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Karen Rosenberg begins her 2011 article entitled "Reading Games:  Strategies for Reading Scholarly Resources", a chapter from Writing Spaces:  Readings on Writing, with a relatable anecdote about starting college with confidence in her reading abilities.  That confidence was soon lost when she was challenged by difficult academic readings.  After powering her way through her undergrad years, she entered graduate school with a new mindset.  She discovered some techniques to successfully navigate critically reading tough articles, promising that the "process" can be "more productive, more interesting, and more enjoyable" (211).

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When you are reading an academic paper, you are reading the author's argument. "Your job" as it is said, is to develop your own viewpoint and argument after reading the paper, even if that viewpoint lines up with the author's.

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Rosenberg defines rhetorical reading as a set of practices made to understand how the text works. The author explains that you should dig deeper into texts and there is a reason behind everything that you read. She talks about how to rhetorically read by figuring out what the text is about, how the text conveys a message, and our purpose for reading the text.

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Strategies For Rhetorical Reading - Rosenberg says that considering the audience can greatly help get your point across. She also tells about how finding out the audience can be a challenge but knowing is important because it will affect how you write. Asking reputable people can help you find appropriate sources and information, such as an academic journal. She also says that authors will assume that you already know certain information if you're part of their primary audience. You also shouldn't expect for you to be engaged in a reading if you're not part of the primary audience. Rosenberg also expresses that you should understand why you're reading a certain material. It can be beneficial to go in and ask professors if you need help.

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Rosenberg tells us that once we know for whom the aricle was written and why we are reading it, to study the "architecture of the article", meaning all the important elements of the article.

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Rosenberg states that the title is important in efficiently reading an article. It provides the "subject matter" and gives the reader an idea of what approach the author is taking. The title also gives you key words and concepts to look out for in the text. Lastly, Rosenberg explains how titles with colons are separated.

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Rosenberg talks about what an abstract is. The abstract is the executive summary in the very first paragraph of the article. It shows us what the main points of the article are and it wants to answer a question. Some common points that are answered are, the main problem, question, approach, what the article does, and why people who are already invested in the field should care. This summary helps readers decide if they want to read the rest of the article. You want to treat the key terms like a map that leads to better understanding. You want to highlight, underline and look up what you don't know. Overall, you need to understand the main argument.

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In chapters 21-23, Rosenberg provides the importance of a good introduction and why readers should utilize it. In paragraph 21, Rosenberg emphasizes the importance of a good introduction. A good introduction will summarize the whole text, present the main idea, and tells us why we should care. But her main point is how a good introduction will serve as a roadmap for the rest of the text.
In paragraph 22, Rosenberg states that in two cases that you can be thrown into a middle of a passage and there might not be a lot of help, but you can use many of the context clues to help you. There also might be a introduction in the beginning of your section, and that you can ask your instructor to have the whole passage.
In paragraph 23, Rosenberg returns to the importance of utilizing the introduction. She suggests you identify the introduction and go back to it when you get lost further into the text.

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Rosenberg covers section headings and how to evaluate them.  She talks about reading the headings to know where the article is going. "Get a passing familiarity with the meanings of the words in the section headings- they are likely important to understanding the main argument of the text"  (217).

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Rosenberg insists that although readers often skip the conclusion because they think it's simply a restatement of main ideas, they should instead notice that there is often new information there. The author may use "re-phrasing" (218) that helps drive home main ideas, but the author may also include insights into their research and its shortcomings. This gives us new insight.

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Rosenberg discusses the importance of finding the main idea in a text. The main idea is important because it allows you to find which arts of an article you need to read critically, and which parts you can read briefly. The main idea also tells you why the article was published and what it contains. An article's purpose can be difficult to find at first glance, so it is important to read critically and look at the implied messages. You can use the main idea of an article to help incorporate it into your project.

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Rosenburg concludes this article by summarizing the main points of pulling apart a text, analyzing it and then discussing it and verbally learning about it. By doing this you can figure out what you need to/can gain from the article and what it means for the class.