This document provides tips for improving college reading skills. It emphasizes that reading and writing are the two most important skills for college success. It encourages committing to reading goals, planning time and space to read without distractions, and using active reading strategies like previewing, skimming, and reviewing. Specific tips include taking breaks, keeping a dictionary handy, highlighting key parts but not too much, and connecting new ideas to prior knowledge. The document stresses that college reading requires concentration and that instructors do not always cover assigned readings in class, so students must read material on their own to understand lectures and reinforce learning.
Lecture 3 of the Research Methods Lecture series.
See notes for this lecture, also uploaded here : http://www.slideshare.net/lenallis/research-methods-lectures-notes
This lecture series aims to cover the basics of research methods for undergraduate students. By the end of the series students should understand:
-Why research is important
-How to identify good and bad sources of information
-How read critically
-How to write clearly
-Quantitative and Qualitative research
-The basics of experimental method
The overall point should be for students to take the activity of research seriously, but also to be motivated to go and conduct research and engage critically with material.
TIPS FOR A GOOD PROJECT DEFENSE: CONVEYING A GOOD PRESENTATIONEtieneIma123
In the scholastic world, it is a routine that having studied for a while, students are asked to do project research, cause discoveries, and to pick a project topic and develop a quality substance for such a project topic. Most of the time, final year project topics are chosen from a pool of accessible ones by students and endorsed by their supervisors before they initiate to take a shot at it.
A chapter on writing skills from the textbook, Communication Skills, developed by the Language Communication for Development Department at the Bunda College of Agriculture, University of Malawi.
Lecture 3 of the Research Methods Lecture series.
See notes for this lecture, also uploaded here : http://www.slideshare.net/lenallis/research-methods-lectures-notes
This lecture series aims to cover the basics of research methods for undergraduate students. By the end of the series students should understand:
-Why research is important
-How to identify good and bad sources of information
-How read critically
-How to write clearly
-Quantitative and Qualitative research
-The basics of experimental method
The overall point should be for students to take the activity of research seriously, but also to be motivated to go and conduct research and engage critically with material.
TIPS FOR A GOOD PROJECT DEFENSE: CONVEYING A GOOD PRESENTATIONEtieneIma123
In the scholastic world, it is a routine that having studied for a while, students are asked to do project research, cause discoveries, and to pick a project topic and develop a quality substance for such a project topic. Most of the time, final year project topics are chosen from a pool of accessible ones by students and endorsed by their supervisors before they initiate to take a shot at it.
A chapter on writing skills from the textbook, Communication Skills, developed by the Language Communication for Development Department at the Bunda College of Agriculture, University of Malawi.
Slides in this presentation are based on various talks attended at IIT Bombay. Also papers related to scientific writing published by IEEE are used in this study.
Chapter 2 - Evaluation Rubric Criteria Does Not Meet 0.01 .docxalisondakintxt
Chapter 2 - Evaluation Rubric
Criteria Does Not Meet 0.01 points Meets 1 point
Introductory
Remarks/Literature
Search Strategies
The section is missing; or some topic areas are not
included in the introduction or are not explained clearly.
The chapter outline is not provided and the literature search
strategies are missing.
The reader is adequately oriented to the topic areas
covered. An outline of the flow of the chapter is
presented.
All major themes/concepts are introduced. Literature
search strategies are presented.
Full Theoretical/Conceptual
Framework
The section is missing; or some theoretical foundations of
the research are not discussed or some relevant theories
are omitted.
Student fails to adequately elaborate on
theoretical/conceptual framework introduction in
Chapter 1.
Most theories and concepts are covered in detail to orient
the reader to the research.
Description(s) of the theory(ies)/conceptual framework(s)
are provided and supported in the literature. The sources of
the framework are described and provide the rationale for
the choice of the framework for the study through
substantiation in the literature.
Themes or Subtopics Themes are random and unorganized, concepts are not
ordered, and some relevant themes are omitted.
Themes do not follow a logical progression. All points of
view are not addressed and relations are not with the
problem, purpose, and research questions. Chapter reads
more like a book report rather than a synthesized discussion
of scholarly literature.
Themes are arranged logically analyzing all points of
view with prior research and findings on the topic.
Within each theme, topics are discussed from broad to
narrow associated with the problem, purpose, research
questions and associated concepts. Critically evaluated
scholarly literature noting areas of convergence and
divergence.
Summary The section is missing; or some relevant information or
themes are omitted.
