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8/6/2019 Teaching Student Success http://slidepdf.com/reader/full/teaching-student-success 1/55 Characteristics of a Successful Student Many students new to college do not know what it takes to be successful in the college environment. They understand good and bad grades in a general way, and they sense that they should attend classes, but that is where their knowledge begins and ends. Most instructors know what a good student is - and is not. For one thing, a good student is not necessarily the most intelligent individual in the class. The following is a list of some characteristics of good students. This list is a description of what a hard-working student does and what a teacher likes to see. By learning these characteristics, you may better understand the day-to-day and class-to-class behavior of successful students. The idea is to provide you with guidelines you can follow which will help you get down to the business of becoming a serious, successful student. Successful students attend classes regularly. They are on time. They listen and train themselves to pay attention. If they miss a session, they feel obligated to let the instructor know why before class begins, if possible, and their excuses are legitimate and reasonable. They make sure they get all missed assignments (by contacting the instructor or another student), and understand specifically what was covered in class. Successful students take responsibility for themselves and their actions. Successful students take advantage of extra credit opportunities when offered. They demonstrate that they care about their grades and are willing to work to improve them. They often do the optional (and frequently challenging) assignments that many students avoid. Successful students are attentive in class. They don't talk, read, or stare out windows. In other words, they are polite and respectful, even if they get a little bored. They also participate in class even if their attempts are a bit clumsy and difficult. They ask questions that the instructor knows many other students may also have. Successful students see their instructors before or after class or during office hours about grades, comments on their papers, and upcoming tests. Successful students end up at their instructor's office door at least once during the semester. They'll go out of their way to find the instructor and engage in meaningful conversation. These students demonstrate to the instructor that they are active participants in the learning process and that they take the job of being a student seriously.

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Page 1: Teaching Student Success

8/6/2019 Teaching Student Success

http://slidepdf.com/reader/full/teaching-student-success 1/55

Characteristics of a Successful StudentMany students new to college do not know what it takes to be successful in the college

environment. They understand good and bad grades in a general way, and they sense that

they should attend classes, but that is where their knowledge begins and ends.

Most instructors know what a good student is - and is not. For one thing, a good student

is not necessarily the most intelligent individual in the class.

The following is a list of some characteristics of good students. This list is a description

of what a hard-working student does and what a teacher likes to see. By learning thesecharacteristics, you may better understand the day-to-day and class-to-class behavior of 

successful students. The idea is to provide you with guidelines you can follow which will

help you get down to the business of becoming a serious, successful student.

Successful students attend classes regularly. They are on time. They listen and train

themselves to pay attention. If they miss a session, they feel obligated to let theinstructor know why before class begins, if possible, and their excuses arelegitimate and reasonable. They make sure they get all missed assignments (by

contacting the instructor or another student), and understand specifically what was

covered in class. Successful students take responsibility for themselves and their actions.

Successful students take advantage of extra credit opportunities when offered. They

demonstrate that they care about their grades and are willing to work to improve

them. They often do the optional (and frequently challenging) assignments that

many students avoid.

Successful students are attentive in class. They don't talk, read, or stare out windows.

In other words, they are polite and respectful, even if they get a little bored. Theyalso participate in class even if their attempts are a bit clumsy and difficult. They

ask questions that the instructor knows many other students may also have.

Successful students see their instructors before or after class or during office hours

about grades, comments on their papers, and upcoming tests. Successful studentsend up at their instructor's office door at least once during the semester. They'll go

out of their way to find the instructor and engage in meaningful conversation.

These students demonstrate to the instructor that they are active participants in thelearning process and that they take the job of being a student seriously.

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Successful students turn in assignments that look neat and sharp. They take the time

to produce a final product that looks good, and reflects of a care and pride in their 

work. Successful students seem driven to complete their assignments. All work and assignments are turned in, even if some of their responses are not brilliant.

Visualize Success

Motivation

You are your own best motivator. Your motivation must come from within yourself.Others may try to encourage you, but you are the only one who can attain what you

desire. You must convince yourself - you can!

Success comes in cans!

Throughout your college years you will have to make many choices; view these choicesas opportunities. Don't allow yourself to be burden with problems; they are really only

challenges. Train yourself from the start to put your time and energy into finding

solutions to your challenges, not in complaining. You must adjust your attitude andretrain your thought process.

Start with surrounding yourself with positive people. They will encourage and nurture

you. Stay away from negative people because they will discourage you and sabotage your dreams and goals.

You need to hold yourself accountable. Write a letter of intent to yourself, date it, and

sign it. Put this letter some place where you will see it everyday. Go to a friend or fellowstudent and make a commitment to each other. It helps to be accountable to someone

else.

If you develop your dreams into goals, and your goals into realities, then your realities

will become your successes!

Goal Setting

Goals provide direction in your life and nurture your motivation

Goals are like road maps; they get you from one point to another. Goals provide thedirection you need to reach your destination, the motivation to sustain you on your trip,

and a way to measure your progress. The best way to get results is to plan for the future,

 but live one day at a time.

Think about the future. How do you define success? What makes you happy? What

drives you? What makes you get out of bed in the morning? Does success mean family,

money, security, prestige, to help others, improve the environment, solve problems, acareer, a degree? Whatever you decide, the key is to strengthen your will to succeed. To

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succeed, strengthen your will - to strengthen your will, succeed. This sounds circular, and

it is - it is a positive feedback loop.

To get this positive feedback loop started, develop a long-term plan. Where do you want

to be 3-5 years from now? What do you want to be doing? Where do you want to live?

What kind of vacations do you want to take? What is your house going to look like?What kind of car will you be driving? What color will the car be? Get very specific with

your dreams and your plans. If your dreams are specific, your goals will be specific.

 Never ask yourself the questions - "What if", or "What would happen if". Make thequestions a positive affirmation of what you will do! Prioritize your goals - what is the

most important goal for you and what is the first thing you need to do to start towards that

goal? Then plan backwards in time and outline the major steps it will take for you to

arrive at that future destination.

Once you have the big picture, break your outline into individual, short-term goals. Short

-term goals should range from daily goals to one-year goals, midterm goals should rangefrom 2-3 years, and long term goals are up to 5 years. Make your list very specific and

realistic. You want to be successful in reaching your goals, but at the same time, thesegoals should challenge you. At the end of each day reward yourself and strengthen your resolve for tomorrow.

Some Suggested Goals:

• Be a Life Long Learner 

• We live in exciting and interesting times. We live at the crossroads of revolutionsin electronic technology, genetic engineering, and international economics. The

only certainty in life is change, opportunity for some, and future shock for others.

Education is the door to opportunity. Your most valuable asset and skill in life as

well as in the market place is your ability to learn and to apply this knowledge.

• Clarify Educational Plans 

• If you have declared a major, great! If not, do not worry - it is okay. Many

students are unsure of their major until they are about halfway through college. If you don't know what you want to major in, then research various careers, talk to

counselors, visit businesses, and/or interview people already working in the fields

you are interested in.

• Become an Efficient, Successful Student 

•  No matter what your goals are, work at maximum efficiency. Be a student whoworks smarter as well as harder.

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12 Steps for Effective Studying

Studying effectively is a process, not an event. The

process leads to success.

Plan a definite time for studying every day. This will discourage procrastination and

 prevent a pile-up of work. Studying every day, even for a short period of time,keeps you from falling behind. Prioritize your list and begin completing the most

difficult material first.

Know the purpose of and understand each assignment before leaving class. If youunderstand what to do and how to do it, your study time will be shortened. Keep a

record of all assignments in a special section of your notebook or on a separate

calendar.

Predicting the amount of time you need for each assignment causes you to work 

smarter as well as harder and more productively. By keeping track of the actualamount of time you spend on your assignments, you are more likely to

concentrate and less likely to become bored.

Time yourself to see how long it takes you to read five pages of your textbook. Thiswill help you determine the amount of time needed to complete a reading

assignment. Because a textbook is loaded with information, you may have to read

some sections more than once. Even instructors have to reread material. Allowtime for reflecting and thinking about what you have read.

Reading assignments are usually completed and due prior to the instructor lecturing

on the material. Take a little time before class to review the material so you areready to participate in class discussions and are prepared for any quizzes.

Adopt a textbook reading strategy, (like SQ4R), or whatever works for you. Pay

attention to charts, diagrams, and special "boxed text" areas. They are definite

aids to understanding the material.

Every time you study, spend at least ten minutes reviewing the material from your 

 previous study session. These "refresher shots" are part of the secret for long-term

memory retention. This habit of frequent review also results in less time neededfor studying prior to a major exam.

Know the percentages! We retain:

• 10% of what we read

• 20% of what you hear 

• 30% of what we see

• 50% of what we see and hear 

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• 70% of what we talk about with others

• 80% of what we experience personally

• 95% of what we teach to others

Study during the day. You are probably less efficient at night.

Study for 30 to 40 minutes and then take a 5-minute break, or if your concentrationand discipline will allow, study for 50 minutes and take a 10-minute break. Get up

walk around, stretch, drink some water, or eat a light snack. Taking regular breaks

refreshes your mind so you can concentrate better, finish faster, and retain more.

