Reading Against the Grain

As a teacher, I would want all my students to explore different dimensions of arguments as I ask different rhetorical questioning from a reading. I want these students to question the readings. In the article Expository Reading and Writing Course Assignment Template it is said that teachers recommend students to read “with the grain”. In re-reading a text, it is important for students to read “against the grain”. After this process, this is where students start to question and annotate the author, reading, and the meaning of the reading.

To get students to think critically is a great method to transition your students thinking from asking normal questions about literature to deeper questioning and understanding. I remember the best moments in my English classes was when my professor would question the writer and the reasoning behind his writing. To do this you would need to think of logic (logos), ethos (ethical), and pathos (emotions). After a certain reading of a poem or any other kind of literature, you need to think deeply and ask sophisticated and rhetorical questions. What sort of questions should these students ask themselves? Depends on the readings, of course. These were some questions I found interesting when reading a text:

“What are the major claims and assertions made in this reading? Do you agree with the author’s claim that . . .?”

“What does the author’s style and language tell the reader about him or her?”

“Does the author use humor or irony? How does that affect your acceptance of his or her ideas?”

What I thought what was effective was when a teacher was asking us students what my initial thought if the reading was. It is important for students to say what they believe the text was about before they are surrounded by other meanings from other students. These tips will help students dissect literature in an analytical way and will make your class more satisfying.