ENG 121 Discussion 1 week 1

Reading is to the mind what exercise is to the body.

—Joseph Addison (ThinkExist, 2010a)

Learning Objectives

After reading this chapter, you should be able to:

1. Contrast active with unfocused reading.

2. Describe the four key steps that are essential to success when beginning a new college course.

3. Identify the key strategies to engage in order to actively read a text, includ- ing annotation, a reading journal, and brainstorming.

4. Analyze the components of the SQ3R method, or Survey, Question, Read, Recite, and Review.

5. Differentiate the different key words and action verbs, and understand their implications.

2College Reading

Wavebreak Media/Thinkstock

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CHAPTER 2Section 2.1 Reading to Write and Learn

noise moves into the “foreground”—in other words, students ultimately end up focusing on what is on TV and become distracted from their reading. Of course, life puts many demands on us, and it may not always be possible to do your reading in an environment where nothing else is going on. However, when possible, give reading your full attention and avoid multitasking.

Reading to Write There are two important links between reading and writing. One of these is that reading is one of the best ways to improve your writing. Most good writers learn how to write well through reading rather than through memorizing grammar rules. In fact, reading provides better examples of how to use the English language than simply practicing grammar exer- cises would. The truth is that reading any form of writing on a regular basis helps writers gain an increased knowledge of writing structures, grammar, clarity, and organization. It is not necessary to constantly read novels or academic writing to achieve this benefit; read- ing popular social and political magazines and short articles will help as well, as long as they are well written. Not only will you gain more out of reading what interests you, but you will also become a stronger writer because you will automatically notice correct gram- mar usage, a variety of writing styles, and a variety of narrative structures as you read.

The second fundamental link between reading and writing is that one must read a text very carefully in order to write well about it. Close reading requires you to notice details, repetitions, metaphors, similes, symbolism, and/or themes and to develop an under- standing of how they—or any other literary devices—function in a text. A good method of reading may start by taking note of terms, phrases, or short clauses that stand out to the reader or that seem significant. As you read, highlight, circle, or underline the lan- guage that seems most important. When you notice a recurring theme, for instance, take note of it each time it appears in the text, and ultimately try to trace how that theme or concept develops over the course of the reading. Because all great writing begins with careful reading, students should read a text a few times. On the second reading, more connections between ideas and concepts will become apparent. For most college papers, direct citation is required in the body paragraphs, and one must develop an argument or interpretation about the evidence of the text, so it is necessary to pay attention to pos- sible evidence one might use in a paper while reading. The evidence should directly guide a writer’s interpretation, not the other way around: One of the biggest mistakes writers sometimes make is coming up with an “answer” to an essay prompt first and then trying desperately to find evidence to support that answer. Writing should work in the reverse—what the text says and what it suggests is the first step in writing a paper, and the text should in turn guide the writer’s interpretation and response to the essay prompt. It is artificial to produce an answer to an essay prompt based on opinion rather than on a careful interpretation of what the text is saying.

Reading to Learn Course materials usually consist of the course guide (or syllabus), assigned text(s) and other readings, and, in online courses, your instructor’s guidance, announcements, and the link to your weekly course assignments. A major mistake some students make is that they fail to read some of these materials, often as a result of procrastination. As a result, they miss important information or fail to prepare their written assignments properly, and

iStockphoto/Thinkstock Effective reading requires your full attention, in an environment without technological distractions.

Chapter 1 explored attitudes about writing, identified common elements in all types of writing, and outlined the writing tools and resources available to assist you in these efforts. This chapter offers guidance on how to help you meet the requirements for well-written college papers, including a discussion and demonstration of active reading strategies, and step-by-step strategies for reading different types of course materials. Good college writing begins with effective reading, and college courses generally require a great deal of both. Most people have been reading for so long that it is easy take its importance for granted. Cultivating the skills of active reading is the first step in learning to become a good writer; if you can thoughtfully interpret what you are reading, you have a much greater likelihood of writing material that is appropriately engaged with the text and the assignment.

2.1 Reading to Write and Learn

When you read novels or other fictional writing, you usually do so to escape your daily routine and to relax from other activities. You probably start at the begin-ning of the book, read every word, and occasionally lose yourself in the story. Because you are reading for escape or for entertainment, it does not matter how quickly or slowly you read. You can read at your own pace and passively follow along with the story. In your college courses, however, you cannot be a passive reader; college reading requires active reading, a method that includes reading with a pen in hand and marking up the terms and phrases that seem significant (or using the highlight tool when read- ing an ebook). When you are an active reader, you are reading for a purpose. You look for main ideas and let the structure of the reading material, such as the headings and subheadings, help you decide what is most important. Active readers are reading to inter- pret rather than just gain a basic understanding of the content of the text. Active reading enables you to understand what you are reading and equips you with the skills you need to respond to writing assignments, for exams, or for use on the job or in other aspects of your life. Though some may believe that they will not need the content in this chapter for employment purposes, active reading is an invaluable skill that is needed for most careers that require a college degree.

