Study Report
A Conceptual Classification of “Self-relevance” to Critical Essays: Interviews with Senior High School Students
2019 Volume 61 Issue 2 Pages 77-89
Details
2019 Volume 61 Issue 2 Pages 77-89
This paper aims to classify “self-relevance” to critical essays and propose an explanatory hypothesis for this concept.
Interviews about consciousness while reading with senior high school students were conducted. The following conceptual classification of “self-relevance” to critical essay reading was created as a result: (1) realizing contents of a text as it pertains to body sense, (2) recognizing the importance of contents and themes of a text for oneself, and (3) positioning oneself as an opponent to the text’s author and his/her powers of persuasion. In the light of this classification, especially because it pertains to the aforementioned final point, this paper argues that positioning oneself as an opponent to the text's author and his/her powers of persuasion is worth teaching as a part of consciousness while reading education for students to learn language competence.
