After reviewing the work I have done during this semester and reading the selection from Susan Gilroy, I have been able to reflect on my active, critical, and informal reading skills. I have found that this course has given me some important techniques to critically approach and analyze a text. When looking at my chosen informal reading response evidence and annotated text, I employed some of the techniques mentioned in Gilroy’s reading, such as having “dialogue with an author and the issues and ideas you encounter in a written text,” “an ongoing conversation with yourself,” “[marking] up the margins,” “hearing yourself ask questions,” and “[setting] course readings against each other.” My annotating and informal responding approaches include critically analyzing the text through conversation. This means I specifically made comments in the margins asking for clarification through questioning and summarizing the main points. When working through a text, I found myself evaluating what to mark within the text. Usually, I would mark the text when I needed clarification, when I agreed or disagreed, or to summarize what the text was saying. I have been able to “interrogate,” as Gilroy states, a text by approaching it critically. This process means thoroughly and deeply analyzing a passage by not just accepting what is “on the surface” of the text. One technique of interrogating the text is to simply ask questions in response to the content. This was something that I practiced quite frequently when critically and actively reading. My chosen evidence reflects this. Overall, I have found that through “interrogating” a text, as seen in my informal reading response evidence and annotated text, and critically reading a text for “inquiry, learning, and thinking,” I was able to achieve this learning outcome.