SQR #4

Ryan Pena , Andrew Schlieper
English 1320/1301.161
Trang Phan

SQR 4
S: In article 4 it talks about how readers observe and understand what they are reading, and the interpretations that different people can get just by reading the same text. Most people have different reading strategies so it varies on how people understand that certain piece of writing. The idea of a good reader in the traditional sense has a large vocabulary, reads quickly, and is able to do well in comprehensive tasks including recalling the content in the text; they can identify the topic sentences, introductions, conclusions, generalizations, and the supporting details. On the other hand those are exact same students paraphrase rather than analyze, and summarize rather than criticize the text that they read, which in turn show that they are not “good readers” because good readers are able to build multi-faceted representations and read the text on different levels to be able to interpret and understand what they are reading in the text.
As it says in the article on page 170 “what the student often fails to do is move beyond content and conversation and constructs representations of the texts as purposeful actions, which arise from contexts and with intended effects”.
Q:Why is it that “good readers” are better at interpreting meaning in the text? What things that define a “good reader” do you use?
R: A “good reader’ is more capable of interpreting a text due to looking at the text at different levels than common readers do. They tend to build multi-faceted representation and look at the text with a more open mind than just looking at the text as another bunch of words.