If you do study at night set a "stopping time" for yourself. This "time frame" will

encourage hard work in anticipation of the clock going off. You may even set agoal for yourself to complete an assignment before the time limit. This increased

impetus may help you to concentrate.

Do not cram the night before a test. Distribute your review in half-hour segments over a period of days. If you do not adopt a structured study schedule, you will not

master required course material and you will set yourself up to fail.

Learning is accumulative. New ideas must be incorporated with previous material

from lectures, readings, and any other assignments such as labs. You have to

continuously make the connection in your mind from new material to previouslylearned material and/or experiences. Putting it all together is easier if you

schedule time daily to read, to think, to write, to reflect, and to review.

Improved learning is the natural result of this 12 Step approach to studying and

effectively using your time. Not having enough time to study means you lack organization, so by managing your time, you have control over your life and a chance to do more of what you want to do.

Be proud of what you can achieve through daily accomplishments!

Time ManagementThe foundation for success!

You have a task or a goal you want to accomplish. This could be a single task or anumber of tasks that you need to take care of in a day or over a period of a few days.

Without a structured approach to these tasks you would be like a car spinning its tires on

an icy road; there's a lot of effort being put into reaching a destination, but the vehicle,

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you, is virtually stuck in the same spot wasting gas. To achieve your destination you must

take all the known obstacles and conditions into consideration. Allowances must also be

made for the possibility of unknown conditions that will ultimately arise. The bestmethod or "plan" most successful in accomplishing goals is "time management." Time

management is the appropriate use of and structuring of your time in order for you to

maximize your time. If you learn how to maximize your time, you will have ample timeto successfully accomplish everything you need to and want to accomplish.

Accomplishments don't just happen; they are carefully planned for.

Professionals from all walks of life have written volumes on what are the best approaches

to managing your time. In every author's rendition there is one unanimous absolute rule -

you must use a calendar on which to write a detailed, prioritized schedule. For every

author, there are that many views on what type of calendar you should use. The importantissue here is for you to use any kind of calendar you feel comfortable with, and one that

will allow you to view a complete day on one page and enough room on that page to

write concise directions.

Before going on this journey into the realm of time management, take a few minutes andcomplete the "Study Behavior Inventory". Knowing where you are right now in your approach to your studying will enable you to design a workable schedule. This

assessment is just that, an assessment, not a test. You are simply to answer "yes" or "no,"

 but your answers must be honest. This is for your benefit and no one else's. Once you

have finished, return to this page and continue with the next paragraph.

It's good to take a look at yourself once in a while!

How many questions did you answer yes? How many no? Research indicates that the

most effective and successful college students answer no to all 25 questions (Brown,

1977). It may be helpful as you think about your study behavior to review those itemsthat you answered yes. You might want to ask yourself how those particular behaviors

affect your study effectiveness. What does this have to do with "time management?" As

you probably noticed, there were a number of questions dealing with time, place, andamount of work accomplished. These are directly related to how you manage and spend

your time. If you are spending a lot of time accomplishing very little, maybe you are day-

dreaming too much, and not concentrating on the task at hand. If this is the case, you are

wasting time. Time is like money, once it's spent, it's gone, - you won't have any moreuntil next pay day, or in this case when the sun comes up. If you find you are not able to

get very far when studying, then maybe you are not allowing for enough time. So you

see, it is a combination of many aspects all of which revolve around time; the amount of time you spend, when you spend it, where you spend it, and how you spend it. Keep this

next statement in the for front of your mind: A procrastinator spends twice as much time

and energy accomplishing half as much as someone who organizes his/her time.

Does getting organized involve work? YES! What does it take to get organized? It takes

discipline, dedication, drive, determination, desire, practice, and a lot of patience and

consistency. These attributes are the elements of success that can neither be given to younor done for you by someone else. To become an efficient and effective manager of your 

time, you need to become efficient and effective with the process. You have the ability to

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 perform all these attributes - you just need to DO IT!

Having your time and life organized is similar to organizing for a trip. Remember two people can take different roads and arrive at the same destination at approximately the

same time. The differences between the two trips are the scenery's, the road conditions,

and how fast they each had to drive to reach the same conclusion. Personally I prefer totake a well paved, smooth road, admiring fantastic scenery, and have planned well

enough in advance to take a leisurely trip. What kind of road are you traveling?

Listening To Take Good Notes:

Hearing is a spontaneous act. Listening, by contrast, is something you choose to do.

Listening requires you not only to hear what has been said but to understand as well.

Understanding requires three activities:

• dynamic listening;

•  paying attention;

• concentration;

The best way to concentrate is to start with anticipation. Review your notes from the last

lecture and make sure you go to class having read the assigned material. Use this methodto cultivate a mindset that is needed for 100% concentration during a lecture.

Be a comprehensive listener! Comprehensive listening has to do with the feedback  between speaker and listener. The speaker has an obligation to make his/her words

comprehensible to the listener. The listener, in turn, must let the speaker know when

he/she dose not understand. Both parties must make a conscious effort to accept their 

individual responsibilities. You may think this is a 50/50 proposition, which in part it is;however, both parties must be willing to give a 100% for effective listening

comprehension to be achieved.

The best way for you to let the speaker know that you don't understand is to ask 

questions. A surprising number of students are too embarrassed to ask questions. The

only dumb question is the one that goes unasked.

Twelve Guidelines to Effective Listening:

•Sit where the instructor will always see you, preferably in the front.

• Pay attention to content, not the lecturer's appearance or distracting habits. Judgethe material, not the delivery.

• Put aside emotional concerns. If you disagree with what is being said, hold your 

 judgement or fire until after class, then see the instructor.

• Find areas of interest; listen for ideas, not just facts, and words; put new ideas to

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work during the lecture by using your imagination.

• Intend to get down a good written record of the lecture material; be a flexible note

taker.

• Listen for new rods and watch for signals of important information; listen for 

examples the instructor provides to define or illustrate main ideas. Note theseexamples with "EX" in your notes or textbook.

• Read in advance about the topics to be discussed in class and relate them to

something you care about.

• Exercise your mind with challenging material; keep your mind open even if you

hear emotional words.

• Be prepared to ask questions in class. Use facial expressions to let the instructor 

know that you don't understand an idea completely or you would like the

information repeated.

• Don't stop listening or taking notes during discussion periods or toward the end of 

the lecture until the instructor concludes.

• Work at listening instead of pretending to listen.

• Resist external distractions such as someone coming in late to class, a pager goingoff, maintenance mowing the grass, other students talking.

Taking Good Notes:

Learning to take notes effectively will help you improve your study and work habits andto remember important information. Often, students are deceived into thinking that

 because they understand everything that is said in class, they will therefore remember it.

As you take lecture notes and make notes from your textbook, you will develop the skills

of selecting important material and discarding unimportant material. The main secret todeveloping these skills is practice. Check your results constantly. Strive to improve.

 Notes help you to retain important facts and data and to develop an accurate means of 

recording and arranging necessary information.

Here are some hints on note making:

• Don't write down everything you read or hear. Be alert and attentive to the main points. Concentrate on the "meat" of the subject and forget the trimmings.

•  Notes should consist of key words or very short sentences. As a speaker gets

sidetracked, it is often possible to go back and add further information.

• Take accurate notes. You should use your own words, but try not to change the

meaning. If you quote directly from the author, quote correctly.

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• Think a minute about the material before you start making notes. Don't take notes

 just to be taking notes! Take notes that will be of real value to you when youreview them at a later date.

• Have a uniform system for punctuation and abbreviation that will make sense to

you. Use a skeleton outline that shows importance by indenting. Leave lots of white space for later additions.

• Omit descriptions and full explanations. Keep your notes short and to the point.Condense your materials so you can grasp the main points rapidly.

• Don't worry about missing a point. Leave space and pick up the material youmissed at a later date, either through reading, questioning, common sense, or 

looking at a classmate's notes.

• Don't keep notes on oddly shaped pieces of paper. Keep notes in order and in one

 place. A three-ringed or spiral notebook is preferred.

• Shortly after taking your lecture notes or making textbook notes, go back and edit(not copy) your notes by adding extra points, spelling out unclear items, etc.

Remember, we forget rapidly. Budget time for this vital step just as you do for the

class itself.

• Review your notes periodically; three types of review are daily, weekly, and a

major review just before a test. This is the only way to achieve lasting memory.

Lecture Notes:

There are many note-taking techniques available to help you become a more efficient

note-taker. The following are two very good examples. The first example deals withtaking good lecture notes and the second with textbook notes.

The notes you take in class are really a hand written textbook. In many instances, your 

lecture notes are more practical, meaningful and more current than a textbook. If you

keep them neat, complete, and well organized they'll serve you splendidly. The CornellSystem of taking lecture notes is a prime example. The keystone of this system is a two-

column note sheet. Use 8 1/2 by 11 paper to create the note sheet. Down the left side,

draw a vertical line 2 1/2 inches from the edge of the paper. End this line 2 inches abovethe bottom of the paper. Draw a horizontal line across the bottom of the paper 2 inches

above the paper's edge. In the narrow (2 1/2") column on the left side, you will write cue

words or questions. In the wide (6") column on the right, you will write the lecture notes.In the space at the bottom of the sheet, you will summarize your notes. NOTE: You can

use this system if you use lined notebook paper too. Disregard the red vertical line and

make your own line 2 1/2" from the left edge of the paper. Refer to the Textbook StudyStrategies for a complete description and illustration of the Cornell System.