Reading Misconceptions Perhaps the most common reading misconception is the idea that you can read effectively while multitasking. Using email, online shopping, search- ing the Web, or checking social media outlets while also trying to read is extremely detrimental to the reading process. Avoid technological distrac- tions of all kinds while you read because they move some of the focus away from your assignment and the texts. Students also very commonly turn on the TV in the “background” while studying, but the problem is that what was meant as “background”

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CHAPTER 2Section 2.1 Reading to Write and Learn

noise moves into the “foreground”—in other words, students ultimately end up focusing on what is on TV and become distracted from their reading. Of course, life puts many demands on us, and it may not always be possible to do your reading in an environment where nothing else is going on. However, when possible, give reading your full attention and avoid multitasking.

Reading to Write There are two important links between reading and writing. One of these is that reading is one of the best ways to improve your writing. Most good writers learn how to write well through reading rather than through memorizing grammar rules. In fact, reading provides better examples of how to use the English language than simply practicing grammar exer- cises would. The truth is that reading any form of writing on a regular basis helps writers gain an increased knowledge of writing structures, grammar, clarity, and organization. It is not necessary to constantly read novels or academic writing to achieve this benefit; read- ing popular social and political magazines and short articles will help as well, as long as they are well written. Not only will you gain more out of reading what interests you, but you will also become a stronger writer because you will automatically notice correct gram- mar usage, a variety of writing styles, and a variety of narrative structures as you read.

The second fundamental link between reading and writing is that one must read a text very carefully in order to write well about it. Close reading requires you to notice details, repetitions, metaphors, similes, symbolism, and/or themes and to develop an under- standing of how they—or any other literary devices—function in a text. A good method of reading may start by taking note of terms, phrases, or short clauses that stand out to the reader or that seem significant. As you read, highlight, circle, or underline the lan- guage that seems most important. When you notice a recurring theme, for instance, take note of it each time it appears in the text, and ultimately try to trace how that theme or concept develops over the course of the reading. Because all great writing begins with careful reading, students should read a text a few times. On the second reading, more connections between ideas and concepts will become apparent. For most college papers, direct citation is required in the body paragraphs, and one must develop an argument or interpretation about the evidence of the text, so it is necessary to pay attention to pos- sible evidence one might use in a paper while reading. The evidence should directly guide a writer’s interpretation, not the other way around: One of the biggest mistakes writers sometimes make is coming up with an “answer” to an essay prompt first and then trying desperately to find evidence to support that answer. Writing should work in the reverse—what the text says and what it suggests is the first step in writing a paper, and the text should in turn guide the writer’s interpretation and response to the essay prompt. It is artificial to produce an answer to an essay prompt based on opinion rather than on a careful interpretation of what the text is saying.

Reading to Learn Course materials usually consist of the course guide (or syllabus), assigned text(s) and other readings, and, in online courses, your instructor’s guidance, announcements, and the link to your weekly course assignments. A major mistake some students make is that they fail to read some of these materials, often as a result of procrastination. As a result, they miss important information or fail to prepare their written assignments properly, and

iStockphoto/Thinkstock Effective reading requires your full attention, in an environment without technological distractions.

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CHAPTER 2Section 2.1 Reading to Write and Learn

their grades suffer. Find a relatively quiet place to read, such as a library’s reading room, a bench in a park, a quiet room in your home free of distractions, or if some background noise is good for you, then a coffee shop. Whatever the case may be, it is important that you are comfortable where you are reading and that you can concentrate. Begin your reading assignments immediately. If you read a little bit of material each day, you will have a much easier time completing the reading assignment—and, you will probably digest the mate- rial better because you read carefully and gave yourself time to process what you read.

To ensure that you have all the information you need to be successful in your courses, fol- low the four steps below when you begin a college course.

Step 1: Read the course guide or syllabus thoroughly before the course begins. Pay particular attention to any learning outcomes. Learning outcomes or learning objectives reflect knowledge you are expected to gain by the time you complete the course. Keep these learning outcomes or objectives in mind throughout the course. They are clues to the purpose of the reading materials and the course assignments. It is a good idea to read the entire assignment before reading the assigned text. You can read the text with more care if you first know what your writing assignment requires. The writing assignments, then, serve as a guide for how to read and what to look for in a text.

Step 2: Each week, check your course calendar if applicable, and read the week’s information in the syllabus, as well as any emails or announcements from your instructor. Begin with the syllabus. The syllabus (or course guide) is likely to explain the goals and topics for the week and provide directions and additional information about the weekly topics and assignments. Announcements will notify the class of any assignment changes and provide other important information and the calendar, if your course has one, is likely to indicate the due dates for all assignments and exams.

Step 3: As soon as possible each course week, complete the text reading, breaking it up into parts, and any other assigned reading materials. Use the SQ3R reading strategy, described later in the chapter, for lengthy reading assignments.

Step 4: Finally, when you have completed your text and other assigned reading, read your discussion and written assignment prompts again carefully. Make sure you clearly understand the purpose of each assignment, the intended audience, the rhetorical context, and the specific assignment requirements. Your instructor will help you understand these elements of the writing situation, but you should definitely ask if you have any questions about the assignment. When you read the assignment for a second time, follow the guidelines in Section 2.2: Strategies for Active Reading.

