The document discusses college students' reading habits and the importance of developing strong critical reading skills. It notes that research finds students do not read for enjoyment due to limited time, and when they do read, they often skim without retaining information or connecting it to their lives. The document suggests students would benefit from practicing metacomprehension, or thinking critically about what they read, in order to become better readers. It emphasizes the importance of reading deeply rather than rushing through texts.

1. Dr. C. Novins
RDG 101 OLA
Spring 2014

2. 
Research has found that college students
do not “read for enjoyment” and while
this makes sense – since they have
limited time – it is not beneficial for the
development of their critical reading and
critical thinking skills.

3. 
Research notes that often, when students
read books and short stories, they do not
have good “reading” form:
• They skim texts without retaining information or
rush through the reading.
• They do not take adequate time to connect what
they are reading to their own lives and to the
world around them.

4. 


Since we live in a blink-and-you-miss-itworld, it does makes sense that we just
don’t take the time to enjoy reading.
The technology around us does make our
lives easier, but it also sometimes has our
brains working 24/7.
Going to school and working along with
any other responsibilities, makes it tough
to find downtime to sit and enjoy a book.

5. 


Take a look at the heading on this slide!
Practice Doesn’t Make Perfect!
PERFECT Practice Makes Perfect!
• If a student continues to rush and skim and not
connect to what he/she reads then he/she will
not become a better reader.
• It’s important to have good reading habits – to
know what to do when you read – to know how to
think and not just see the words, but delve a bit
deeper into the author’s intended meaning.

6. 

Metacomprehension is a very important
skill for readers.
The definition of metacomprehnsion is
“thinking about thinking as you are reading
and/or writing.”
• It’s that voice inside of your head that says:
 “Does this make sense?”
 “Why did the author use these specific words?”
 “I’m not sure how this relates to the last chapter.”
 “Why would he make this character do that?”
 “I just lost meaning – I think I need to go back and reread
that last page.”

7. 
There are many views on what exactly is
THE HUMAN CONDITION.

The following few slides are based on the
findings of Colin Welch (2011).

8. 
The "human condition" is an important part of our
understanding of literature. Literary critics often
label a piece of writing as literature - and not pulp
fiction - if it tries to describe this "human condition.”

Essentially, the discussion of the human condition is
any thematic concern about human nature, human
society or how we live our lives. In other words, it's
about the fundamental issues of human existence.

One of literature's central concerns is to comment on
these issues; it might be better at it than psychology
or philosophy!

9. 
If you are asked to make a theme statement
about a piece of writing, the easiest way to
identify a theme is to look for some
challenge to the human condition. Look for
common problems that any person - you
included - might face sometime in his or her
life.

So let's be more specific. What kind of
issues connected to "human nature, human
society or how we live our lives" are we
talking about?

10. 
How We Live Our Lives
•
•
•
•
•
•
•
•
What is the good life?
How do parents act towards their children?
How do we deal with death?
How do we deal with alienation from those around
us?
Should we conform or be original?
How do we become adults? What is the process of
maturation?
What is the relationship between different
generations or genders?
How do we deal with excessive poverty or wealth?

11. 
Human Nature
• Are we naturally evil or good?
• Are we born with inherited traits or are we a "blank
•
•
•
•
•
slate”?
What's more important for human beings? Law and
order or freedom?
Are we determined by our genetic structure,
environment, etc., or do we have free will ?
Are we naturally social beings or are we individuals
first?
Can we know universal truths?
Are we selfish or altruistic?

12. 
Human Society
• What's the best way to live together?
• Should we care for the weak and poor, or let
them fend for themselves?
• What is a natural society: equality or hierarchy?
• Is civilization positive or negative?
• How should society treat the environment?

13. 
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

It is imperative while you read that you
keep these questions in mind.
As a reader, it is your task to connect to
the characters and their actions.
It is necessary to “make sense” out of
why certain characters act the way they
do.
Think about what you read in a “worldly”
manner. How does what occurs in the text
fit into the world around us?

14. 
Throughout your schooling, you have
encountered the “elements of texts” in almost
every grade level.

If you need to be reminded of these concepts,
please take a few minutes and look them up.

In this week’s assignment I will not specifically
ask you questions about them, but I expect you to
refer to them in your answers.

The next slide has a visual of these concepts.

16. 
For this module you will be reading
Chapter 1 of George Dawson’s “Life Is So
Good” (It has been scanned in for you to
read)

It’s the true story of George Dawson’s life
told from his own memories.

George Dawson did not learn to read or
write until he was almost 100 years old.

It is an insightful and powerful book.

17. 
As you read:
• Think about the questions posed in the Human
Condition section of this PowerPoint.
• Think about the different Elements of Texts in the
visual in this PowerPoint.
• You may need to read the chapter twice – once to
enjoy the story and a second time to pay a bit more
attention to the text (human conditions/elements of
texts).