英语论文网

hat the college students can take notes on the English book arbitrarily. 4.2.2 Critical English reading “Critical reading is a further dimension of in-depth reading. Critical reading requires reading skills beyond the ‘thorough comprehension’ stage of reading. It is expected on the part of student to arrive at a critical judgment of the author’s discourse as they would in their own language.” [12] Reading an English text critically means that the college students do not accept the whole value of what they are reading. This does not necessarily mean that the college students should find fault with a text, but rather that they should question and judge the merit and worth of the information it contains. The college students should remember that the purpose of r English reading is to analyze and solve problems and make a valuable comment of the English text by absorbing information or using received information. Thus, critical English reading proves to be quite helpful. Critical English reading involves a number of inter-related processes. They are interpretation, analysis and evaluation. （i）Interpretation “Readers can take the responsibility for determining the meaning of the text. They can work as though they were doing something other than finding ideas already there on the page and they can be guided by their own impressions or questions as they read”.[13] When the college students read critically for interpretation, they read to determine what conclusions could be drawn about the various messages the English text contains. Sometimes, there is more than one possible interpretation, and in such cases it is possible that the reading may be directed at the best or close meaning. Interpreting an English text will also frequently involve the process of meaning guessing. （ii）Analysis This is the process by which the reader examines the way the ideas and messages in an English text fit together to create the overall meaning while English reading. The college students should focus on the following points: (1) identifying assumptions (the hidden values that underlie what a writer is saying ) (2) the structure of the argument (the development and sequence of ideas, the relationship between ideas, whether the argument is inductive or deductive); (3) the relationship between evidence/data and argument ( whether the evidence supports and illustrates the argument, and whether it supports any conclusions that are drawn). （iii）Evaluation This is a process by which the reader establishes the worth or merit of an English text. Evaluation is a higher order process that involves all of the other processes described above. When the college students evaluate an English text, they should attempt to look at the ideas and messages in a broader context. The college students might say that this is a good argument, but is it worth anything, or does it has any merits? The college students would then use their knowledge of the subject or field, or of competing arguments, to establish the merit or worth of the argument of analysis. “Evaluation: That is, according to the reader’s own measure of value, to evaluate the writer’s idea, position and their truthfulness and correctness.”[14] 5. How to make notes in the process of English reading Purchasing an English book means having an English book, but it doesn’t mean that the English book really belongs to the buyer. The best way of making a book become a p