Textbook Notes:

The second example of efficient note taking deals specifically with taking textbook notes

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and preparing for exams. The Soprano Study/Reading Technique involves six steps for 

accomplishing this. This system, in contrast to the SQ4R system in the Study Skills

 package, is another method for note taking. You should look at both methods carefully,try them both, and then decide which will work the best for you.

The six steps of the Soprano Technique are:• Read your textbook paragraph by paragraph without a pen or highlighter in hand.

• After you finish a paragraph, decide if any information in that paragraph is worth

highlighting or underlining. Ask yourself, "Is this really important? Does it

support and define the main topic?

• Pick up your highlighter or pen and highlight or underline the most important key

words or phrases of that information, or write "key words" notes in the margins.

• Then put a number in the margin of the text next to the highlighted or underlined

material. Use numbers in ascending order to note the importance of thehighlighted or underlined material.

• Put the same number and page on a separate sheet of paper in your notebook.

Then write out a question based on the information you have just highlighted or underlined in the textbook. Essentially the information you have just highlighted

or underlined in the text should answer your questions.

• Proceed with your study/reading of the text. Every time you decide to highlight or 

underline text material, assign it a number in the margin of the textbook next to

the highlighted information. Put the same number in your notes and create aquestion about the information you have just highlighted or underlined.

The Cornell Notetaking System

Diagramed and Explained---- 2 1/2 inches ----

Reduce ideas and facts to

concise jottings and

summaries as cues for 

Reciting, Reviewing, andReflecting.

(CUE COLUMN)

---- 6 1/2 inches ----

Record the lecture as fully and as meaningfully as possible.

(NOTETAKING COLUMN)

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THE

CORNELL

NOTETAKING

SYSTEMRecord. In the

 Notetaking

Column, record as

many meaningfulfacts and ideas as

you can. Use

telegraphic

sentences. but,make sure you

will be able togain full meaninglater. Write

legibly.

Reduce. After class,

summarize your 

notes by writing in

single words andshort phrases in

the Cue Column.

Summarizingclarifies meanings,

reveals

relationships,establishes

continuity, and

strengthensmemory. Also,

this thinking and

writing of cues

sets up a perfectstage for studying

for exams later.

Recite. Cover the

 Notetaking

Column with asheet of paper.

Then, looking at

the words and

 phrases in the Cue

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Summary. Leave

space at the bottom of each

sheet for a

summary.

Using Words and Phrases in Cue Column

IllustratedBiology 101 -- Prof. Fairbanks -- Sept 18th

Water affects weight A. Importance of water in controlling weight

- helps metabolize fat 1. Water helps body metabolize stored fat.

2. Studies show:

Increase water =

decrease fat

a. Increase water intake = fat deposits decrease

Decrease water =

increase fat

 b. Decrease water intake = fat deposits increase

Kidney - liver 

relationship

3. Why? Kidneys can't function at capacity w/o enough

water; so, some of the kidney's work is dumped on liver.

a. Liver's job is to metabolize fat.

 b. If liver does kidney's work, too; can't complete its ownwork 

c. So, liver metabolizes less fat, thus more fat is stored.

Water affects hunger d. If there's sufficient water; then liver & kidneys do their complete jobs. Furthermore, this leads to a natural loss of 

hunger, which means the intake of fewer calories.

Daily = 2 qts 4. How much water  

a. 2 qts every day = 8 large glasses (8 oz.)

Overweight = 1 extra

glass per 25 lbs.

 b. If overweight, one additional glass for every 25 lbs of 

excess weight.

Water keeps body'sfluids in perfect balance.

Water enables kidneys

to function at maximum

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level; thus, freeing liver 

to metabolize (burn)stored fat. To achieve

weight loss, drink 8

glasses (8 oz ones) of 

water. More if alreadyoverweight.

How to Read and Study Medical TextsPREVIEW SELECTIONS. Since much of the information is probably unfamiliar,

 previewing is essential to comprehension. Read the title, learning objectives,headings and subheadings (turn these into questions), summary, and the review

questions. Skim for main ideas, terminology, and important points. Skim all the

diagrams, charts, flow charts, and other graphics.

READ ACTIVELY AND CAREFULLY. Unlike other subject areas, you need to

read everything in medical material. Do not skip anything. Read with a pen and ahighlighter in your hand. Underline or highlight main ideas (only after reading the

 paragraph); circle important words or phrases; draw boxes around the names or 

 persons or places that seem important; put a check mark in the margin next to anyimportant statement or opinion; use numbers to indicate chronology or a series;

use margins to write your own reactions; put a question mark in the margin when

you don't understand.

ASK QUESTIONS AS YOU READ and LOOK FOR ANSWERS. Remember the

questions at the end of the chapter or the questions you posed using the headings

and subheadings. Find these answers as you read. Constantly ask "Why?" "How"and "Under what conditions?" For each occurrence; be sure you understand how

and why it happens.

LEARN THE VOCABULARY AND NOTATION SYSTEM. Create a master file

for each course -- a list of new terminology and essential prefixes, roots, and

suffixes as well as the symbols, acronyms, signs, and characters that have become

standard abbreviations or notations. Make index cards, or use a separate part of your notebook, or make a computer file with a working list of the words and

symbols with their definitions.

TRANSLATE FORMULAS INTO WORDS. To be certain you understand a

formula, express it in your own words. Write it down in your notes.

ANALYZE THE THOUGHT PATTERN OF THE MATERIAL. The three most

commonly used thought patterns in medical text are cause and effect, process, and

 problem-solution. Others important ones are classification, factual-statement, andexperiment-instruction patterns. Recognizing the transition words, or signal

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words, help you identify which pattern of organization the author is using.

WRITE A SET OF NOTES FROM THE CHAPTER. Using your highlightedmain ideas and other markings, reduce the chapter to its most important

information. Use whatever system fits your learning style: the Cornell Notetaking

Method, concept mapping, or outlining.

REVIEW WITHIN 24 HOURS AND FREQUENTLY AFTER THAT.

Reference:

Adapted from "Now the Read Effectively in the Sciences"

How to Read Effectively in the Sciences

To read effectively in the sciences you need to:

explore your science textbook(s);

check the vocabulary;

analyze for comprehension; and

synthesize for understanding.

Explore Your Science Textbook(s)

Explore The Textbook: go over the course outline; the table of contents; and comparethe course outline with the table of contents. In addition, explore the Lab manual. Go

over the course outline or lab sheet; and go over the table of contents, and compare them.

This process helps you to develop a schema for how the material that will be covered in

your science course is organized. Knowledge of how your science texts are organized iskey to understanding the course, or course contents.

Explore Your Assignments: similar to other reading tasks you need to know what you'rerequired to learn. After the aforementioned process, read the introduction of your 

assigned chapter and connect it with previous chapters or your prior knowledge of the

topic. It is important to read the headings, subheadings, summary, and review questions.

Remember that most science texts contain review questions; use them to guide youreadings.

Look Over: the pictures, tables, diagrams, photographs and the likes. Sometimes those

elements are easier to understand than the words.

Explore Your Lab Manual Assignments: pre-read lab directions before going to class;read the captions of diagrams; look to see if writing is involved; and check to see what

materials are needed. Try to see the connection between your class lectures and notes

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with those of your lab assignments.

Check The Vocabulary

As For Vocabulary: learn basic scientific root, prefixes and suffixes; use glossary and

indexes; use context clues contain in the paragraphs; and as last resort, use dictionary or encyclopedia to understand and develop scientific concepts or vocabulary.

Analyze For Comprehension

Remember that scientific texts usually deal with writing patterns. Once you can recognize

and analyze them, your comprehension will increase.

The Classification Pattern: it is a pattern or writing procedure used by scientists to

group and sub-group various things, objects, or areas. For example, a scientist who wishto discuss the structure of a plant may break his topic into various subheadings as roots,

stems, leaves, or flowers. Even within these subheadings, the scientist may break down

the parts even further. Recognizing these structural parts in order of importance or  position is essential to good comprehension and note taking.

The Process Description Pattern: this pattern is concerned with what the process is and

how the process works. You need to understand what the description pattern is about. Is itabout the process? or how the process works?

The Factual-Statement Pattern: facts are usually used in defining things, in comparingor contrasting things and citing examples or illustrations. In science, the word fact has a

more exacting meaning that other areas. Factual Statement refers to a statement which,

 because of scientific observation and experimentation, defines something, or explains its

actions, and which, so far, has not been disproved.

The Problem-Solving Pattern: this pattern is usually found in passages from sciencetests which describe or recount past problems in science or discoveries in science made

through experimentation. When you're confronted with the problem solving pattern, use

the following questions to help you understand and analyze the passages. What is the

question or problem? How was the question answered? How do we know it wasanswered? In addition, application of these questions can help you to separate the major 

and minor points.