In addition to these general reading guidelines a student can apply to any class, it is cru- cial to understand that different types of reading materials in college classes require dif- ferent reading strategies.

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CHAPTER 2Section 2.2 Strategies for Active Reading

2.2 Strategies for Active Reading

If you learn how to become an effective active reader, you will be impressed with the results. Learning how to become an active reader does take practice, but each time you practice the skills below you will improve in this crucial skill set. Annotating and Note Taking Annotating means writing a note—in the margin of the document you are reading or on a separate piece of paper—that explains or comments on what you have read. The notes you write on a text to help you keep track of key ideas are called annotations. Be creative and experiment until you find a recording system that works well for you. If you are using an ebook, chances are that you can highlight and annotate electronically. If you have a printed copy of a text including the reading or writing assignment, you should always read with a pen or pencil and highlighters in hand. If you are unsure what a paragraph or sentence suggests, mark it with a question mark. Indicate surprising moments in the text with an exclamation point. Respond to interesting sections of the text by writing down statements, questions, or ideas you have about them. Use different color highlighters for different themes you notice. Perhaps you see that nature and gender are themes in the text—try using one color highlighter for nature and a separate one for gender. This is a method for

organizing your annotations. If you are reading a hard copy, you can also use sticky notes to keep track of your main ideas about the text. You do not need to mark everything you read; part of active reading is learning to distinguish between which material is important and which is less impor- tant thematically or in terms of con- tent. When you are done reading a text, your annotations act as a series of interactions between yourself and the text you are reading. This dia- logue with the text can and should help you organize a paper about that text. Here is an example of how to effectively annotate a passage from Sophocles’s Antigone, a statement made by King Creon:

iStockphoto/Thinkstock Taking notes directly on your text is called annotating. This practice can help you remember key concepts and record your reactions to interesting passages.

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CHAPTER 2Section 2.2 Strategies for Active Reading

That’s what a man prays for: to produce good sons—/a household full of them, dutiful and attentive,/so they can pay his enemy back with inter- est/and match the respect their father shows his friend./But the man who rears a brood of useless children,/what has he brought into the world, I ask you?/Nothing but trouble for himself, and mockery/from his enemies laughing in his face. (Sophocles, 1984, pp. 715–722).

Reflection: According to this passage, the role of sons is very important to fathers, and maybe especially to kings, since King Creon is speaking. Sons are necessary for warfare—they are needed to fight the “enemy.” “Useless children” seem to be those who refuse to fight in warfare, and maybe daughters are also considered part of that category.

You may have started the passage by wondering what kind of statement would be made about the value of sons, and you may have been surprised to read that King Creon sees sons as necessary for warfare. By the end of the excerpt, it seems that King Creon is mak- ing a clear statement that any son who would not go to war for him would be an embar- rassment. It seems, then, that perhaps politics matter more to King Creon than his family. It is crucial that when you are reading a text you are doing your best to create an honest interpretation of the text that is well supported by what the text says. Avoid immedi- ately disagreeing with a text or assuming it is uninteresting because these approaches will make you incapable of understanding the text. You might ask yourself: “Would the author consider this to be a fair interpretation of the text?” If the answer seems to be no, then reread portions of the text where you may have become stuck and try to develop a more accurate reading.

As you read, remember to keep the learning outcomes in mind and to continually ask yourself, “Does this information answer the heading question?” and “Is this information I need to know?” If the answers to these questions are yes, read the material carefully and record it in some way. You should always read with a purpose, whether it is to answer questions your instructor has asked you about a text, to answer your own questions about the text, or to organize your thoughts for a paper.

Journaling and Reflection If, while you are reading, you identify certain pages that seem important, you might want to write down the page numbers in a reading journal, which is a place where writers record their initial thoughts and impressions of a text, and may later brainstorm ideas and outline possible main points for the draft of an essay. Writers should especially note the elements of a text that are most interesting or that stand out in some way—there are rea- sons why certain pieces of text stand out. An informal journal will probably help you think about and ask questions in class about the text. The more engagement you have with the text, the stronger your understanding will be. After noting key phrases and terms, writers reflect on those terms to think about their significance. Reflection leads to brainstorming potential ideas that a writer might use in a paper. Brainstorming is a necessary step that allows you to synthesize the material and what you are learning from it.

Sons are more important for kings

Sons should fight the enemy

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CHAPTER 2Section 2.2 Strategies for Active Reading

Survey, Question, Read, Recite, and Review Ideally, writers use a variety of strategies when approaching texts. Another method of approaching a text is the SQ3R method, (see Writing in Action: SQ3R Method), an abbrevia- tion which stands for Survey, Question, Read, Recite, and Review (Huber, 2004). SQ3R is a useful strategy for reading books and other lengthy reading materials. This strategy is simple to follow, and it can improve your understanding of what you read.

Writing in Action: SQ3R Method

SQ3R =

1. Survey (skim headings, subheadings, chapter summary, charts, and tables in text). 2. Question (turn headings and subheadings into questions). 3. Read (read to find the answers to your questions and record the answers by highlighting,

underlining, or taking notes). 4. Recite (summarize what you learned by telling someone else or writing it down). 5. Review (go back and read your notes or information that you highlighted or underlined to

reinforce learning and to commit the information to memory).

