Reading process and_summary
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The document outlines the reading process and provides guidance on activities to do before, during, and after reading a text to improve comprehension. It recommends surveying the text before reading through techniques like outlines and preview questions. While reading, the document suggests highlighting important information, reading in chunks, and writing summaries and paraphrasing key ideas in the margins. After reading, activities are proposed like creating concept cards, outlines, charts and answering questions to reinforce understanding of the material. The document also provides guidance on writing a summary, noting it should include the central idea, main supporting points, and key examples or evidence.
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The document outlines three stages of reading: pre-reading, reading, and post-reading. In pre-reading, readers familiarize themselves with the text structure and vocabulary. During reading, they scan for specific details and skim to understand the overall topic and main ideas. After reading, readers identify the main idea of each paragraph and look for supporting details, examples, and facts to reinforce concepts before making inferences or expressing opinions about the content.
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This document provides guidance on the writing process from brainstorming to finalizing a paper. It recommends brainstorming topics without constraints, then narrowing to one topic and doing research. An outline should then be developed organizing key points and the thesis before drafting. The rough draft incorporates research while staying focused on the topic. Revising ensures a logical flow and unified argument. Proofreading examines spelling, punctuation, and citations to leave no questions. Citing sources properly is also emphasized to avoid plagiarism.
Reading strategies
This document outlines strategies for effective reading, including reading the title to anticipate the topic, reviewing any questions before reading, skimming the text to understand main ideas and structure, highlighting difficult words, scanning the text to find specific information, staying focused on questions, and paraphrasing difficult sentences by defining words, inferring meaning from context, identifying ideas, and expressing them simply.
Week 2011 the stages of writing a project
The document outlines the stages of writing a project, including planning, researching, and writing up the project. In the planning stage, students decide on a question, title, and outline. They research by finding sources, taking notes, and determining if more reading is needed. Finally, they write by drafting, editing, getting feedback, and proofreading to produce the final project with a contents page and bibliography.
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The document provides instructions for students to complete a research project on World War II (WWII). It outlines the skills and activities covered in previous lessons, including choosing a topic, researching using books and online sources, taking notes, and creating a bibliography. For the final project, students will create either a "Who Wants to Be a Millionaire" quiz or newspaper reports and diary entries based on their research. Guidance is given on writing believable diary entries that incorporate real events and descriptions. Students are also instructed on how to write quiz questions of varying difficulty levels based on the facts learned from their research.
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This document provides strategies for teaching nonfiction reading skills before, during, and after reading. It recommends preparing students by sparking their interest in the topic, having them make predictions about the text, and filling out a KWL chart. During reading, students should stop periodically to summarize, seek clarification if needed, and make connections between the text and their own lives. After reading, students should review their predictions and the questions on their KWL chart, summarize the key details, and reflect on how their understanding changed from before to after reading. Implementing these strategies helps develop students' thinking and ability to comprehend informational texts.
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This document discusses strategies for reading non-fiction texts. It addresses six common misconceptions about non-fiction reading. The document explains that non-fiction reading requires different skills than fiction, including using text features like bolding and graphics. It also notes that skimming, scanning, and selective reading are effective strategies, and that comprehension depends more on identifying important information than simply reading speed. The overall message is that good readers approach non-fiction with a purpose in mind and know how to locate relevant details.
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The document outlines three stages of reading: pre-reading, reading, and post-reading. In pre-reading, readers familiarize themselves with the text structure and vocabulary. During reading, they scan for specific details and skim to understand the overall topic and main ideas. After reading, readers identify the main idea of each paragraph and look for supporting details, examples, and facts to reinforce concepts before making inferences or expressing opinions about the content.
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This document provides guidance on the writing process from brainstorming to finalizing a paper. It recommends brainstorming topics without constraints, then narrowing to one topic and doing research. An outline should then be developed organizing key points and the thesis before drafting. The rough draft incorporates research while staying focused on the topic. Revising ensures a logical flow and unified argument. Proofreading examines spelling, punctuation, and citations to leave no questions. Citing sources properly is also emphasized to avoid plagiarism.
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This document outlines strategies for effective reading, including reading the title to anticipate the topic, reviewing any questions before reading, skimming the text to understand main ideas and structure, highlighting difficult words, scanning the text to find specific information, staying focused on questions, and paraphrasing difficult sentences by defining words, inferring meaning from context, identifying ideas, and expressing them simply.
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The document outlines the stages of writing a project, including planning, researching, and writing up the project. In the planning stage, students decide on a question, title, and outline. They research by finding sources, taking notes, and determining if more reading is needed. Finally, they write by drafting, editing, getting feedback, and proofreading to produce the final project with a contents page and bibliography.
