As one example, Perez may have students choose from assigned articles and either raise three questions, make three statements relating the article to other articles, or prepare three reactions. This exercise encourages engagement while recognizing different learning styles. He may not always grade the papers, but he provides feedback as to whether students are learning, through their questions, to distinguish between what's important and what's peripheral. Others argued that the notion that creativity requires total freedom, that it can't occur within a framework, is mistaken. One GSI made the point that summary differs from analysis.
Summary is more straightforward, where analysis allows for differences of opinion.
Perez himself emphasizes that the goal is to teach students to raise their own questions. Finally, some GSIs wanted to know what to do for students who not only had trouble reading critically but had trouble reading, period. The SLC offers individual and group tutorial sessions.