Survey The term survey means to preview information. Before reading a chapter, skim or flip through it and read the bold headings that divide the text into different sections. These headings are an outline of the chapter. They will show you how the chapter is organized and give you the main ideas the chapter will cover. As you survey the chapter, also pay attention to any hints, tips, or other material shown in the margins or in hyperlinks. This information is formatted to make it stand out from the rest of the text, and it usually sum- marizes major points or provides helpful information. If you are doing research, or are simply interested in learning more about a topic, look at the text’s index and bibliography. An index can include a list of authors and concepts referred to in the text. If you want to see how many references a text makes to Darwin, flip to the index and see if there is an entry. If there is no entry, the text likely is not relevant to your studies. Bibliographies are equally useful resources for readers and researchers. If a text is useful to you and you want to read more texts that relate to the subject matter, the bibliography (or reference list) tells you what research the author of the text you are reading relied on. If a text refers to another author whose approach seems particularly interesting, you can turn to the bib- liography and then locate these texts.

Next, examine all graphs, pictures, diagrams, and tables. They also summarize informa- tion in a clear and concise way. (Remember the old saying, “A picture is worth a thousand words.”) Finally, read the introductory and summary paragraphs at the beginning and end of the chapter. These paragraphs point out what to look for in the chapter and recap the most important information.

Question After your chapter survey, go back to the beginning of the chapter and start reading. As you come to each of the chapter headings or subheadings, change it to a question (using

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CHAPTER 2Section 2.2 Strategies for Active Reading

the words who, what, where, when, why, or how). Then try to answer the question as you read. For example, this chapter’s heading or title is “College Reading.” Change this heading to a question: “What is college reading?” As you read, try to find information in the chapter that answers that question. Do the same for the chapter headings and subheadings. The first heading is “Reading to Write and Learn.” Change this heading to a question such as “What does reading actually have to do with writing?” As you read this section of the text, look for information that answers your question. The first subheading under “Reading to Write and Learn” is “Reading Misconceptions.” Again, change this heading to a question: “What are reading misconceptions, and why are they important?” Yet another question to consider is: “Do I actually believe in some of these misconceptions?” Looking for answers to these questions means that you are engaging the text, and creating your own dialog with it.

There is no right or wrong way to form the question. Just follow this questioning method with each chapter heading and subheading as you come to it in your reading: First form a question and then read the section to answer the question. Challenging yourself in this way will help you maintain interest in what you are reading and improve your under- standing of the text.

Read Think about what you are reading and what it means. Because you are reading for infor- mation that you may need to retrieve later for an exam or a written assignment, develop a system to record important information as you read it. You might want to underline or highlight the information that answers your question or that you think is important. Or, you can use an asterisk (*), an exclamation point (!), or a question mark (?) to mark pas- sages you think are particularly important to remember. You should always feel ready to write notes in the margins about important information as you read. Some students take notes in a notebook and then use different colored marking pens to circle or highlight spe- cific information. If you are reading electronically, then add comments electronically or on a separate sheet of paper. Try to annotate as you read regardless of what you are reading.

Recite After you have finished reading a section of the book or other lengthy reading material, make sure you understand what you have read by trying to restate it in some way. Recit- ing does not necessarily mean you have to say it out loud. You can recite what you learned to yourself aloud (or silently) if you wish, but you might also tell someone else what you learned, discuss it in a written discussion post, or write a short paragraph in a notebook that summarizes what you read. However you choose to “recite,” it is important that you recap what you learned in some way. You might want to go back to the question you formed from each section heading and, in your own words, answer the question; even bet- ter, write down the answer. The answers to the section questions will help you study for future exams. You may even recite material to yourself while you are getting ready in the morning or cooking dinner. You may not have all of your questions about a text answered while you are sitting in front of it. Likely you will need to reflect afterwards and this will contribute to your larger reading of the text.

Think of reciting as a type of self-test to make sure you clearly understand what you read and to reinforce the material in your mind. If you do not clearly understand it, go back and read it again or ask your instructor or other students to help you clarify the meaning.

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CHAPTER 2Section 2.3 Reading for Academic Success

Review Finally, review the most important information by going back and looking over the under- lined, marked, or highlighted information or by rereading or typing your handwritten notes. Imagine the sort of quiz questions you might be asked on the material and make sure you have the information to answer those questions. When you are finished reading the assigned text, reread what you have written and try to summarize the main points or ideas you think the text is pointing you toward. Try to summarize in order to gain a sense of what you think is valuable in the text.

Reading Visuals Learning how to read visuals is an art form itself. Your readings may also include simple visuals such as tables, illustrations, or graphics to make information more understand- able. Whenever students encounter visuals in their reading assignments, they should always pause and take time to consider what the visual is telling them and how it assists them in their understanding of the course material. Images in reading may help you if you are more of a visual learner. Refer back to tables, graphs, and charts that seem to simplify information and clarify ideas that seemed otherwise unclear as you read.

