1. © 2010 Wadsworth, Cengage Learning Menu Options: Lecture/ Discussion Chapter Exercises Audio Chapter Summary Chapter Summary Other Focus TV Focus TV Reading and Studying © 2010 Wadsworth, Cengage Learning

2. You’re About to Discover… © 2010 Wadsworth, Cengage Learning Why reading is important How to engage in focused reading How to tackle reading assignments as an ESL student What metacognition is and how it can help you How to become an intentional learner Why learning is greater than the sum of its parts

3. © 2010 Wadsworth, Cengage Learning p. 234-235 Katie Alexander

4. © 2010 Wadsworth, Cengage Learning Who Needs to Read? Why Is Reading Important? Focus TV: Focus TV: Reading © 2010 Wadsworth, Cengage Learning

5. Read Right! 1. Understand what being a good reader is all about. Exercise 8.1: Exercise 8.1: Reading Rate Reading Rate 2. Take stock of your own reading challenges. 3. Adjust your reading style. 4. “Converse” with the author. Focus is the key. Understanding is the goal; not speed. Physical and psychological factors affect reading. Assessing your own challenges is important Judge how to read by what you need. Know when to” taste,” and when to “digest.” Question the author as you read. Keep your own commentary on the text.

6. © 2010 Wadsworth, Cengage Learning Read Right! 5. Dissect the text. 6. Make detailed notes. 7. Put things into context. Exercise 8.2: Exercise 8.2: Press Conference Press Conference Cut up the text; try putting it into your own words. Write ‘what’ and ‘why’ statements in the margins. Find the main points. Write it down to help remember it later. Reading requires ‘cultural literacy.’ Authors assume a common ground.

7. © 2010 Wadsworth, Cengage Learning Read Right! 8. Don’t avoid the tough stuff. Reading in college includes complicated sentences. Reading aloud will help you work through difficult texts. A common approach to reading is called SQ3R: Survey: Skim to get the lay of the land quickly. Question: Ask yourself what, why, and how questions. Read (1): Read the entire assignment. Recite (2): Put what you’re reading into your own words. Review (3): Go back and summarize what you’ve learned. Exercise 8.3: Exercise 8.3: Marginal Notes Marginal Notes

8. © 2010 Wadsworth, Cengage Learning Another Approach: SQ 6 R p. 247

9. © 2010 Wadsworth, Cengage Learning Read Right! 9. Learn the language. Every discipline has its own vocabulary. Pay attention to the perspective and priorities of each discipline. 10. Bring your reading to class. Instructors may use or refer to the text in class. Bring up the reading in class and ask questions. 12. Make friends with your dictionary. Write down unknown words or phrases. Try to guess the meaning from context. 11. Be inventive! Invent strategies that work for you! Make it applicable to your learning style.

10. © 2010 Wadsworth, Cengage Learning Control Your Learning p. 249 Control: Your Toughest Class

11. © 2010 Wadsworth, Cengage Learning Meta-what? Metacognition, Reading and Studying Meta = About Cognition = Thinking and Learning Metacognition = Thinking about Thinking and Learning about Learning Metacognition: Knowing about yourself as a learner. Identifying learning goals and progress. Using your self-awareness to learn at your best. Exercise 8.4: Exercise 8.4: …What you Read …What you Read

12. © 2010 Wadsworth, Cengage Learning Make a Master Study Plan 1. Make sure you understand your assignments. 2. Schedule yourself to be three places at once. 3. Talk through your learning challenges. 4. Be a stickler. 5. Take study breaks. 6. Mix it up. 7. Review, review, review!

13. © 2010 Wadsworth, Cengage Learning Make a Master Study Plan 8. Find a study buddy. 9. Estimate how long it will take. 10. Vary your study techniques by course content. 11. Study earlier, rather than later. 12. Create artificial deadlines for yourself. 13. Treat school as a job. 14. Show up.

