Here are 3 tips for effective reading of textbooks: 1. Use the SQR3 method of reading: Survey, Question, Read, Recite, Review. This helps you actively engage with the text by surveying first, generating questions as you read, reciting key points, and reviewing what you've learned. 2. Question as you read by turning headings into questions. This directs your reading to find answers and supports comprehension. As you read, search for answers to your questions. 3. Recite main points out loud as you complete sections. This aids memory and ensures understanding before moving on. If you can't recite, re-read the section until you can.

1. A Crow, exhausted and dying of thirst, came upon a pitcher with water in the bottom; but when the Crow put its beak into the mouth of the pitcher, he found that, no matter how hard he tried, he could not reach far enough to drink. He tried for five minutes, almost giving up in despair. But, continuing to think of other options, a creative thought came to him. He took a pebble and dropped it into the pitcher. He repeated the process, dropping in one pebble after another. At last, he saw the water level rising, and after casting in a few more pebbles, he was able to quench his thirst and save his life. As we explore the meaning of this parable, students identify the importance of changing strategies when what they are doing isn’t working. As the semester progresses and a student is getting frustrated by lack of success, someone may remind her to try something different, but the words are, “Find some pebbles!” THE CROW AND THE PITCHER

3. Test-Taking ExerciseCreate a 10 question test for Chapters 1 and 22-True-false2-matching2-fill-in-the-blank2-multiple choice2-short answer or essay questions

4. Test Taking Skills

5. Before the Test

7. During the Test

9. How to write a Research Paper

10. Note CardSubject of Idea # (order of card)Read a Paragraph or two, then summarize in your own words in a sentence or two. If you can’t summarize you must “quote” and put the exact page number.At the bottom of the card put down the reference. (APA Style)Cruton, R. (1996). The eclipse of listening. The New Criterion, 15 (30). 5-13

11. Avoid PlagiarismUse quotation marks and credit the source when you copy exact wordingUse your own words- paraphrase instead of copying—when possibleGive credit for words and ideas that aren’t your own, even if you paraphrase.

12. Owl Websitehttp://owl.english.purdue.edu/owl/

13. GCC Library Websitehttp://lib.gccaz.edu/lmc/

14. OutlineIntroduction: Thesis StatementI. TopicA. Sub-topic1. Details2. Detailsa. More Detailsb. More Detailsi. Further explanation ii. Further explanationB. Sub-topicII. TopicA. Sub-topic1. Details2. Detailsa. More Detailsb. More Detailsi. Further explanation ii. Further explanationB. Sub-topicIII. TopicA. Sub-topic1. Details2. Detailsa. More Detailsb. More DetailsConclusion:

15. What technique or study strategy have you used this year that has helped you be successful this year?What campus resources has been the most helpful this year?What new techniques and strategies would help you have a successful remaining semester?

16. Why Take Notes?•Note-taking keeps a student involved in the lecture•Notes are a means of external information storage•Info in lectures often signals what will be tested in exams•Notes are a multi-sensory activity (visual, aural, kinetic)

17. Know What is ImportantListen for verbal cues:•Pausing •Repeating•Slowing lecture•Speaking louder or more softly•Changing tone and inflection•Professor stating importance

18. Know What is ImportantLook for non-verbal cues:•Writing on board•Making eye contact•Using dramatic gestures

19. Short-hand method: Abbreviate or write out part of the word so that you can keep up with the rest of the lecture. Some teachers speak really fast and catching every word is nearly impossible. If you shorten words or abbreviate, it will be easier to write down an entire point.Fragments: Writing the entire sentence is just as bad as writing one word the teacher says. Instead, just write a fragment of a sentence with the major point included.

21. Visuals: If you have extra time in between notes, draw out a point so that you have a visual aid to help you remember.

22. Practice listening: Try to train your ears to listen to the professor as much as possible so that the words flow out of your pen. You can always go back to read your notes, so don’t worry about reading it while you write.

23. Stay organized: Use bullets, numbers, or letters to organize your notes so that they are not all over the place. Title your notes, put dates and subtitles for different sections. Being organized is easy when the professor gives organized lectures. Some professors just speak without clear organization; therefore, organizing your own notes will help.

24. Effective Reading

25. During ReadingRead for answers to the questions from the headings you came up withRead in ChunksConcentrate on reading fasterRead for main ideas and support details and highlight themTake notesRecite what you just readLook up key words that are new to you

26. After ReadingReread anything that was difficultReview your notes and what you highlightedAnswer end of the chapter questionsRead other resources on the subject (articles and websites)Make a class study group to quiz each otherDiscuss or teach others what you learnedSeek help if you have difficulty understandingReview over time (note cards you can take with you anywhere)

27. How to Read TextbooksUse the SQR3 method of reading to be an active and effective reader. The passive reader learns little. The aggressive reader organizes information and answers questions. SQR3: survey, question, read, recite, review.

28. Survey the chapterRead the introduction to the chapter.

29. Look over the major section headings.

30. Glance at the figures.

31. Skim questions, key words and summaries at the end of the chapter.

32. Create a context for remembering information.

33. Generate interest and a sense of what is important.

34. Plan your study session.