Feature Article

Making the Most of Authentic Media
Texts

Malcolm Larking
Ritsumeikan Asia Pacific University
Reading resources for EFL media courses can be sourced from a wide range of authentic
texts which students can use to hone their critical thinking and reading skills. Students canencounter a wide range of perspectives by reading online newspaper articles, editorials,
and opinion pieces, but may not have the ability to differentiate between factual reportingand opinionative passages. By teaching critical reading strategies, students can understanddifferences in reporting styles and journalistic discourse, and read the news with a morecritical perspective and deepened understanding. This paper introduces ideas for how to use
online newspaper articles to improve students’ critical reading skills. Practical tasks that raiselearners’ attention to subtle differences in media reports will be discussed. By analyzing thespecialized discourse and stylistic differences of articles with activities that compare facts,
identify opinion, and contrast discourse features, students can develop critical thinking andreading skills vital for the media studies field. With these reading activities, students can gaina better understanding of online newspapers’ motivations and bias, and journalists’ researchand reporting methods, which will allow them to read the news with a more informed andcritical perspective.

Utilizing ungraded authentic texts from online media sources can be a challenging
task for EFL teachers, but can provide up-to-date real world content that is
engaging for students. The motivation for this paper came from the needs of mystudents in an advanced EFL course who fall within the B2 band of the Common
European Framework of Reference for Languages (CEFR). This course uses
authentic media texts as reading material to prepare the students for debates on
topical and controversial issues. Although grading authentic texts is an effective
way to help with comprehension, I wanted to help my students understand suchtexts in their original form, so they could not only comprehend online news,
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but also critique its quality in terms of institutional or author bias, efficacy ofargumentation, and relevance to the issue or field. Explicit instruction andmodeling of reading strategies by the teacher has been shown to increase learnerproduction and retention of those strategies (Patching, Kameenui, Carnine,
Gersten, & Colvin, 1983). With this in mind, I developed a template, a processof introducing key critical reading strategies in the classroom, which students
could then autonomously apply to any online media texts. This article reviews
the reading strategy template that sequentially transitions from previewing, tocomprehending, to critically evaluating its argument. Some practical tasks andactivities that can be used in the classroom to complement these critical reading
strategies are also included.

What is Critical Reading?

Reading critically requires the reader to examine and assess the validity of an
author’s arguments (Walz, 2001). It is a form of active reading whereby thereader must question an author’s claims rather than just comprehend the text’s
meaning. A text may contain several layers of meaning which can influence
the reader. For example, texts can include bias views which may not be overtly
apparent but still sway a reader’s opinion. A critical reader must look deeper than
the surface meaning of a text to comprehensively understand a text’s meaning andthe author’s real intentions.
For college students critical reading has two main purposes; reading foracademic success and reading for social engagement. Reading for academic
success includes skills such as evaluating an author’s arguments, assessing a text’s
credibility, making inferences, and analyzing textual elements (Manarin, Carey,
Rathburn, & Ryland, 2015). Critical reading for social engagement refers to
how texts can be used for specific social purposes and goals. To truly be a criticalreader, students must gain an awareness of how and why authors write to achievea particular outcome, and also read with their own sense of social agency. In thisway, critical reading is “social in the sense that readers and writers enact theirroles as members of communities” (Wallace, 2003, p. 9). Critical reading forsocial engagement consists of reading strategies such as questioning assumptions,143

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analyzing rhetorical devices, identifying power relations, and connecting the text
to relevant social trends and topical events (Manarin, et al., 2015).
Whether a student is reading for academic success or social engagement theymust approach a text with a set of strategies that will allow them to assess its
overall quality and validity by analyzing textual elements and contextual clues.
Students not only need to uncover the arguments that an author is making but
also be aware of their own inferences and assumptions about a text as well. In an
EFL context, such depth of analysis in reading requires explicit instruction andmodelling on how to read, interpret, and evaluate a text with a critical eye.

A Critical Reading Strategy Template

To ensure teachers are attending to the core skills necessary for critical reading, a
set of reading strategies specific to the target text type are necessary. The following
list shows a sequential template for introducing reading strategies relevant forauthentic online media texts.
1. Select media text
2. Identify values and views
3. Analyze formal elements
4. Choose a specific discussion theme
5. Contextualize the text
6. Identify and evaluate the source
7. Industry contextualization
8. Question the assumptions
9. Negotiate a consensus of interpretation
10. Be the editor
11. Reflection
The first strategy is to select an appropriate text. I often let my students
choose their own text related to a specific issue to increase autonomy andengagement. Another option is to have each student choose two texts to compare
against each other to highlight reporting methods and differences. Choosing
texts from media outlets that have different political leanings will help students
identify differences in language devices and author or institutional bias. Once a144

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text is selected, students can then identify their own values and views that they
individually, or as a group, hold in relation to the article and issue. They shouldreflect on their emotional affinities to the issue and identify what parts of the text
they agree or disagree with. The class can then analyze the formal elements ofthe text. This step may just focus on basic comprehension but could be extended
to structure, style, and rhetorical devices. After this step, students should hold adiscussion about the article. To keep the discussions focused, students should be
restricted to a specific theme. One particular point raised in the article could be
discussed, or students could reach consensus as to the thesis of the article.
The next set of strategies deal with contextualization. A thoroughinvestigation into the context of a text can help illuminate a greater depthof meaning that is not obvious at face value, particularly for EFL readers(Harnadek, 1978). Text contextualization consists of locating the passage in its
socio-cultural, spatial, and temporal context. This helps students understandwhy some views represented in a text were common at a particular time orplace but which may not be held now. Looking into the author’s backgroundmight also clarify why some views are expressed in an article. Students should
research about what other articles the author has written and any institutionalor stakeholder affiliations they may have. Another form of contextualization isto research about the institution which publishes the material. Investigating thepolitical leanings and financial backings that the institutions that publish texts
have may clarify their motivations, bias, and the power relations they purport. By
casting a wider net of inquiry, a text can be placed in its social context, furthering
students’ appraisal of its quality, objectivity, and social worth. This broader
contextualization work requires explicit modeling from the teacher to ensure theright research techniques are being used and appropriate connections are being
made.
After a thorough analysis of the values expressed, the formal language devices
used, and the context of the publication, students are ready to respond with acritical perspective. They should question the assumptions the author is making.
Is there anything from their point of view that seems implausible? Are theassumptions substantiated with facts? This phase of the process can be extended145

