As you read, watch not only for what the author is saying, but how it is said. This step requires that you read the article to gain an understanding of how the author presents the evidence and makes it fit into the argument. At this stage of the exer- cise, you should also take the time to look up any unfamiliar words or concepts.
Although you are somewhat off the hook critically in this stage, you should be aware that there are tricks the author can use to make sure you’re following the argument. Some of them are standard ways to keep the author’s argument separate from the evidence. Look for clues like: “for example,” “as Professor Source said,” or “in my study area (or time), I found that.” Also, look for transition words and phras- es (“however,” “despite,” “in addition,” etc.) and the various words clues writers leave when they switch from their own voice to that of their sources. Others may be less honest attempts to make you agree. (More transitions at http://bit.ly/5OZ6g7 at St. Cloud State University’s Write Place.)
Consider the “level” of various sentences and paragraphs. At the top, you will find the general, expansive or sweeping statements that establish location or facts that will be used subsequently in the paper. Beware of generalizations that are unsup- ported by either examples or actual references in a note or in-text parenthetical citation. Unsupported generalizations are a symptom of sloppy thinking, especiallywhen the author hopes you’ll just agree without asking what evidence there is for these statements.
Middle-level sentences summarize or discuss the situation in terms of specifics that have been presented in the paper. The deepest level of discussion is the narrowest;
it deals with specifics, the events or situations or artifacts that lead to more general conclusions. Be aware of the level at which the author is addressing you. It should begin with the general, descend into the mid-level, fluctuate from the narrowest to the general through the paper as necessary to ensure the reader is following the argu- ment, and then should conclude on the general.
Take notice of the language authors will sometimes use when they are speculating about things or hoping you won’t realize that the evidence is weak: “it is probable or likely that,” (is it probable?) “clearly, this is so” (is it clear?), “it should be obvious by now” (is it obvious?), “this undoubtably means” (is it undoubtable?) Remember that forceful words don’t necessarily make a weak argument any more convincing.
Look, too, to see how the author switches from explaining how the evidence sup- ports her or his argument to the summary of the paper. The last few paragraphs should tidy up the discussion, show how it all fits together neatly, point out where more research is needed, orexplain how this article has advanced learning in this discipline. The conventions also require that there be some reference to the thesis statement and perhaps even an echo of the title, especially if there was a catchy phrase in it.