1. © 2004 Pearson Education, Inc., publishing as Longman Publishers Chapter 11: Using Writing to Learn Academic Reading, Fifth Edition by Kathleen T. McWhorter

2. © 2004 Pearson Education, Inc., publishing as Longman Publishers Learning Objectives: To use writing to monitor your comprehension To use highlighting to improve textbook reading To use note taking to organize, synthesize, and retain ideas To use mapping to show relationships To use summaries to condense information To use writing as a discovery process

3. © 2004 Pearson Education, Inc., publishing as Longman Publishers Five Writing Strategies Highlighting and note taking Note taking Mapping Summaries Brainstorming

4. © 2004 Pearson Education, Inc., publishing as Longman Publishers How to Highlight Textbooks Analyze the assignment by previewing. Assess your familiarity with the subject. Read first; then highlight. Read the boldface headings. Use the headings to form questions.

5. © 2004 Pearson Education, Inc., publishing as Longman Publishers How to Highlight Textbooks Highlight main ideas and only key supporting details. Avoid highlighting complete sentences. Move quickly through the document as you highlight.

6. © 2004 Pearson Education, Inc., publishing as Longman Publishers How to Highlight Textbooks Develop a consistent system of highlighting. Use the 15-25 percent rule of thumb: Highlight no more than 15-25% of any given page. Now evaluate your highlighting Too much? Too little?

7. © 2004 Pearson Education, Inc., publishing as Longman Publishers Marginal Annotation Sometimes you need to make marginal notes as well as highlighting. See Table 11-1 for examples of marginal annotation.

8. © 2004 Pearson Education, Inc., publishing as Longman Publishers Note Taking to Organize Ideas Read an entire section and then jot down notes. As you read, be alert for academic thought patterns. Record all the most important ideas in a brief form. Organize your notes with main ideas and supporting details.

9. © 2004 Pearson Education, Inc., publishing as Longman Publishers Note Taking to Organize Ideas Use words and phrases instead of sentences to summarize ideas. Write in your own words! Be highly selective of the information you record. Use an outline system to take notes. See Figure 11-1 for Sample Notes

10. © 2004 Pearson Education, Inc., publishing as Longman Publishers Mapping to Show Relationships: Four Types Conceptual Maps (Figure 11-2) Process Diagrams (Figure 11-3) Part and Function Diagrams: Classification Time Lines (Figure 11-4)

11. © 2004 Pearson Education, Inc., publishing as Longman Publishers Summarizing to Condense Ideas Highlight or write brief notes for the material. Write one sentence that states the writer’s overall idea. Paraphrase, using your own words. Review the supporting information or details.

12. © 2004 Pearson Education, Inc., publishing as Longman Publishers Summarizing to Condense Ideas Check the purpose before deciding which details to use. Present ideas in the same order they appeared in the original material. Include any opinions expressed. Don’t worry about sentence structure unless it is a class assignment. See Figure 11-5 for a sample summary.

13. © 2004 Pearson Education, Inc., publishing as Longman Publishers Brainstorming to Discover Ideas Make a list of topics that come to mind. Write continuously. Reread what you have written. Highlight those topics that are worth further exploration.

14. © 2004 Pearson Education, Inc., publishing as Longman Publishers Summary Questions Why should you highlight and mark chapters when you read them? What guidelines should you follow for effective highlighting?

15. © 2004 Pearson Education, Inc., publishing as Longman Publishers Summary Questions What are the five writing strategies presented in this chapter? What are the four types of maps presented in this chapter? Why is summarizing and brainstorming useful?

16. © 2004 Pearson Education, Inc., publishing as Longman Publishers Read the articles on cultural anthropology and complete the exercises following the articles. “Body Adornment: The Use of Cosmetics” by David Hicks and Margaret A. Gwynne “The Decorated Body” by France Borel