A 3-2-1 Approach to Undergraduate Reading Compliance and Critical Analysis. Issue 4 (2nd October 2021)

• Record Type: Journal Article
• Authors: Cserni, Robert T.; Rademacher, Heidi E.
• Is Part Of: College teaching. Volume 69:Issue 4(2021)
• Page Start: 233
• Page End: 242
• Publication Date: 2021-10-02
• Subjects: Reading compliance -- writing assignment -- critical thinking -- problem-centered learning; College teaching -- Periodicals; 378.1205
• DOI: 10.1080/87567555.2020.1863318
• Languages: English
• ISSNs: 8756-7555

Abstract

Abstract: Studies show only 20 to 40 percent of students read assigned texts and are prepared for class discussions. To address this issue we created the 3-2-1 Reading Assignment, in which students engage in critical reading and deep learning by providing three points that summarize the text, two points that analyze it, and one discussion question. In order to assess the effectiveness of this technique, we conducted a content analysis of 1, 511 student assignments. We found that the use of this technique led to gradual increases in students' ability to summarize and analyze readings as well as formulate higher-order questions.