essay

ENGL 0119/0219

Assignment #3 Due: Nov.3

NOTE TAKING / CHARTING / ANNOTATING

PURPOSES

To engage in active reading skills

To use notes (charting, note taking, and annotating) as active reading processes

To build reading comprehension skills

Passive readers read something quickly, seldom pause to process what they read, often forget the information, and quickly move on to their next project.

Active readers, on the other hand, engage with a reading multiple times. Active readers organize the information in a text, think critically about the information in a text, relate the information in the text to what they already know, and take time to process it so they can more easily retain it. Part of this reading process is to make notes concerning the topics read about.

Taking notes while reading helps students become active readers by involving them in the reading process. In brief form, they write the facts, topics, and thoughts of a lecture, meeting, or text to use as an aid to remembering the information discussed.

Charting is one kind of note-taking activity that engages students in active reading. A chart is a “sheet of information in the form of a table, graph, or diagram.”

Annotating is writing as we read. To annotate means to take notes on what we are reading so that we can better comprehend and respond to what the author is saying. These notes give “explanations or comments” to the topic. Annotation originally meant “to mark.” Annotating may give longer explanations that just “taking notes” gives.

(The 10th edition, revised, 2002, of the Concise Oxford English Dictionary provided some of the definitions of these words.)

Using the marking definition of annotating, we may highlight or circle—identify somehow—the parts of the text most important to the reason we are reading. Highlight sparingly.

Another form of annotating is to write notes in the margins of the page we are reading. Many times, writing in the margins helps us more than highlighting because we can write what we think in our own words.

There is no right or wrong way to “take notes” on a text. However, what we are looking for in a text will determine what we mark or comment on. For example, if we are looking for the main idea of a text, we will want to highlight, circle, create a chart for, and/or make notes in the margins or on a separate sheet of paper of the most important points.

One Example of Annotating for the MAIN IDEA

This side is copies of sentences in the reading that I am annotating. I am annotating to find the main idea NOTE: Notice how the bolded areas correspond to my writing in the right-hand margin.

This side contains my thoughts--my annotations. When you do this with your own pen, you might write in the margins or other white space instead. NOTE: Annotating for the Main idea is different from interpreting.

Reading: Reading is an active process that depends on both an author's ability to convey meaning using words and the reader’s ability to create meaning from them. To read successfully, people need to constantly connect what they already know about the information to the words the author has written. The average student who reads a book without using any learning strategies will remember only 10 percent of what she read two weeks later. However, if she actively works with the reading material, using the strategies presented in this textbook, she will be able to remember up to 90 percent of what she read after two weeks. Also, once she learns how to study and combines those skills with reading strategies, she will be able to achieve an almost 100 percent recall rate .

-"an active process"--it involves ME and what I already know! --It sounds like annotating is an active process--maybe annotating is one of the strategies they talk about here? --Wow! 10% isn't very much at all! --this reading is from a textbook so I trust it. --90%! Wow! What an increase! --"Recall rate" must be a technical term

After annotating, I think the main idea is that we can remember ("recall") more of what we read when we "actively" participate with what we read, just like I am doing here with annotating!

One Example of using a CHART for thinking deeply about the information

This chart has three columns and seven rows.

The three columns are for factual, specific notes; critical thinking ideas; and related information (connections we can make between the information given in the text and the information we already know).

Notes	Critical thinking	Related information

This chart can be used this way:

First, in the notes column write up to seven facts or specific information from the text.

Second, consider what information this article omits. In the rows listed under the “Critical thinking” column, write at least three (3) questions you could ask based on the pieces of information that are not included in the article. In other words, rather than just charting what is included in the article, as you did in the “Notes” column, question what is missing in the article.

Example: The article does not mention the government. What is the government doing to help reduce this reverse mortgage issue?

Example: The article mentions that the elderly are most likely to have a reverse mortgage. Why is this true?

Third, in the rows listed under the “Related” column, write at least four (4) pieces of information that relate the article to your own life, or the life of people you care about. Does the topic affect you personally? Does it affect someone you know? Could the topic affect people you interact with on a daily basis? If so, how does it affect them?

Example: While I do not have a reverse mortgage or a regular mortgage, my parents have a regular mortgage and I know they sometimes struggle to pay this mortgage.

