As college student, what can you do to promote higher-order analysis, synthesis, and evaluation?​

The ultimate goal of literacy instruction is for students to be able to process text at the level of evaluation, synthesis, analysis, and interpretation. This level is the final thread in the reading tapestry. Once students have learned to read, we spend most of our time from 3rd grade on trying to help them develop their thinking skills and use them as tools to process their thoughts. As Alvermann and Phelps (1998) tell us, “The curriculum must expand to include information and activities that explicitly support students in learning to think well. The emphasis is less on the mastery of information measured by a recall-based assessment and more on learning how to use one's mind well, to synthesize and analyze skillfully” (p. 69). Put plainly, students will need these higher-order skills to succeed in their lives and careers.

Readers who engage in higher-order thinking go beyond the basic levels of comprehension outlined in Chapter 4. They can analyze, synthesize, evaluate, and interpret the text they are reading at complex levels. They can process text at deep levels, make judgments, and detect shades of meaning. They can make critical interpretations and demonstrate high levels of insight and sophistication in their thinking. They are able to make inferences, draw relevant and insightful conclusions, use their knowledge in new situations, and relate their thinking to other situations and to their own background knowledge. These students fare well on standardized tests and are considered to be advanced. They will indeed be prepared to function as outstanding workers and contributors in a fast-paced workplace where the emphasis is on using information rather than just knowing facts.

Explanation:

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They can analyze, synthesize, evaluate, and interpret the text they are reading at ... We must expect students to operate routinely at the higher levels of thinking.

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