18.6: During Reading

In this stage of the reading cycle, actively and critically engage with what the author/text has to say. Effective reading is comprehending and remembering what others say about a given topic (and beginning to generate your own ideas). “Critical” reading is effective reading taken to the next step: seeking to understand the deeper, interwoven meanings layered within a text. One of the most important habits to develop is to write on (or annotate) the text as you read. Also, reading for the main idea, critically questioning, and using the Cornell note-taking system will make you a successful reader.

Strategy: Annotating 

Reading with pen and highlighter in hand to “mark up” (annotate) a text is a first step toward participating in academic conversations. This method is valuable for two reasons. First, it encourages you to look for important information while you are reading, which helps to keep you focused on the main points or information. Second, it makes a review of the information more efficient because you can scan the important words you have already identified rather than rereading the entire text. 

When you annotate, you both highlight or underline key ideas, and you write as you read in the form of notes, comments, and questions in the margins of your text. This may be done digitally or by hand.  

Keep in mind that typically, your professors will require you to expand these initial thoughts into longer, more formal writing assignments later. Of course, those assignments will likely demand that you qualify and revise those initial responses. Because annotation requires that you write as you read, it might be thought of as a bridge between those two activities. In fact, research has shown that simultaneous practice in reading and writing leads to stronger abilities in both.

NOTE: If you are concerned about writing in the textbooks from the Butler bookstore, ask your professor to clarify the bookstore’s policy. (Professors, ask your English Department Chair or Lead if you are unsure.) Also, if you rent your books from a vendor that does not allow you to write in your book, annotating with sticky notes is a good option.

What (and How) to Annotate

Ok, so you know that you should annotate or “mark up” the text as you read. But what do you highlight or underline or note in a text? The following is a list of information that is usually worth marking: 

• Any words or phrases in distinctive typeface. If an author has put key terms in bold print or color, mark them to make them stand out even more.  
• The answers to the questions you formulated from headings or topic sentences. Read with the question in mind, and every time you discover an answer (or part of the answer), mark it.  
• Words or phrases referring to major details that develop the idea stated in each paragraph’s topic sentence. Look for and underline or highlight the main reasons, examples, or other kinds of details provided to explain the topic sentence’s point.  
• Your own ideas, summaries, and connections. Do more than just run your eyes over the text in front of you; instead, interact with the text and think as you read. Wonder about the ideas that the text is sharing, get curious and ask questions to share and discuss with classmates and professors.

 

These sentence stems can help you collect your thoughts, reflect, and make connections:

• I noticed that ____________ is like ____________, therefore....
• ____________ caused ____________ because...
• ____________ is a result of ____________ because...  
• ____________ contradicts ____________, therefore...  
• ____________ supports/says the same thing as  ____________ therefore...
• This reminds me of… I wonder why...
• I think what the author really means is…  The most important thing I learned so far is…
• I need to remember… I am confused about…
• I think I will reread to find out…

Advice for Highlighting

The key to effective highlighting is to avoid overdoing it. Highlighting whole sentences or paragraphs is pointless, for the major ideas will not stand out when you go back to the text again later. Instead, you will end up unnecessarily rereading long sections of the text. Also, highlighting whole passages will not help you focus on finding the most essential information. Therefore, concentrate on marking only those words that will help you quickly piece together the general gist, or essence, of the text when you are reviewing it later.

Suggestions for Shorthand

Your notes won’t help you if the first question you later have is “I wonder what I meant by that?” Don’t feel you have to use the symbols listed here; create your own if you want but be consistent. 

•                Use a symbol like an exclamation mark (!) or an asterisk (*) to mark an idea that is particularly important. 

•                Use a question mark (?) to indicate something you don’t understand or are unclear about. 

•                Box new words, then write a short definition in the margin. 

•                Use “TQ” (for “test question”) or some other shorthand or symbol to signal key things that may appear in test or quiz questions.

Take a closer look at this sample annotated text below for ideas on how to use this strategy.