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to a group discussion where they negotiate a consensus of interpretation. The
students should discuss their thoughts about the quality of the article in terms of
its objectivity and argumentation.
The last two steps of this template involve editing and reflection. I task thestudents to re-read the text and decide how it could be improved or edited.
What information could be omitted or added? What evidence is missing thatis necessary? Lastly, a reflection of the whole process can take place. This step
helps the students to identify what parts of the template helped elucidate greater
meaning for them personally. In reflecting on the process, students will be better
able to retain and reproduce these strategies autonomously. To complement
these strategies, I have included below five practical in-class activities I havesuccessfully used to help my students grapple with media texts with the aim ofhelping foster critical reading and reflection.

Activities to Foster Critical Reading Skills forMedia Texts
Headline Search
The aim of this activity is for students to understand the different language
devices newspapers use to capture readers’ attention and understand how that
may influence their opinions. After explaining the following key language
devices, ask the students to find online newspaper articles that have headlines
using these devices. In addition to identifying the language device, the students
should comment on how each language device may sway readers’ opinions even
before reading the article. The language devices I introduce are:• Alliteration: The use of the same letter or sounds, especially consonants,
at the beginning of the main words of the headline.
• Cultural reference: Headlines that refer to cultural icons, such as a
Shakespearean play.
• Play on words: Words that have more than one meaning.
• Sensationalism: Words used to invoke excitement or shock at the expenseof accuracy.
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X Marks the Spot
This activity helps students work on the strategy of reflecting on their own beliefs
and values they may encounter when reading an opinion piece. As students
read a passage, ask them to mark an X in the margin of the passage each timethey identify an opinion that challenges their own values, beliefs, or attitudes.
Students should also include a note about what their initial response is, or how it
made them feel. At the end of the passage, students should review and compare
the sections where they marked an X and write a short explanation on why theyfelt challenged.
Questions
As students read a passage, request them to write a question for each paragraphrelated to the main idea. This strategy helps them engage with the material froma personal perspective. Questions can be related to the opinions expressed in thepassage, the quality of the evidence provided, assumptions the author has made,or simply related to comprehension of the text.
Summarizing
After having students read an article, ask them to write a summary paragraphoutlining what they think are the main ideas and arguments in the text. The
body of the summary should only report on the author’s ideas. This task ensures
students take the time to identify and understand the author’s arguments clearly.
For the concluding sentences the students should give an objective assessment of
the quality of the text in terms of its neutrality or bias, its relevance to the issue
being reported on, and the quality and quantity of the evidence provided.
Evaluating Sources CriticallyThis task requires students to read articles from newspapers with differing politicalleanings in order to compare how facts and opinions are presented. Request
students to visit one left-leaning and one right-leaning newspaper website andfind two editorials that cover the same issue. After reading the editorials, thestudents should answer the questions below.
1. Which facts and opinions are presented in each article?
2. Are the facts presented in the same way? If not, what are the differences?
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3. Do you think that the authors’ agendas (underlying intentions or
motives) for writing the articles are different? Can you guess what theiragendas are?
4. Do the authors use positive or negative labels to describe people or ideas?
5. What sources do the authors refer to? Are these sources reliable?
6. Do the authors provide enough evidence for the claims they make?
7. Do the authors make use of ellipsis (the exclusion of some words)? If so,
why do you think they did this?
8. Do you think that either (or both) of the articles show bias? Would it beappropriate to use them to support claims in a debate or research essay?

Conclusion

EFL reading instruction at the college level not only requires attention tocomprehension but also critical reading skills. Educators should encourage
their students to read texts with a critical perspective in order to respond withan independent and informed opinion. Reading strategies that are relevantto the text type will enable students to achieve a deeper, more contextualized
understanding of reading passages and empower them to engage with authentic
texts with confidence. Explicitly introducing and modeling such strategies,
coupled with in-class activities that foster such strategy use, will help students toreplicate them autonomously. It was a pleasure to share these reading strategies
and activities with the CUE community at the 2016 conference and I sincerely
hope members can make good use of them with their own students.

References

Harnadek, A. (1978). Critical reading improvement: A program for selfinstruction (2nd ed.). New York, NY: McGraw Hill.
Manarin, K., Carey, M., Rathburn, M., & Ryland, G. (2015). Critical reading inhigher education: Academic goals and social engagement. Bloomington, IN:
Indiana University Press.
Patching, W., Kameenui, E., Carnine, D., Gersten, R., & Colvin, G. (1983).
Direct instruction in critical reading skills. Reading Research Quarterly,
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18(4), 406-418.
Wallace, C. (2003). Critical reading in language education. New York, NY:
Palgrave Macmillan.
Walz, J. (2001) Critical reading and the Internet. The French Review, 74(4),1193-1205.

Author bio

Malcolm Larking is a full time English Lecturer at the Center for Language
Education, Ritsumeikan Asia Pacific University, Beppu, Oita Prefecture, Japan.
larkingm@apu.ac.jp
Received: January 12, 2017
Accepted: November 25, 2017149