14. © 2010 Wadsworth, Cengage Learning When the Heat Is On… 1. Triage. 2. Use every spare moment to study. 3. Give it the old one-two- three-four punch. 4. Get a grip on your gaps. 5. Cram, but only if it’s warranted. © 2010 Wadsworth, Cengage Learning Exercise 8.5: Exercise 8.5: Your Study Habits Your Study Habits

15. © 2010 Wadsworth, Cengage Learning 1.Take interdisciplinary courses. 2.Find connections yourself. 3.Look for links between classes. 4.Join a learning community. 5.Examine a single skill across multiple courses. 6.Connect contexts. 7.Build a learning portfolio. Integrated Learning © 2010 Wadsworth, Cengage Learning

16. A Final Word About Studying © 2010 Wadsworth, Cengage Learning “Never regard study as a duty, but as the enviable opportunity to learn...” -Albert Einstein “Never regard study as a duty, but as the enviable opportunity to learn...” -Albert Einstein

17. © 2010 Wadsworth, Cengage Learning p. 261 Your Type is Showing © 2010 Wadsworth, Cengage Learning

18. p. 253 Visual: Make a chart comparing how much time you spend on three things this week: talking on your cell phone, watching TV, and studying. Which activity has the longest line? Aural: Listen to the iAudio summary for this chapter, available at www.cengage.com/staley/FOCUS2e. Then repeat three main points you heard. Read/Write: Make a stack of index cards with words you couldn’t define in this chapter. Look them up in the dictionary and write out the definitions. Then compare your stack with the ones of other classmates. Kinesthetic: Watch the Focus TV episode for this chapter at www.cengage.com/staley/FOCUS2e and answer the questions that go along with it. VARK It! VARK VARK It! V V A A R R K K

19. © 2010 Wadsworth, Cengage Learning Chapter 8: Exercises What is Your Reading Rate Press Conference With the Author Audio Summary of Chapter 8 Focus TV: Reading You Are What You Read! Chapter Exercise Chapter Exercise p. 242 p. 242 Chapter Exercise Chapter Exercise p. 238 p. 238 Focus TV: Focus TV: Reading Audio Chapter Summary Chapter Summary Back to Menu Back to Menu Chapter Exercise Chapter Exercise p. 250 p. 250 Chapter Activity Chapter Activity p. 251 p. 251 © 2010 Wadsworth, Cengage Learning Insight  Action Study Habits Self-Assessment Marginal Notes Chapter Exercise Chapter Exercise p. 244 p. 244

20. © 2010 Wadsworth, Cengage Learning What is Your Reading Rate Exercise 8.1, p. 238

21. © 2010 Wadsworth, Cengage Learning Press Conference With the Author Exercise 8.2, p. 242

22. © 2010 Wadsworth, Cengage Learning Marginal Notes Exercise 8.3, p. 244

23. © 2010 Wadsworth, Cengage Learning You Are What You Read Exercise 8.4, p. 250

24. © 2010 Wadsworth, Cengage Learning Study Habit Self-Assessment Exercise 8.5, p. 251

25. © 2010 Wadsworth, Cengage Learning Insight  Action p. 262 *insight ! action

26. © 2010 Wadsworth, Cengage Learning Chapter 8 Audio Summary

27. © 2010 Wadsworth, Cengage Learning FOCUS TV Reading Focus TV Focus TV Discussion ?s Back to Menu Back to Menu Back to Activities Back to Activities

28. © 2010 Wadsworth, Cengage Learning FOCUS TV Presentation

29. © 2010 Wadsworth, Cengage Learning Focus TV Discussion Questions 1.FOCUS correspondent Achilles Stamatelaky says that research shows that young people aren’t reading nearly as much as they used to. Do you agree? 2.According to Professor Gert Coleman, reading can be compared to eating. Reading short things online—like emails and blogs—is like eating snacks. You don’t get the nutrition you (and your brain) need. What kinds of e- snacking that involves reading do you do on a regular basis—and how much do you consume? 3.Real reading, our expert says, requires focus. How do you sustain your interest when you read books, newspapers, or articles that take time? 4.Reading different things requires adjusting your speed and focus. Give an example of something you read today that passed through your mind quickly without having much impact. In fact, you might not remember exactly what you read; you just have a feeling that you read something from someone. Contrast that with “deep reading” you did today. How would you describe the differences between the two processes? 5. By the end of this episode, our correspondent “gets it.” What does he get?

30. © 2010 Wadsworth, Cengage Learning An Interactive Teaching Tool FOCUS on COLLEGE SUCCESS Second Edition Chapter 8 Constance Staley and Aren Moore F CUSPoints FOCUS on College Success