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The document provides instructions for students to complete a research project on World War II (WWII). It outlines the skills and activities covered in previous lessons, including choosing a topic, researching using books and online sources, taking notes, and creating a bibliography. For the final project, students will create either a "Who Wants to Be a Millionaire" quiz or newspaper reports and diary entries based on their research. Guidance is given on writing believable diary entries that incorporate real events and descriptions. Students are also instructed on how to write quiz questions of varying difficulty levels based on the facts learned from their research.
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Students will learn to follow the details of a speech by understanding that details provide more specific information about the main idea such as facts, definitions, examples, explanations and reasons. Details support and give more understanding to the overall topic being discussed.
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This document provides information on five actions readers can take to prepare for reading: setting a purpose, making a prediction, previewing, activating background knowledge, and identifying text structure. It defines each action, explains why it is important, and provides guidance on how to perform each action. Setting a purpose helps the reader pay attention to what's important. Making a prediction and previewing help the reader set a purpose and pay attention. Activating background knowledge helps the reader connect to and learn from the text. Identifying text structure helps the reader sequence and organize the information.
Week 1 lesson 3
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The document provides tips for summary writing, including identifying the main point, writing concisely in your own words, and not getting distracted by complex vocabulary. It discusses summarizing passages on various topics and keeping summaries brief yet comprehensive. Examples are provided of summarizing paragraphs on tracing the origins of words, Hillary Clinton's remarks being exposed as ill-timed and biased, and the emotional difficulties soldiers face returning home from war.
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This document outlines the process of selecting a good research topic. It begins by defining a researcher and research, then provides tips for choosing an interesting, relevant topic within an appropriate scope. The document advises background research on potential topics to refine the focus. It suggests brainstorming related concepts and considering historical, geographic or sociological angles. Developing an exploratory research question is recommended before the next session, where students will write a concept note and receive feedback on their selected topic. The dynamic nature of research and allowing topics to be modified is also emphasized.
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1. Scan the reading and identify main topics and ideas by looking at headings and subheadings.
2. Read the first and last paragraphs and identify unfamiliar words.
3. Write the main idea as the top item of the outline. Then list sub-topics that support the main idea in a hierarchical structure.
4. Re-read to find details about each sub-topic to include in the outline.
5. Use the completed outline to write a summary in your own words.
Reading strategies
The document provides guidance on how to take effective Cornell notes, including pre-reading to understand the structure and key points, taking notes in the structured Cornell format with questions on the left and notes on the right, and finishing each set of notes with a 3-4 sentence summary. Following these Cornell note taking steps can help students organize lecture information, review and study materials effectively, and improve retention of the content.
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This document outlines the process of academic writing, including various brainstorming techniques. It discusses choosing a topic, narrowing the topic, listing ideas, free writing, clustering ideas, and outlining. For choosing a topic, it recommends selecting something of interest with many references. Narrowing a topic makes it more focused and manageable for an assignment. Listing, free writing, and clustering are techniques to generate ideas about a topic. Outlining organizes ideas in preparation for writing. Examples and models of each technique are provided in referenced books.
2 techniques in reading
The document discusses various reading techniques:
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- SQ3R is a method involving survey, questioning, reading, reciting and reviewing material.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Reading process and_summary
- 2. READING PROCESS Before During After Comprehension
- 3. BEFORE READING Do something to get your mind ready to read. Don’t spend too much time in the beginning-- your goal is not to learn the information yet.
- 4. BEFORE READING ACTIVITIES I. Survey Maps- a map of the reading’s topics and subtopics II. Outlines 1. Main Idea or Topic a. support b. support 2. Main Idea or Topic a. support b. support III. Preview questions from topic sentences or key ideas IV. Vocabulary lists V. Topic lists VI. Special features Topic#1 Subtopic #1 Subtopic #2 Topic#2 Subtopic #1 Subtopic #2
- 5. DURING READING a. Now is when you are concerned with learning the material. b. Chunking c. Know when enough is enough d. Text marking and annotation…….that is the key!
- 6. DURING READING I. Highlight important names, dates, or terminology that are crucial to overall comprehension. II. Read chunk by chunk III. Underline important facts, main ideas, or concepts. IV. In the margins, paraphrase those ideas down that you underlined. V. Enumerate any process or list. VI. Write a summary at the end of each section.
- 7. AFTER READING a. Think about what you read and revisit the ideas you were presented with. b. This is the study time! c. You can create all sorts of fun things now, such as…
- 8. AFTER READING I. Concept cards II. Detailed outline III. Charts, maps, timelines IV. Sample test V. Answer all the questions you wrote in your survey of the reading VI. Question list VII. Summary
- 9. AFTER READING--SUMMARY What should you include in a summary? 1. The central idea—the author’s claim or thesis 2. The main points that support the thesis 3. Key examples or evidence used to prove the main points
- 10. AFTER READING--SUMMARY What are the characteristics of a good summary? Completeness Accuracy Brevity Independence Neutrality Remember: CABIN