Example: The bank mentioned in the article “Banking in North America” has a branch down the street from me. I am surprised they are involved in shady business practices that defraud citizens.

Fourth, under the chart, write a paragraph with at least six (6) lines in which you summarize the article in your own words. Be sure to give the author credit in the first line of your paragraph.

Example of this author credit line: The sports article “Michael Jordan’s Legacy” by Ricky Stanislaw, Erica Wesson, and Don Shilling discusses . . .

Assignment # 1 for Note-Taking / Charting / Annotating

1. Use the online library database to find a sports or food article for this assignment.

This database is found on your Lone Star website. Click on libraries at the end of the red ribbon across the top of the Lone Star College site and follow the links.

2. Create your Word Document for this lesson.

3. Write the MLA citation and the APA citation for the article you choose to use.

4. Closely read the article.

5. On your Word document, create a chart with two (2) columns. The chart should look like the Annotating chart on page 12 so that you can copy text to it and annotate that text.

Typically, you can create a table (also called a chart) in Microsoft Word by using the menu bar. Go to the INSERT tab and then to TABLE. Then, choose the number of rows and columns for your table.

Once your table is created, if you have too many rows, or too many columns, you can adjust your table by clicking on any row or column of cells in your table, right clicking with your mouse, and choosing DELETE CELLS to delete rows or columns. You may add columns and rows by clicking on the plus sign in the circle that appears when you put the cursor on the last line of the last column or on any line of the rows.

The rows will expand downward as you type your sentences in each cell.

6. Copy and paste the first 3-4 paragraphs of the article you chose for this lesson into the first column of that chart.

7. Using the highlighting option in Word, mark the ideas in column one that you believe are very important to understanding the article.

8. Make notes in the right hand column of

· any questions you have while you are reading.

· ideas about of what you think the author means.

· ideas you agree or disagree with.

9. Imagine that you can have a conversation with the author. What would you tell him/her about the article?

10. Write two open-ended questions that you have about this topic and / or lesson. Open-ended questions are those that would lead to discussion of the question idea. They are NOT questions that could have only “yes” or “no” as their answer.

Self-monitoring for Note-Taking / Charting / Annotating

You should now be able to

Mark your text with just the right amount of circles or highlighting

Distinguish an active reader from a passive reader

Use your own set of note-taking processes that you have developed

Use charts / tables and annotating to help yourself keep tabs on useful information from a text

Write MLA and APA bibliographical citations

Know techniques that help you think critically as you read and take notes

Assignment #3 Terms

PART ONE INSTRUCTIONS: Match each term (left column) with its correct definition (right column). (3 points each)

1. First Person Pronouns _____	A. “typically a value judgment or a personal statement about a topic”
2. Quoting _____	B. “(I, me, my, mine, myself, we, us, our, ours, ourselves) indicate a personal experience or autobiographical writing”
3. Third Person Pronouns _____	C. “is the exact copy of the words and punctuation as they appeared in the original, but with this copied material enclosed in double quotation marks”
4. Opinion _____	D. “(you, your, yourself, yourselves) demand action from the reader or speak for the reader”
5. Paraphrasing _____	E. “a statement which is objective or verifiable (has been proven)”
6. Second Person Pronouns _____	F. “taking information from a written source and restating that information in different words” & “restates the specific ideas of the original author”
7. Signal Phrase _____	G. “taking information from a written source and restating that information in different words” & “tells only the main idea of the original”
8. Fact _____	H. “(he, him, his, himself, she, her, hers, herself, they, them, their, theirs, themselves, it, itself) are used in academic writing and fiction writing”
9. Summary _____	I. “tells in words in the sentence what person or organization originally expressed the idea” & “gives credit to the source that originally stated the information”

The power of restorative sleep

New research uncovers the connections between sleeping well and staying healthy as we age

By Kirsten Weir

October 2017, Vol 48, No. 9

Print version: page 38

1

For years, public health messages have stressed the importance of diet and physical activity. Now, the sleep-deprived American public is learning (the hard way) that sleep is a critical third pillar of a healthy lifestyle.

