HW7

6.1 A PLAN FOR ACTIVE READING Active reading involves participating in reading by using strategies, such as highlighting and note taking, that help you stay focused. Active reading is different from reading novels or magazines for pleasure, which doesn’t require you to do anything while you are reading. Active reading will increase your focus and concentration, help you understand what you read, and prepare you to study for tests and exams. These are the four steps in active reading designed to help you read college textbooks: Previewing Marking what you read Staying focused Reviewing YOUR TURN > WORK TOGETHER With a group of your classmates, spend a few minutes discussing which of these four active reading steps you always, sometimes, or never take. Have one member of the group keep a tally and report the results back to the rest of the class. Which steps, if any, do your classmates think are necessary, and why? Step 1: Previewing Previewing is the first step in active reading. When you preview, you develop a purpose for reading and take an initial look at a reading before you really tackle the content. Think of previewing like arriving on campus for the first time and getting an overview of your new environment. You locate the primary offices you’ll need to visit, pinpoint your classrooms, and find the closest restrooms. Then you get a feel for where to find the library, computer labs, study areas, and bookstore, and get a sense of where these things are in relation to each other. By getting oriented early on, you’ll be able to focus on your studies instead of wandering aimlessly around campus when you need to go somewhere new. Previewing a section or chapter in your textbook or other assigned reading is similar: the purpose is to get the big picture—to understand the main ideas in the reading and how those ideas connect with what you already know and to the material the instructor covers in class, all before you start reading in detail. Previewing will require some time up front, but it will save you time later. Getting to Know Your Textbook When you begin reading a textbook for the first time, be sure to learn more about it and its author(s) by reading sections at the beginning of the book, such as the preface, introduction, and biographical sketches about each author. The preface, a brief overview usually at the beginning of a book, is typically prepared by the author (or authors) to tell you why they wrote the book and what material the book covers; it also explains the book’s organization and gives insight into the author’s viewpoint—all of which will likely help you see the relationships among the facts presented and comprehend the ideas included throughout the book. (Make sure you read this book’s preface as an example.) Reading the preface can come in handy if you are feeling a little lost at different points in the term, since it often lays out the tools available in each chapter to guide you through the content. Some books have an additional introduction that reviews the book’s overall organization and its contents, often chapter by chapter. Authors’ biographical sketches will give you interesting information about the authors, including their background, work history, and educational experience. Taking a Quick Chapter Tour Once you’re familiar with the textbook itself, you can get to know more about the chapter you’ve been assigned to read. Although each textbook may be different, chapters are likely to have common features. Introduce yourself to the chapter by following these steps: First, read the title of the chapter. Ask yourself, “Why am I reading this? What do I already know about this subject? What do I want to know?” Next, quickly read through the learning objectives (if the chapter includes them; these are usually stated as the chapter begins) or the introductory paragraphs. Learning objectives are the main ideas or skills students are expected to learn from reading the chapter. Then turn to the end of the chapter and read the summary, if there is one. A summary provides the most important ideas in the chapter. Finally, take a few minutes to skim the chapter to learn more about the ideas presented. Look at the headings, subheadings, key terms, and tables and figures. See if there are study questions at the end of each chapter—take time to read over these questions, whether or not your instructor requires you to do so. If you are accessing digital content instead of a print textbook, you can still find effective ways to preview the material. For example, chapters in digital textbooks are often “scrollable” by learning objective and section. In addition, quizzes and interactive exercises allow you to test your understanding of the material and to practice concepts. And if your courses require you to access other types of online resources in addition to your textbooks, you can use a similar preview process. Visit each resource and get a general lay of the land before diving in to your reading. Planning Time for Your Reading As part of your preview, make a rough estimate of how much time it will take you to complete each reading assignment. Keep in mind that different types of textbooks can require more or less time to read. For example, depending on your interests and previous knowledge, you might be able to read a psychology text more quickly than a biology text that includes many unfamiliar scientific words. To make a plan, create a simple four-column table with horizontal lines for all your reading assignments over the next week. Following the example provided (see Table 6.1), take the following steps: Use the first column to list each reading assignment. In the second column, rate each assignment on a scale of 1 to 5 according to how easy (1) or difficult (5) you think the reading will be. In the third column, estimate how many hours each assignment will take. (Remember that a difficult reading will take longer than an easier reading.) Use the fourth column to keep track of how much time you actually spend reading. TABLE 6.1 > Planning Time for Your Reading Estimated reading time this week: Assignment Difficulty (1–5) Estimated time Actual time History (Ch. 1) 4 1.5 hr 2.0 hr Psychology (Chs. 2 & 3) 4 1.5 hr 4.0 hr Math (Ch. 3) 5 2.0 hr 2.5 hr Speech (Ch. 2) 2 1.0 hr 1.25 hr College Success (Ch. 5) 2 1.0 hr 1.0 hr Total estimated reading time: 7 hrs Total actual reading time: 10.75 hrs Thoughts: I used all four steps of active reading. My reading took me a bit longer, but I can tell that I learned