READING AT UNIVERSITY Reading with Understanding Strategies for
Success 15 May, 2014 Humanities Presenter: Miriam Lear Coordinator:
English for Law Auckland Park Campus Slide 2 Introductions Academic
Development Centre Academic Development & Support Units:
Academic Literacies Access Modules Learning Development Academic
literacies Writing Centre Slide 3 THE WRITING CENTRE Visit us at
the Writing Centre if at some point you realise that you are
already a good writer, but would like to make your writing even
better you need help putting your ideas down on paper you would
like to organise your assignment better lecturers are unhappy with
your assignments you get low marks even when you think you have
worked very hard Slide 4 The Writing Centre The Writing Centre is
for any student who would like to write good assignments and get
excellent marks. Mondays to Thursdays 8:30 15:30 Fridays 8:30 13:00
Stop by to make an appointment - D Ring 3. Slide 5 Reasons for
reading Reasons for reading Casual reading: relaxation/pleasure;
boredom; escape world Practical reasons: know what is happening in
the world/current issues; communicate effectively; help other
people Educational Goals: increase general information/knowledge;
obtain better understanding of topic; learn vocabulary; improve
reading/reading speed; improve language and study purposes Slide 6
What difficulties do you experience when reading for study or
research purposes? Slide 7 How do you overcome them? Slide 8
Reading at university Academic reading is much more challenging
than reading in high school- deep reading (as opposed to surface
reading) is required Many students struggle to cope with the level,
complexity and volume of academic reading required Slide 9 Research
on reading Research indicates that there is a strong correlation
between reading proficiency and academic success Reading
proficiency also influences writing good readers tend to be good
writers and vice versa Reading & writing are complimentary
processes. As such, reading forms the basis of academic writing *
It is important that you develop and improve your skills for
reading academically in order to study and learn more effectively.
Slide 10 A man who chooses not to read is just as ignorant as a man
who cannot read. (Mark Twain) Slide 11 How do good readers read
academic texts? Good readers make use of various reading strategies
and reading techniques Before reading During reading After reading
These strategies can be learned by all students Slide 12 Before
reading Good readers ask themselves the following questions: Who is
the author of the text? When was the text written? Who is the
audience? Why was it written? What do I already know about the
topic? What dont I know? What do I need to know? Slide 13 During
reading Good readers do not read all texts in the same way -
different texts invite different ways of reading Experienced
readers identify a purpose for reading and adjust their reading
speed accordingly Slide 14 After reading *It is important to
remember what you have read and to further develop and clarify
ideas and concepts from your reading. Good readers summarise,
discuss, respond to and ask questions about what they have read
Experienced readers often formulate graphic representations of
ideas with lines, arrows and shapes to indicate links and
connections between them Mind maps Concept maps Slide 15 Reading
techniques Effective readers employ different reading techniques
Speed reading Skimming Scanning Study reading Slide 16 Speed
reading Reading quickly to get a preliminary understanding of a
text or to find background information on a topic The more familiar
you are with advanced reading texts the more quickly you will be
able to access information - reading improves with practice! Slide
17 Skimming To preview or get an overview of a text - reading
quickly to gather as much information about a text as possible in
the shortest amount of time When you skim, you do not read
everything Read only the following: Title Introduction and/ or
first paragraph Headings/ sub-headings First sentence of each
paragraph Key words in bold or italics Pictures, diagrams, graphs
or charts Conclusion or summary Slide 18 Scanning Reading quickly
to find specific information in a text Names & dates Words in a
dictionary Definitions in glossaries Table of contents Timetables
& directories Slide 19 Study reading Study reading is deep
reading The purpose of study reading is to understand and remember
Good readers also struggle with difficult texts in order to make
them comprehensible Good readers read academic texts slowly and
re-read often (sometimes two or three times) Study reading involves
reading interactively and critically Slide 20 How do we read
interactively? We relate what we are reading to our own experience
and knowledge of the world We read actively and have a conversation
with the text We annotate the text Identify main idea & topic
sentence in each paragraph Make notes in the margins; paraphrase
& summarise key points; ask questions & make comments
Highlight key words/ concepts in the text Highlight unfamiliar
words and work out possible meanings from the context; look up
words you still do not understand Slide 21 How do we read
critically? We read against the grain We do not believe everything
we read; we ask questions and challenge the writers assumptions We
analyse arguments We weigh an authors claims against evidence We
discount arguments based on faulty reasoning We distinguish between
fact and opinion We form our own opinion on the topic Slide 22 SQ3R
Method Does anyone know what these letters and figure stand for?
