This document discusses various techniques for effectively summarizing and comprehending written texts, including précis, SQ3R, PQ4R, and the preview-question-read-summary-test method. It explains that summaries should retain the key points and tone of the original text without subjective interpretation. Comprehension techniques provide structured processes for actively engaging with texts through questioning, reciting, and reviewing content. The goal is to enhance understanding and retention of important information for assessments.

1.  A precise is like a miniature portrait of the passage.
 It retains the absolute essential points accompanied with the mood and tone
of the author of the passage.
 One should not add one’s subjective interpretation or comments to the
précis

 One should try to retain the original author’s voice and opinions.

2.  Is marked by clarity and precision
 It must have a title
 It should be written in reported speech
 It must have a certain logical order
 It must contain linking words such as so, therefore, and, because and so on
 Must not contain any detail not found in the originals

3.  SQ3R provides a different method of reading textbooks that will most likely
enhance understanding and retention of material.
 It's not a quicker way to read a chapter in a textbook but it is likely to reduce
the amount of time one will need to spend studying the material immediately
prior to the test. This is so because more time is spent actually understanding
the chapter when it is read initially.
 Study time then becomes deepening your understanding of the material.
 The SQ4R Method provides a systematic way of attaching textbook reading
assignments.
 It encourages active rather than passive reading. In passive reading, one simply
decodes the words without any mental engagement with the information in the
text. In active reading, one is deliberately seeking information from a text by
asking questions, anticipating information to come, making connections with
previously read material or formulating personal reactions. The more mental
interaction one has with the text, the more likely one will understand and retain
it

4.  As the acronym SQ3R suggests, the process
has five steps. They are:
 Survey
 Question
 Read
 Recite
 Review
 Survey
 First Read the title
 Read the introduction and/or summary
 Read each boldface heading and subheading

5.  QUESTION
 Now that you have surveyed the entire chapter to build a framework for
understanding the chapter, it's time to begin the reading process.
 When your mind is actively searching for answers to questions, it
becomes engaged in the learning process. This will help you remember
and understand the information.

 READ
 Read the title
 Read the introduction and/or summary
 Read each boldface heading and subheading
 Now that you have surveyed the entire chapter to build a framework for
understanding the chapter, it's time to begin the reading process

6.  RECITE
 Reciting material as you go retrains your mind to concentrate and learn as
it reads.
 When do you recite?
 At the end of each section of the chapter.
 Review
 The review step helps you refine our mental organization of the
material in the chapter and begin to build memory.
 We learn through repetition. This step provides another
opportunity for repetition of the material and therefore will enhance
our recall of the information.

7.  Survey
 Scan material to get a general idea of the material.
 Read the introduction and main headings.
 Look at pictures and graphs.
 Read summary and end of chapter questions.
 Question
 Ask questions by turning main headings into questions –
 What? Where? When? Why? How?
 Form questions using graphs, charts, bold words, introductions and
summaries.

8.  Read
 Read with definite questions in mind.
 Attempt to answer these questions and organize the material in
your own mind.
 Read only to the end of each headed section.
 Recite
 Look away from the material and ask yourself the questions.
 Answer them out loud.
 If you cannot answer the questions, go back over the material
and read it again.

9.  Record
 Underline in text.
 Take notes – jot down concepts, not complete sentences.
 See handout on Taking Notes (Cornell Style).
 Review
 Review each headed section briefly as you complete it.
 Review the complete section later.
 Use notes rather than the book to refresh your memory.
 Plan regular reviews.


10.  Preview: Look at the topic you have to learn by glancing over the major
headings or the points in the syllabus.
 Question: Formulate questions that you would like to be able to answer
once you have finished the topic.
 It is important that you match as much as possible what you would like to
know to your syllabus or course direction. This allows a certain flexibility
to take in other topics that may aid your learning of the main point or if you
are just interested.
 Make sure that your questions are neither more specific or more open-ended
than they might be in an exam.

11.  Read: Read through your reference material that relates to the
topic you want to learn for your exam being mindful to pick out
the information that best relates to the questions you wish to
answer.
 Summary: This is the most flexible part of the method and allows
individual students to bring any ways that they used to
summarize information into the process.
 This can include making written notes, spider diagrams, flow
diagrams, labelled diagrams, mnemonics, making a voice
recording of you summarizing the topic, or any method that
feels most appropriate for what has to be learned.
 You can combine several methods as long as this doesn't extend
the process too long as you may lose sight that you are merely
seeking to use the information in the most appropriate way.

12.  Test: Use this step to assess whether you have focused on the important
information and stayed on topic.
 Answer the questions that you set for yourself in the Question section as
fully as you can as this using of the information is another way of using the
information and remembering more of it.
 This section also reminds you to continually manipulate the information so
that you are focused on whatever form of assessment that it is needed for.
 It is sometimes easy to lose sight of the point of learning and see it as a task
to be completed mundanely.
 Try to avoid adding questions that you didn't formulate in the Q section.

13.  I hope that this presentation is useful for the listeners and must have given
them an insight on the comprehension skills. The steps that are mentioned
in the presentation are followed by us in some way or the other but are
often not recognised. Keeping them in mind we can reduce the amount of
time and effort required to answer a comprehension.
 Thank you

14.  Anurag Pandey A2324612030
 Bhupesh Kumar Singh A2324612029
 Harshvardhan Joshi A2324612049