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Humanities LibreTexts

2.1.1.3: Successful College Reading

  • Page ID
    14989
  • Welcome to Reading 100 

    • This course is designed to help you develop college level reading skill through literacy strategiesand academic content.
    • The course readings and assignments will primarily be focused on academic reading units including psychology, communicationsand business. 

    • This is called “contextualization.” That is, the critical literacy skills, strategies, and thinking processes you learn and practice in this course can be applied across subject disciplines.

    • “Making it real.”

    College readers are  

    • College readers are willing to spend time reflecting on the ideas presented in their reading assignments.  They know the time is well-spent to enhancetheir understanding.

    • College readers are able to raise questions while reading.  They evaluate and solve problems rather than merely compilea set of facts to be memorized.

    • College readers can think logically.  They are fact-oriented and can review the facts dispassionately.  They base their judgments on ideas and evidence.

    • College readers can recognize error in thought and persuasion as well as recognize good arguments.

    • College readers are skeptical.  They understand that not everything in print is right.  They are diligentin seeking out the truth.

    • Criticalreaders are open-minded.  They seek alternativeviews and are open to new ideas that may not necessarily agree with their previous thoughts on a topic.  They are willing to reassesstheir views when new or discordantevidence is introduced and evaluated.

    Reading = interaction between the writer and the reader! 

    Writer’s Purpose

    Reader’s Purpose

    • To inform

    • To explore

    • To persuade

    • To critique

    • To entertain

    • To enact his or her imagination through creative works

    • To tell stories

    • To self-express

    • To self-reflect

    • Reading to learn

      • Reading for knowledge, meaning, and concepts

      • Reading for research

      • Reading to learn how to do something

      • Reading to satisfy curiosity 

    • Reading to understand an issue 

    • Reading to be entertained or for enjoyment

    Reading Critically: 

    PRE-READING

    1. !Read the title—don’t skip over it 

    2. Think about the subject matter:  Have you read about this topic before?  Where and when?  What do you already know about it? Experiences with it?

    3. Who wrote this text? What was the author’s purpose? What information do you have about this author?  Does any information about the author appear anywhere on the title page or elsewhere in the text?

    4. Where was this text originally published?  What type of publication is this, and where does it fit into this field of study?  Who would be the audience for this kind of writing? What would the audience expect to find in it?

    5. When was this text originally published?  What is the significance of this time period in this field of study?  Is the text historical?  Current?  Or is it possibly outdated?

    6. Read the chapter titles or the headings that break up the chapter or article.  What seems to be the general progression of ideas here?

    7. Why has your professor assigned this text?  Where does it fit into this course as a whole?  What kinds of facts and ideas are you expected to retain from this reading?   In what other courses might you read a text like this?

    DURING READING 

    • During reading: annotation, Cornell note taking, outlining, questioning

    • TODAY: Annotation Practice

      • Get “in conversation” with the text

      • Skim the article to get the gist of it; decide if pre-reading activities are in order.

      • Underline main idea/s

      • Triangle support for specific evidence

      • Circle key terms – check definitions if necessary

      • Write questions and comments in the margins

    • Perform the pre-reading analysis like we did for the Reader’s Digest article.

    • Annotate the Educational Leadership article by highlighting and labeling the following:

      • Main point

      • Supporting points

      • Supporting evidence (specific detail)

      • Circle terms for defining

      • Note and label everything you highlight!

    AFTER READING 

    • Ask questions (simple read-over not effective)

    • Recite

    • Apply or synthesize the reading.

    • TODAY: Summarize

      • Write a one paragraph summary of the article. Think about author’s purpose and How he or she achieved that purpose to identify the main idea and the supporting evidence.

      • Turn in your annotated article and your summary as your exit slip today.

    The Reading Equation 

    Prior knowledge+ predictions + elaborative rehearsal = Comprehension

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