Increasingly, scientists are discovering that how much and how well you sleep throughout adulthood can be a big factor in how healthy you stay into your golden years. Insufficient sleep increases the risk of disorders, such as high blood pressure, diabetes, obesity, stroke and depression. It's also associated with cognitive decline and Alzheimer's disease.

"We see very large changes to sleep physiology with aging," says Michael Scullin, PhD, an assistant professor of psychology and neuroscience at Baylor University who studies sleep neuroscience and cognition. "Those changes might be a contributing factor to some of the changes we see in general health, cognition and mental health as people age."

Quantity and quality

Many discussions of sleep are centered around how many hours a person clocks each night. "We have 50 years of data showing that people who sleep between seven and eight hours live the longest. That relationship doesn't seem to change too much with age," says psychologist Michael Grandner, PhD, director of the Sleep and Health Research Program at the University of Arizona.

But the quality of the sleep you get is just as important as the quantity, if not more so, sleep experts say. "Lower-quality sleep is associated with cognitive problems, as well as a whole host of physical problems," says Thomas Neylan, MD, a professor of psychiatry at the University of California, San Francisco, who studies sleep's role in metabolic health, cognitive function and neurodegenerative disorders.

Mounting evidence suggests that poor sleep fuels inflammation, which can lead to a variety of diseases including obesity, diabetes, heart disease and some cancers. Martica Hall, PhD, and colleagues followed older adults and found those who reported regularly getting less than six hours or more than eight hours of sleep per night had more inflammatory markers in their blood. That increased inflammation was associated with a greater mortality risk, particularly in those who were short on sleep ( Sleep , Vol. 38, No. 2, 2015).

Scientists are still sorting out why sleeping too much is problematic. Too much sleep, like too little, appears to increase the risk of some diseases. But in many cases, excess slumber is probably a side effect of other medical problems, rather than a cause. Sleep disorders such as sleep apnea, for instance, can disrupt sleep cycles and leave people drowsy after a full night of sleep.

Unfortunately, getting quality sleep can become more difficult as people age. In one older but notable national survey, Daniel J. Foley and colleagues at the National Institute on Aging found that more than 50 percent of older adults complained of having sleeping difficulty, and that their sleep troubles were often associated with health problems ( Sleep , Vol. 18, No. 6, 1995).

Older adults are more likely to have pain or illnesses that interrupt sleep and often find themselves waking more often to use the bathroom. Some medications cause agitation, restless legs or other side effects that can keep people up at night. Such difficulties can cut into the time older adults spend in deep sleep, when the body repairs tissues, shores up its immune function and processes memories.

Some sleep disorders also become more common later in life. Though prevalence estimates vary, there's evidence that both insomnia and obstructive sleep apnea become more common in older age, Grandner notes.

But even healthy older adults without sleep disorders can expect their sleep patterns to change over time. And those changes might lead to slumber that's not as restorative as it could be.

One notable change involves deep sleep, also referred to as slow-wave sleep. Deep sleep immediately follows the initial light stages of sleep from which people can wake easily. It is characterized by patterns of electrical activity in the brain known as slow waves, as well as faster bursts of brain activity called sleep spindles.

Both slow waves and sleep spindles play a role in transferring memories from the hippocampus to the prefrontal cortex and consolidating them for long-term storage. In addition to memory, slow waves have been tied to attention, cardiovascular health and metabolic regulation, says Bryce Mander, PhD, an assistant professor at the University of California, Irvine, who reviewed the neuroscience of sleep with colleagues from the University of California, Berkeley ( Neuron , Vol. 94, No. 1, 2017). And sleep spindles are also thought to be important for healthy cognition, he adds.

Research shows that beginning in middle age, people spend more time in light sleep at the expense of that recuperative deep slumber. Both the amplitude and the density of slow waves are reduced. "That decline continues to progress across the lifespan to the point where older adults might be getting less than half of the slow-wave sleep they had when they were young adults," says Mander.

Many older adults also experience a shift of their natural sleep rhythms, says Colin Espie, PhD, a professor of sleep medicine at the University of Oxford. "There's an aging of the circadian clock." Older adults' tend to become sleepier earlier in the evening and wake earlier in the morning—the opposite of the circadian cycle that keeps teenagers awake late into the night.

Circadian changes can also contribute to older adults' feeling drowsy during daylight and alert in the wee hours, Espie says. While those circadian changes seem to happen as a normal consequence of healthy aging, they are more pronounced in people with dementia, he adds.

