| |
| |
| |
| Becoming a Successful Student | |
| |
| |
| Use SQ3R to Complete Textbook | |
| |
| |
| Assignments Underline and Annotate | |
| |
| |
| While Reading Paraphrase to Monitor Comprehension and Encourage | |
| |
| |
| Remembering Paraphrasing and Plagiarism | |
| |
| |
| Becoming Adept at Writing Summaries | |
| |
| |
| Make Vocabulary-Building a Regular Part of Your Week | |
| |
| |
| Use the Internet to Build Background Knowledge | |
| |
| |
| |
| Using SQ3R | |
| |
| |
| |
| Recognizing an Accurate Paraphrase | |
| |
| |
| |
| Recognizing an Accurate Paraphrase | |
| |
| |
| |
| Summarizing Chapter Sections | |
| |
| |
| |
| Paraphrasing with Accuracy | |
| |
| |
| |
| More on Developing Academic | |
| |
| |
| Vocabulary Learn the Specialized | |
| |
| |
| Vocabulary of Each Course Learn the Words | |
| |
| |
| That Appear and Reappear | |
| |
| |
| Use Context to Build Detailed | |
| |
| |
| Definitions Checking the Glossary Pay | |
| |
| |
| Attention to Words Followed by Definitions | |
| |
| |
| Record All Words Set Off from the Text | |
| |
| |
| Using Context Clues for General Vocabulary | |
| |
| |
| Contrast Clues Restatement Clues Example | |
| |
| |
| Clues General Knowledge | |
| |
| |
| Clues Learning Common Word | |
| |
| |
| Parts Understanding the Author's | |
| |
| |
| Allusions Digging Deeper: Mad for Words | |
| |
| |
| |
| Learning the Language of Government | |
| |
| |
| |
| Learning the Vocabulary of Psychology | |
| |
| |
| |
| Using Context Clues | |
| |
| |
| |
| Understanding Allusions | |
| |
| |
| |
| Interpreting Allusions | |
| |
| |
| |
| Reviewing the Essentials | |
| |
| |
| Using Questions to Get to the Heart of a Paragraph | |
| |
| |
| Start With the topic Putting the Topic into Words | |
| |
| |
| Using the Topic to Discover the Main Idea | |
| |
| |
| Recognizing Topic Sentences | |
| |
| |
| The Role of Introductory Sentences | |
| |
| |
| More About Topic Sentence | |
| |
| |
| Locations Paraphrasing Topic Sentences | |
| |
| |
| The Function of Supporting Details | |
| |
| |
| Digging Deeper: Peter Singer and Animal Rights | |
| |
| |
| |
| Recognizing Topics and Topic Sentences | |
| |
| |
| |
| Recognizing Topic Sentences and Accurate Paraphrases | |
| |
| |
| |
| Recognizing and Paraphrasing Topic Sentences | |
| |
| |
| |
| Taking Stock | |
| |
| |
| |
| Recognizing Patterns of Organization | |
| |
| |
| |
| Definition | |
| |
| |
| |
| Process | |
| |
| |
| |
| Sequence of Dates and Events | |
| |
| |
| |
| Simple Listing | |
| |
| |
| |
| Classification | |
| |
| |
| |
| Comparison and Contrast | |
| |
| |
| |
| Cause and Effect Combining Patterns Digging Deeper: Oliver Wendell Holmes and Freedom of Speech | |
| |
| |
| |
| Typical Topic Sentences | |
| |
| |
| |
| Recognizing Organizational Patterns | |
| |
| |
| |
| Recognizing Organizational Patterns | |
| |
| |
| |
| Taking Stock | |
| |
| |
| |
| Understanding, Outliining, and Synthesizing Longer Readings Understanding Longer Readings | |
| |
| |
| Major and Minor Details | |
| |
| |
| Thesis Statements and Major Details | |
| |
| |
| Outlining Longer Readings | |
| |
| |
| Synthesizing Sources | |
| |
| |
| Synthesizing Longer Readings | |
| |
| |
| Digging Deeper: Can We Trust Our Memories? | |
| |
| |
| |
| Underlining Thesis Statements | |
