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<p>Notes on Contributors ix</p> <p>Preface xiii</p> <p>Acknowledgments xviii</p> <p><b>1 Reading Like an Anthropologist 1<br /></b><i>Noelle Molé Liston</i></p> <p>Anthropology as Over‐the‐Shoulder Reading 1</p> <p>Empathetic Reading 4</p> <p>Reading for Argument 7</p> <p>Towards Non‐Linear Reading and Representations of Texts 7</p> <p>Reading for Content‐Based Argument versus Conceptual Argument 9</p> <p>Reading Context as Argument 11</p> <p>Establishing Context: An Example 12</p> <p>Reading Media Sources Like an Anthropologist 13</p> <p>Classroom Activity: Competing Contextual Arguments 16</p> <p>References 17</p> <p><b>2 Developing Proficiency in Economics Through Critical Reading 18<br /></b><i>Anna Shostya and Joseph C. Morreale</i></p> <p>Economics and Critical Reading 18</p> <p>Hansen’s Proficiencies and Critical Reading 20</p> <p>Reading as an Economist 21</p> <p>Concluding Thoughts 38</p> <p>References 39</p> <p><b>3 Searching for Story: Reading in Science 41<br /></b><i>Andrea McKenzie and Eric Brenner</i></p> <p>Building Reading Skills in High School 43</p> <p>Reading in the First Year of College and Beyond 45</p> <p>Reading an Experimental Report 45</p> <p>From Reading to Writing 55</p> <p>Notes 56</p> <p>References 56</p> <p><b>4 How to Read a Photograph, a Passport, a Product Sample, and a Patent: Teaching with STEM</b> <b>Archives 58<br /></b><i>Lindsay Anderberg</i></p> <p>How to Read a Photograph 60</p> <p>Classroom Implementation and Activities 62</p> <p>Question Set 1 63</p> <p>Question Set 2 64</p> <p>How to Read a Passport 66</p> <p>How to Read a Product Sample 70</p> <p>How to Read a Patent 73</p> <p>Activity Modifications and Student Reactions 76</p> <p>Question Set 1 for EWP Courses 77</p> <p>Conclusion 80</p> <p>References 80</p> <p><b>5 Critical Reading in Political Science 81<br /></b><i>Michael Busch and Garri Rivkin</i></p> <p>What is Critical Reading in Political Science? 82</p> <p>Teaching Critical Reading in Theory 85</p> <p>Teaching Critical Reading in Practice 90</p> <p><b>6 Minor Data: Reading the “Smart” City Through Engaged Pedagogy 100<br /></b><i>Gregory T. Donovan</i></p> <p>Reading What is Legible and Illegible in the Smart City 102</p> <p>Engaging Difference Through Critical Service‐Learning 105</p> <p>Learning and Design Practices 106</p> <p>Minor Data in Practice: Reading Race in Lincoln Center 111</p> <p>Conclusion 113</p> <p>Acknowledgements 114</p> <p>Notes 114</p> <p>References 115</p> <p><b>7 Critical Reading in Sociology: Developing Confidence to Know the World 117<br /></b><i>Jesse Goldstein</i></p> <p>Assignment 1: In‐Depth Interviews as a Model for Critical Dialogue 118</p> <p>Assignment 2: Artifact Analysis 121</p> <p>Assignment 3: Literature Analysis 124</p> <p>Assignment 4: Reverse Outline 129</p> <p>Conclusion: Always More Work to Be Done, Never Enough Time to Do It 130</p> <p><b>8 Critical Reading in Business Education 132<br /></b><i>Robert Lyon</i></p> <p>Strategic Critical Reading 133</p> <p>Strategic Critical Reading in the Social Sciences 136</p> <p>Conclusion 150</p> <p>References 151</p> <p><b>9 How to Read a Scientific Article: The QDAFI Method of Structured Relevant Gist 152<br /></b><i>Pascal Wallisch</i></p> <p>Expert and Non‐Expert Readers 152</p> <p>The QDAFI Method: An Overview 154</p> <p>Benefits of the QDAFI Method 160</p> <p>A Demonstration 161</p> <p>Conclusion 163</p> <p>Acknowledgments 163</p> <p>References 164</p> <p><b>10 A Political Science Pedagogy of Critical Cosmopolitanism 165<br /></b><i>Michael S. Rodriguez</i></p> <p>Introduction 165</p> <p>Exercise 1: The Method of Substantiation 166</p> <p>Exercise 1 Continued: Intellectual Empathy and Tacit Intellectual Wisdom 168</p> <p>Exercise 2: Global Awareness as Pedagogy 170</p> <p>Exercise 3: Combining Approaches 172</p> <p>Theoretical Background 172</p> <p>The Pedagogy of Cosmopolitanism 174</p> <p>Conclusion 177</p> <p>References 177</p> <p><b>11 Text(ured) Considerations: Critical Reading in its Digital and Social Contexts 179<br /></b><i>Kiersten Greene</i></p> <p>Introduction 179</p> <p>Thinking Aloud 181</p> <p>Digital Annotation 186</p> <p>Reading the Room for Equity 190</p> <p>Final Thoughts 195</p> <p>References 195</p> <p><b>12 Transparency, Encouragement, and Autonomy: Teaching Critically Engaged Reading in Sociology 197<br /></b><i>Deborah Gambs</i></p> <p>Leveling the Playing Field Through Transparency 199</p> <p>Encouraging Deep Reading 205</p> <p>Teaching with Your Mouth Shut 210</p> <p>Conclusion 212</p> <p>References 212</p> <p><b>13 Critical Reading with STS: Interdisciplinary Inspiration for the Science Classroom 214<br /></b><i>Christopher Leslie</i></p> <p>Introduction 214</p> <p>Power and the Social Construction of Science and Technology 218</p> <p>Darwin and Melville: A Pedagogical Case Study 222</p> <p>Conclusion 230</p> <p>References 231</p> <p>Index 233</p>

