http://tc.eserver.org/authors/May,_Talitha A bibliography of works by May, Talitha in the field of technical communication. en-us Copyright (c) 2005-08 by the EServer. All rights reserved. tclib-editorial@eserver.org (TC Library Editorial Board) webmaster@eserver.org (Geoffrey Sauer) http://tc.eserver.org/images/newlogo.gif http://tc.eserver.org/dir/May,_Talitha http://tc.eserver.org/14426.html http://tc.eserver.org/14426.html Hearing the term 'critical reading' provokes my composition students to lemon-pucker grimace and nervously shift in their seats as if a monster had suddenly appeared. They often gasp at the prospects of the composition course's planned future critical reading unit. They identify with theorist Jacques Derrida's poststructural (deconstruction) notion that 'the future is necessarily monstrous: the figure of the future, that is, that which can only be surprising, that for which [they] are not prepared, you see, is heralded by a species of monsters'. I do not try convincing students that texts are un-intimidating and that critical reading is an unthreatening process of merely examining specific dominant codes within texts that allow for predisposed meanings to occur. I rather tell students that texts are indeed monstrous and the process of critical reading is undeniably what Derrida terms 'a monster.' Considering then that a monster rears its head in the composition classroom, it is necessary to learn one possible way students may approach the wide-ranging process of critical reading. In this brief article, I attempt to discuss Jacques Derrida's definition of the 'monster' and how this definition may be applied to a practice of critically reading texts, appropriately expressed by the memorable acronym, 'A MONSTER.'