2.C What is the Connection between Critical Reading and Writing?

From Reading to Writing

Reading and writing are the two essential tools of learning. Critical reading is not a process of passive consumption, but one of interaction and engagement between the reader and the text. Therefore, when reading critically and actively, it is important not only to take in the words on the page, but also to interpret and to reflect upon what is read through writing and discussing it with others.

PART I:  Critical Readers Understand the Difference Between Reacting and Responding to A Text

As stated earlier in the previous chapter, actively responding to difficult texts, posing questions, and analyzing ideas presented in them is the key to successful reading. The goal of an active reader is to engage in a conversation with the text he or she is reading. In order to fulfill this goal, it is important to understand the difference between reacting to the text and responding to it.

Reacting to a text is often done on an emotional, rather than on an intellectual level. It is quick and shallow. For example, if we encounter a text that advances arguments with which we strongly disagree, it is natural to dismiss those ideas out of hand as not wrong and not worthy of our attention. Doing so would be reacting to the text based only on emotions and on our pre-set opinions about its arguments. It is easy to see that reacting in this way does not take the reader any closer to understanding the text. A wall of disagreement that existed between the reader and the text before the reading continues to exist after the reading.

Responding to a text, on the other hand, requires a careful study of the ideas presented and arguments advanced in it. Critical readers who possess this skill are not willing to simply reject or accept the arguments presented in the text after the first reading right away. To continue with our example from the preceding paragraph, a reader who responds to a controversial text rather than reacting to it might apply several of the following strategies before forming and expressing an opinion about that text.

  • Photo of a crumpled piece of printed text with handwriting on top of it, lying over handwriting on a notebook pageRead the text several times, taking notes, asking questions, and underlining key places.
  • Study why the author of the text advances ideas, arguments, and convictions, so different from the reader‟s own. For example, is the text’s author advancing an agenda of some social, political, religious, or economic group of which he or she is a member?
  • Study the purpose and the intended audience of the text.
  • Study the history of the argument presented in the text as much as possible. For example, modern texts on highly controversial issues such as the death penalty, abortion, or euthanasia often use past events, court cases, and other evidence to advance their claims. Knowing the history of the problem will help you to construct meaning of a difficult text.
  • Study the social, political, and intellectual context in which the text was written. Good writers use social conditions to advance controversial ideas. Compare the context in which the text was written to the one in which it is read. For example, have social conditions changed, thus invalidating the argument or making it stronger?
  • Consider the author’s (and your own) previous knowledge of the issue at the center of the text and your experiences with it. How might such knowledge or experience have influenced your reception of the argument?

Taking all these steps will help the reader to move away from simply reacting to a text and towards constructing informed and critical response to it.

To better understand the key differences between reacting and responding and between binary and nuanced reading, consider the table below.

Reacting to Texts Responding to Texts
  • Works on an emotional level rather than an intellectual level
  • Prevents readers from studying purposes, intended audiences, and contexts of texts they are working with
  • Fails to establish dialog between the reader and the text by locking the reader in his or her pre-existing opinion about the argument
  • Works on an intellectual and emotional level by asking the readers to use all three rhetorical appeals in reading and writing about the text
  • Allows for careful study of the text’s rhetorical aspects
  • Establishes dialogue among the reader, text, and other readers by allowing all sides to reconsider existing positions and opinions
Binary Reading Nuanced Reading
  • Provides only “agree or disagree” answers
  • Does not allow for an understanding of complex arguments
  • Prevents the reader from a true rhetorical engagement with the text
  • Allows for a deep and detailed understanding of complex texts
  • Takes into account “gray areas” of complex arguments
  • Establishes rhetorical engagement between the reader and the text

PART II:  Critical Readers Resist Oversimplified Binary Responses

Critical readers learn to avoid simple “agree-disagree” responses to complex texts. Such way of thinking and arguing is often called “binary” because is allows only two answers to every statement and every questions. But the world of ideas is complex, and a much more nuanced approach is needed when dealing with complex arguments.

When students are asked to “critique” a text, which readers are often asked to do, it does not mean that they have to “criticize” it and reject its argument out of hand. What students are being asked to do instead is to carefully evaluate and analyze the text’s ideas, to understand how and why they are constructed and presented, and only then develop a response to that text. Not every text asks for an outright agreement or disagreement. Sometimes, we as readers are not in a position to either simply support an argument or reject it. What we can do in such cases, though, is to learn more about the text’s arguments by carefully considering all of its aspects and to construct a nuanced, sophisticated response to them. Then it will still be possible to disagree with the arguments presented in the reading because our opinion about the text will be much more informed and nuanced than if we simply agree or disagree.