Slumber and the brain

Sleep is critical for cognitive function in the short term. Lack of sleep can impair attention, working memory, reaction time and executive function (and wreak havoc on your mood).

But regularly skimping on sleep in midlife can have cumulative impacts, too. After analyzing published studies, Scullin and Donald Bliwise, PhD, at Emory University, concluded that maintaining good sleep quality in young adulthood and middle age is likely to protect against age-related decline in later years (Perspectives in Psychological Science, Vol. 10, No. 1, 2015).

Other research has focused on the role sleep might play in protecting the brain from Alzheimer's disease and related forms of cognitive impairment. Sleep problems are well documented among people with the disorder. They tend to nod off during the day and wake numerous times during the night, says Neylan. "The ability to have sustained periods of wakefulness and sleep appears to be broken down."

Impaired sleep is so common among people with Alzheimer's that researchers are now exploring whether disordered sleep patterns could be an early indicator of the disease.

There is also mounting evidence that the sleep-Alzheimer's link runs both ways. In other words, it's not just that Alzheimer's disease impairs the structure of healthy sleep. Sleeping poorly over the course of the lifespan could also increase the risk for cognitive decline and Alzheimer's disease. Ricardo S. Osorio, MD, at New York University School of Medicine, and colleagues have shown that sleep-disordered breathing such as apnea is associated with an earlier average age for the onset of cognitive impairment ( Neurology , Vol. 84, No. 19, 2015). And in a systematic review of more than two dozen studies, Omonigho Bubu, MD, and colleagues found that sleep problems could account for about 15 percent of Alzheimer's disease cases in the population ( Sleep , Vol. 40, No. 1, 2017)—a noteworthy number, given that the disease affects approximately five million Americans.

The mechanisms for that association aren't entirely clear, though the chronic inflammation associated with poor sleep could certainly damage neurons, Neylan says. There is also emerging evidence to suggest that sleep has a role in clearing the beta-amyloid proteins that clump together in the brains of people with Alzheimer's disease.

Much of that evidence comes from David Holtzman, MD, at Washington University in St. Louis, and colleagues, who found that beta-amyloid plaques accumulate more quickly in the brains of mice that have been chronically sleep deprived ( Science , Vol. 326, No. 5955, 2009).

More recently, Holtzman's team showed that one night of poor sleep can affect beta-​amyloid levels in people. They recruited participants to spend a night in the lab and disrupted the sleep of half the participants with a series of loud beeps each time they sank into slow-wave sleep. The next day, the team found those who had disrupted sleep had 10 percent higher levels of beta-amyloid protein in the fluid surrounding their brains and spinal cords ( Brain , Vol. 140, No. 8, 2017).

Research from Maiken Nedergaard, MD, at the University of Rochester, and colleagues suggests one possible mechanism for that connection. They've discovered that deep sleep causes glial cells in the brain to shrink. That, in turn, opens up pathways for fluid exchange that flushes away waste products such as beta-amyloid ( Science , Vol. 342, No. 6156, 2013). "Sleep is part of the plumbing system of the brain," Neylan notes.

Enter sandman: Improving sleep

Such dramatic changes aren't likely to result from a few nights of tossing and turning, however. Most sleep researchers suspect that when it comes to healthy aging, long-term sleep patterns across young adulthood and middle age might be what matter most. "By the time you're 70, whether or not you have hypertension or Alzheimer's disease is probably not really dictated by how you slept in the last two weeks. It probably has more to do with how you slept 20 years ago," says Grandner.

And just as you wouldn't expect to counteract a lifetime of bad habits by beginning to eat well and exercise in your 80s, sleep hygiene should be a priority at every age. That involves establishing healthy sleep habits such as avoiding late-day caffeine, limiting afternoon naps, skipping out on late-night screen time and being exposed to natural light patterns.

However, truly disordered sleep requires intervention beyond those basic habits, Grander says. "Sleep hygiene is something everyone should do, but you have to remember: Hygiene isn't treatment," he says. Some disorders, such as sleep apnea, are readily treatable with devices or surgeries to open the airways. Insomnia is also treatable—but there's no quick fix.