2.3 Reading for Academic Success

How can you apply reading methods to discussion questions and written assign-ments for college? The primary methods for understanding assignments consist of learning how to read for key words and action verbs. When taken together, key words and action verbs indicate the concepts the essay must attend to.

Reading for Key Words and Action Verbs When you read your assignments, create a list of key words and phrases—important nouns, verbs, adjectives, or adverbs that describe or explain the assignment requirements (see Figure 2.1 and Table 2.1). Refer to these key words and phrases often while you are writing your discus- sion posts and your written assign- ments to make sure you do not veer off track. In 1956, a group of research- ers headed by psychologist Benjamin Bloom developed a taxonomy, or classification system, for educational objectives. Known as Bloom’s Tax- onomy, this classification system uses specific action verbs to help you understand what you are being asked to do in an assignment and how you will be graded (cited in Halawi, Pires, & McCarthy, 2009).

iStockphoto/Thinkstock Paying close attention to action verbs in course documents will help you understand assignments and ensure your final submission is relevant and thorough.

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CHAPTER 2Section 2.3 Reading for Academic Success

Understanding

Remembering

Applying

Analyzing

Creating

Evaluating

Figure 2.1: Anderson’s revised version of Bloom’s Taxonomy

Bloom’s Taxonomy posits a hierarchy of learning skills, in which lower-level skills are preconditions for higher-level skills. A student of Bloom’s, Louis Anderson, revised the taxonomy in 2000, using action verbs to emphasize the thinkers’ cognitive processes. Source: Anderson, L. W. and David R. Krathwohl, D. R., et al (Eds..) (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Boston, MA: Allyn & Bacon. pp. 67–68. Reprinted by permission of Pearson Education, Inc., Upper Saddle River, New Jersey.

Table 2.1: Defining terms from Anderson’s revision of Bloom’s Taxonomy

Creating Directly creating a unique interpretation of the text that is a result of the learner’s individual thought processes and selections about which pieces of text are significant and why.

Evaluating Evaluating the effect of the selected details by developing the meaning of the language.

Analyzing Analyzing these selected details to discuss their significance.

Applying Applying your understanding and memory of details by selecting and transferring these details onto a sheet of paper.

Understanding Understanding that these concepts may be linked with one another and may suggest significance.

Remembering Remembering key details, phrases, and terms that connect with one another.

The learning outcomes for your college courses and for your course assignments will likely use specific verbs that explain what the assignment calls for. Refer to Table 2.2 each time you receive an assignment. After you have identified the key words and phrases in the assignment, locate the action verbs in this table, underline them, and then list them. Then read the columns “Objective” and “Assignment Requirements” for that verb to determine what is expected of you. When you read your discussion and written assignments, cre- ate a list of all key words and phrases. Assignments require a student’s interpretation of action verbs, objectives, and assignment requirements. Table 2.2 describes what certain verbs mean and what they require of you in an assignment.

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CHAPTER 2Section 2.3 Reading for Academic Success

Table 2.2: Action verbs

Action Verbs Objective Assignment Requirements

Define Show that you understand.

State the meaning of a term.

Identify, label, list, memorize, name, order, quote, recall, recognize, repeat, reproduce, select, state, tell

Show that you remember what you have learned.

Demonstrate your knowledge or recall of information, dates, events, places, or major theories.

Associate, categorize, classify, demonstrate, describe, differentiate, discuss, distinguish, estimate, explain, express, extend, group, indicate, interpret, paraphrase, predict, review, show, sort

Show that you understand.

Interpret facts, restate information in your own words, or demonstrate that you comprehend or grasp the meaning of information or how ideas are connected. Give reasons why or explain how something happened.

Apply, calculate, change, complete, discover, experiment, extrapolate, illustrate, manipulate, modify, operate, practice, relate, solve, test, translate, use

Apply what you have learned or show how something works.

Solve problems or put a theory into practice using information you have learned or show how you can use the information, methods, concepts, or theories in a new situation or a practical manner.

Analyze, arrange, connect, deduce, distinguish, divide, examine, infer, interpret, order, organize, select, test

Analyze ideas or determine how the parts relate to the whole, how something works, what it means, or why it is important.

Break something into parts to show that you can isolate components or important information or recognize patterns, hidden meanings, relationships, or the internal structure of something.

Arrange, assemble, build, combine, compose, construct, create, design, develop, devise, formulate, generalize, hypothesize, integrate, invent, modify, plan, predict, prepare, rearrange, report, substitute

Synthesize, or put ideas together.

Combine parts into a whole, predict or draw conclusions from given facts, blend knowledge from different areas to show how it is related, or combine old ideas and use them in a new way.

Assess, choose, compare, conclude, contrast, convince, criticize, decide, defend, define, discriminate, estimate, evaluate, grade, investigate, judge, justify, measure, rank, recommend, support

Evaluate, or judge, ideas.

Assess or judge the value of something, make logical choices and support those choices, or show how items are similar or different.

Summarize Show understanding by concisely retelling facts and ideas.

List the main points.

Source: Adapted from Bloom, 1956.