The summary does not follow logically from the literature
review or the introduction.
All relevant information is adequately covered and refers
to most of the major themes introduced in the
Introduction.
The reader is left with enough information to be familiar
with the topics necessary to begin reading about the
research methodology.
APA Format –
Writing/Presentation
Inconsistently applies fundamental APA formatting
throughout the chapter.
The template requirements are not followed.
Consistently applies fundamental APA formatting
throughout the chapter.
The template requirements are followed.
Writing/Presentation Does not follow conventions of scholarly writing,
grammar, and punctuation.
Follows conventions of scholarly writing, grammar, and
punctuation.
Writing for the Dissertation
(and other things)
• Writing Overview
• How to convey your ideas –
• clearly, succinctly, and
scholarly
• Th.
Slides in this presentation are based on various talks attended at IIT Bombay. Also papers related to scientific writing published by IEEE are used in this study.
Chapter 2 - Evaluation Rubric Criteria Does Not Meet 0.01 .docxalisondakintxt
Chapter 2 - Evaluation Rubric
Criteria Does Not Meet 0.01 points Meets 1 point
Introductory
Remarks/Literature
Search Strategies
The section is missing; or some topic areas are not
included in the introduction or are not explained clearly.
The chapter outline is not provided and the literature search
strategies are missing.
The reader is adequately oriented to the topic areas
covered. An outline of the flow of the chapter is
presented.
All major themes/concepts are introduced. Literature
search strategies are presented.
Full Theoretical/Conceptual
Framework
The section is missing; or some theoretical foundations of
the research are not discussed or some relevant theories
are omitted.
Student fails to adequately elaborate on
theoretical/conceptual framework introduction in
Chapter 1.
Most theories and concepts are covered in detail to orient
the reader to the research.
Description(s) of the theory(ies)/conceptual framework(s)
are provided and supported in the literature. The sources of
the framework are described and provide the rationale for
the choice of the framework for the study through
substantiation in the literature.
Themes or Subtopics Themes are random and unorganized, concepts are not
ordered, and some relevant themes are omitted.
Themes do not follow a logical progression. All points of
view are not addressed and relations are not with the
problem, purpose, and research questions. Chapter reads
more like a book report rather than a synthesized discussion
of scholarly literature.
Themes are arranged logically analyzing all points of
view with prior research and findings on the topic.
Within each theme, topics are discussed from broad to
narrow associated with the problem, purpose, research
questions and associated concepts. Critically evaluated
scholarly literature noting areas of convergence and
divergence.
Summary The section is missing; or some relevant information or
themes are omitted.
The summary does not follow logically from the literature
review or the introduction.
All relevant information is adequately covered and refers
to most of the major themes introduced in the
Introduction.
The reader is left with enough information to be familiar
with the topics necessary to begin reading about the
research methodology.
APA Format –
Writing/Presentation
Inconsistently applies fundamental APA formatting
throughout the chapter.
The template requirements are not followed.
Consistently applies fundamental APA formatting
throughout the chapter.
The template requirements are followed.
Writing/Presentation Does not follow conventions of scholarly writing,
grammar, and punctuation.
Follows conventions of scholarly writing, grammar, and
punctuation.
Writing for the Dissertation
(and other things)
• Writing Overview
• How to convey your ideas –
• clearly, succinctly, and
scholarly
• Th.
This presentation is designed to welcome visitors to the STUDYSmarter Critical Thinking Corner. It includes an overview of strategies for critical thinking, reading and writing at university.
This presentation is a sample lesson plan, for a 60-minute session on Note-Taking. It was designed for use in courses such as Freshman Studies, Study Skills, College Life Skills, or any college-level course in which note-taking is vital to success. All exercises contained in this presentation are of my own design.
Any student in a high level institution will be usually required to write a variety of dissertations, papers and essays throughout the whole period of their studies.
These writing tasks and assignments will cover a myriad of goals, objectives and purposes.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Francesca Gottschalk - How can education support child empowerment.pptx
Chapter 6 reading skills (1)
1. College ReadingCollege Reading
Of all the skills necessary toOf all the skills necessary to
succeed in college, the twosucceed in college, the two
most important are:most important are:
ReadingReading –– the intake of informationthe intake of information
WritingWriting –– the production of informationthe production of information
In this presentation, you willIn this presentation, you will
learnlearn how to make your readinghow to make your reading
skills work for youskills work for you……
Read it!
Process it!
Use it!
