Reading Strategies
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The document provides strategies for becoming a better reader and understanding what is read. It discusses several pre-reading strategies including identifying the topic, activating prior knowledge about the topic through schemas, and skimming to get a general idea and identify questions. It also recommends strategies for active reading like reading slowly to understand details while finding the main idea, and checking that each paragraph supports the overall topic. The document stresses the importance of thinking about and asking questions about what was read.
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By writing an outline you really are writing in a way,beca.docx
By writing an outline you really are writing in a way,
because you’re creating the structure of what you’re going to do.
Once I really know what I’m going to write,
I don’t find the actual writing takes all that long.
—Tom Wolfe
Learning Objectives
After reading this chapter, you
should be able to:
1. Identify topics that have intellectual
merit, as opposed to those that are
flippant, frivolous, or alienating.
2. Demonstrate the ability to narrow a
topic.
3. Select the best method for you for
generating ideas, such as journaling,
free writing, or brainstorming.
4. Experiment with different methods
for organizing ideas, such as chrono-
logically or logically.
5. Demonstrate your ability to create an
outline and a reverse outline.
4Selecting a Topic and Prewriting
©Anna Gorin/Flickr/Getty Images
con80878_04_c04.indd 67 8/26/13 2:13 PM
CHAPTER 4Section 4.1 Selecting a Subject
This chapter concentrates on selecting and focusing a topic for a college paper and begin-
ning the prewriting process. If you have ever written an outline, you have already done
some prewriting. The skills you will learn in this chapter can be applied to personal,
expository, persuasive, and research papers, but they are also portable—that is to say,
these strategies can help you outside of the classroom experience. Writing is itself a por-
table skill that will assist you in becoming a better critical thinker, organizer of ideas,
and articulator of thoughts and arguments. Effectively selecting a topic and efficiently
prewriting are organizational tools that will aid you in synthesizing any information on
any subject.
4.1 Selecting a Subject
The first task when beginning a college writing assignment is determining a subject, or the general area of interest from which you will select the topic of your paper. Your assignment may provide you with the subject you must write about, or
you may be asked to select your own. If you are asked to choose your own subject, it is
important to choose one that is appropriate for the assignment and to properly narrow
the parameters of your topic, which the following sections will discuss. In either case,
remember to use the active reading skills you learned in Chapter 2 to identify key words
and phrases and action verbs, and to make certain you clearly understand the purpose
and requirements of the assignment.
Understand the Assignment
The subject that you choose to write about should be appropriate for you, the writer. If
you have a choice of subject, choose one that interests or excites you. If you are interested
in the subject, it will be easier to make it interesting to your readers. It is also fine to choose
something you know little about but have always wanted to explore. However, be aware
that such a subject will require that you spend additional time researching and referencing
sources.
Once you have generated a list of possibilities for your paper, think about which wou ...
Textbook reading strategies
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The Brief MH Guide Writingfor College, Writing for Life.docx
The Brief MH Guide: Writing
for College, Writing for Life
Course
Roen, 2nd Edition
Select Chapters
Course Number
Strayer University
http://create.mcgraw-hill.com
Copyright by The McGraw-Hill Companies, Inc. All rights
reserved. Printed in the United States of America. Except as
permitted under the United States Copyright Act of 1976, no part
of this publication may be reproduced or distributed in any form
or by any means, or stored in a database or retrieval system,
without prior written permission of the publisher.
This McGraw-Hill Create text may include materials submitted to
McGraw-Hill for publication by the instructor of this course.
The instructor is solely responsible for the editorial content of such
materials. Instructors retain copyright of these additional materials.
ISBN-10: ISBN-13:
2012
1121452272 9781121452275
Contents
1. Reading Critically for College and for Life 1
2. Writing to Convince 20
iii
Credits
1. Reading Critically for College and for Life: Chapter 2 from The McGraw-Hill Guide: Writing for College, Writing for
Life, Second Edition by Roen, Glau, Maid, 2011 1
2. Writing to Convince: Chapter 8 from The McGraw-Hill Guide: Writing for College, Writing for Life, Second Edition by
Roen, Glau, Maid, 2011 20
iv
Roen−Glau−Maid: The
McGraw−Hill Guide:
Writing for College,
Writing for Life, 2/e
I. Getting Started 2. Reading Critically for
College and for Life
© The McGraw−Hill
Companies, 2011
2
Chapter
15
Reading
Critically
for College
and for Life
In Chapter 1, we considered
how writing skills will serve you
in the academic, professional,
civic, and personal areas of
your life. This chapter focuses
on an activity that reinforces
and helps you improve your
writing skills: reading. When
we read, we make
meaning out of
words on a page
or computer
screen. We also
“read” photo-
graphs and other
visual images.