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CHAPTER 2Section 2.3 Reading for Academic Success

Understanding Discussion Questions and Written Assignments The SQ3R strategy works well for reading and understanding lengthy articles. However, when you read your discussion assignments and written assignments, you must use a different strategy and read more closely, focusing on recurring concepts, themes, and problems that appear in the text. In fact, it is usually a good idea to reread the text you have been assigned at least once, so that you can trace details, concepts, and themes you may have missed the first time you read. Did you know that your instructors likely reread the text you have been assigned every single time they teach it? This is because active reading makes details clear; a second reading of a text also allows you to make many more connections than you noticed the first time you read. Discussion and writ- ing assignments have specific requirements that also need to be read carefully. Often, students lose points on their discussion posts and college papers because they do not answer all the questions asked in the assignment or they fail to address all the elements the assignment requires.

Discussion Questions and Posts If your course requires discussion posts, there are likely specific guidelines that you should familiarize yourself with. If you have questions about these guidelines, please do not hesitate to ask your instructor for clarification. Some possible guidelines may include:

• Read the discussion board requirements and your instructor’s guidance thor- oughly to make sure you understand the discussion assignment.

• Make certain your posting answers all questions and addresses all issues required in the discussion assignment.

• Your initial post should contribute to the topic. It should demonstrate that you have read, understood, and critically evaluated the topic. Give exam- ples and cite specific sentences or paragraphs from the text or from outside research to support your statements.

• Relate the topic to your own experiences. Consider using examples from your personal experiences and discuss how they relate to the topic under discussion.

• Review grammar, punctuation, and spelling and proofread your posts before submitting them.

Like your written papers, your discussion posts are likely to be graded in part on the content, completeness, and quality of your writing. Your posts do not have to include a title page, but they do need to be written in complete sentences. Unless otherwise instructed, you must include a reference for all outside sources you use in your posts. Because discussion posts mimic the types of discussions held in college classrooms, they can typically be written in a formal conversational tone. However, the language must be appropriate for formal college writing. In other words, avoid slang expressions, abbre- viations, and the informal language of personal emails or text messages, and always check your posts for spelling, grammar, and punctuation before you submit them. Posts should directly respond to questions your instructor is asking or directly engage with the text and contribute something meaningful to the class discussion. Writing brief responses such as “I disagree,” or “I completely agree” are not sufficient responses. If you only discuss your personal opinion and do not give evidence from the text, this will

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CHAPTER 2Section 2.3 Reading for Academic Success

likely result in a poor discussion post, unless your instructor specifically says no citation is necessary. In discussion posts, you must always include reference information for any outside sources that you consulted. All ideas that are not your own must have refer- ences. One discussion post assignment asks students to reflect on the conclusion of Joyce Carol Oates’s short story “Where Are You Going, Where Have You Been?” (Oates, 1966). In this short story, Arnold Friend, a virtual stranger to the story’s protagonist, Connie, demands that she gets into his car, or he will harm her family. The reader is left with the uncertainty of knowing what exactly happens to Connie or why she felt compelled to listen to him. Here is an academically appropriate response for a classroom audience on this ambiguous conclusion:

Though many people can read the same piece of poetry or prose, each of us gains a different perspective of the piece because of our life circum- stances. One example of this can be found with my interpretation of the essay in our text titled “Where Are You Going, Where Have You Been?” (Oates, 1966) versus several other interpretations of the same work. It takes a lot to get to me, but this story was the most upsetting piece of literature I have ever read in my entire life. In my opinion, the ending of the story was just horrific. I searched on the Internet, trying to find others’ analysis of WAYGWHYB [“Where Are You Going, Where Have You Been”], and found a number of sites that “obviously had it all wrong” [in my opinion]. I had to face the reality that I was the one who interpreted the piece in a way that was inconsistent with all the other readers, and therefore, I was the one off base, perhaps misinterpreting the text. Why? As with any life experience, we all bring our own circumstances, history and thoughts with us when we read a piece of literature; we mix it all together, and out comes our personal interpretation. I had a particularly upsetting set of circumstances when I was in college some 20 years ago. I am a fighter, strong, independent, etc., but when I was put into one, specific bad spot, I actually froze––could not move nor speak; I just stood there. When I read the portion of the story where Connie finds herself out of her own control and in Arnold’s control, because of my personal history (and the thoughts and fears that stemmed from that history), I was almost transported back in time to my situation, therefore severely influencing my interpretation of the piece.

After reading “A Psychological Analysis of Connie” (Kurkowski, n.d.), I began to understand Oates’ intentions a bit better and could look at WAYGWHYB through different eyes. Of course, I did not really consider Kurkowski’s interpretation closer to the intent of the writer until I had read a number of analyses that all concurred, such as “The Influence of Heritage and Social Milieu,” by Kerstin Heist (n.d.). Therefore, if Oates was going for an “ambiguous conclusion, which allows for several interpretations of the story’s meaning,” she definitely wrote an effective piece of literature (http://www.enotes.com, para 2). I would be interested in knowing who else out there in e–mail land read this story, and what do you think hap- pened when Connie went with Arnold? The story ending that seemed very clear to me was that she was going to be raped and murdered. I am glad that others did not see it ending that way!

