Abstract
Reading activities in high school start to
bring about boredom, and most learners don’t feel like reading because they
feel aliens in the print paper environment. For the majority of students, reading
a text, which they are forced to read, is complete torture. We, teachers, usually
choose the text our students must read and must understand the way we want them
to understand it deductively or inductively. Sometimes, the content we ask them
to read isn’t motivating for them. It is out of their main field of interest. They
suddenly become inactive and indifferent. So, instead of asking them to read
such or such text and then answer the usual comprehension questions we are used
to posing, it would be better to ask them to see if the content of a certain
text is “good”, “poor”, “inspiring”, “boring”, “interesting”, “true to life” or
“biased” and explain how they get to that conclusion. This way, the students
will voluntarily try to read the text to learn how to pose the adequate
necessary questions to reach that level of profound comprehension. They will
certainly enjoy regaining their true individual abilities and start enjoying
the habit of rediscovering themselves through reading.
To
master the skill of reading critically, the students should learn how to
question texts through the non-posed questions generated by their interaction
with the content and their own critical approaches to unveil the secrets of the
hidden meaning and bias of any text. The non-posed critical questions they
should provide themselves will reveal unspoken details which lead to
conceivable interpretation and eventually real understanding of the message in
any given text. Consequently, they will learn to never rush to conclusions
inconveniently, and their evaluation of the text will logically be reliable and
invulnerable.
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