Guidelines for Critical Reading Self-Assessment

Introduction to Self-Assessment

  • Purpose: Reflecting personal growth as a critical reader over the year through an in-person discussion.

  • Duration: Video should not exceed 4 minutes.

  • Responsibility: Students must manage their time effectively to cover essential points regarding their development as readers.

Evidence For Reflection

  • Sources for Evidence: Use reading journals (CRRs), reading notes, and reading annotations.

  • Importance of Evidence: Support claims made about growth and improvements in reading habits.

Preparation for Recording

  • Structure: Prior to recording, prepare and practice to formulate coherent points about reading progress.

  • Reflection Style: Frame reflection as a conversation that is led by the student.

  • Organizational Methods:

    • Comparison/Contrast Method:

    • Describe self as a reader before class began.

    • Discuss insights gained from each new text and how these transformed reading approaches.

    • Chronological Text Order:

    • Analyze reading traits based on the order of texts read throughout the semester.

    • Identification of Key Changes:

    • Highlight 2-4 significant shifts in reading techniques or attitudes.

Discussion Points in Reflection

  • Encourage honest discourse regarding both growth and challenges.

  • Highlight specific skills in annotation and text marking.

  • Utilize particular reading journal responses (CRRs) as references to illustrate points.

  • Address any problems faced in comprehension or reading strategies, showing that this honesty is crucial for improvement.

Evaluation Criteria

  • Excellent (20 points):

    • Reflection is 4 minutes long; shows thorough preparation.

    • Articulates findings using academic language to critique strengths and weaknesses in reading skills.

    • Provides specific, actionable examples for potential improvements.

    • Clear understanding of critical reading principles.

    • Incorporates AP Reading Course Skills in discussion.

  • Proficient (17 points):

    • Meets Excellent criteria in all areas except one.

  • Developing (15 points):

    • Meets Excellent criteria in all areas except two.

  • Needs Improvement (12 points):

    • Meets Excellent criteria in all areas except three or more.

AP Course Reading Skills

  • Skill 1.A: Identify and describe components of the rhetorical situation:

    • Exigence, audience, writer, purpose, context, and message.

  • Skill 1.B: Explain how arguments reflect understanding of audience beliefs, values, or needs.

  • Skill 3.A: Identify and articulate claims and evidence within arguments.

  • Skill 3.B: Describe the overarching thesis and its structural implications.

  • Skill 3.C: Explain how claims are qualified through modifiers, counterarguments, and perspectives.

  • Skill 5.A: Describe reasoning lines and their support for the overall thesis.

  • Skill 5.B: Explain how text organization contributes to unity and coherence.

  • Skill 5.C: Recognize the use of development methods to fulfill a purpose.

  • Skill 7.A: Explain how language choices, comparisons, and syntax influence text tone and style.

This is a good start! It effectively addresses the 'before class began' aspect of the Comparison/Contrast Method and mentions an insight gained from a specific text, 'Everything's An Argument'. To enhance it further and align more closely with the 'Excellent' criteria for the self-assessment:

  1. Be More Specific: When you say you realized "all of the tips and tricks that I could use that I was missing could help me beneficially," try to elaborate on what some of those 'tips and tricks' are. For instance, did you start identifying specific rhetorical situations (Skill 1.A) or claims and evidence (Skill 3.A) more effectively? Providing a concrete example of a "rhetoric tactic" you now recognize in media would strengthen your point.

  2. Incorporate Academic Language: While the current language is clear, consider incorporating more academic phrasing as suggested in the 'Excellent' criteria. Instead of "very vague," you might articulate it as having an "undeveloped understanding of rhetorical strategies."

  3. Link to AP Skills: Explicitly mentioning some of the AP Reading Course Skills (e.g., Skill 1.A: Identify and describe components of the rhetorical situation) will demonstrate a clear understanding of critical reading principles and enhance your articulation of findings. For example, how did reading "Everything's An Argument" help you better identify exigence, audience, or purpose?

  4. Consider Challenges: The 'Discussion Points in Reflection' encourage honest discourse regarding both growth and challenges. While you've identified an initial weakness, briefly mentioning any current problems or areas you're still working on can show a more complete and honest reflection, aligning with the idea that "honesty is crucial for improvement."