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CHAPTER 2Section 2.3 Reading for Academic Success

References

Heist, K. (n.d.). The influence of heritage and social milieu. Retrieved from http://www.enotes.com/where–are/

Kurkowski, C. J. (n.d.). Psychological analysis of Connie: A feminist view- point of “Where are you going, where have you been?” Retrieved from http://home.mindspring.com/~blkgrnt/footlights/foot66.html

Oates, J. C. (1966). Where are you going, where have you been? As pub- lished in Oates, J. C. (1970). The wheel of love and other stories. New York, NY: Fawcett Crest Books.

Notice that this discussion post is very engaged with the material, offers personal insights, and takes a critical approach to the texts. A thoughtful discussion post may involve show- ing a change in one’s interpretation, as the one above does. Discussion posts are typically evaluated according to a rubric (see Table 2.3 for a sample). The grade that you receive on your discussion post will likely be based on these sorts of criteria. However, if the post uses correct grammar but does not in any way reply to the instructor’s question, it will not be considered an adequate response.

Table 2.3: Sample discussion-post rubric

Critical Thinking Skills/ Original Thoughts

Student applies relevant, professional, personal, or other real-world experiences in a manner that is rich in thought and provides valuable insight into the topic.

Content/Subject Knowledge

Student thoroughly addresses all elements of the discussion prompt, and demonstrates an advanced knowledge of the topic. Student makes strong and precise connections to previous and/or current course content, or to real-life situations, in initial post.

Participation Student responds with thorough and constructive analysis to the required number of peers, relating the response to relevant course concepts. Student may pose pertinent follow-up thoughts or questions about the topic, and demonstrates respect for the diverse opinions of fellow learners.

Coherence and Organization

Student effectively communicates a central idea or point that is weaved throughout the entirety of the post, in a coherent and logical manner. Post is easy to understand.

Mechanics Initial post contains very few, if any, minor errors related to grammar, spelling, and sentence structure. Post is easy to read and understand. Student properly cites resources (if applicable), per instructor expectations.

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CHAPTER 2Section 2.3 Reading for Academic Success

The previous discussion post example was given an exemplary grade by the instructor because it excelled in fulfilling each of the requirements outlined in Table 2.3. Understand- ing what the post is asking of you is the most important thing. Make sure that the assign- ment is clear to you before you begin and ask for clarification if you need it. Note that if your instructor does not ask you to directly reply to other postings, this will likely not be a part of the grading rubric for that assignment.

Reading and Understanding Assignments Remember that to earn the highest possible grade on a discussion assignment, you must cover all of the key areas. The feature Writing Samples: Examples of a Discussion-Post Assign- ment shows an example of a discussion-post assignment, with the key words and phrases and action verbs underlined and listed.

Writing Samples: Examples of a Discussion-Post Assignment

Example: Select a philosophy of education that is most like your own from Chapter 3 (Idealism, Real- ism, Neo-Thomism, Pragmatism, or Existentialism) and describe it using one other source in addition to the text. Explain how the chosen philosophy is most like your own.

List of Key Words and Phrases • select • philosophy of education • most like your own • from Chapter 3 • describe it • using one other source in addition to the text • Explain how the chosen philosophy is most like your own.

List of Action Verbs • select • describe • explain

Then, before you submit your written assignment, go back and check your list to make sure you have addressed each one.

The example in Writing in Action: Example of a Discussion-Post Assignment asks you to find the action verbs and the corresponding objectives and requirements for those verbs in Table 2.2 and determine the assignment requirements.

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CHAPTER 2Section 2.3 Reading for Academic Success

Note especially that the assignment asks the student to write about a special occasion or event. This may seem minor, but it is not. If a well-intentioned student writes a summary of several special events that occurred while he or she was growing up, that would not be an adequate response to the assignment. The assignment wants the writer to focus on one specific event, in part because doing so teaches writers how to focus on one moment and how to amplify the scene with details. If the student writes about two or three events instead of just one, he or she will likely end up summarizing these events, and there will be far fewer details in the writing. Also make sure that you always answer each part of the assignment. Reread the assignment several times, marking it carefully, to make sure you understand all of the tasks the assignment is requiring you to complete.

Assignment Grading Your college assignments will likely be graded on (1) what you wrote and how well you wrote it, (2) to what degree you responded to all key words and phrases and performed the requirements of the action verbs in the assignment, and (3) to what extent your paper is grammatically correct and to what degree your paper adheres to the required documen- tation guidelines or other formatting instructions given by your teacher. Please note that your instructors will weigh these various elements differently. While some instructors may specifically ask students to focus more on Step 1 for a particular assignment, others may focus more on Step 2. Students should ask instructors about these guidelines and which the instructor will weigh more heavily.

Writing in Action: Example of a Discussion-Post Assignment

Example: Write a two- to three-page narrative essay that describes a special event or occasion in your life. Make sure you state the purpose and location of the event or occasion, identify the people who attended, and explain why this event or occasion was important to you. Your paper must have a title page, formatted in proper APA style, as shown in your style guide.