much more. I also felt like I knew how to use my textbooks better after reading this chapter from my college success textbook. Mapping Mapping is a preview strategy in which you draw a wheel or branching structure to show relationships between main ideas and secondary ideas and how different concepts and terms fit together; it also helps you make connections to what you already know about the subject you’re studying (see Figure 6.1). Mapping the chapter as you preview it provides a visual guide for how different ideas in a chapter relate to one another, and it helps you differentiate main ideas from minor points. In the wheel map structure, place the main idea of the chapter in the circle. You can usually find the main idea in the chapter introduction and sometimes even in the chapter title. (For example, the main idea for this chapter would be increasing success through improved textbook reading.) Place secondary ideas, or ideas that develop the main idea, on the lines connected to the circle, and place offshoots, or ideas that explain these secondary ideas, on the lines attached to the main lines. In the branching map, the main idea goes at the top, followed by supporting ideas on the second tier, and so forth. Fill in the main idea first. Then, as you skim the chapter, use the headings and subheadings to fill in the supporting ideas. A diagram shows wheel map where a circle attached with five spokes attached to it. Two spokes on the right are further attached with three spokes each. Another diagram below shows a branching map with hierarchy from top to bottom with increased branches, as we move downwards. FIGURE 6.1 > Wheel and Branching Maps Outlining or Listing If you’re looking for more of a step-by-step visual image, consider making an outline of the headings and subheadings in the chapter (see Figure 6.2, which shows an outline of the first section of this chapter). Notice that the different levels of headings in a textbook look different. They are designed to show relationships among topics and subtopics covered within a section. As you continue to read, you will better understand these connections. Flip through this textbook to see how the headings are designed—look at the main headings (larger font) and also the subheadings (smaller font). Then, try the following tips to create and use your outline: To save time when you are outlining, don’t write full sentences. Rather, include clear condensed explanations of new terms and symbols. Pay special attention to topics that the instructor covered in class. Mark these sections in your textbook. If you aren’t sure whether your outlines contain too much or too little detail, compare them with the outlines of your classmates or study group members. You can also check with your instructor during office hours. In preparing for a test, review your chapter outlines along with other materials to see how everything fits together. Another previewing technique is listing. A list can be effective when you are dealing with a textbook that introduces many new terms and their definitions. Set up the list with the terms in the left column, and fill in definitions, descriptions, and examples on the right as you read or reread. Divide the terms on your list into groups of five, seven, or nine, and leave white space between the clusters so that you can visualize each group in your mind. This practice is known as chunking. We learn material best when it is in chunks of five, seven, or nine. An illustration shows a sample for creating outline. FIGURE 6.2 > Sample Outline The illustration in the form of an i-pad screen shows the following: I. Active Reading A. Previewing m dash Get lay of the land, skim 1. Reading introductory material 2. Taking a chapter tour 3. Making a reading plan 4. Mapping 5. Alternatives to Mapping a. Outlines b. Lists c. Flash cards B. Marking textbooks m dash Read and think BEFORE 1. Underlining 2. Highlighting 3. Annotating (Margin notes) C. Staying focused m dash Use suggestions like 1. Find proper location 2. Turn off electronic devices 3. Set aside blocks of time with breaks 4. Set study goals D. Reviewing m dash Each week, review 1. Notes 2. Study questions 3. Annotations 4. Flash cards 5. Visual maps 6. Outlines Creating Flash Cards Another method you can use to preview material is to make flash cards. Flash cards are like portable test questions—you write a question or term on the front of a small card and the answer or definition on the back. For a course that requires you to memorize dates, like American history, you might write a key date on one side of the card and the event on the other. To study chemistry, you could write a chemical formula on one side and the ionic compound on the other. You might use flash cards to learn vocabulary words or practice simple sentences for a language course. Creating the cards from your readings and using them to prepare for exams are great ways to retain information. If you are using digital course materials, it is likely that each chapter offers digital flash cards that you can click through (see Figure 6.3). Digital flash cards in college course materials typically give students the ability to sort the cards by front or back and to make virtual piles of the terms and concepts they need to practice and those they have mastered. An illustration shows an example of a flash card. FIGURE 6.3 > Examples of Flash Cards Step 2: Marking What You Read After completing your preview, you are ready to read the text actively. With your map, outline, list, or flash cards to guide you, mark the sections that are most important. To avoid marking too much or marking the wrong information, first read without using your pencil, your highlighter, or any digital tools. This means you should read the text at least twice. Marking is an active reading strategy that helps you stay engaged as you read. When you mark your textbook, you underline, highlight, or make margin notes or annotations—notes or remarks about a piece of writing—either on the book or digitally on your e-book pages. Figure 6.4 provides an example of different marking methods. No matter what method you prefer, remember these important guidelines: Read before you mark. Finish reading a section before you decide which are the most important ideas and concepts. Think before you mark. When you read a text for the first time, everything can seem important. After you complete a section, reflect on it to identify the key ideas. Ask yourself, “What are the most important ideas? What terms