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The best perspective to approach a reading, which creates some form of discussion between the reading and the reader, is to first pose the question; “what argument (s) is the writer responding to? Is he agreeing or disagreeing?” (Graff and Birkenstein, 146).
Applying this approach enables the readers to approach a reading like a discussion, which opens the possibility of more perspectives, than would be possible while just trying to evaluate what the author is trying to say. The best approach therefore while reading is not to view the author is isolation, but rather to assume that the author is engaged “in an ongoing multisided conversation” (Graff and Birkenstein, 147). This manner of reading opens the door for the reader to apply critical reading, which is engaging with the author through questioning them, as much as allowing them to challenge the reader (Graff and Birkenstein, 152). However, while engaging with the author, it is wrong to criticize the work even where full understanding of the work does not exist.
There has been an assumption that the best way to demonstrate the intellectual prowess of academicians is to find fault in others’ work and criticizes them, a concept known as “agonism” or programmed contentiousness”( Graff and Birkenstein, 215). However, this is bad for academics. Further, it is also essential to acknowledge that there are different facets of intellectualism, so that one should not be purely judged on the basis of academic prowess, while ignoring the other relevant contributions that such individuals can make. Discussions that responds to other by name and the points they have contribute is one such way of showing recognition of the contribution of others. Similarly, even educational institutions should not only focus on the academic achievements of the students, but should rather encourage such “students to take their nonacademic interest as
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