SCMLA: Close Reading Toolkit

Jennifer Sapio
Close Reading Interpretive Toolkit: Transforming how we teach close reading

Graduate student at University of Texas at Austin
Tasked to think about traditional large lecture format, try flipped classroom techniques

Close reading interpretive tool
http://laits.utexas.edu/crit

text associated instructions
handout of crit steps

video, 1 minute, background
3D images
students rush to judgment—How does it connect to my life?
But we want the students to go through the process to examine the text in order to discover how a text creates its meanings.
How does a text create its meanings?

“When I Heard the Learn’d Astronomer” (1867) by Walt Whitman –steampunk?

Steps:
1. Paraphrase
2. Observe –as many observations as possible. They don’t have to justify why they notice something.
Poem is single sentences
1st 4 sentences start with When
shift from quantity to quality (proofs, figures, charts ?mystical, time to time)
3. Contextualize –important, keeping history in mind illuminates
Whitman’s Transcendentalist beliefs
history
4. Analyze—return to observations, justify, which are most important? Which can string together?
Fourfold When helps convey the static quality of the data-stuffed lecture. Tedium, boring, …
Mood shift from quantity to quality
5. Argue—synthesize an interpretation, one argument built on the evidence gathered in previous steps
6. Reflect
Why is it important that the poem is a single eight-line sentence? And what are we to do with the fact that the astronomer received “much applause” from the audience? Do these facts support our interpretation or challenge it? …

Students at UT are able to access with Get started and electronic id.
Everyone else, adapt this process in paper copy. Did paper for two years until site up.
Database of short passages, searchable.
Students are able to keep the passage at the top of the screen on every step.
Can move between the different steps and able to review and submit.

Methodology:
Gave students a pre-test. No content or skills instruction.

Cold reading poem pre-test they had never seen before. Average was 4.59.
Cold reading poem at the end of the semester. Average was 7.02

STEM students felt this was “more accessible and more objective” because before “English seemed frustratingly abstract” Jason Escandell (TA F2012)

Why is contextualize after observe?
Been talking about it for 3 years.
Not tied to the language of the text. We could contextualize at the beginning. Or at the end to add contextual frame.

After observe and before analyze.

Give students opportunity to make observations without any justification.
By placing contextualize between, hoped it would emphasize the difference between observe and analyze.

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