Experiment-Instruction Pattern: to understand the experiment-instructions pattern and

to make sure that you follow the instructions exactly, use the following questions. What

is the purpose of the experiment? What equipment is needed? What, in order, are the basic steps involved? What are the results? Usually you must alternate between the

reading matter and the experimental tool, so have the questions firmly in mind before

attempting the experiment. In addition, use the questions when you have been given an

assignment from your lab manual.

The Combination Pattern: not all science texts follow one pattern. Sometimes the

writer may use a combination of patterns. For instance, a reading passage may begin with

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factual statement of definition, move to classifying the components or parts of the term

 being classified, and end up discussing a process. An awareness of all patterns is needed

in this case to aid in distinguishing the main ideas and supporting details in the various pattern used.

Synthesize For UnderstandingTaking Notes: is important for several reasons: (a) it helps you keep your mind on what

you are reading; (b) paying close attention as you read will result in longer retention if you connect it to what you already know; (c) good notes are helpful for review; and (d) if 

you mark correctly, not only will you connect the author's ideas with your own, but you

will also have a record of your thoughts and reactions.

Marking Your Texts: use a pen marker, not a pencil (pencils will smear and fade away);

underline the main idea in a paragraph, circle important words or phrases, draw boxes

around the names or persons or places that seem important; put a check mark in themargin next to any important statement that is an opinion rather than a fact; underline

minor but important facts or statistics with broken lines; use numbers or letters in themargin to indicate chronology or a series of items; use margins to write in anything thatyou feel will be important to you in the future, as you read, questions can pop up in your 

head [write those questions in the book so that you will remember to ask the instructor for 

the answer]; use margins to write personal reactions to what is being said; and note pagenumbers where related subjects are discussed in the text, don't feel that you must use all

or any of these marks. Whatever marks you decide to use should make sense to you.

Writing Notes From Texts To Notebook: there is no right way to write out notes;

however, here are some guidelines: (1) always put down the title of the book, chapter,

date and number of pages being covered; (2) write the main ideas of the passages as your 

major headings and list the minor ideas or facts under them; (3) let the writing pattern of the author help you write your notes, if he defines a term, be sure your notes contain a

good definition of the term, if she compares and/or contrasts, be sure you notes compares

and/or contrasts the ideas, If he/she is classifying, your notes should contain an outline;(4) make sure you avoid copying the exact wording used in the text [use your own

words]; and (5) make a list of words you don't know in order to look them up, and if 

you're having problems with your notes because of vocabulary that is unfamiliar, look upthe words as you write your notes.

Before The Test: think of questions your professor may ask, if you're not sure, ask your 

 professor. Try writing a brief summary of commentary for each chapter you have studied.

Recite to yourself the important names, theories, dates, terms, and any relevantinformation connected with what you have been studying in class. Take time to define the

words in each chapter. Put together what you've learned from lectures, class, readings,and outside readings. Look over the last test you took to figure out the type of questions

you can expect and to recall the instructor's comments on that text.

During the Test: read the directions carefully before you mark in your answers. If the

directions are not clear, ask your professor to clarify them before you start. Make certain

that you understand the grading system. If some questions are worth more than others,

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devote more time and effort to them. Keep track of the time. Explore all questions, then

 begin with the ones you can answer most readily. Answering what you are sure of first

will help you bring out all that you know and remember. Save some time at the end of thetesting period (if you can) to fill in possible blanks and proofread your written response.

Write legibly, your professors usually don't have time to decode your scribbles.

Reading University Level Materials

Summary

Through "Reading University Level Materials" you have encountered a number of  principles and strategies related to reading effectively at university. You have learned

about the importance of reading actively through setting reading goals, developing a

 purpose for reading, using the Survey, Question, Read, Recite, Review (SQ3R) strategy,

thinking critically and analytically about the notes and summaries you make from your various readings, and about reviewing and reciting in preparation for exams. As well, you

have read about the intentional use of question frames which prompt you to read andthink at a variety of levels, including: summary and definition, analysis, hypothesis, andcritical judgment. Throughout, I have tried to underscore the importance of reading with

a strategy that matches your purpose for reading, in a way that is "thinking intensive",

with the aim of assisting you in becoming an effective and efficient reader. Remember,no strategy can guarantee that readings will proceed without difficulty. As you continue

to apply these new-found strategies, endeavor to remain flexible in your approach to

reading and to always read with a view of improving your skills.

Be an active reader. Being an active reader means setting reading goals, having a

 personal purpose for reading, developing an understanding of the organization of 

the reading, reading selectively, reading to link key ideas to important details andwith a view to connecting ideas to a context, and reading thoughtfully and

critically.

Use a strategy. We have discussed a strategy that involves surveying, questioning,

reading, reciting and reviewing. If you choose not to subscribe to any particular 

strategy, use the principles that underlie them: previewing for an overview,questioning, summarizing, recording ideas in key word form, reciting ideas,

reflecting about what was read, reviewing learning regularly.

Skimming and scanning processes have specialized applications for reading. The process of skimming is helpful for establishing general awareness about the

contents of a specific reading. Skimming the structural elements of a reading(headings, sub-headings, topic sentences etc.) is a common way to preview areading. The process of scanning is used to identify the organization of a reading

and then to locate specific information quickly and accurately. Finding a number 

in a phone book is an example of scanning.

Record the ideas you find important. in your readings and reflect on and review

these regularly. Taking notes provides us with a fairly permanent, abbreviated

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record to return to so that we can continue to process and think about the ideas we

have read. Reviewing these notes regularly helps to keep us thinking and helps

support our memory of the knowledge we have encountered.

Apply questions to what you read. Reading is a tool of thinking. Questioning at

various levels moves you to thinking at those various levels. When we ask onlythe most basic questions, we think only the most basic thoughts. When we

question at deeper levels, we think more deeply. The four levels of questions that

we discussed were (1) fundamental questions; (2) part-whole-connectionquestions; (3) hypothesis questions; (4) critical questions.

Anatomy of a Textbook 

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Study System

Before Reading

Stage 1 Preview

• Predict

• Question

• Activate Schema

• Establish Purpose

While Reading

Stage 2 Integrate Knowledge

• Predict

• Picture

Relate

• Monitor and Self-Test

• Correct

After Reading

Stage 3 Recall

• Review

• Select

• Relate

• Recite

• Organize

• React

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Maximize Comprehension by Marking

Your TextsThe following ten suggestions will help you mark your textbooks so they will be of immediate

and lasting value to you. On the back of this page is an illustration of a section of a textbook that has been marked according to these recommendations.

Read first and then underline selectively. Make conscious decisions about what to

underline and limit the amount. Too much underlining is difficult to study later and often becomes a mechanical process that requires little thought. Read a

section of material first and then go back and underline only the words and

 phrases that most accurately state what that chunk of material is mainly about.

Box transitions and number important ideas. Making transitions stand out in the

text helps you locate the ideas. When you box such words as first, for example,next or finally, you not only locate important ideas more easily, you also see how

they relate to each other.

Circle specialized vocabulary. Write brief meanings in the margin if you need to.You need to know these terms to understand the textbook and the instructor, and

take the exams.

Jot down main ideas in the margin. At the end of a paragraph, stop and ask 

yourself, "What was most of that paragraph about?" Write the answer in as few

words as possible in the margin. This is an especially useful technique for short

dense assignments that are difficult to understand, such as those in philosophy, physics, or chemistry.

Label Examples (ex). When you encounter an example, determine what main idea -it

exemplifies and label it. It will help you understand the main idea when you study

later.

Write your own ideas, including connections with your other classes, in [square

brackets]. If you are reading actively, concentrating and understanding, you will

also be thinking. Jot down the ideas that occur to you either at the top or the bottom of the page and bracket them to indicate they are your own. Your recorded

ideas will make later study more interesting and will also provide ideas for class

discussions, papers, and exams.

Write questions as you read. Questions help you think, relate new material to what

you already know, and wonder about implications and applications. All these

mental activities help you learn the material in the first place and remember anduse it later.

Write brief summaries at the end of each section of material, and later; at the

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end of chapters and the book. Use the white space throughout the book to write

summaries. Write them in brief phrases only. They should answer the questions

"What was this about? " and "What did the author say about it?" Summarize your own words as much as possible. Don't read and write at the same time, or you will

end up with too many notes.

Make outlines of obvious major ideas in the margins. Outlines are a visual

representation of ideas and their relation to each other. At times, obvious

transitions will make the ideas stand out. When you encounter such material,write brief outlines of the ideas in the margins.

Make maps. Outlines force you to isolate and organize important ideas so you can

visualize them and thereby understand and remember them. Writing ideas in mapform accomplishes the same thing. You can map major sections, chapters, or even

entire books. Experiment with summaries, outlines, and maps and decide which

work best for you.

SQ4R Study Formula

SURVEY

• Title & Introductory material or First Sentence

• Subheadings & First Sentence of each subsection

• Last paragraph or Summary

• Boldface print or italics

• Charts, maps, pictures, graphs

QUESTION

• Turn subheadings into questions

• Use questions in introduction or at the end

READ

•Read to answer the above questions

• Read to discover information not pre-questioned

RECORD

• Make marginal notes of reactions, ideas, details, numbering, question- marks, etc.

as you read.

