Learning Outcome Three

Susan Gilroy, the Librarian for Undergraduate Programs for Writing at Harvard University, explores the ways to “interrogate” a piece of writing. When I think back to my own critical reading strategies, I feel that I do a decent job at this. I do not interrogate as much as I try to connect to it or have a conversation with it. For my chosen annotated pages, I chose to use Lehrer’s “The Future of Science…Is Art?” which is found in my blog 8, I definitely tried to shine light on the areas in the text that would be useful later on when I complete the essay. As seen on page two, I marked the claim, provided definitions of unknown words and built connections to Yo Yo Ma’s essay. After reading a selection of Gilroy’s “Interrogating Texts: 6 Reading Habits to Develop in Your First Year at Harvard” I noticed that she mentioned many of the ways I already annotate. These include ideas that occur, important information and connections with class discussions. This makes me think of the in class exercise that was provided to the class in order to guide discussion. The worksheet is provided below depicting the answers I would fill out with the group I was assigned, in addition to  information that was brought up during the following class discussion. This resource was really useful when constructing my essay as it contains a variety of ideas and interpretations. In fact, it helps me create the “skeleton” that Gilroy mentions when she says “take the information apart, look at its parts, and then try to put it back together again in language that is meaningful to you…”Rather than jumping right into an essay, I prefer to create this skeleton, or outline, of information that I make my own connections and interpretations with.