Slide 23 SQ3R Method SURVEY: Pre-read chapter. Look at titles,
headings, words in boldface and italics; graphs & diagrams;
summary and/ or conclusion and questions at end of chapter
QUESTION: Formulate questions before you read. Convert titles &
subtitles into questions. Write these down. READ: Read chapter
thoroughly and write down the answers to your questions section by
section RECITE: Try to recite the answers to your questions. Use
your own words and give examples REVIEW: Check your notes against
the text; this is an on- going process *SQ3R will help build a
framework to help you understand your reading assignments. Slide 24
PREPARING FOR LECTURES Slide 25 Reading ahead It is important to
read ahead so that when you get into a lecture you are able to
Listen actively Engage effectively with the content of the lecture
Compare what is in the lecture with what you already know Take
meaningful notes Slide 26 Note-taking Work with a partner and
answer the following questions: What is active listening? What does
taking notes help you to do? How do you think you can take clear
and concise notes? Slide 27 Purposes of note-taking To consolidate
information integrate the new with the old To discover what is
important and what material will most likely be included in the
exams To have a permanent record to use for assignments and to
study for exams *Class assignments and other important information
is also frequently given during the lecture. Slide 28 Active
listening THINK Listen with a purpose Select most central points
& ignore irrelevant points Understand Analyse Evaluate
Anticipate Review Slide 29 How to integrate new and prior knowledge
Before the lecture: Read the textbook/study guide Read the
lecturers slides on uLink Read your previous lecture notes Read the
assignments Read around the topic and in the field generally Slide
30 Building knowledge New information (incoming text) New knowledge
/ understanding Prior knowledge (frames of reference) Integrate
with Slide 31 Active listening Compare lecturers presentation to
information in textbook/study guide Apply what you hear to your own
personal experience (prior knowledge) Reserve judgment when
something controversial is said Slide 32 Active listening Think
about questions you have Check for accuracy Shift your attention
between the lecturer and your notes Slide 33 Use cues Get to know
your lecturers style of teaching Visual clues headings, notes,
drawings, summaries, examples Vocal clues emphasis, pauses, slowing
down, questions Body language position, gestures Slide 34 Lecture
features Introduction Conclusion Repetition Rephrasing Linking
expressions Slide 35 Introduction Introduction Explains the lecture
structure or outcomes Highlights main ideas Helps to categorise the
information Summarises the previous lecture and links to the
present lecture Announces tests, due dates, changes, cancellations
Slide 36 Conclusion Reveals connections between ideas Brings
closure and summarises main points Links to reading material
Previews next lecture Slide 37 Repetition and rephrasing Emphasises
main ideas Creates opportunity to record important information
Slide 38 Linking expressions Linking words and phrases logically
organise ideas in lectures which will help you to Organise your own
notes Identify main ideas Slide 39 Note Taking: Reasons for taking
notes Making yourself take notes forces you to listen carefully and
test your understanding of the material. When you are reviewing,
notes provide a gauge to what is important in the text. Personal
notes are usually easier to remember than the text. The writing
down of important points helps you to remember then even before you
have studied the material formally. Slide 40 Important things to
write down Material written on the blackboard. Repetition Emphasis
Emphasis can be judged by tone of voice and gesture. Emphasis can
be judged by the amount of time the instructor spends on points and
the number of examples he or she uses. Word signals (e.g. "There
are two points of view on... " "The third reason is... " " In
conclusion... ") Summaries given at the end of class. Reviews given
at the beginning of class. Slide 41 Find your own method of making
notes Make your notes brief. Never use a sentence where you can use
a phrase. Never use a phrase where you can use a word. Use
abbreviations and symbols, but be consistent. Put most notes in
your own words. However, the following should be noted exactly:
Formulas Definitions Specific facts Use outline form and/or a
numbering system. Indention helps you distinguish major from minor
points. If you miss a statement, write key words, skip a few
spaces, and get the information later. Don't try to use every space
on the page. Leave room for coordinating your notes with the text
after the lecture. (You may want to list key terms in the margin or
make a summary of the contents of the page.) Date your notes.
Perhaps number the pages. Slide 42 Making Notes: What to include?
A4 paper (think about where you will file this later) Date and
title Record the bibliographic details of your text. Answer
questions: Who will use this summary? What is its purpose? What
form is appropriate? Do an overview of the text. Introductory
paragraph Conclusion Scan for the main ideas Read text in detail.
Look up the words you do not understand. Make a list and compare
with your partner. Identify the main ideas. Slide 43 Examples of
linking expressions Emphasis words: most importantly, especially
Summary words: in brief, in conclusion Amplification words: for
example, in other words Contrast words: however, but, despite Slide
44 Successful note-taking Write down the heading Write down main
ideas Follow main argument or focus of lecture Leave space for
elaboration, examples Beware of repetition- you need the essence,
not alternatives Use abbreviations create your own if necessary
Slide 45 Note-taking method The Cornell note-taking system is used
all over the World. Divides note pages into three columns notes
review reflection Uses abbreviations (after lecture complete
phrases as much as possible) Allows for recording notes in
paragraph form, skipping lines to show new thoughts Slide 46
Cornell method To review, cover your notes leaving the main ideas
exposed Say the main ideas out loud, adding as much as you can
remember about each Slide 47 Slide 48 Pictorial notes Diagrammatic
way of organising key ideas from lectures Shows interconnection of
main concepts and supporting details A great deal of information
can be included on a single page Key words and phrases can be
further developed in your review column or in mind-maps Slide 49
Economics Two kinds Macroeconomics Microeconomics Factors of
production Land Labour Capital & Entrepreneurship Choices &
tradeoffs Give to get Guns vs butter Definition Choices Scarcity
Incentives Slide 50 After the lecture review regularly recite
(repeating key concepts from lecture) reflect (connecting lecture
ideas to other notes and readings) Slide 51 Summary It is important
to develop academic reading proficiency in order to study and learn
more effectively Good readers make use of various reading
strategies and reading techniques These strategies can be learned
by all students During lectures listen actively Draw on your prior
knowledge Know your lecturers style Learn the features of a lecture
Use an effective system of note-taking Slide 52 Exercise: In pairs,
make notes from the following text: Slide 53 Understand your
assignment title Understanding your assignment title fully and
precisely is vital in producing a successful piece of writing.
*Give yourself plenty of time (preferably at least a week) to
analyse and just think about the title before you start doing
anything with it. Discuss it with other students and with your
tutor. Shorter titles may look simpler, but can actually be more
vague and therefore more difficult to interpret than longer ones.
Try to read the title objectively rather than seeing what you want
to see or expect to see. MAKE NOTES HERE Main topic Key words
Unfamiliar words Ask questions Paraphrase/ summarise Find examples
Definitions Outline of the text Etc. Slide 54 Good luck in your
first year at UJ! Hard work! More hard work! Rewards