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RECITE

• Answer the questions either orally or write a summary of the chapter or discuss

the material.

•Use your own words as much as possible.

• Check your answers with the text. Revise.

REFLECT

• Compare the new ideas with what you already know. Ask, "Upon what are these

new ideas and information based?" and "How can I use this?"

An Effective Textbook Study StrategyEveryone looks for ways to be more successful. American executives strive to compete

with aggressive foreign competitors, teachers seek ways to enrich student learning, andstudents, like you, search for ways to improve academic performance.

So, how can you, like a company president or a college professor, improve your chancesfor success? First, realize that whether your goal is to improve performance on a widget

 production line or a sociology final exam, the basic blueprint can be the same: you plan

what you need to do; you implement your plan; you review how well you did. Then,

since goals such as zero defects or, in your case, understanding more of what you read,can't always be met the first time you complete your plan, you view reading as a cycle

instead of a one-shot activity.

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PLAN: Pre-

Reading

Strategies

Establish a good physicalenvironment

Relax and set a positiveattitude

Review instructions

Review lecture notes

Set your purposePreview the assignment

Organize your thoughts

Determine what you wantto know when you finish

reading

DO:

Reading

Strategie

s

Be actively

involved

Check your comprehension

as you read

Restate ideasin your own

words

Form mental

 picturesCompare what

you are

reading towhat you

know

Answer thequestions you

developed

during pre-

readingFix-up your 

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comprehension

when neededDefine

unfamiliar 

words

Keep problemon hold and

hope it will

clarify itself Re-read a

 portion of the

textCompare

information

with notes or 

another source

Ask someonefor help

REVIEW: Post-

Reading

Strategies

Consolidate and integrateinformation

Answer questions

Test yourself Participate in a study

group

Space review over timeDecide what else you need

to know

More About Effective Textbook Study

Plan. Prime your brain.

 Establish a good environment. Place yourself in surroundings that help your ability to

concentrate and encourages good posture, and a ready-to-work attitude.

 Relax and set a positive mental attitude. Set yourself up to be successful. Do your study-

reading when you are at your mental best. Have confidence in yourself; know that you

can read successfully and accomplish the goals you set.

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 Review instructions. Check any comprehension guidelines you have been given such as

"read this in preparation for tomorrow's lecture," or "read to see how this author differs

from what I've said today," or "review all of the material we covered in preparation for the exam."

 Review any lecture notes. Reread any notes you have on this topic looking for topics or ideas you need to clarify, words you need to define, or names and dates you need to fill-

in.

Set your purpose. Match the way you read to your purpose. For instance, reading for 

enjoyment does not require the full understanding that reading to prepare for a

 psychology lecture requires, and those demands are different from reading for a

chemistry exam. Clarify your purpose before you begin to read, and you're more likely to be successful and less likely to waste time.

 Preview the assignment. To preview, *read the chapter objectives, -readheadings/subheadings, -read introductory and concluding paragraphs, -read boldface and

italic words and phrases, -highlight/ clarify unfamiliar vocabulary, -examine graphics,and -review end-of-chapter summaries and questions. Take advantage of anything thatwill help you understand the organization and core ideas.

Organize your thoughts. Based on the chapter objectives and headings/ subheadings, jot

down the major topics you are going to be reading about. Then, write a few words aboutwhat you know on each of the topics.

Clarify what you want to know when you finish reading. If you don't read to find outsomething 'specific, you probably won't. One way to read for something specific is to

 phrase the chapter's objectives or headings/subheading as questions and then read to

answer those questions.

Do. Be active. Think.

 Restate ideas in your own words. At the end of a sentence or paragraph, rephrase the idea

in your own words.

 Form mental pictures. Stop and build a mental picture of what the author is saying.

Compare what you are reading to what you know. Ask how does new information fitswith what I know? Does it reinforce, contradict, or add new information?

 Answer questions. Connect what you are reading to questions you need to answer.

If you don't understand what you are reading, use one of these fix-up

strategies to get back on track:

 Define unfamiliar words. Understand the words the author uses. Check the context,

glossary, lecture notes, a dictionary or ask someone.

Use chapter objectives and headings/subheadings. Reread objectives and

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headings/subheadings for the unclear passage for ideas or concepts that help you to

understand.

 Review related graphics. Reread any graphic and its explanation to see if it clarifies the

text information.

 Reread a portion. Try reading the sentence or paragraph again with the specific goal of clarifying your question.

 Keep the problem on hold and hope it will clarify itself. If the problem is just one

sentence or paragraph, you can mark it and continue reading. It's possible the next

sentence or paragraph will help you.

Compare information with notes or another source. Find and read about the topic or idea

in another book to see if a different approach helps your understanding.

 Ask someone. When you've clarified the vocabulary; reread the objectives,

headings/subheadings, graphics, and unclear passages; reviewed other information you

have and you still don't understand what you need to, ask someone for help.

Review. For perspective & memory.

 Reread thoughts you've organized and questions you've answered during reading. Make

use of the work you did during your planning and reading.

 Answer questions. Write out or talk through the answers to the questions you set out in

your plan.

Consolidate and integrate information. Combine your knowledge, what you've gained

from reading and your lecture notes to form one coherent picture.

 Participate in a study group. Join a group of classmates to talk about what you have read.

Try reviewing concepts with one another, sharing notes, and taking practice tests.

Test yourself. Make up a test on the material or have a classmate make one up and test

yourself. Make a set of Question-Answer flash cards for a convenient carry-along reviewtool by writing the question on one side of a 3x5 card and the answer on the reverse side.

Continue the cycle

Occasionally, on small assignments or familiar material, you will achieve your reading

comprehension goals at the end of one plan >> do >> review cycle. On the other hand,

when you're reviewing; don't be surprised to discover gaps in your knowledge. When youdo, just develop a new plan that will help you fill in the gaps. Reread the portion of the

assignment you need to get the information and then review, making sure to integrate the

new information with what you already have.

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Clues to Finding the Main Idea in

Textbooks and ArticlesTitles, heads, and subheads. These announce major subjects and ideas in boldface

type.

Purpose sentence. Look for a sentence in the first paragraphs of a book, chapter, or article that states what the rest of the text will be about.

Pre-outline. Look for sentences listing the ideas that will be developed in the coming

 paragraphs.

Topic Sentence. Recognize the sentences in paragraphs and sections of material that

state the subject and focus of the rest of the discussion.

Italics. Sometimes main ideas appear in italics as well as boldface type to make them

stand out from the rest of the text.

Repetition. Repetition of a key word or idea throughout a text is a signal that it is a

major topic in the discussion.

Questions. Questions invite readers to look for answers, and the answer is often one

of the major ideas being developed.

Numbering. Ideas that are numbered are important. Either write them or make them

into a mental list and put a label or title at the top.

Visuals. Pictures, graphs, diagrams, figures, and other materials are often used to

highlight and emphasize main ideas. Study them carefully.

Details. The use of examples, statistics, and other details always signals a main idea

is being clarified, proved, or developed. Look back or ahead and discover the

idea.

Organizational Patterns. The major parts of the pattern, such as the topics, the

divisions in time, the two objects being compared, the cause and the effect, or the

 problem and the solution are the main ideas. Recognize the pattern and look for the ideas.

Summary. Summaries restate the main ideas in brief form.

Taking Lecture Notes: The Cornell

Method---- 2 1/2 inches ---- ---- 6 1/2 inches ----

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Reduce ideas to concise

 jottings and summaries ascues for reciting Record the lecture as fully and as meaningfully as possible.

Cornell Method This sheet demonstrates the Cornell method of taking

classroom notes. It is recommended by experts from theLearning Center at Cornell University.

Line drawn down paper You should draw a line down your note page about 2 1/2

inches from the left side. On the right side of the line simplyrecord your classroom notes as you usually do. Record on one

side of page only and write legibly.

After the lecture After the lecture you should read the notes, use your textbook to fill in any information you missed and underline important

information. Mark any items that are unclear. Ask another 

classmate for their notes.

Use the Recall ColumnKey Phrases

The recall column on the left will help you when you study for your tests. Jot down any important words or key phrases in the

recall column. This activity forces you to rethink and

summarize your notes. The key words should stick in your 

mind.

Five R's The Five R's will help you take better notes based on the

Cornell Method:

Record 1. Record any information given during the lecture that you believe will be important.

Reduce 2. When you reduce your information you are summarizing

and listing key words/phrases in the recall column.

Recite 3. Cover the notes you took for your class. Test yourself on thewords in the recall section. This is what we mean by recite, say

the words out loud. This multi-sensory approach will improve

your recall.

Reflect 4. You should reflect on the information you received during

the lecture. Determine how your ideas fit in with the

information.

Review If you review your notes within 24 hours, you will remember agreat deal more when you take your test.

 Notebook & Paper Remember it is a good idea to keep your notes in a 3-ringnotebook. Also you should use only full-sized paper. You will

 be able to add handout materials easily to your notebook.

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Hints Abbreviations and symbols should be used when possible.

Abbrev. & sym. give you time when used auto.

Summary Record a brief summary in your own words at the bottom of  

the page within 24 hours of the lecture. This gives you the

opportunity to check your overall comprehension andstrengthen memory.

