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Academic Reading

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Academic Reading

Academic Reading

  1. 1. ACAMDEMIC READING Rahila Khan Lecturer English
  2. 2. WhAt Is ACADEMIC READING? Academic Reading is defined as reading with a specifically academic and educational purpose. Academic reading includes reading more traditional books, dictionaries, encyclopaedias, and journal articles, along with a vast number of resources available online.  Academic reading involves layers of:  asking questions  reflecting on relationships among parts of the text  interpreting meaning  making connections with other readings  refining your topic and purpose 2
  3. 3. thREE thINkING stAGEs foR EffECtIvE READING
  4. 4. YoUR BRAIN shoULD ACtUALLY tRAvEL thRoUGh 3 thINkING stAGEs. 2 : During: CONNECT KNOWLEDGE 3: After: RECALL & REFLECT 4
  5. 5. stAGE 1: PREvIEW : BEfoRE READING 5
  6. 6.  Title of text  Author  Publication date  Preface or Forward  Study Tools:  Table of Contents?  Appendix?  Index?  Glossary?  Charts, Graphs, Pictures?  Diagrams? 1. PREvIEW thE tExtBook! 6
  7. 7.  Does it have any reading aids? • Introduction? • Chapter Summary? • Learning Objectives? • Headings/Subheading? • Study Questions? • Charts, Maps, Graphs? • Supplementary Readings? • Author’s Notes? • Additional References?  What about the Page Layout? • Boldfaced/italicized print? • White space? 2. Look At A ChAPtER 7
  8. 8. Predict – what will it be about? Get an Overview of the material Establish a Purpose Activate your Schema (prior knowledge) 3. BEfoRE YoU READ A ChAPtER 8
  9. 9.  Chapter Title, subheading  First Paragraph (introduction)  Last Paragraph (summary)  Headings & subheadings  First Sentences  Boldface, Italics Print  Charts, graphs, tables  Questions at end? 4. PREvIEW thE ChAPtER thoRoUGhLY! 9
  10. 10.  What is the topic of the chapter?  What do I already know?  What is my purpose for reading?  How is the material organized?  How long is the chapter?  What parts of the chapter seem most important?  Do I need to read everything with equal care? 5. TURN ON YOUR MEMORY bY askiNg qUEsTiONs: 10
  11. 11. sTagE 2: CONNECT kNOwlEdgE: dURiNg REadiNg 11
  12. 12. Seek –answers to your questions. Picture – visualize; create a picture in your mind. Relate – connect with ideas you already know. Monitor – become aware of what you are reading and why. Correct – get back to concentrating and understanding. 1. aCTiVElY REad 12
  13. 13.  Annotate (mark the textbook, highlight, make margin notes – be selective)  Use Post-it Notes  Make Concept Cards (notecards)  Create Maps/Charts  Take Notes 2. ORgaNizE ThE iNfORMaTiON 13
  14. 14. sTagE 3: RECall aNd REflECT: afTER REadiNg 14
  15. 15.  Review–Recap what you learned  Recall– using notes  Reflect and Relate: does the information show causes & effects, compare & contrast of ideas, how to apply the new ideas? 1. RECall 15
  16. 16.  Review your notes  Review the PowerPoint  Take the Study Skills Assessment  Write a Journal Entry  Make Concept Cards 2. REflECT 16
  17. 17. ThE REadiNg PROCEss
  18. 18. REadiNg PROCEss 1. Establishing a Purpose 2. Understanding Academic Vocabulary 3. Pre-Reading (scan) 4. Interacting with the Text 5. Extending Beyond the Text (Hatch, E., & Brown, C. 1995) 18
  19. 19. PQ3r reading strategy
  20. 20. PQ3r – a reading/study system 1. Preview 2. Question 3. Read 4. Recite 5. Review (Learning Skills Services, York University) 20
  21. 21. Preview1. Look at the title, introduction, table of contents 2. Skip to the end and read the summary first 3. Scan through chapter headings and subheadings 4. Notice boldface and italic print 5. Notice graphics, diagrams, charts, tables, formulae, boxed inserts – decide when/ if you’ll focus on them 6. Read list of key terms at end of chapter; look at questions and examples 7. General preview time guideline: about 10 minutes per 30 page chapter 21
  22. 22. Question1. Before reading, create questions based on Preview information; questions included at end of book or chapter; boldface headings 2. Do one section at a time 3. Go beyond just “fact” questions to deeper levels of critical thinkin 22
  23. 23. read actively 1. Retrain your mind to concentrate and stay engaged as you read 2. Read one section at a time with questions in mind 3. Look for the answers; organize your notes around questions and answers 4. Notice if you need to make up new questions 23
  24. 24. recite1. After each section, stop and recall your questions 2. See if you can answer the questions from memory 3. Do not go on to the next section until you can rephrase information in your own words 4. Take very brief notes after you read each section (not at the same time as you’re reading) – e.g., summarize answers to questions 24
  25. 25. review 1. Go back over all questions from all headings 2. See if you can still answer them 3. If not, look back and refresh your memory 25
  26. 26. strategies oF eFFective readers
  27. 27. strategies oF eFFective readers (Vásquez, Hansen, & Smith, 2010) 27
  28. 28. STRATEGIES FOR ACTIVE READING ( Wong, 2009) 28
  29. 29. TRICk OF ThE TRADE
  30. 30. BECOmE AN ACTIVE READER! Skimming Ahead and Jumping Back Marking Up the Text Highlighting Key Ideas Circling Unfamiliar Words Making Marginal Notes  Question  Agreements and disagreememnts  Connections  Evaluations Making observation(Reading Comprehension Success in 20 Minutes a Day , 2005) 30
  31. 31. TImE TO mAkE A ChOICE
  32. 32. REFERENCES • Hatch, E., & Brown, C. (1995). Vocabulary, semantics and language education, Cambridge, UK: Cambridge University Press • PQ3R – A Reading/Study System . Learning Skills Services, York University • Reading Comprehension Success in 20 Minutes a Day . (2005). Learning Express. • Vásquez, A., Hansen, A. L., & Smith, P. C. (2010). Teaching Language Arts to English Language Learners. Routledge. • Wong, L. (2009). Essential Study Skills. Houghton Mifflin Company. 33
  33. 33. ThANk YOU 34
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