ABSTRACT
In this chapter, the authors look at analysis, synthesis, and reflection—the last, and arguably most challenging, parts of the research process. Students need rigor and perseverance to interpret complex texts before they can use them to support a claim or thesis. Secondary students may lack the background knowledge to recognize or understand references to other studies or aspects of a subject. Helping students see their thinking while they read can boost their confidence and provide a much more productive experience when tackling nonfiction texts. Making thinking visible is part of close reading and can be done in several ways. One of the problems students have with academic reading is that many of them lack stamina—that is, they don’t read for prolonged periods. In well-written fiction, conflict is introduced almost immediately. Students need to be challenged to do more than seek simple answers to surface-level questions.