How to Read Effectively in the SciencesTo read effectively in the sciences you need to:

explore your science textbook(s);

check the vocabulary;

analyze for comprehension; and

synthesize for understanding.

Explore Your Science Textbook(s)

Explore The Textbook: go over the course outline; the table of contents; and comparethe course outline with the table of contents. In addition, explore the Lab manual. Go

over the course outline or lab sheet; and go over the table of contents, and compare them.

This process helps you to develop a schema for how the material that will be covered in

your science course is organized. Knowledge of how your science texts are organized iskey to understanding the course, or course contents.

Explore Your Assignments: similar to other reading tasks you need to know what you'rerequired to learn. After the aforementioned process, read the introduction of your 

assigned chapter and connect it with previous chapters or your prior knowledge of the

topic. It is important to read the headings, subheadings, summary, and review questions.Remember that most science texts contain review questions; use them to guide you

readings.

Look Over: the pictures, tables, diagrams, photographs and the likes. Sometimes those

elements are easier to understand than the words.

Explore Your Lab Manual Assignments: pre-read lab directions before going to class;read the captions of diagrams; look to see if writing is involved; and check to see what

materials are needed. Try to see the connection between your class lectures and notes

with those of your lab assignments.

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Check The Vocabulary

As For Vocabulary: learn basic scientific root, prefixes and suffixes; use glossary and

indexes; use context clues contain in the paragraphs; and as last resort, use dictionary or 

encyclopedia to understand and develop scientific concepts or vocabulary.

Analyze For Comprehension

Remember that scientific texts usually deal with writing patterns. Once you can recognize

and analyze them, your comprehension will increase.

The Classification Pattern: it is a pattern or writing procedure used by scientists togroup and sub-group various things, objects, or areas. For example, a scientist who wish

to discuss the structure of a plant may break his topic into various subheadings as roots,

stems, leaves, or flowers. Even within these subheadings, the scientist may break downthe parts even further. Recognizing these structural parts in order of importance or 

 position is essential to good comprehension and note taking.

The Process Description Pattern: this pattern is concerned with what the process is and

how the process works. You need to understand what the description pattern is about. Is it

about the process? or how the process works?

The Factual-Statement Pattern: facts are usually used in defining things, in comparing

or contrasting things and citing examples or illustrations. In science, the word fact has a

more exacting meaning that other areas. Factual Statement refers to a statement which, because of scientific observation and experimentation, defines something, or explains its

actions, and which, so far, has not been disproved.

The Problem-Solving Pattern: this pattern is usually found in passages from sciencetests which describe or recount past problems in science or discoveries in science made

through experimentation. When you're confronted with the problem solving pattern, usethe following questions to help you understand and analyze the passages. What is the

question or problem? How was the question answered? How do we know it was

answered? In addition, application of these questions can help you to separate the major 

and minor points.

Experiment-Instruction Pattern: to understand the experiment-instructions pattern and

to make sure that you follow the instructions exactly, use the following questions. Whatis the purpose of the experiment? What equipment is needed? What, in order, are the

 basic steps involved? What are the results? Usually you must alternate between the

reading matter and the experimental tool, so have the questions firmly in mind beforeattempting the experiment. In addition, use the questions when you have been given an

assignment from your lab manual.

The Combination Pattern: not all science texts follow one pattern. Sometimes thewriter may use a combination of patterns. For instance, a reading passage may begin with

factual statement of definition, move to classifying the components or parts of the term

 being classified, and end up discussing a process. An awareness of all patterns is needed

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in this case to aid in distinguishing the main ideas and supporting details in the various

 pattern used.

Synthesize For Understanding

Taking Notes: is important for several reasons: (a) it helps you keep your mind on whatyou are reading; (b) paying close attention as you read will result in longer retention if 

you connect it to what you already know; (c) good notes are helpful for review; and (d) if 

you mark correctly, not only will you connect the author's ideas with your own, but youwill also have a record of your thoughts and reactions.

Marking Your Texts: use a pen marker, not a pencil (pencils will smear and fade away);underline the main idea in a paragraph, circle important words or phrases, draw boxes

around the names or persons or places that seem important; put a check mark in the

margin next to any important statement that is an opinion rather than a fact; underline

minor but important facts or statistics with broken lines; use numbers or letters in themargin to indicate chronology or a series of items; use margins to write in anything that

you feel will be important to you in the future, as you read, questions can pop up in your head [write those questions in the book so that you will remember to ask the instructor for the answer]; use margins to write personal reactions to what is being said; and note page

numbers where related subjects are discussed in the text, don't feel that you must use all

or any of these marks. Whatever marks you decide to use should make sense to you.

Writing Notes From Texts To Notebook: there is no right way to write out notes;

however, here are some guidelines: (1) always put down the title of the book, chapter,date and number of pages being covered; (2) write the main ideas of the passages as your 

major headings and list the minor ideas or facts under them; (3) let the writing pattern of 

the author help you write your notes, if he defines a term, be sure your notes contain a

good definition of the term, if she compares and/or contrasts, be sure you notes comparesand/or contrasts the ideas, If he/she is classifying, your notes should contain an outline;

(4) make sure you avoid copying the exact wording used in the text [use your own

words]; and (5) make a list of words you don't know in order to look them up, and if you're having problems with your notes because of vocabulary that is unfamiliar, look up

the words as you write your notes.

Before The Test: think of questions your professor may ask, if you're not sure, ask your 

 professor. Try writing a brief summary of commentary for each chapter you have studied.

Recite to yourself the important names, theories, dates, terms, and any relevant

information connected with what you have been studying in class. Take time to define the

words in each chapter. Put together what you've learned from lectures, class, readings,and outside readings. Look over the last test you took to figure out the type of questions

you can expect and to recall the instructor's comments on that text.

During the Test: read the directions carefully before you mark in your answers. If the

directions are not clear, ask your professor to clarify them before you start. Make certainthat you understand the grading system. If some questions are worth more than others,

devote more time and effort to them. Keep track of the time. Explore all questions, then

 begin with the ones you can answer most readily. Answering what you are sure of first

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will help you bring out all that you know and remember. Save some time at the end of the

testing period (if you can) to fill in possible blanks and proofread your written response.

Write legibly, your professors usually don't have time to decode your scribbles.

Memory Tips and Test Taking Strategies

Knowing More & Remembering it Longer

Remembering Strategies

Select

• Select what you want to remember.

• Ask the teacher 

• Examine your class notes

• Read the text assignments

• Study the handouts

Remember 

• Choose your techniques that will help you remember.

• Visualize

• Associate

• Apply

• Repeat

• Use mnemonic devices

Review, Read, Recite, Rewrite

• Use these techniques to keep what you want to remember in your memory.

Using Mnemonic Devices to Remember Information

• Rhyme. A rhyme is a poem or verse that uses words that end with the same

sound. Example: Thirty days has September, April, June, and November. All the

rest have thirty-one except February which has twenty-eight.

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• Acronym. An acronym is a word that can be pronounced that is made by using

the first letter of other words. Example: The names of the five Great Lakes in theU.S. form the acronym HOMES (Huron, Ontario, Michigan, Erie, Superior).

• Abbreviation. An abbreviation is a group of letters made from the first letter of 

each word to be remembered. Example: FBI is an abbreviation for the FederalBureau of Investigation.

• Acrostic. An acrostic sentence or phrase is formed by words beginning with thefirst letter of each word to be remembered. Example: The phrase very active cat

might be used to recall the three typed of blood vessels in the human body: veins,

arteries, capillaries.

• Pegwords. A pegword is a word that helps you remember something by forming

a picture in your mind. Pegwords are used to remember lists of things. Each

 pegword helps you remember one thing. If you memorize 10 pegwords, then youcan use them to remember 10 things. If you memorize 20 pegwords, you can

remember 20 things.

Using Repetition to Remember Information

• You have probably used repetition many times without realizing it. Anytime youhave read, said, or written something a number of times to remember it, you have

used repetition. A good way to remember information when using repetition is to

read, say, and write what you want to remember. For example, if you need toremember a list of words and their definitions, here is how to use repetition to do

this:

Read aloud the word and its definition. If you need to, use a dictionary tohelp you pronounce a word.

• With your eyes closed, say the word and its definition.

• Without looking at the word, write the word and its definition.

• Repeat the steps until you can write the word and its definition from

memory three times without an error.

• Do this for each word on the list.

Four Ways to Forget• Disuse. Information not periodically used withers and disappears. Do you

remember all of your previous telephone numbers?

• Interference. It is easy to confuse materials that are similar and related. When

confused, we are more likely to forget which is which. Learning two similar foreign languages at the same time may present some problems.

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• Repression. We have very strong systems of belief. Sometimes what we learn

doesn't fit with what we believe. When in conflict, odds are our beliefs will win.Believing that we are no good at remembering names will make it all that much

more difficult to learn new names.

 Not learning it in the first place. This is probably the number one culprit inforgetting. Even if we've been exposed to something, unless we solidify the

learning we are not likely to remember it.

TEST TAKING STRATEGIES

Taking Objective Tests

If you are taking an objective test (multiple-choice, true/false, or comparable type), you

will probably achieve your best results by following this procedure:

Read an item through quickly, with high concentration, and answer on the basis of 

your first impression.