List of Key Words and Phrases •

•

•

•

•

•

List of Action Verbs •

•

•

•

•

•

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CHAPTER 2Section 2.4 Critical Reading: Putting It Into Practice

2.4 Critical Reading: Putting It Into Practice

In order to become a critical reader, practice is absolutely essential. Students should consciously practice critical reading skills with each reading and writing assignment. In this section, you will find several critical reading exercises to get you started on practicing these essential skills.

Critical Reading Exercise: Ralph Waldo Emerson Below is an excerpt from Ralph Waldo Emerson’s Nature. As you read, try to use the active reading strategies discussed earlier in this chapter. Do not forget to use the electronic nota- tion and highlight tools. From the title of the text, you can approach it by asking yourself: “What is Emerson’s definition of nature? Why and how is it important for him?” Emerson writes:

In inquiries respecting the laws of the world and the frame of things, the highest reason is always the truest. That which seems faintly possible—it is so refined, is often faint and dim because it is deepest seated in the mind among the eternal verities. Empirical science is apt to cloud the sight, and, by the very knowledge of functions and processes, to bereave the student of the manly contemplation of the whole. (1849/1996, p. 43)

Exercise #1: After reading the excerpt from Emerson, write an essay in which you discuss what Emerson says about nature, and how he defines it. After giving a definition for nature, describe what Emerson says hinders our understanding of nature. Then relate this to how nature seems to be important to the human. Write an essay of approximately two to three pages in answer to this question.

Although reading more from Emer- son would add to your understand- ing of this excerpt, you could still answer the assignment questions above based on the lines you have been given. Begin by looking up

unfamiliar words, such as “inquiries,” “verities,” and “empirical.” Then proceed toward working through an understanding of the paragraph. The more you practice active read- ing strategies, the more your reading abilities will be strengthened.

Critical Reading Exercise: Sophocles This chapter included an excerpt from Sophocles’s Antigone, an example that offered some insight into what fathers—particularly kings—think about the significance of sons. By contrast, there are also several moments of the play in which female characters make

Hemera/Thinkstock What are Emerson’s views on nature? How would you define it, and why do you think nature is so important to humans?

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CHAPTER 2Key Terms

statements about their role as women in Greek society. With the previous example in mind (in which King Creon emphasizes the significance of sons for war) think about another excerpt from the play, as stated by the female protagonist Antigone. She explains why she is utterly devoted to the idea of giving her dead brother a proper burial:

[I]f I had been the mother of children/or if my husband died, exposed and rotting—/I’d never have taken this ordeal upon myself,/never defied our people’s will. . . . A husband dead, there might have been another./A child by another too, if I had lost the first./But mother and father both lost in the halls of Death,/no brother could ever spring to light again. (1984, pp. 996–1004)

Exercise #2: Antigone explains that the death of her brother, Polyneices, makes her feel obligated to give him a proper burial. King Creon, who views Polyneices as a traitor, has ordered that he should not be buried. Antigone, however, suggests that giving her brother Polyneices a proper burial is an extremely personally significant act to her. Write an essay of two full pages in length in which you discuss why, if her brother is so important to her, in this passage she says she would not bury a dead husband or child? Why would this character place her brother as the most significant family relationship?

Begin by pulling out the key words and phrases that seem most striking to you. Why would Antigone have this strong devotion to her brother? Is it possibly related to the fact that her parents are dead, so “no brother could ever spring to light again?” Analyze the language Antigone uses and develop a well-supported response to the question.

Chapter Summary Reading carefully is crucial for both the writing and the learning process as a student. Reading a text very carefully the first time through will put you in a good position to write an effective response or essay about that text. Conversely, skimming a text leads to vague summaries and a lack of analysis. Practice each of the strategies for active reading whenever you read a text, essay prompt, or discussion-post assignment—and even, of course, while you are reading this text. Noting key words, phrases, and verbs that seem particularly important is an essential step in the critical reading process and will help you with anything you read. Use the practice exercises in the previous section to begin work- ing on directly applying reading skills and methods to your writing.

Key Terms active reading A series of strategies that help you engage with a text, includ- ing highlighting and circling key terms, writing question marks and exclamation points, and writing notes in the margins of the text.

annotating Writing a note—in the margin of the document you are reading or on a separate piece of paper—that explains or comments on what you have read.

bibliography A list of books referenced in a text that appears toward the end of the material.

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CHAPTER 2Key Terms

brainstorming Summarizing your main ideas, questions, and responses to a text you are reading in order to try to find main points. This process can help you organize your thoughts before writing a first draft of a paper.

index A list, usually toward the end of a text, that includes the names of authors, themes, and concepts covered in the text. It is a guide that tells you what the text covers and gives page numbers that cor- respond to that entry.

reading journal A space where readers organize thoughts and questions about a text. It may include definitions of words that needed to be looked up, reflections on the text, or questions about moments in the text that are not clearly resolved or that seem perplexing.

SQ3R method A useful strategy for read- ing books and other lengthy reading mate- rials. SQ3R is an abbreviation for Survey, Question, Read, Recite, and Review.

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