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reading and highlighting tips
|Reading and Highlighting
"Have you ever sat down to read a chapter and realized you either can't follow
the chapter's ideas or can't remember what you've read previously? Set yourself
up for success by following a few simple pre-reading tips. First, preview
the chapter. Skim the text by reading the chapter introductory remarks,
subtitles, italicized print, summary and questions. Second, from your preview
ask yourself two very important questions:
What is the chapter about?
What do I already know about the subject of the chapter?
Third, jot down any ideas that you remember from your preview and questioning.
These could be words, phrases, or sentences. In the five to ten minutes it
takes to pre-read a chapter you've familiarized yourself with the text, made
an information connection with what you already know about the subject, and
set yourself up for success in comprehending a difficult subject."
|- By Mary Jo Campbell
|Learning Styles and
"During my years of teaching, I have found that students who incorporate
the use of multiple senses in their study habits have better retention of
course material. When you read the assignment in the textbook you see the
material -- stimulating the visual sense. Along with this, it is important
to recognize your particular learning style. Some students concentrate best
in a quiet environment. Others function better with background music. Attending
class and listening to a lecture stimulates the hearing sense. Note taking,
another important activity in lecture based courses, reinforces what is heard
during the lecture. Daily review and even rewriting notes helps clarify ideas.
If you are taking a clinical or laboratory course, actually performing a
procedure or activity will clarify the mental image of the procedure and
also help you develop skill in the performance area. This stimulates the
tactile sense. Remember, the more senses you use in the learning process,
the better your retention of course material."
|- By Janice Giltinan
|Understanding Jargon in
"One study problem I hear students talk about is feeling overwhelmed by the
professional jargon in a text. Students give up trying to understand the
material and read it passively "just to get it finished." It can be helpful
to change your attitude and approach to reading difficult material by viewing
yourself as a translator of the material, with your job being to translate
the text into your own language. There are many different ways to translate.
For example, you can stop after reading every page and in the margin of the
text write down your own example or define the terms in your own words. Continue
to ask yourself, "How could I express this in everyday language?" If you
are unsure, take an educated guess and ask for feedback in class. Getting
feedback is important in helping you refine your understanding of the material.
Also, viewing your job as a translator instead of a passive reader acknowledges
the experiences and strengths you bring to learning the material. In this
way new learning is building upon old learning."
|- By Sharon Hamilton
"Some people love to use their pink or yellow markers to underline everything
in their text. I want to suggest to you this is a bad thing. When reading,
underline only a keyword or a small phrase. Perhaps one or two items per
page. Better yet, don't underline but keep a list of names and ideas you
want to remember. Make a note of the page number the idea is on, then when
studying you won't be faced with page after page of underlined material that
you can't possibly read before the test. A few days before the quiz or test
look at your list. Spend an hour or two each night for several nights. When
you find something you don't know, which you can't recall, look it up on
the page you cited. Study what you don't know. Combined with what you know
and remember from a lecture, you should be the most knowledgeable person
in the class. This technique is of no value if you're seeing the material
for the first time the night before an exam."
|- By Don Hoffman
"One of the most frequent things I say to my students is be an active reader
not a passive one. Reading isn't like watching TV. You just can't stare at
a page and expect to remember much. Read an assigned chapter quickly -- first
for a general overview -- then go back and seek out the details. Keep a pen
or a pencil, not a highlighter, in your hand. Underline important passages.
Write notes, questions and reactions in the margins. When you read you should
be having a conversation with the text. Don't let it do all the talking --
react to it. Your response helps you formulate the meaning of the text. Mark
up your book like crazy. I always tell my classes, the more you decrease
the resale value of a book, the more you're probably getting out of it. So
remember, read actively."
|- By Roger Solberg
|Novel Reading vs. Textbook
"I am always surprised by the fact that many students read their textbook
the same way they would read a novel, starting on page one and reading straight
through to the end. Try reading your textbooks more like you would read a
newspaper or magazine. Start by skimming through a section, reading the subject
headings and any definitions that appear in boldface print. Study the pictures
and figures carefully -- these are chosen to illustrate and highlight the
essential points of the text. Next, read the introduction and summary and
finally go back and read the text itself. Start with the material that most
interests you, but be careful not to skip a section. Keep some scratch paper
handy for jotting down important terms and working out problems. Leave your
highlighter pens in the drawer. Most importantly, don't try to digest too
much information at once. Read in 30 to 45 minute blocks of time with frequent
breaks. This will help you to stay alert and focused."
|- By Brian Zimmerman
|Are You Reading Your
"Read your text book. Now for many students this is stating the obvious,
but for some students that is a novel idea. Reading your text should be just
that--reading. Sometimes students get so carried away with highlighting that
it seems their activity resembles coloring more than reading. Read your text
before the professor lectures on the material. You'll find it easier to take
lecture notes and ask reasonable questions. You'll be a better prepared student
and in turn more successful."
|- By Cindy Legin-Bucell
|Successful Textbook Reading
"Most college professors select a text as required reading for their courses.
These textbooks aren't always laden with interesting information presented
in a fascinating manner. But, they do contain important information that
will help you succeed in each of your courses. To get the most out of your
textbook reading consider the following steps. Before you begin to actually
read the assigned chapter, preview it. Read the chapter title, the major
headings and the subheadings throughout the chapter. Then read the chapter
introduction and the summary. Third, take note of any guiding questions which
the author might have included in the beginning of the chapter, as well as
any vocabulary words presened before the chapter. Then sit back and read
the entire chapter's contents. While reading, pause to refer to illustrations,
figures, and graphs which the textbook authors have included in the chapter.
Reread the summary again after reading the entire chapter. Once you have
completed the detailed reading, review the guiding questions presented at
the beginning of the chapter and actively answer them, preferably in writing,
but at least orally. This technique requires little practice, will reduce
the time you need to spend reading your course assignments, and produces
greater understanding of your textbook. Easy to use with maximum results
. . . a college student's dream."
|- By Dawn Snodgrass
Since December 1999 - last modified: October 09, 2008