Then re-read the item, asking yourself what it really means and expressing its thoughtin your own words.

Ask yourself if your original answer still appears correct in light of your closeanalysis of the item, but do not change your answer because of a mere doubt.

Always keep in mind that your instructor is not attempting to trick you in thequestions. They are designed to measure your knowledge of a subject, not your 

ingenuity in solving verbal puzzles. So don't out-smart yourself looking for devious, tricky interpretations and ignoring the obvious, straightforward meaning.

Essay Tests

In taking a test where you are to write answers in your own words, observe theseguidelines:

Read the question carefully. Then re-read it and express its meaning in your ownwords. Check each word in the question to be sure that your interpretation omitted

nothing important. To give a satisfactory answer to a question, you have to

correctly understand what the question is asking.

Answer the questions you know first. This way you will be sure not to use all your 

time puzzling over questions you do not know the answers to, and then run short

of time for writing answers you know well.

Outline your answer on a piece of scratch paper before starting to write it in full. In

this way you can organize your thoughts and check your answer against thequestion for possible omissions. Writing from your outline, you can present what

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• A question you can't answer can be skipped, often another question will trigger 

your memory or provide that elusive answer.

• Answer all questions.

• Save a few minutes at the end to go back over questions you skipped, to review

your answers and look for careless mistakes.

Uses of Critical ThinkingCritical thinking underlies reading, writing, speaking, and listening. These are the C basicelements of communication. Critical thinking also plays an important part in social

change. Consider that the institutions in any society - courts, governments, schools,

 businesses - are the products of a certain way of thinking.

Any organization draws its life from certain assumptions about the way things should be

done. Before the institution can change, those assumptions need to be loosened up or 

reinvented.Critical thinking also helps us uncover bias and prejudice. This is a first step toward

communicating with people of other races and cultures.

Critical thinking is a path to freedom from half-truths and deception. You have the right

to question what you see, hear, and read. Acquiring this ability is one of the major goals

of a liberal education.

Skilled students are thorough thinkers. They distinguish between opinion and fact. Theyask powerful questions. They make detailed observations. They uncover assumptions anddefine their terms. They make assertions carefully, basing them on sound logic and solid

evidence. Almost everything that we call knowledge is a result of these activities. This

means that critical thinking and learning are intimately linked.

 Practice your right to question!

Critically Evaluating the Logic and

Validity of InformationMany articles and essays are not written to present information clearly and directly;

instead they may be written to persuade you to accept a particular viewpoint, to offer an,

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opinion, to argue for one side of a controversial issue. Consequently, one must recognize

and separate factual information from subjective content.

Subjective content is any material that involves judgment, feeling, opinion, intuition, or 

emotion rather than factual information. Recognizing and evaluating subjective content

involves distinguishing between facts and opinions, identifying generalizations,evaluating viewpoints, understanding theories and hypotheses, weighing data and

evidence, and being alert to bias.

Evaluating Various Types of Statements

Distinguishing between Facts and Opinions

Facts are statements that can be verified or proven to be true or false. Factual statements

from reliable sources can be accepted and used in drawing conclusions, buildingarguments, and supporting ideas.

Opinions are statements that express feelings, attitudes, or beliefs and are neither true nor false. Opinions must be considered as one person's point of view that you are free toaccept or reject. With the exception of informed ones, opinions have little use as

supporting evidence, but they are useful in shaping and evaluating your own thinking.

* Informed opinion or testimony - the opinion of an expert or authority

Recognizing Generalizations:

A generalization is a statement made about a large group or class of items based on

observation or experience with a portion of that group or class. It is a reasoned statementabout an entire group based on known information about part of the group. It involves a

leap from observed evidence to a conclusion which is logical, but unproven. Becausewriters do not always have the space to describe all available evidence on a topic, they

often draw the evidence together themselves and make a general statement of what itshows. But generalizations need to be followed by evidence that supports their accuracy,

otherwise the generalization is unsupported and unusable. A generalization is usable

when these two conditions exist:

Your experiences are sufficient in number to merit a generalization.

You have sampled or experienced enough different situations to draw a

generalization.

Testing Hypotheses:

A hypothesis is a-statement that is based on available evidence which explains an event

or set of circumstances. Hypotheses are simply plausible explanations. They are alwaysopen to dispute or refutation, usually by the addition of further information. Or, their 

 plausibility may be enhanced by the addition of further information. Critical thinking and

reading requires one to assess the plausibility of each hypothesis. This is a two-part process. First, one must evaluate the evidence provided. Then one must search for 

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information, reasons, or evidence that suggests the truth or falsity of the hypothesis. Ask 

questions such as:

Does the hypothesis account for all known information about the situation?

Is it realistic, within the realm of possibility and probability?

Is it simple, or less complicated than its alternatives? (Usually, unless a complex

hypothesis can account for information not accounted for by a simple hypothesis,the simple one has greater likelihood of being correct.)

What assumptions were made? Are they valid?

Weighing the Adequacy of Data and Evidence:

Many writers who express their ideas use evidence or data to supporttheir ideas. One must weigh and evaluate the quality of this evidence; one must look 

 behind the available evidence and assess its type and adequacy. Types of evidence

include:

• Personal experience or observation

• Statistical data

• Examples, particular events, or situations that illustrate

• Analogies (comparisons with similar situations)

• Informed opinion (the opinions of experts and authorities)

• Historical documentation

• Experimental evidence

Each type of evidence must be weighed in relation to the statement it supports. Evidence

should directly, clearly, and indisputable support the case or issue in question.

Evaluating Persuasive Material

While the main purpose of textbooks is to explain and present information that can be

accepted as reliable, other sources may have very different purposes. Some materials areintended to convince or persuade rather than to inform, and these sources need to be

carefully and critically evaluated. Persuasive writers use both language and logicalargument to exert influence.

Recognizing Persuasive Language

A writer's or speaker's choice of facts and the language used to convey them may

influence the reader's or listener's response. Careful choice of details to describe an event

shapes a reader's perception of the incident. Selective reporting of details is known as

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slanted writing. Careful choice of words allows one to hint, insinuate, or suggest ideas

without directly stating them. Through deliberate choice of words one can create positive

or negative responses. This is often accomplished through manipulation of theconnotative meanings.

Identifying Biased and Slanted Writing:

 Bias is when a statement reflects a partiality, preference, or prejudice for or against a

 person, object, or idea. Much of what you read and hear expresses a bias. As you read biased material keep two questions in mind:

What facts has the author omitted?

What additional information is necessary?

 Slanting is when a writer or speaker uses a selection of facts, choice of words, and thequality and tone of description, to convey a particular feeling or attitude. Its purpose is to

convey a certain attitude or point of view toward the subject without expressing it

explicitly. As you read or listen to slanted materials, keep the following questions inmind:

What facts were omitted? What additional facts are needed?

What words create positive or negative impressions?

What impression would I have if different words had been used?

Evaluating Arguments

An argument is a logical arrangement and presentation of ideas. It is reasoned analysis, a

tightly developed line of reasoning that leads to the establishment of an end result or conclusion. Arguments are usually developed to persuade one to accept a position or  point

of view. An argument gives reasons that lead to a conclusion. Analyzing arguments is a

complex and detailed process. The following guidelines are useful:

Analyze the argument by simplifying it and reducing it to a list of statements.

Are the terms used clearly defined and consistently applied?

Is the thesis (the point to be made) clearly and directly stated?

Are facts provided as evidence? If so, are they verifiable?

Is the reasoning sound? (Does one point follow from another?)

Are counterarguments recognized and refuted or addressed?

What persuasive devices or propaganda techniques does the author use (examples:

appeal to emotions, name-calling, appeal to authority)?

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Asking Critical Questions

• What is the source of the material? Some sources are much more reliable and

trustworthy than others; knowledge of the source will help you judge the

accuracy, correctness, and soundness of the material. Articles from professional

or scholarly journals are often more useful and reliable than articles in newsstand periodicals. To evaluate a source consider:

• its reputation

• the audience for whom the source is intended

• whether references or documentation are provided

• What are the Author's Credentials? You must assess whether the material you arereading is written by an expert in the field who can knowledgeably and accurately

discuss the topic.

• Why was the Material Written? Identify an author's primary purpose. If the

author's purpose is to persuade or convince you to accept a particular viewpoint

then you will need to evaluate the reasoning and evidence presented.

•  Is the Author Biased? Does the author display partiality, preference, or prejudice

for or against a person, object, or idea?

•  Does the Author Make Assumptions? An assumption is an idea or principle the

writer accepts as true and makes no effort to prove or substantiate.

•  Does the Author Present an Argument? An argument is a logical arrangement and

 presentation of ideas. It is reasoned analysis, a tightly developed line of reasoningthat leads to the establishment of an end result or conclusion.

Appreciate the Complexities Involved

in Decision-Making & Problem Solving

• Develop evidence to support views

• Analyze situations carefully

• Discuss subjects in an organized way

• Predict the consequences of actions

• Weigh alternatives

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• Generate and organize ideas

• Form and apply concepts

• Design systematic plans of action

A 5 Step Problem Solving Strategy

Specify the problem - a first step to

solving a problem is to identify it as specifically as possible. It involves

evaluating the present state and determining how it differs from the goal state.