<p><b>ANTON BORST, P<small>H</small>D,</b> is an instructional consultant and faculty developer at NYU's center for teaching and learning, and has taught literature and writing at Hunter College, Baruch College, and Pace University. He is co-editor with Robert DiYanni of??<i>Critical Reading Across the Curriculum, Volume I: Humanities</i>. <p><b>ROBERT DiYANNI, P<small>H</small>D,</b> is a professor of Humanities at New York University and an instructional consultant at NYU's center for teaching and learning. He is author of <i>Critical and</i> <i>Creative</i> <i>Thinking: A Brief Guide for Teachers</i> and co-editor with Anton Borst of <i>Critical Reading Across the Curriculum, Volume I: Humanities</i>.

<p><b>Provides educators with practical strategies, tools, and techniques for teaching critical reading skills to students in the social and natural sciences.</b> <p>Strong critical reading skills are an essential part of any student's academic success. Teaching these vital skills requires educators to develop and implement effective teaching strategies, often based on their own critical reading practices. <i>Critical Reading Across the Curriculum, Volume 2: Social and Natural Sciences</i> provides educators with expert insights, real-world methods, and proven strategies to build critical reading skills in students across disciplines. Drawing from the experience of seasoned classroom practitioners, this book presents a dozen essays that offer various applications of critical reading best practices in fields such as anthropology, biology, economics, engineering, political science, and sociology. <p>Clear, jargon-free chapters identify, explain, and illustrate best teaching practices for critical reading. Containing numerous practical examples and demonstrations, essays written by experts in their respective fields explain what critical reading requires for their discipline, as well as how to teach those skills in the classroom. Every essay includes a host of pedagogical activities, assignments, and projects that can be used directly or adapted for diverse teaching applications. This valuable book helps educators: <ul> <li>Develop the skills students need to ask the right questions, consider sources, assess evidence, evaluate arguments, and reason critically</li> <li>Encourage students to practice critical reading skills with engaging exercises and activities</li> <li>Teach students to establish context and identify contextual connections</li> <li>Explain how to read for arguments, including content-based and conceptual arguments</li> <li>Adapt and apply teaching strategies to various curricula and disciplines</li> </ul> <p><i>Critical Reading Across the Curriculum, Volume 2: Social and Natural Sciences</i> is an ideal resource for educators in a wide range of areas, such as college and high school instructors in science and social science disciplines and instructors of graduate education courses.

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