Strategy: Actively Read to Find the Main Idea

Regardless of what type of text you are assigned to read, your primary comprehension goal is to identify the main idea: the most important idea that the writer wants to communicate (and often states early on). After identifying the main point, you will find the supporting points, the details, facts, and explanations that develop and clarify the main point. Recognize that your own writing process results in you yourself making a main point and supporting it with evidence just like the authors of the texts you read.

Using Text Clues to Find Main Idea

Reading is a conversation between the reader and the writer. To help keep the conversation clear, writers use certain text features to say, “Hey, this is an important idea! Slow down and pay attention.” As you read, look for these clues to find main ideas:

• The Title. Writers summarize their thesis in the title of their work. Keep an eye out for details that reflect or refer to the title.
• The Introduction and Conclusion. Writers introduce their key ideas and thesis in the introduction and reinforce their ideas in the conclusion.
• Repetition. Writers use repetitive words or phrases both to make the main idea clear, but also to make transitions between main ideas and supporting ideas in the text.
• The details (or rhetorical questions). It may seem odd to “focus on the details” to find a main idea, but think about it: Why do authors offer details like long explanations or description?  To help the reader understand their main point!   But beware! The main idea is the thing being explained or described (or the answer to the rhetorical question), not the description or question itself. The concept is the main idea, not the explanation or example!
• Likewise, writers use rhetorical questions to draw the reader’s attention to a specific point. (Remember that rhetorical questions are meant to draw your attention to a point, not necessarily to answer aloud.) Again, the important idea is the answer to the rhetorical question, not the question itself. 

Strategy: Critical Reading and Asking Critical Questions

Read critically in order to get the most out of what you read. Critical reading does not mean reading to criticize or find fault with a text. Instead, the goal of critical reading is critical thinking, an important skill in all areas of life, not just your academic courses. Critical thinkers do not believe everything they hear or read. Instead, they approach new ideas and information with a healthy skepticism. They have learned how to analyze texts and ideas not only to understand them better but also to decide whether they should accept those ideas, reject them, or think about them further. College students, in particular, are expected to read critically. Professors assign textbook chapters, journal articles, and other readings not just to have you memorize facts but also to encourage you to think about the texts so that you can expand and refine your ideas. Thinking critically about a reading selection involves the following:

• Evaluate the evidence given in support of the thesis and main idea: Does it seem to be adequate? Does it seem to be accurate? 
• Scrutinize the author’s conclusions: Do they arise logically from the evidence presented? Does the author exhibit any bias—in other words, does he or she obviously have certain opinions or prejudices? 
• Compare the ideas and information with your own experiences and observations. 
• Agree or disagree with the author after doing all of the above.

 

This image lists 6 critical questions that will help you evaluate, scrutinize, compare and agree/disagree. Jot them down in your notebook, try to memorize them, and use them regularly when you read to discover more meaningful ideas.

 

Strategy: Cornell Note-taking

This is both a “during” and an “after” reading strategy. The Cornell method was developed in the 1950s by Professor Walter Pauk at Cornell University. It is recommended by most colleges because of its usefulness and flexibility. This method is simple to use for capturing notes, is helpful for defining priorities, and is a very helpful study tool.

The Cornell method follows a very specific format that consists of four sections: a header, two columns, and a footer. The following example shows you the required sections and how to lay out these sections on your paper. 

 

 

1. The header is a small box across the top of the page. In it, you write identification information like the course name and the date of the class. 

2. Underneath the header are two columns: a narrower one on the left (no more than onethird of the page) and a wide one on the right. 

3. The right-hand column, called the “notes” column, takes up most of the page and is used to capture your notes using any of the methods outlined earlier. 

4. The left-hand column, known as the “cue” or “recall” column, is used to jot down main ideas, keywords, questions, clarifications, and other notes. It should be used both during the class and when reviewing your notes after class. 

5. Finally, use the box in the footer to write a summary of the class in your own words. This will help you make sense of your notes in the future and is a valuable tool to aid with recall and studying.