2. Take Charge of Your ReadingTake Charge of Your Reading
Before all else, if you don’t like to read,Before all else, if you don’t like to read,
accept the importance of the skill and work onaccept the importance of the skill and work on
it. This is CRITICAL to your success!it. This is CRITICAL to your success!
Commit to reading goalsCommit to reading goals
Plan time and space to concentratePlan time and space to concentrate
Capture knowledge and connect ideasCapture knowledge and connect ideas
Know how to read primary andKnow how to read primary and
secondary sources.secondary sources.
Preview and Review…Preview and Review…
3. Commit to Reading GoalsCommit to Reading Goals
Stay positive, reading can be enjoyable.Stay positive, reading can be enjoyable.
Make the author your companion.Make the author your companion.
Pace yourself according to difficulty level.Pace yourself according to difficulty level.
Take breaks (10 min break every 50 minutes).Take breaks (10 min break every 50 minutes).
Read other sources if the assigned reading isRead other sources if the assigned reading is
confusing.confusing.
Keep building your vocabulary (keep a dictionaryKeep building your vocabulary (keep a dictionary
handy).handy).
When studying for a test, skim readings for keyWhen studying for a test, skim readings for key
points and termspoints and terms..
Make understanding the material of primeMake understanding the material of prime
importanceimportance..
4. Plan Time and Space to ConcentratePlan Time and Space to Concentrate
College reading takes a greatCollege reading takes a great
deal of concentration.deal of concentration.
Find an environment in whichFind an environment in which
you can concentrate best.you can concentrate best.
If you must read in a noisyIf you must read in a noisy
environment, consider wearingenvironment, consider wearing
headphones with familiarheadphones with familiar
instrumental music just loudinstrumental music just loud
enough to block distractions.enough to block distractions.
Schedule time to read in aSchedule time to read in a
place where you won’t beplace where you won’t be
interrupted (or distracted).interrupted (or distracted).
5. Capture and ConnectCapture and Connect
Capture the supporting details; connectCapture the supporting details; connect
them to the main idea.them to the main idea.
Capture what you don’t know andCapture what you don’t know and
connect it to what you do know.connect it to what you do know.
Elements of Your Reading PlanElements of Your Reading Plan
1.1. PreviewPreview
2.2. SkimmingSkimming
3.3. Active ReadingActive Reading
4.4. Analytic ReadingAnalytic Reading
5.5. ReviewReview
6. Know How to Read Primary andKnow How to Read Primary and
Secondary SourcesSecondary Sources
Primary Source -Primary Source -
material written inmaterial written in
some original form;some original form;
more difficult readingmore difficult reading
level.level.
AutobiographiesAutobiographies
SpeechesSpeeches
Research ReportsResearch Reports
GovernmentGovernment
DocumentsDocuments
Scholarly ArticlesScholarly Articles
Secondary Source -Secondary Source -
summarizes orsummarizes or
interprets primaryinterprets primary
sourcessources
Magazine ArticlesMagazine Articles
TextbooksTextbooks
7. Developing Your VocabularyDeveloping Your Vocabulary
Consider the context around newConsider the context around new
and challenging words.and challenging words.
Jot down unfamiliar terms and findJot down unfamiliar terms and find
the meaning using a dictionary.the meaning using a dictionary.
Analyze terms to discover theAnalyze terms to discover the
most meaningful part of the wordmost meaningful part of the word
(especially true in Biology).(especially true in Biology).
Take the opportunity to use newTake the opportunity to use new
terms in your writing andterms in your writing and
speaking.speaking.
Learn to read
“outside the
box!”
8. A Reader’s GlossaryA Reader’s Glossary
Cause-effectCause-effect How one thing causes anotherHow one thing causes another to happento happen
Compare-contrastCompare-contrast How things are similar and how they are differentHow things are similar and how they are different
Draw a conclusionDraw a conclusion To make up your mind about an ideaTo make up your mind about an idea
Context clueContext clue Getting the meaning of a word from the wordsGetting the meaning of a word from the words
around itaround it
ImpliedImplied Suggested without being directly statedSuggested without being directly stated
InferenceInference To guess or speculate to draw a conclusionTo guess or speculate to draw a conclusion
Main ideaMain idea The primary subject of a passage or paragraphThe primary subject of a passage or paragraph
ObjectivityObjectivity Not influenced by personal feelings or prejudiceNot influenced by personal feelings or prejudice
Prior knowledgePrior knowledge What you already knowWhat you already know
Supporting detailsSupporting details Specific items that elaborate on the main ideaSpecific items that elaborate on the main idea
9. PreviewPreview
Scan the material to see what liesScan the material to see what lies
ahead.ahead.