Actually, then, read-
ing is the active process
of constructing meaning.
In this chapter, we ask you
to consider how you now read
different kinds of material and
give you some helpful read-
ing strategies. Specifi cally, the
chapter presents prereading
strategies, strategies for read-
ing actively, and postreading
strategies. All of these strate-
gies will help you better un-
derstand what you read and
use that information to make
your own writing more
effective.
In your col-
lege classes, you
will be asked to
read (and write)
about all kinds of
print and digital
texts for all kinds of
purposes. More often
than not, you will use some of
what you read in the papers
that you write for your college
classes. The connection be-
tween what you read and how
you use that material in your
writing requires you to read
critically.
What does it mean to read
critically? One thing reading
critically does not mean is to
be “nit-picky” or negative.
Rather, when you read a text
critically, you quest ...
Pqrst
The "PQRST method" is a 5-step method for effectively reading textbooks that has been proven to raise test scores. The steps are: P (Preview) to get the overall picture; Q (Question) by forming questions while previewing; R (Read) actively by stopping to think and ask questions; S (State) the main points in your own words; and T (Test) yourself later with a review to commit the information to long-term memory. Following these steps helps the reader understand and retain important concepts.
Research topic analysis
The document provides guidance on selecting a research topic for a paper or project. It recommends brainstorming potential topics, researching background information, focusing the topic into a clear research question, developing keywords, and defining the topic as a thesis statement. Key steps include exploring interests and current events, limiting broad topics, researching more about the topic, and considering who, what, when, where and why questions related to the topic. Example topics and research questions are given to illustrate the process.
8 Steps to Writing an Essay
The document outlines 8 steps to writing an essay:
1. Understand the assignment by reading the prompt and clarifying any questions.
2. Brainstorm topics that interest you and that you don't know much about to ensure learning.
3. Research the topic by finding quality sources like articles, books, and websites to read and cite.
4. Develop a thesis statement that states the essay's purpose and what it will accomplish.
5. Create an outline organizing the introduction, body paragraphs, and conclusion.
6. Write the essay by starting to get ideas on paper with a cup of coffee.
7. Cite all sources of information or facts in the paper and on
J Lau-Bond STOMP ePortfolio
This is my final ePortfolio project from the "Successful Teaching Online Mentorship Program" (STOMP) course I took at Harper College in Spring 2016.
To write the perfect essay in 9 easy steps
This document provides a 9 step process for writing the perfect essay. It begins with a template that includes selecting a topic, brainstorming ideas, choosing a title, writing an engaging introduction, and supporting the main idea with facts. It then lists additional easy steps which include creating a "picture perfect summary" to organize ideas, drafting the beginning, middle, and end separately, editing the draft, and having others proofread before finalizing. The goal is to engage the reader, support the main point, and tie everything together cohesively.
Unit 2 skimming
Skimming is a reading technique where the reader passes quickly over material to get a general understanding while accepting a lower level of comprehension than normal reading. It involves focusing on key elements like the introduction, conclusions, and beginnings of paragraphs. Skimming is useful when readers want to cover a large amount of material quickly to stay informed on various topics. It allows readers to accept a comprehension level of around 50-60% compared to 70-80% for rapid reading. Regular practice is needed to improve skimming skills.
Strategic reading
This document outlines strategies for effective reading of non-fiction texts. It discusses strategies that can be used before, during, and after reading. Before reading, activating prior knowledge, previewing the text, setting a purpose, identifying difficult words, and using the A.C.T strategy of asking questions, connecting to prior knowledge, and noting questions can help prepare the reader. During reading, the reader should visualize, connect to other information, question, summarize, and make inferences. After reading, the reader should review, summarize key points, reflect on how well the purpose was met, evaluate the text, and remember the main ideas.
