Becoming dependent on highlighted information can make one rely on it as a crutch. Instead take notes as if one is the teacher and preparing a quiz or test on the chapter. Almost like Jeopardy the game.
I believe IDEAS, COMPUTER AND SUMMARIZE tabs should not be here. The belong to NOTEs module.
When accessing materials online, you should ask additional questions in order to fully understand the assignment.
The Internet provides access to virtually endless numbers of articles on just about any subject. Also evaluate the reliability of the material, especially if this is a reading you selected for research or independent work.
Look at the URL, the Web address. It can give you important information about the reliability and intentions of the site.
Start with the page publisher (the words following the “www” or between the “http//” and the first single backslash).
Have you heard of this source before?
If so, would you consider it a reliable source for the kind of material you are about to read?
Look at the page’s perimeter and the “masthead” at the top of the page. What name is listed there? Is it the same entity as the one listed as the publisher in the URL?
Are you dealing with a company or the Web site of an individual-and how might that affect the quality of the information? What can you learn from poking around with navigation tabs or buttons: what do they tell you about the objective of the Web site?
Look for a tab labeled “About Us”; those pages will give additional background on the writer.
Check the quality of the information. Based on what you learned earlier, ask yourself if the information from this Web site is reliable for your needs.
If the material you are reading was originally published elsewhere, was that publication reputable, such as an academic or peer-reviewed journal or a well-known newspaper?
Consider what others are saying about the site. Does the author offer references, reviews, or quotes about the material?
Check blogs to see what other people think of the author or Web site by searching for the title of the article together with the word “review” or “blog.” Enter the Web site’s URL in a search engine to see what other Web sites link to the one you are reading.
Trust your impressions about the material. You have recently been exposed to related material in your class and textbooks. What does your “gut” say about the material?
Ask yourself why the Web site was written. (To inform and provide data or facts? To sell something? To promote a cause? To parody?)
If you are unsure of the quality of the information, don’t use it or check first with your instructor before you do.
If you need the most up-to-date information, check the bottom of the web-page, where a “last modified” date may be shown.
Does the author reference reliable sources?
What links does the author offer to other Web sites?
Are they active and reputable?
Integrating Reading with Your Family Life
Don’t expect that you will often get long periods of uninterrupted reading time. Find or create short periods of time to do things like scanning the assignment and preparing your questions.
Schedule your heavy reading for early in the morning or late at night when the children are sleeping. Don’t use that precious uninterrupted time for watching television or washing the dishes; those can be done when the kids are awake.
Read to your children and then tell them it’s time for everybody to read their own book. (Even very young children like to “read” books by looking at the pictures.) You’ll be surprised how long kids will read, especially when they see Mommy and Daddy reading, too.
Take your reading with you. You can get a lot of reading done while waiting for your children during music or dance class or soccer practice, or while you wait to pick them up at school.
Share child-care responsibilities with other students who also have children. This can buy an additional big block of reading time for each of you.
Reading texts in a foreign language is particularly challenging-but it also provides you with invaluable practice and many new vocabulary words in your “new” language.
Remember that all languages are built on idioms as much as on individual words. Do any of the phrase structures look familiar? Can you infer the meaning of the sentences? Do they make sense based on the context? If you still can’t make out the meaning, choose one or two words to look up in your dictionary and try again.
At first you may have trouble identifying when the instructor moves from one idea to another. This takes practice and experience with each instructor, so don’t give up!
In the early stages you should use your syllabus to determine what key ideas the instructor plans to present.
Your assignments can also give you guidance in identifying the key ideas.
If you’re using a laptop computer for taking notes, a basic word processing application (like Microsoft Word or Works) is very effective.
Format your document by selecting the outline format from the format bullets menu. Use the increase or decrease indent buttons to navigate the level of importance you want to give each item. The software will take care of the numbering.
After class be sure to review your notes and then summarize the class in one or two short paragraphs using your own words.
This summary will significantly affect your recall and will help you prepare for the next class.
Science occurs through the experimental process: posing hypotheses, and then using experimental data to prove or disprove them.
When reading scientific texts, look for hypotheses and list them in the left column of your notes pages.
Then make notes on the proof (or disproof) in the right column.
Think critically about the hypotheses and the experiments used to prove or disprove them. Think about questions like these:
Can the experiment or observation be repeated?
Why did these results occur?
How could you change the experiment design or method of observation? How would you measure your results?
What are the conclusions?
Mathematical texts present unique challenges in that they typically contain a great number of formulas, charts, sample problems, and exercises. Follow these guidelines:
Read the formulas and make sure you understand them
Work through the formulas.