Prescription and over-the-counter sleep aids can be tempting to people tossing and turning all night, but they aren't a substitute for natural shut-eye. Sleeping pills do not induce normal patterns of restorative sleep, Mander says.

That's one reason why the American College of Physicians recommends cognitive ​behavioral therapy for insomnia, known as CBT-I, as first-line treatment rather than sleeping pills, Espie says. Insomnia often develops out of a short-term sleep disturbance. "Then people get stuck. The worse insomnia gets, the more they worry about it," he says. "This is precisely why CBT-I is effective at resolving insomnia. It allows people to address this vicious cycle," he says.

Most psychologists aren't specifically trained in this form of CBT. However, it's not much of a stretch for clinicians who are trained in cognitive and behavioral techniques to get up to speed on CBT-I, he says.

"Across psychological interventions, there's a lot of common ground in terms of methodology," Espie says. "Although the techniques may be unfamiliar, they are all based in cognitive and behavioral principles. Once people learn to use them, it makes a lot of sense." (See a list of training opportunities for CBT-I at  www.apa.org/monitor/2016/10/insomnia.aspx .)

Healthy sleep behaviors

Psychologists can help promote healthy sleep in other ways as well, such as by encouraging clients to recognize how insufficient or troubled sleep might be affecting them. "A lot of individuals who sleep poorly don't recognize how much their poor sleep is negatively affecting them," Scullin says.

In one notable example, Hans Van Dongen, PhD, now at Washington State University, and colleagues showed that after two weeks of being forced to cut back to just six hours of sleep per night, participants' cognitive function suffered—though they generally believed they'd adapted to the shorter sleep and didn't realize how much it changed their performance ( Sleep , Vol. 26, No. 2, 2003). "When clinical psychologists encounter people who say they are sleeping poorly, but doing OK, I'd recommend a little dose of skepticism," Scullin adds.

Behavioral health experts can also research better ways to encourage people to adopt healthy nighttime behaviors, Grandner says. "Meeting the biological need for sleep is driven by choices, beliefs, attitudes, opportunities—all of the things that health psychologists have been talking about for ages. But sleep hasn't really been on their radar as much," he says.

Still, it's too soon to declare sleep a cure-all, Mander stresses. More longitudinal studies are needed to determine whether specific sleep interventions will translate to fewer cases of Alzheimer's and other diseases associated with aging. "There's a lot of interest in thinking about how sleep interventions may play a role for improving cognitive or physical health in aging, but we just don't know enough yet," he says.

On the other hand, there's no downside to making sure you consistently get a good night's rest, no matter what age you are. "There isn't a single organ system in the body that isn't affected detrimentally by sleep loss," Mander says. "If you disrupt sleep, you disrupt function everywhere. But if you can improve sleep, you might have a chance of improving everything."

MLA citation for journal entry:

https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide

I. In-text citation:

Relativity's theoretical foundations can be traced to earlier work by Faraday and Maxwell (Einstein 782).

Human beings have been described by Kenneth Burke as "symbol-using animals" (3).

Human beings have been described as "symbol-using animals" (Burke 3).

II. Works Cited journal entry

Author(s). "Title of Article." Title of Journal, Volume, Issue, Year, pages.

Bagchi, Alaknanda. "Conflicting Nationalisms: The Voice of the Subaltern in Mahasweta Devi's Bashai Tudu." Tulsa Studies in Women's Literature, vol. 15, no. 1, 1996, pp. 41-50.

__________________________________________________________________________

APA citation for journal entry:

https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/

I. In-Text citation:

Direct quoted information:

According to Jones (1998), "students often had difficulty using APA style, especially when it was their first time" (p. 199).

Jones (1998) found "students often had difficulty using APA style" (p. 199); what implications does this have for teachers?

Summary or paraphrase:

According to Jones (1998), APA style is a difficult citation format for first-time learners.

APA style is a difficult citation format for first-time learners (Jones, 1998, p. 199).

II. Works Cited format: Article in Print Journal

Author, A. A., Author, B. B., & Author, C. C. (Year). Title of article. Title of Periodical, volume number(issue number), pages. https://doi.org/xx.xxx/yyyy

Scruton, R. (1996). The eclipse of listening:The problems inherent. The New Criterion, 15(3), 5–13.