Sq3 r
The document provides an explanation of the SQ3R reading method. SQ3R stands for Survey, Question, Read, Recite, and Review. It is an active reading strategy designed to help readers comprehend and retain information more effectively. The steps involve surveying the text first, asking questions, reading sections while searching for answers, reciting key points in your own words, and reviewing what you've read. An example is then provided to demonstrate how to apply the SQ3R method step-by-step to a sample text about ferrets as pets. Finally, the document discusses strengths and weaknesses of the SQ3R method for different readers and subjects.
Making Sense of Print
This document discusses strategies for teaching global reading comprehension. It divides reading strategies into bottom-up processing, focusing on individual words, and top-down processing, using background knowledge to understand the overall meaning. Specific top-down strategies discussed include activating schema, previewing texts to make predictions, using cloze passages, skimming to get the main idea, identifying topics and main ideas, and summarizing texts in students' own words. The goal is to teach students to understand texts at a global level rather than focusing on every individual word.
Finding the main idea
The document provides guidance on identifying the main idea in paragraphs. It explains that the main idea is the most important point or concept being discussed about the topic. It may be explicitly stated or implied. The main idea is usually found in the first or last sentence of a paragraph. Supporting details in the rest of the paragraph explain or expand on the main idea. Examples are provided to demonstrate how to identify the topic and main idea in sample paragraphs.
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Reading Strategies
- 1. Reading Level 1 Week 1
- 2. How do you become a better reader? How can you remember and understand what you read effectively? How can you read and understand unfamiliar vocabulary? The Answer: Reading Strategies!
- 3. What is this about? What is the topic? What do the pictures or charts tell me? Pre-Reading Strategy A topic is the subject of a book, movie, conversation, or written work. The topic answers the question, “Who or what is this about?” The topic is usually just a short word or phrase. See page 2 of Ready to Read Now
- 4. What is this about? What is the topic? What do the pictures or charts tell me? http://www.aw-bc.com/info/scientificamerican/images/diet_spread_vol6.jpg Pre-Reading Strategy
- 5. http://3.bp.blogspot.com/- NzdYBG9Emxo/Tj67v0WX9HI/AAAAAAAAAHw/IzK Ys4bzd1k/s1600/schema%2Bposter.jpg A schema is like a file-cabinet of all your knowledge. A schema is all your prior knowledge. Activate your schema by asking, “What do I already know about this topic?” Pre-Reading Strategy
- 6. http://3.bp.blogspot.com/- NzdYBG9Emxo/Tj67v0WX9HI/AAAAAAAAAHw/IzK Ys4bzd1k/s1600/schema%2Bposter.jpg Example: What do I know about this topic: Planets in our solar system Look at page 13 What do you know about important inventions? What are 10 important inventions that you know about? Pre-Reading Strategy
- 7. Remember, the first sentence often tells you the topic and the main idea. The last sentence often repeats the topic and sometimes includes the main idea. You may already know the topic, but now you will also learn the CONTROLLING IDEA. Remember, the controlling idea shows what the author thinks about the topic. http://www.readingrockets.org/sites/default/f iles/strategy_paragraphhamburger.jpg
- 8. Skimming is reading quickly. This gives you a general idea about the reading. Make a note of any questions you have If you don’t know the main idea yet, you should find it now… https://blogmilitaryfamily.files.wordpress.com/2013/04/african-american- male-student-reading.jpg
- 9. Now, you can take time to actually read the entire work. Go slowly enough to understand each detail, but quickly enough to understand the overall main idea. https://blogmilitaryfamily.files.wordpress.com/2013/04/african- american-male-student-reading.jpg
- 10. The whole written work must be about 1 topic. Also, each paragraph only has 1 main idea. Check to make sure that you have identified the correct topic. Then, think about the main idea. What does the author think about the topic? What’s the topic? https://s-media-cache- ak0.pinimg.com/236x/9c/39/b4/9c39b423ca241a98e0c14bb 8e2fb274e.jpg
- 11. http://www.end-your-sleep-deprivation.com/images/sleep-questions-man.jpg Whether you are reading for fun or for class, it is important to think about what you read. Ask questions! What did you like about that reading? Why? What do you wonder? Do you agree with the author? What do you want to ask the author?