Learning Outcome 3
Susan Gilroy brings up treating the piece of interest as an ongoing conversation with yourself as you move through the text. This is shown in my annotations of Consider the Lobster. In my annotations, I would connect, agree or disagree with points being made within the text in a conversational manner. For example, when Wallace questioned the justification of cooking a lobster alive for eating pleasure, I agreed with his point and compared the treatment of lobster with the treatment of cattle for steak, another delicacy. I ended up using this example in my first project when discussing our treatment of animals for food. Through active reading, I was able to relate and formulate and relate an idea that was used in my paper. This is how I decided on what I would be discussing and writing about. I would find a point and add my input or question the author’s standpoint on that topic. In doing so I would be able to discuss my standpoint and bring up other ideas and questions that I could ask and bring into my paper.
Gilroy also brings up setting course readings against each other to determine their relationship. This is shown in my project three paper when I compare quotes from two separate pieces. I used a quote from Hal Herzog’s Animals Like Us and compared it to a quote from Johnathon Foer’s Against Meat, to talk about how humans treat animals to their benefit. through comparing these two quotes, I used critical reading to identify a point being made in two separate pieces and compared them to create a supporting point to talk about and back up my thesis. Overall I made it a point to make my reading thinking-intensive so that I could create new ideas and strengthen old ones to back up my thesis and strengthen my paper.
Journal discussing David Foster Wallace’s Consider The Lobster