has the instructor emphasized in class? What will I see on the test?” Thinking about these questions can help you avoid marking too much material. Highlight or underline purposefully. Highlights and underlines are intended to pull your eye only to key words and important facts. If highlighting or underlining is actually a form of procrastination for you (you are reading through the material but planning to learn it at a later date) or if you are highlighting or underlining nearly everything you read, you might be doing yourself more harm than good. You won’t be able to identify important concepts quickly if they’re lost in a sea of color or lines. Ask yourself whether your highlighting or underlining is helping you be more active in your learning process. Take notes while you are marking. Rather than relying on marking alone, consider annotating the material by taking notes as you read. Just marking what’s most important doesn’t mean you’re learning the material, and it can give you a false sense of security. When you force yourself to put something in your own words while taking notes, you are not only predicting exam questions but also evaluating whether you can answer them. You can add your notes to the map, outline, list, or flash cards you created while you previewed the text or use the digital tools available for note taking on e-books. You can then review your notes with a friend or study group when preparing for tests and exams. An image shows various ways of reading, a combination of highlighting, underlining, and making margin notes. FIGURE 6.4 > Examples of Marking Using a combination of highlighting and margin notes, the reader has made the content of this page easy to review. Without reading the text, note the highlighted words and phrases and the margin notes, and see how much information you can gather from them. Then read the text itself. Does the markup serve as a study aid? Does it cover the essential points? Would you have marked this page any differently? Why or why not? Source: “The Stress of Adapting to a New Culture.” Adapted from Psychology, 8th ed., by Sandra Hockenbury et al. © 2018 by Worth Publishers. All rights reserved. Used by permission of the publisher Macmillan Learning. Step 3: Staying Focused You might have trouble concentrating or understanding some of the content when you read textbooks. This is normal, and many factors contribute to this problem: the time of day, your energy level, your interest in the material, how you manage nearby distractions, the amount of sleep you have had in the past twenty-four hours, whether you are hungry or too full, and your study location. Consider these suggestions, and decide which would help you improve your ability to stay focused: Find a quiet study place. Choose a room or location away from traffic and distracting noises, such as the campus information commons. Avoid studying in your bed, because your body is conditioned to go to sleep there. Mute or power off your electronic devices. Store your cell phone in your book bag or some other place where you aren’t tempted to check it. If you are reading on a device like a laptop or tablet, download what you need and disconnect from the wireless network so that you’re not tempted to email, chat, or check social media sites. Avoid studying around people who might distract you. Explain why you are avoiding them so that they don’t misread your intentions. Read in blocks of time, with short breaks in between. Some students can read for fifty minutes straight; others find that a fifty-minute reading period is too long. By reading in small blocks of time throughout the day instead of cramming in all your reading at the end of the day, you should be able to process material more easily. Set goals for your study period. A realistic goal might be “I will read twenty pages of my psychology text in the next fifty minutes.” Reward yourself with a ten-minute break after each fifty-minute study period. Engage in physical activity during breaks. If you have trouble concentrating or staying awake, take a quick walk around the library or down the hall. Stretch or take some deep breaths, and think positively about your study goals. Then go back to studying. Actively engage with the material. Write study questions in the margins, take notes, or recite key ideas. Reread confusing parts of the text, and make a note to ask your instructor for clarification. Focus on the important portions of the text. Pay attention to the first and last sentences of paragraphs; to “transition” words, such as “first,” second,” and “last”; and to words in italics or bold type. Understand the words. Use the glossary (a list of key words and their definitions) in the text or a dictionary to find definitions of unfamiliar terms. Use organizers as you read. Keep the maps, outlines, lists, or flash cards you created during your preview as you read, and add to them as you go. For example, you can use Table 6.2 to organize information while you are reading: TABLE 6.2 > Example of an Organizer Date: Course: Textbook: Chapter # and Title: What is the overall idea of the reading? What is the main idea of each major section of the reading? Section 1: Section 2: Section 3: What supporting ideas are presented in each section of the reading? Examples? Statistics? Any reference to research? 1. 2. 3. What are the key terms, and what do they mean? What are the conclusions from the reading? What are three things I remember from the reading? 1. 2. 3. What aspects of the reading are still unclear to me? 1. 2. 3. Step 4: Reviewing The final step in active textbook reading is reviewing. Reviewing means looking through your assigned reading again. Many students expect to read through their text material once and be able to remember the ideas four, six, or even twelve weeks later, when test time comes. More realistically, you will need to include regular reviews in your study process. This is where your class notes, study questions, annotations, flash cards, visual maps, and outlines will be most useful. Your study goal should be to review the material from each chapter every week. Here are some strategies for using your senses to review your reading: Recite aloud. Tick off each item on a list on your fingertips. Post diagrams, maps, or outlines around your living space so that you see them often and can visualize them while taking the test. Find another student who has read the same material and compare your views about which are the most important points in your reading.