Do all exercises within the assigned text.
Seek help from the instructor if need be.
When you notice graphics in your text use it as a signal of important ideas.
But it is equally important to understand what the graphics intend to convey. Textbooks contain tables, charts, maps, diagrams, illustrations, photographs, and the newest form of graphics—Internet URLs for accessing text and media material. Many students are tempted to skip over graphic material and focus only on the reading. Don’t. Take the time to read and understand your textbook’s graphics.
Your textbook’s graphics will increase your understanding, because they engage different comprehension processes, they will create different kinds of memory links to help you remember the material.
To get the most out of graphic material, use your critical thinking skills and question why each illustration is present and what it means.
Bar charts, line charts and pie charts are used to compare quantitive data, illustrate trends or the distribution of elements.
Used to illustrate the geographic distribution of boundaries, resources and populations.
Used to represent a person, condition or an idea mentioned in the text
Flowchart or Diagram
Commonly use to illustrate a processes.
Social sciences texts, such as those for history, economics, and political science classes, often involve interpretation where the authors’ points of view and theories are as important as the facts they present. Social science courses often require you to read primary source documents. Primary sources include documents, letters, diaries, newspaper reports, financial reports, lab reports, and records that provide firsthand accounts of the events, practices, or conditions you are studying
When studying social science subjects start by understanding the author of the document and his or her agenda. Infer their intended audience.
What response did the authors hope to get from their audience? Do you consider this a bias?
How does that bias affect your thinking about the subject?
Do you recognize personal biases that affect how you might interpret the document?
As you read, ask yourself questions such as the following:
Why is the author using this argument?
Is it consistent with what we’re learning?
Do I agree with this argument?
Would dispute this argument?
What key ideas would be used to support a counter argument?
Record your reflections and ideas in the margins and in your notes.
A good vocabulary is essential for success in any role that involves communication, and just about every role in life requires good communication skills.
Building your vocabulary will make your reading easier, and reading is the best way to build your vocabulary. The first step, as in any other aspect of the learning cycle, is to prepare yourself to learn. Work to become more aware of the words around you: the words you hear, the words you read, the words you say, and those you write.
Adding To Vocabulary
The first step, as in any other aspect of the learning cycle, is to prepare yourself to learn. Consciously decide that you want to improve your vocabulary; decide you want to be a student of words.
Work to become more aware of the words around you: the words you hear, the words you read, the words you say, and those you write.
Just as you can bring your overuse of certain words to your conscious awareness, think about the kinds of words you should be using more frequently.
Some of the words you might consciously practice are actually very simple ones you already know but significantly under use or use imprecisely.
You can develop greater awareness by bringing these new words into your speech.
The following tips will help you gain and correctly use more words.
Be on the lookout for new words.
Write down the new words you encounter.
Infer the meaning of the word.
Look up the word in a dictionary.
Write the word in a sentence, one that is relevant to you.
Use the word, say it out loud.
Review new words and their meanings.
This issue has received considerable discussion in recent years because many colleges and universities began videotaping class lectures and making them available for students online or in podcasts. Most students use podcasts and recordings as a way to review material they do not feel they grasp completely. A video podcast doesn’t offer the opportunity to ask questions or participate but you can still learn.
If the instructor posts his or her lectures as a podcast, listen to the lecture online and take notes.
Later review your notes and write a short summary of the key points.
When you borrow notes you should photocopy them and then review them carefully and then when you review them mark your copy with your own comments and questions.
If you miss class or lectures check with the instructor or lecturer to see if there is another class you can attend, or presentations you could access.
Never ask the instructor “Did I miss anything important?” (Think about what that’s saying and you’ll see it’s rather insulting.)
Consider why the instructor has selected the particular text. Map the table of contents to the course syllabus.
Understand how your textbook is put together and what features might help you with your reading.
Plan your reading by scanning the reading assignment first, then create questions based on the section titles. These will help you focus and prioritize your reading.
Use the Cornell method for planning your reading and recording key ideas.
Don’t try to highlight your text as you read the first time through. At that point, it is hard to tell what is really important.
Do all the exercises in math textbooks; apply the formulas to real-world situations.
Each type of graphic material has its own strength; those strengths are usually clues about what the author wants to emphasize by using the graphic.
Look for statements of hypotheses and experimental design when reading science texts. History, economics, and political science texts are heavily influenced by interpretation. Think critically about what you are reading.
Working with foreign language texts requires more time and more frequent breaks. Don’t rely on word-for-word translations.
Reading and vocabulary development are closely linked. A stronger vocabulary makes reading easier and more fun; the best way to build a vocabulary is to read
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