Abstract
We require our students to have the skill to read research articles critically, but is is a skill that we frequently assume rather than one we try to teach. Two techniques for promoting critical reading are discussed here. One focuses on the content of research articles and has been used successfully with higher-level research classes, where critical reading can be incorporated as a specific course aim. The other is a novel technique that requires a more global response to a research article and is applicable to classes at all levels of the curriculum. Each is adaptable to the specific needs of a class, and both appear to promote critical reading of research by students.
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