Consider the context for theConsider the context for the
assignment.assignment.
Consider the length of the readingConsider the length of the reading
assignment and estimate how longassignment and estimate how long
it will take.it will take.
Consider the structure andConsider the structure and
features of the reading to help youfeatures of the reading to help you
digest the material.digest the material.
Consider the difficulty and planConsider the difficulty and plan
your time accordingly.your time accordingly.
This is a lot of
work! Who
needs it?
10. ReviewingReviewing
Review to remember the mainReview to remember the main
points of the material.points of the material.
Test yourself on yourTest yourself on your
comprehension.comprehension.
Some ways to review:Some ways to review:
notesnotes
study questionsstudy questions
flash cardsflash cards
visual mapsvisual maps
outlinesoutlines
Make reviewing every week aMake reviewing every week a
study goal.study goal.
11. SkimmingSkimming
Skimming covers the contentSkimming covers the content
at a general level.at a general level.
It involves reading at aboutIt involves reading at about
twice your normal rate.twice your normal rate.
Focuses on introductory statements, topicFocuses on introductory statements, topic
sentences and boldface terms.sentences and boldface terms.
Provides the chance for you to see what kindProvides the chance for you to see what kind
of information the assignment containsof information the assignment contains
Enables you to gather the surface ideas ifEnables you to gather the surface ideas if
you don’t have enough time to read deeply.you don’t have enough time to read deeply.
12. Active ReadingActive Reading
Use it to avoidUse it to avoid emptyempty readingreading——readingreading
then realizing that no information hasthen realizing that no information has
come across.come across.
Focus on identifying the main ideas andFocus on identifying the main ideas and
on understanding how supporting pointson understanding how supporting points
reinforce those ideas.reinforce those ideas.
In other words, get really interested &In other words, get really interested &
involved!involved!
Read us the
story about
the wolf
Right!
Get involved
in reading!
13. Analytic ReadingAnalytic Reading
Reading at a more intense level.Reading at a more intense level.
Involves breaking ideas open and diggingInvolves breaking ideas open and digging
underneath their surface.underneath their surface.
Enables you to try to spot flaws in the writer’sEnables you to try to spot flaws in the writer’s
logic.logic.
Promotes a comparison of the work to otherPromotes a comparison of the work to other
works.works.
Should involve questioning the author andShould involve questioning the author and
yourself.yourself.
In other words, active skepticism with a purposeIn other words, active skepticism with a purpose
14. Highlighting TextHighlighting Text
HighlightHighlight::
Topic sentences, Key words, ConclusionsTopic sentences, Key words, Conclusions
But watch out!But watch out!
Highlighting too much canHighlighting too much can cause you to re-cause you to re-
read everythingread everything because you don’t knowbecause you don’t know
what’s important.what’s important.
Highlighting doesn’t show youHighlighting doesn’t show you whywhy youyou
highlighted somethinghighlighted something
YouYou need to have the entire textneed to have the entire text with you towith you to
review.review.
15. Important Points About College ReadingImportant Points About College Reading
Instructors do NOT always cover theInstructors do NOT always cover the
reading material in lecture.reading material in lecture.
You are expected to read theYou are expected to read the
material and understand it on yourmaterial and understand it on your
own.own.
Successful students completeSuccessful students complete
assigned readingsassigned readings beforebefore class toclass to
help them understand the lecture.help them understand the lecture.
Connections and overlaps betweenConnections and overlaps between
lecture and reading reinforcelecture and reading reinforce
learning.learning.
Also, reading ahead prevents youAlso, reading ahead prevents you
from being embarrassed when youfrom being embarrassed when you
are called on to discuss what you’veare called on to discuss what you’ve
read!read!
Take that!
Unworthy adversary
of reading!
16. A Summary of Strategies toA Summary of Strategies to
Improve ReadingImprove Reading
Practice a positivePractice a positive
attitude.attitude.
Make the authorMake the author
your companion.your companion.
Pace yourselfPace yourself
according toaccording to
difficulty level.difficulty level.
Take breaks toTake breaks to
restorerestore
concentration.concentration.
Read other sources ifRead other sources if
the reading isthe reading is
confusing.confusing.
Build your vocabulary.Build your vocabulary.
Work on reading faster.Work on reading faster.