| |
| |
| |
| Thesis Statements and Supporting Details | |
| |
| |
| |
| Outlining Longer Readings | |
| |
| |
| |
| Recognizing Synthesis Statements | |
| |
| |
| |
| Creating a Synthesis | |
| |
| |
| |
| Taking Stock | |
| |
| |
| |
| The Role of Inferences in Comprehension and Critical Reading | |
| |
| |
| Drawing Inferences to Help Create Connections | |
| |
| |
| Identifying Chain of Reference | |
| |
| |
| Inferring Main Ideas Drawing | |
| |
| |
| Inferences about Supporting Details | |
| |
| |
| Implied Main Ideas in Longer Readings | |
| |
| |
| Drawing Logical Conclusions | |
| |
| |
| Digging Deeper: J. Robert Oppenheimer and The Manhattan Project | |
| |
| |
| |
| Drawing Inferences About Pronouns and Other Noun Substitutes | |
| |
| |
| |
| Recognizing the Implied Main Idea | |
| |
| |
| |
| Recognizing Implied Main Ideas | |
| |
| |
| |
| Drawing an Effective Inference | |
| |
| |
| |
| Inferring Supporting Details | |
| |
| |
| |
| Drawing Your Own Conclusions | |
| |
| |
| |
| Recognizing Implied Main Ideas in Longer Readings | |
| |
| |
| |
| Inferring Implied Main Ideas in Longer Readings | |
| |
| |
| |
| Taking Stock | |
| |
| |
| |
| Defining the Terms Fact and Opinion | |
| |
| |
| Facts Versus Opinions | |
| |
| |
| Connotative Language Is a Clue | |
| |
| |
| Informed Versus Uninformed Opinions | |
| |
| |
| Fact and Opinion in Textbooks | |
| |
| |
| Digging Deeper: Policing the Language | |
| |
| |
| |
| Distinguishing Between Fact and Opinion | |
| |
| |
| |
| Checking for Relevance | |
| |
| |
| |
| Checking for Relevance | |
| |
| |
| |
| Taking Stock | |
| |
| |
| |
| Identifying Purpose and Tone | |
| |
| |
| Understanding the Difference Between Informative | |
| |
| |
| Writing and Persuasive Writing | |
| |
| |
| The Importance of Purpose Predicting Purpose | |
| |
| |
| The Main Idea Is the Clincher | |
| |
| |
| The Effect of Purpose on Tone | |
| |
| |
| Learning to Recognize Irony | |
| |
| |
| Digging Deeper: Baseball Invades Japan | |
| |
| |
| |
| Identifying Purpose and Tone | |
| |
| |
| |
| Taking Stock | |
| |
| |
| |
| Recognizing and Evaluating Bias | |
| |
| |
| Bias and Context Recognizing Bias in Informative Writing | |
| |
| |
| Responding to Bias in Persuasive | |
| |
| |
| Writing Bias and Careless Logic | |
| |
| |
| Digging Deeper: Can the Term "Guys" Refer to Women and Girls? | |
| |
| |
| |
| Recognizing Bias | |
| |
| |
| |
| Recognizing Careless Logic | |
| |
| |
| |
| Taking Stock | |
| |
| |
| |
| Understanding and Evaluating Arguments | |
| |
| |
| What's the Point of the Argument? | |
| |
| |
| Four Common Types of Support | |
| |
| |
| Flawed Arguments Identifying the Opposing | |
| |
| |
| Point of View Digging Deeper: Eat French Fries at Your Peril | |
| |
| |
| |
| Analyzing Arguments | |
| |
| |
| |
| Analyzing Arguments | |
| |
| |
| |
| Analyzing Arguments | |
| |
| |
| |
| Taking Stock Putting It All Together Reading | |
| |
| |
| |
| Extreme Philanthropy Reading | |
| |
| |
| |
| Tall Tales of Appalachia Reading | |
| |
| |
| |
| Anonymous Source Is Not the Same as Open Source Reading | |
| |
| |
| |
| Five Ways to Deal with Conflict and the Art of Apologizing Reading | |
| |
| |
| |
| Culture and Communication Sample Chapter: America Under Stress, 1967-1976 | |