he then reads, he can make some decisions in his own mind as to whether the author has fulfilled his apparent intended direction and purpose for the writing. Before he can evaluate such aspects as the author's purpose, accuracy or implications, the reader must be able to identify the facts.

Once he identifies the facts then he should begin to apply his tools for evaluation. He should check how reliable the information is; how recent it is; how accurate it is; and how competent the writer is.

In addition, the reader must find out what is the author's purpose. Is it to inform? Is it to persuade? Is it to entertain? Is it to interpret a point of view? Is it to incite into action? A casual glance at daily newspapers will give you examples for all of these. One article may be informational, such as news report, e.g., such and such a thing happened in certain town; or it may be that the purpose of the article is to persuade you. It may be that the person who writes it wishes to leave you with a particular feeling about his topic. May be that he simply wants to entertain you and you find much of that in the newspaper especially the Sunday supplement. Many times one can find articles that interpret a situation. Again, one might write an article to incite you into some action such as aid to the Bangla Desh. Advertisements are again of this nature. They would not have been written in the first place if it were not to incite you into action.

Once the reader finds out the hidden purposes or view points, then he must examine the implications present in the material. What inference is suggested by his tone, choice of words or style? Obviously if his purpose is to inform then he generally uses a matter of fact tone. The writer may not use colourful adjectives or adverbs, but simply states the facts precisely as they happened. On the contrary, if he wants to persuade you, then he may use the tone or mood which will be in keeping with the way he wishes you to react. For example, if he is attempting to persuade you to vote for him and persuade you not to vote for the other party, then his attitude or tone or his mood could be cynical, it could be satirical, it could be sarcastic, it could be critical and so forth. A good example of this is the famous speech of Mark Antony on Caesar's assassination. How cleverly Mark Antony incites action against Brutus and his associates. Mark Antony used many of the above mentioned techniques, such as irony and satire.

A writer or speaker uses special styles also. For example, he may get attention by repetition. Hitler used this technique extensively. He boasted that one can make people believe anything if it is repeated often enough. Advertisements also get results in the same way. On the 'Critical Analysis Checklist' is a listing of other styles that writers or speakers use best to carry their thoughts. Study the listing and remember it the next time that you read or listen to a speaker.

Writers may also use special techniques to win your confidence and attention. They may out-and-out misquote, make statements out of context to appeal to your emotions, etc. The 'Checklist' also contains a listing of many of these special techniques used by writers and speakers. Study it for future reference.

Finally, how would you evaluation the content of the writing or speech? Do you think it increased your scope of learning? Do you think it was well-rounded? These and other hints for evaluating a speech or a writing are also listed on the 'Checklist'.

These are some of the 'Checks' that a critical, competent reader or listener makes when he reads or listens.

 

CRITICAL ANALYSIS CHECKLIST

Speaker's Purpose:
1. To inform
2. To persuade
3. To entertain
4. To interpret
5. To incite into action
Speaker's Tone:
1. Cynical
2. Satirical
3. Sarcastic
4. Humorous
5. Critical
6. Sentimental
7. Solemn
8. Ironic
Speaker's Style:
1. Repetition
2. Question-answer
3. Conclusion-proof
4. Opinion-reason
5. Problem-solution
6. Fusion of details
7. Comparison and contrast
8. Events in time sequence
9. Positive statements
10. Rhetorical questions
11. Dramatic
12. Various thought relationships
13. Cause-effect
14. Analogy
Evaluation of Content
1. Increased scope of learning
2. Well-rounded discussion
3. Definite position supported
4. Useful to society
5. Relevant
6. Clarifies complex ideas
7. Complete analysis
8. Scientific slant
9. Moral
10. Utilitarian
11. Draws inferences
12. Makes predictions
Speaker's Techniques:
1. Misquoting
2. Statement out of context
3. Appeal to emotion
4. Personal attack
5. Irrelevant evidence
6. Over simplification
7. Ignoring of evidence
8. Arguing in a circle
9. Ridicule
10. Distortion
11. Generalization
12. Straw-man technique
13. False analogy
14. Confused wording
15. 'Oldness is goodness' (and vice versa)
16. Inadequate sampling
17. Intimidation
18. Card stacking
19. Either-or distinctions
20. Appeal to authority
21. Presupposition
22. Appeal to ego
23. 'Big lie'
24. 'Everybody's doing it'
25. Because it's good for me, it's good for you
26. Endorsement
27. Appeal to sex, status, wealth, fame
28. Tear-jerking
29. Snowballing
30. Technical or obscure language, jargon
31. Appeal to the hopeless
32. I _____ establish ____ is fact
33. Plain folks
34. Transfer
35. Pretty words
36. Ugly words
37. Repetition
38. 'Loud and long'
39. Partial analysis
40. Rationalization
41. Band wagon appeals
42. Distractors
43. Extravagant expression
44. Logical fallacies
45. Inconsequential statements (non-sequitus)
46. Meaningless jargon (gobbledygook)
47. Tabloid thinking