ࡱ> g 2'bjbjVV .>r<r<2,,,,HD,`44444444 68V4444412%yAo23040`429}9422(93$44`49 : Previewing a Difficult Text  INCLUDEPICTURE "http://uhaweb.hartford.edu/rlc/images/alpha/t.jpg" \* MERGEFORMATINET he text's arrangement can help you comprehend it more easily. Consider the following factors: Does the reading begin with an abstract, a summary of the text and/or a biographical note on the author that can help you get started and interested? Do the first few paragraphs include not only an explicit thesis statement but also a preview of the reading ("In this article, first . . . second . . .")? Is the text divided into sections? Are headings used as each section begins? Are key terms identified by italics or bold letters? Are key quotations highlighted? Are illustrations used to reinforce main points? What typical pattern(s) of organization are used, such as cause and effect, general to specific, and problem and solution? Are there post reading questions that can guide your reading if you read them first? Are there explanatory footnotes? Is there a later glossary of terms? Reading Closely  INCLUDEPICTURE "http://uhaweb.hartford.edu/rlc/images/alpha/d.jpg" \* MERGEFORMATINET on't pass your eyes over the pages of a difficult assignment without "getting it." Instead try close reading with a pen in hand so your mind is more active as you read. Mark important sentences and main ideas by underlining or circling. You can only do this if you have considered your perspective as well as the viewpoints of the professor and the author (see the overlapping circles on the first page). Label key concepts, useful definitions, and organizational patterns. Identify "good explanation" and "cause and effect" in the margin or your notes. Annotate the text by "talking back," by responding to the reading based on your needs and goals. Scribble "I'm getting lost here" so you stay mentally active long enough to write later "I think the main point is ...Add your doubts "Isn't the author ignoring..." and your insights "This connects to..." Close reading may require more time, but it is much more satisfying than reading and re-reading the same material with little comprehension. Reflecting and Responding  INCLUDEPICTURE "http://uhaweb.hartford.edu/rlc/images/alpha/o.jpg" \* MERGEFORMATINET nce you have reached the last page or sentence of a text, don't stop quite yet. Instead consider how will you demonstrate this comprehension to your professor. If you are expected to pose questions during a lecture or discussion, take a few minutes to jot some down. What questions will demonstrate your knowledge? If you are expected to gather information to supplement a lecture, fastwrite to answer: What facts seem to broaden your understanding? If you are required to write a summary or analysis, review your "take" on the author's perspective and see Analyzing the Assignment and The Writing Process (especially "Identifying the Key Tasks"). If you want to learn not only to earn a "good grade" but also for more intrinsic reasons, fastwrite to answer: How does this reading relate to the rest of the course, your other courses, and/or your life? Using Conversation and Images  INCLUDEPICTURE "http://uhaweb.hartford.edu/rlc/images/alpha/a.jpg" \* MERGEFORMATINET lthough reading is primarily a literate activity, students who learn better through conversation and images can rely on these strengths. In addition to annotating, "conversing" with a text by hearing your thoughts out loud or discussing them with classmates can aid your reading comprehension. Try answering questions like "What did you think was important and why?" Drawing images and/or diagraming relationship also can improve your comprehension. Reducing a difficult text to a one-page diagram of each section's main ideas, for example, is good preparation for summarizing, arguing, or analyzing. Explaining the significance of a chapter's illustrations combines both oral and visual learning so answer: "Why were these images chosen?" and "What do they show?" Whether it is by writing, talking, or drawing, reflecting and responding once you have finished reading are essential if short-term awareness is to become part of your long-term memory.  your academic background your prior knowledge your learning style your study skills your other commitments Fastwrite or talk with a classmate about a current reading assignment: How much experience have you had with reading texts like this one? What do you already know about the subject of the assigned reading? Do you learn best by reading? by writing? through talking and listening? How effective is your usual method of reading assigned texts? What other assignments do you need to complete this week? What is your goal for this assignment, such as basic comprehension or complete mastery?When do you need to get started on this assignment? The Professor's Perspective  INCLUDEPICTURE "http://uhaweb.hartford.edu/rlc/images/alpha/t.jpg" \* MERGEFORMATINET o understand the professor's perspective better consider the following factors: reasons for a reading assignment connections to recent material expected student response relationship to professor's position Fastwrite or talk with a classmate about a current reading assignment: Why do you think the professor assigned this reading? Is it to supplement a lecture? to introduce new info? to provide examples for analysis? to prepare for a test? How does this reading connect to recent material? Does it provide further evidence? offer any alternative viewpoint? make a transition to new material? Does the professor expect you to be familiar with the reading? to summarize main ideas? to analyze the argument made? to synthesize with previous learning? How does this reading seem to relate to the professor's position on the course material? Does it reinforce recent lectures? Does it challenge the professor's interpretation?  INCLUDEPICTURE "http://uhaweb.hartford.edu/rlc/images/alpha/a.jpg" \* MERGEFORMATINET lthough you may never know a writer's viewpoint exactly, it is possible to understand the author's perspective better by considering the following factors: the reading's thesis the primary audience the level of language the author's reputation the text's period Fastwrite or talk with a classmate about a current reading assignment: What do you think is the reading's thesis? What main point is made as the text begins and/or ends? For what kind of readers do you think the author wrote this text? Do you think it is intended to be read, for example, by students, experts, or the general public? (For more on analyzing the audience, see the section on Argumentation). Does the writer use common words or the specialized terms of a particular academic discipline? Does the level of language create clarity or confusion? What do you know about the author? Is the writer widely recognized and cited by others? Does the reading begin with a biographical note or does the book end with information about the contributors? When was this text published? What do you know about this period that can help you understand the reading? A Challenging Combination  INCLUDEPICTURE "http://uhaweb.hartford.edu/rlc/images/alpha/i.jpg" \* MERGEFORMATINET magine you face a challenging combinations of perspectives, such as when you have been assigned a thirty page chapter on isolationism vs. interventionism in U.S. foreign policy for a history course: Student's Perspective: You know little about the topic and you have other assignments but you want to excel in this class.Professor's Perspective: The reading provides new examples that you are expected to analyze based on a recent lecture.Author's Perspective: The reading has a complex thesis and uses specialized terms for an expert audience.How would you approach this challenging reading assignment? Should you pass your eyes over the text once without a pen in hand? Then try to write the response due in one last minute draft? Don't! 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