1. Chapter 2 – Approaches to Reading and Writing
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2. Learning Outcomes
By the time you finish reading and studying this chapter, you should be able to:
LO1 Understand the reading process.
LO2 Understand the writing process.
LO3 Use reading and writing strategies.
LO4 Improve vocabulary skills.
LO5 Understand the structure of textbooks.
© 2016 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

3. Opening Activity
Discuss the following in a small group. Have someone make a list of things you brainstorm.
What makes reading difficult for some people?
What makes writing difficult for some people?
© 2016 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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4. Opening Activity
Now, reflect on the list you just brainstormed, and answer the following on a blank sheet of paper.
The three hardest things about reading and/or writing for me are:
Three reading/writing goals for me in this course are:
© 2016 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

5. Understanding the Reading Process
When reading a textbook, it is important to read actively.
Active reading involves:
close, thoughtful reading
following a reading process
annotating
note taking
summarizing
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© 2016 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

6. Understanding the Reading Process
Following a step-by-step process will help you learn the most from your reading.
Process
Activities
Prereading
First become familiar with the text and establish a starting point for reading.
Reading
Read the assignment once to get a basic understanding of the text. Use reading strategies such as annotating, outlining, and summarizing.
Rereading
Reread the text and analyze its parts as many times as needed until you have a clear understanding of the text’s key topic and ideas.
Reflecting
Reflect on your reading experience: How would you summarize the text? What have you learned? What questions do you have about the material? How has this reading changed or expanded what you know about the topic?
I could add additional slides here for each part of the reading process. I’d also like to add a slide with Figure 2.1 from the textbook.
© 2016 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

7. Understanding the Reading Process
© 2016 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

8. Understanding the Reading Process
KWL – what I know, what I want to know, and what I learned
Follow these steps:
Write the topic of your reading at the top of your paper. Then divide the paper into three columns and label them K, W, and L.
In the K column, identify what you already know.
In the W column, identify the questions you want answered.
In the L column, note what you have learned.
I would add a slide next with Figure 2.2 from the text.
© 2016 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

9. Understanding the Reading Process
© 2016 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

10. Understanding the Reading Process
SQ3R – a thorough reading process in which you survey, question, read, recite, and review
Steps
Description
Survey
When you survey, skim the title, headings, graphics, and first and last paragraphs to get a general idea about the text.
Question
During this step, ask questions that you hope the text will answer about the topic.
Read
While you do the reading, take careful notes and reread challenging parts.
Recite
At the end of each page, section, or chapter, state out loud what you have learned. (This could involve answering the 5 W’s and H—who? what? when? where? why? and how?) Reread as necessary.
Review
After reading, study your notes, answer questions about the reading and summarize the text.
© 2016 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

11. Understanding the Writing Process
Writing is much less imposing when you approach it as a process rather than an end product.
It breaks up the writing into smaller steps.
This becomes more manageable for the writer.
It will also help you manage your time wisely.
Use when writing to share learning or for certain personal forms.
© 2016 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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12. Understanding the Writing Process
Activities
Prewriting
Start the process by:
■selecting a topic to write about,
■ collecting details about it, and
■ finding a focus or thesis to direct your writing.
Writing
Then write your first draft, using your prewriting plan as a general guide. Writing a first draft allows you to connect your thoughts about a topic.
Revising
Carefully review your first draft and have a classmate read it as well. Change any parts that need to be clearer, and add missing information.
Editing
Edit your revised writing by checking for style, grammar, punctuation, and spelling errors.
Publishing
During the final step, prepare your writing to share with your instructor, your peers, or another audience.
Add Figure 2.3 to next slide.
© 2016 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

13. Understanding the Writing Process
© 2016 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

14. Understanding the Writing Process
When using the writing process, be sure to understand the following points:
All the steps require some type of writing.
It is unlikely that the process will work the same for any two writing assignments.
No two writers develop their writing in the same way.
All the information about the writing process won’t make you a better writer unless you make a sincere effort to use it.
I could add slides here for each specific step of the process.
© 2016 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

15. Activity Suppose you were given the following writing assignment:
In college classrooms today, professors often complain that many students do not show enough respect towards their professors, the course material, or the college experience in general. They blame this, in large part, to the major impact of technology on students today. Texting, skyping, snapchatting, and tweeting are all commonly used by this generation of college students. While some feel that these technological advances should be embraced in the classroom, others believe it is ruining students’ reading, writing, and thinking skills. In a thesis-centered essay, discuss how college students of today are either benefiting or suffering from technology in the classroom.
© 2016 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

16. Activity Now, let’s brainstorm some ideas for writing this essay.
Ways in which technology is beneficial to college students
Ways in which technology is harmful to college students
© 2016 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

17. Using Reading and Writing Strategies
The most essential reading strategies involve writing:
Annotating
Note taking
Summarizing
Personal responses
© 2016 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
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18. Improving Vocabulary Skills
When you come across unfamiliar words, you can:
Use a dictionary
Use context clues
Look at word parts
Types of Context Clues
Cause-effect
Definition
Comparison/contrast
Words in a series
Synonyms
Antonyms
Tone of the text
Types of Word Parts
Roots
Prefixes
Suffixes
© 2016 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

19. Understanding the Structure of Textbooks
Parts of a Textbook
Parts of a Chapter
Title page
Copyright page
Table of contents
Preface, forward, and/or introduction
Body
Appendix
Glossary
Reference
Index
Chapter title
Learning outcomes
Special opening text
Key terms
Main headings
Subheadings
Graphics
Photographs and captions
Side notes
Summaries
Resources
© 2016 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

20. Closing Activity
Based on the things you have learned in this chapter, identify five specific reading/writing strategies that you will try out this semester: 1. 2. 3. 4. 5.
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© 2016 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.