| Getting a Head Start: Strategies for Success SQ3R: | |
| A System for Reading Textbooks | |
| Adapting to Shorter Readings | |
| Underlining While Reading | |
| Acquiring an Academic Vocabulary Using Context Clues | |
| Turning to the Dictionary | |
| Reading and Responding to Multiple Choice | |
| Power Tools for Learning: | |
| Annotating and Paraphrasing | |
| Annotating Pages Good and Bad Paraphrasing | |
| Paraphrasing and Plagiarism | |
| Reviewing Paragraph | |
| Essentials Starting with the Topic | |
| From Topic to Main Idea Recognizing | |
| Topic Sentences | |
| The Function of Supporting | |
| Details Recognizing Patterns of Organization | |
| Understanding and Outlining Longer Readings | |
| Understanding Longer Readings | |
| Major and Minor Details | |
| Thesis Statements and Major Details | |
| Outlining Longer Readings | |
| Summarizing and Synthesizing: Two More Strategies for In-Depth Learning | |
| Writing Summaries | |
| Writing Chapter Summaries | |
| Reviewing Through Summary Writing | |
| Writing Summaries of Assigned Readings | |
| Synthesizing Different Sources on the Same Subject | |
| Adding a Third Source | |
| Reading Between the Lines: | |
| Inferring Main Ideas in Paragraphs | |
| Inferring the Main Idea in Longer Readings | |
| Inferring Details | |
| Defining the Terms Fact and Opinion | |
| Distinguishing Between Fact and Opinion | |
| Informed vs. Uninformed Opinions | |
| Fact and Opinion in Textbooks | |
| Identifying Purpose and Tone | |
| Understanding the Difference Between Informative and Persuasive Writing | |
| The Importance of Purpose Predicting Purpose | |
| The Thesis Statement | |
| Is the Clincher Purpose | |
| Affects Tone Learning to Recognize Irony | |
| Understanding Figurative Language | |
| What Is Figurative Language? | |
| Types of Figurative Language | |
| Recognizing and Evaluating Bias | |
| Bias Isn't Necessarily | |
| Bad Recognizing | |
| Bias in Informative Writing | |
| Responding to Bias in Persuasive | |
| Writing Bias and Careless Thinking | |
| Understanding and Evaluating Arguments | |
| What's the Point of the Argument? | |
| Four Common Types of Support Flawed Arguments | |
| Are There Any Objections? | |
| Reading and Responding to Essay Questions | |
| The Three Rs of Passing Exams: | |
| Review, Review, Review Reading Essay | |
| Questions Responding to Essay Questions: | |
| Getting Organized Writing to the Point Don' | |
| Skimp on Details | |
| Give Partial Answers | |
| When Necessary Become a Critical Reader | |
| Putting It All Together Reading | |
| The Paterson Public Library Reading | |
| James's Theory of Emotions Reading | |
| Five Approaches to Dealing with Conflict Reading | |
| Porn Use a Catalyst for Violence Reading | |
| Researching the Effects of Pornography Reading | |
| Harlem in the Twenties Reading | |
| The Tragedy of Japanese Internment Reading | |
| Hunks and Handmaidens Reading | |
| Raoul Wallenberg: A Lost Hero Reading | |
| Learning at Home: Does It Pass the Test? | |
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