Two Sample Student Responses

To illustrate the principles laid out in this section, consider the following two reading responses. Both texts respond to a very well known piece, “A Letter from Birmingham Jail,” by Martin Luther King, Jr. In the letter, King responds to criticism from other clergymen who had called his methods of civil rights struggle “unwise and untimely.” Both student writers were given the same response prompt:  “After reading King’s piece several times and with a pen or pencil in hand, consider what shapes King’s letter. Specifically, what rhetorical strategies is he using to achieve a persuasive effect on his readers? In making your decisions, consider such factors as background information that he gives, ways in which he addresses his immediate audience, and others. Remember that your goal is to explore King’s text, thus enabling you to understand his rhetorical strategies better.”

Student “A” Response
Martin Luther King Jr’s “Letter from Birmingham Jail” is a very powerful text. At the time when minorities in America were silenced and persecuted, King had the courage to lead his people in the struggle for equality. After being jailed in Birmingham, Alabama, King wrote a letter to his “fellow clergymen” describing his struggle for civil rights. In the letter, King recounts a brief history of that struggle and rejects the accusation that it is “unwise and untimely.” Overall, I think that King’s letter is a very rhetorically effective text, one that greatly helped Americans to understand the civil rights movement.

Student “B” Response:
King begins his “Letter from Birmingham Jail” by addressing it to his “fellow clergymen.” Thus, he immediately sets the tone of inclusion rather than exclusion. By using the word “fellow” in the address, I think he is trying to do two things. First of all, he presents himself as a colleague and a spiritual brother of his audience. That, in effect, says “you can trust me,” “I am one of your kind.” Secondly, by addressing his readers in that way, King suggests that everyone, even those Americans who are not directly involved in the struggle for civil rights, should be concerned with it. Hence the word “fellow.” King’s opening almost invokes the phrase “My fellow Americans” or “My fellow citizens” used so often by American Presidents when they address the nation.

King then proceeds to give a brief background of his actions as a civil rights leader. As I read this part of the letter, I was wondering whether his readers would really have not known what he had accomplished as a civil rights leader. Then I realized that perhaps he gives all that background information as a rhetorical move. His immediate goal is to keep reminding his readers about his activities. His ultimate goal is to show to his audience that his actions were non-violent but peaceful. In reading this passage by King, I remembered once again that it is important not to assume that your audience knows anything about the subject of the writing. I will try to use this strategy more in my own papers.

In the middle of the letter, King states: “The purpose of our direct-action program is to create a situation so crisis-packed that it will inevitably open the door to negotiation.” This sentence looks like a thesis statement and I wonder why he did not place it towards the beginning of the text, to get his point across right away. After thinking about this for a few minutes and rereading several pages from our class textbook, I think he leaves his “thesis” till later in his piece because he is facing a notso-friendly (if not hostile) audience. Delaying the thesis and laying out some background information and evidence first helps a writer to prepare his or her audience for the coming argument. That is another strategy I should probably use more often in my own writing, depending on the audience I am facing.


  • Which response fulfills the goals set in the prompt better and why?
  • Which responses shows a deeper understanding of the texts by the reader and why?
  • Which writer does a better job at avoiding binary thinking and creating a sophisticated reading of King‟s text and why?
  • Which writer is more likely to use the results of the reading in his or her own writing in the future and why?
  • Which writer leaves room for response to his text by others and why?



Critical Readers Do not Read Alone and in Silence

One of the key principles of critical reading is that active readers do not read silently and by themselves. They take notes and write about what they read. They also discuss the texts they are working with, with others and compare their own interpretations of those texts with the interpretations constructed by their colleagues.

Photo looking down on a US Marine in fatigues lying on the ground with an open copy of the book Middlesex open on his chest. Another Marine sits near his head, with his knees to his chin.Most college students are probably used to taking notes of what they read. For example, some people my prepare for a test by reading a chapter or two from a textbook, then closing the book, then trying to summarize what was read on a piece of paper.

But that kind of study strategy is not an example of critical reading. Simply summarizing concepts from textbooks or lecture notes is not critical reading. Reading for information and trying to extract the main points, is not conversing with texts, because the reader is not questioning them, and summarizing does not involve connecting the reading with one’s personal experiences or pre-existing knowledge in any way.

Critical reading has other goals, one of which is entering an on-going intellectual exchange. Therefore, it demands different reading strategies, approaches, and techniques. One of these new approaches is not reading in silence and alone. Instead, critical readers read with a pen or pencil in hand. They also discuss what they read with others.