Transcript CC_FP_Chapter_8

Chapter 8: Reading and Studying
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© 2010 Wadsworth, Cengage Learning
You’re About to Discover…
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Why reading is important
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How to engage in focused reading
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How to tackle reading assignments as an ESL
student
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What metacognition is and how it can help you
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How to become an intentional learner
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Why learning is greater than the sum of its parts
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Who Needs to Read?
Why Is Reading Important?
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Focus TV:
Reading
Read Right!
1. Understand what being a good reader is all about.
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Focus is the key.
Understanding is the goal; not speed.
2. Take stock of your own reading challenges.
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Physical and psychological factors affect reading.
Assessing your own challenges is important
3. Adjust your reading style.
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Judge how to read by what you need.
Know when to” taste,” and when to “digest.”
4. “Converse” with the author.
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Question the author as you read.
Keep your own commentary on the text.
Chapter Exercise
p. 173+
Read Right!
5. Dissect the text.
• Cut up the text; try putting it into your own words.
• Write ‘what’ and ‘why’ statements in the margins.
6. Make detailed notes.
• Find the main points.
• Write it down to help remember it later.
7. Put things into context.
• Reading requires ‘cultural literacy.’
• Authors assume a common ground.
© 2010 Wadsworth, Cengage Learning
Chapter Exercise
p. 179
Read Right!
8. Don’t avoid the tough stuff.
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Reading in college includes complicated sentences.
Reading aloud will help you work through difficult texts.
A common approach to reading is called SQ3R:
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Survey: Skim to get the lay of the land quickly.
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Question: Ask yourself what, why, and how questions.
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Read (1): Read the entire assignment.
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Recite (2): Put what you’re reading into your own words.
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Review (3): Go back and summarize what
you’ve learned.
© 2010 Wadsworth, Cengage Learning
Chapter Exercise
p. 183
Read Right!
9. Learn the language.
• Every discipline has its own vocabulary.
• Pay attention to the perspective and priorities of each discipline.
10. Bring your reading to class.
• Instructors may use or refer to the text in class.
• Bring up the reading in class and ask questions.
11. Be inventive!
• Invent strategies that work for you!
• Make it applicable to your learning style.
12. Make friends with your dictionary.
• Write down unknown words or phrases. “I just got out of the hospital.
• Try to guess the meaning from context.
I was in a speed-reading
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accident. I hit a bookmark.”
Steven Wright, comedian
Control Your Learning
p. 182
© 2010 Wadsworth, Cengage Learning
Meta-what?
Metacognition, Reading and Studying
Meta = About
Cognition = Thinking and Learning
Metacognition = Thinking about Thinking and Learning about Learning
Metacognition:
• Knowing about yourself as a learner.
• Identifying learning goals and progress.
• Using your self-awareness to learn at your best.
© 2010 Wadsworth, Cengage Learning
Chapter Activity
p. 183
Make a Master Study Plan
1. Make sure you understand your assignments.
2. Schedule yourself to be three places at once.
3. Talk through your learning challenges.
4. Be a stickler.
5. Take study breaks.
6. Mix it up.
7. Review, review, review!
© 2010 Wadsworth, Cengage Learning
Make a Master Study Plan
8. Find a study buddy.
9. Estimate how long it will take.
10. Vary your study techniques by course content.
11. Study earlier, rather than later.
12. Create artificial deadlines for yourself.
13. Treat school as a job.
14. Show up.
© 2010 Wadsworth, Cengage Learning
When the Heat Is On…
1. Triage.
2. Use every spare moment
to study.
3. Give it the old one-twothree-four punch.
4. Get a grip on your gaps.
5. Cram, but only if it’s
warranted.
© 2010 Wadsworth, Cengage Learning
A Final Word About Studying
“Never regard study
as a duty, but as the
enviable opportunity
to learn . . .”
-Albert Einstein
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VARK Activity
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Exercise 8.4, p. 188
Chapter 8: Exercises and Activities
Chapter Exercise
p. 173+
What is Your Reading Rate
Chapter Exercise
p. 179
Marginal Notes
Chapter Exercise
p. 183
You Are What You Read!
Chapter Activity
p. 183
C
Audio
Chapter Summary
Focus TV:
Reading
R: Where are Your Study Habits?
Audio Summary of Chapter 8
Focus TV: Reading
Insight Action
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What is Your Reading Rate
Exercise 8.1, p. 173+
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Marginal Notes
Exercise 8.2, p. 179
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You Are What You Read
Exercise 8.3, p. 183
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What are Your Study Habits?
p. 183
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Insight  Action
p. 182
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Chapter 8 Audio Summary
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FOCUS TV
Reading
Focus TV
Discussion ?s
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Back to Activities
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Focus TV Discussion Questions
1. FOCUS correspondent Achilles Stamatelaky says that research shows that
young people aren’t reading nearly as much as they used to. Do you
agree?
2. According to Professor Gert Coleman, reading can be compared to eating.
Reading short things online—like emails and blogs—is like eating snacks.
You don’t get the nutrition you (and your brain) need. What kinds of esnacking that involves reading do you do on a regular basis—and how
much do you consume?
3. Real reading, our expert says, requires focus. How do you sustain your
interest when you read books, newspapers, or articles that take time?
4. Reading different things requires adjusting your speed and focus. Give an
example of something you read today that passed through your mind
quickly without having much impact. In fact, you might not remember
exactly what you read; you just have a feeling that you read something
from someone. Contrast that with “deep reading” you did today. How
would you describe the differences between the two processes?
5. By the end of this episode, our correspondent “gets it.” What does he get?
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FOCUS on Community
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CONCISE Edition
Chapter 8
Constance Staley and Aren Moore
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