Analyze the problem - analyzing the problem involves learning as much as you can

about it. It may be necessary to look beyond the obvious, surface situation, to

stretch your imagination and reach for more creative options.

• seek other perspectives

•  be flexible in your analysis

• consider various strands of impact

•  brainstorm about all possibilities and implications

• research problems for which you lack complete information. Get help.

Formulate possible solutions - identify a wide range of possible solutions.

• try to think of all possible solutions

•  be creative

• consider similar problems and how you have solved them

Evaluate possible solutions - weigh the advantages and disadvantages of each

solution. Think through each solution and consider how, when, and where you

could accomplish each. Consider both immediate and long-term results. Mappingyour solutions can be helpful at this stage.

Choose a solution - consider 3 factors:

• compatibility with your priorities • amount of risk 

•  practicality

Keys to Problem Solving

• Think aloud - problem solving is a cognitive, mental process. Thinking aloud or 

talking yourself through the steps of problem solving is useful. Hearing yourself 

think can facilitate the process.

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• Allow time for ideas to "gel" or consolidate. If time permits, give yourself time

for solutions to develop. Distance from a problem can allow you to clear your mind and get a new perspective.

• Talk about the problem - describing the problem to someone else and talking

about it can often make a problem become more clear and defined so that a newsolution will surface.

Decision Making Strategies

Decision making is a process of identifying and evaluating choices. We make numerous

decisions every day and our decisions may range from routine, every-day types of decisions to those decisions which will have far reaching impacts. The types of decisions

we make are routine, impulsive, and reasoned. Deciding what to eat for breakfast is a

routine decision; deciding to do or buy something at the last minute is considered animpulsive decision; and choosing your college major is, hopefully, a reasoned decision.

College coursework often requires you to make the latter, or reasoned decisions.

Decision making has much in common with problem solving. In problem solving youidentify and evaluate solution paths; in decision making you make a similar discovery

and evaluation of alternatives. The crux of decision making, then, is the careful

identification and evaluation of alternatives. As you weigh alternatives, use the followingsuggestions:

• Consider the outcome each is likely to produce, in both the short term and thelong term.

• Compare alternatives based on how easily you can accomplish each.

• Evaluate possible negative side effects each may produce.

• Consider the risk involved in each.

• Be creative, original; don't eliminate alternatives because you have not heard or used them before.

An important part of decision making is to predict both short-term and long-termoutcomes for each alternative. You may find that while an alternative seems most

desirable at the present, it may pose problems or complications over a longer time period.

Being a Responsible Critical Thinker

and Collaborating with Others

• Construct and evaluate arguments

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• Furnish support for one's beliefs

• Assume responsibility for one's actions

• Collaborate with the members of a group

• Share obligations

• Listen and communicate with others

In the settings of college, the workplace, and the community the ability to work with

other people in group projects is an increasingly important skill to develop. As adults, weare often required to be able to critically read and evaluate written and oral

communication, as well as to communicate our own ideas in a respectful and effective

manner. However, collaborating with other people can be a difficult task, especially if one is unaware of effective communication skills. Following are some suggestions for 

developing those skills needed to be an effective critical thinker and collaborator.

• When evaluating information and arguments, be wary of biased and slantedlanguage but keep an open mind to the ideas and opinions of others. Too often we

close our minds when faced with opinions or information with which we don't

agree. Practice being a critical but open-minded listener. Use patience and respectwhile listening to others' ideas.

• As a critical thinker you should critically evaluate the arguments of others, butthis also means you have the responsibility of constructing your own arguments

so they are unbiased and supported with credible evidence. It is good to have

 beliefs, but remember to support your opinions.

• Another responsibility one has as a critical thinker is to take responsibility for one's actions. Everyone makes mistakes and it is a responsible person who

acknowledges his/her error and learns from it. A person who acceptsresponsibility for her/his arguments and actions builds integrity in the eyes of 

others, and a person with integrity is often respected and listened to.

• Finally, group collaboration requires a commitment to shared obligations. For 

group work to be effective all members must contribute equally to the problem

task. Successful teamwork entails full participation by all members and not just adedicated few.

The qualities of a critical thinker are truth-seeking, open-minded, analytical, systematic,self-confident, inquisitive, and mature.

Common Word RootsRoot Meaning Example Definition

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agri field agronomy field-crop production and soil management

anthropo man anthropology the study of man

astro star astronaut one who travels in interplanetary space

 bio life biology the study of life

cardio heart cardiac pertaining to the heart

cede go precede to go before

chromo color chromatology the science of colors

demos people democracy government by the people

derma skin epidermis the outer layer of skin

dyna power dynamic characterized by power and energy

geo earth geology the study of the earth

helio sun heliotrope any plant that turns toward the sun

hydro water hydroponics growing of plants in water reinforced with nutrients

hypno sleep hypnosis a state of sleep induced by suggestion

 ject throw eject to throw out

magni great, big magnify to enlarge, to make bigger  

man(u) hand manuscript written by hand

mono one monoplane airplane with one wing

ortho straight orthodox right, true, straight opinion

 pod foot pseudopod false foot

 psycho mind psychology study of the mind in any of its aspects

 pyro fire pyrometer an instrument for measuring temperatures

script write manuscript hand written

terra earth terrace a raised platform of earth

thermo heat thermometer instrument for measuring heat

zoo animal zoology the study of animals

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Common Prefixes

ante- before antebellum before the war  

anti- against antifreeze liquid used to guard against freezing

auto- self automatic self-acting or self-regulating

 bene- good benefit an act of kindness; a gift

circum- around circumscribe to draw a line around; to encircle

contra- against contradict to speak against

de- reverse, remove defoliate remove the leaves from a tree

dis- apart dislocate to unlodge

dys- bad dysfunctional not functioning

ecto- outside ectoparasite parasite living on the exterior of animals

endo- within endogamy marriage within the tribe

ex- out excavate to dig out

equi- equal equidistant equal distance

extra- beyond extraterrestrial beyond the earth

hyper- over hypertension high blood pressure

hypo- under hypotension low blood pressure

in- in interim in between

inter- between intervene come between

intra- within intramural within bounds of a school

intro- in, into introspect to look within, as one's own mind

macro- large macroscopic large enough to be observed by the naked eye

mal- bad maladjusted badly adjusted

micro- small microscopic so small that one needs a microscope to observe

multi- many multimillionaire one having two or more million dollars

neo- new neolithic new stone age

non- not nonconformist one who does not conform

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 pan- all pantheon a temple dedicated to all gods

 poly- many polygonal having many sides

 post- after postgraduate after graduating

 pre- before precede to go before

 pro- for proponent a supporter  

 proto- first prototype first or original model

 pseudo- false pseudonym false name; esp., an author's pen-name

re-, red- back again rejuvenate to make young

re-, red- together reconnect to put together again

retro- backward retrospect a looking back on things

semi- half semicircle half a circle

sub- under submerge to put under water  

super- above superfine extra fine

tele- far telescope seeing or viewing afar  

trans- across transalpine across the Alps

Number prefixes

uni- one tetra- four oct- eight

mono- one quint- five nov- nine

 bi- two pent- five dec- ten

duo- two sex- six lat- side

di- two hex- six ped- foot

tri- three sept- seven pod- foot

quad- four hept- seven

Math & Science Affixes and Roots

Root or Affix Example

aqua (water) aquarium

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hydro (water) hydroplane

hemi (half) hemisphere

semi (half) semicircle

equi (equal) equivalent

tele (far off) telescope

micro (small) microfilm

onomy (science of) astronomy

ology (study of) geology

uni (one) universe

 bi (two) bicycle

tri (three) triangle

octa (eight) octagon

dec (ten) decade

centi (hundred) centimeter  

milli (thousand) millimeter  

 bio (life) biology

astro (star) astronaut

thermo (heat) thermodynamic

meter (measure) diameter  

 ped (foot) pedestrian

 pod (foot) tripod

Prefixes that mean "no": a- de- dis-, in- non- un-,

contraExamples: disqualify, nondescript, unscrupulous, contradict, inadvertent

Prefix Meaning Examples

a-, an- without, not asexual, atypical, amoral, anarchy

de- reverse action, away defrost, demystify, desensitize, deduct

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dis-, dif-, di- not, apart dissatisfied, disorganized, different, divert

in-, il-, it-, im- not inappropriate, invisible, illegal, impossible

non- not nonproductive, nonessential, nonsense

un- not unlikely, unnoticeable, unreliable

contra-, counter- against contrary, contradict, counterproductive

Prefixes that indicate "when," "where," or "more":

pre-, post-, ante-, inter-, infra-, traps-, sub-, circum-,

ultra

Examples: premature, postscript, anteroom, intervene, transformation

Prefix Meaning Examples pre-, pro- before pre-dinner, preliminary, previous, prologue

 post- after postwar, postoperative, postpone

ante- before antecedent, antechamber  

inter- between, among interstate, intercept, interfere

intra- within intramural, intrastate, intravenous

trans- across transcontinental, transparent, transaction

sub- under submarine, submerge, subjugate

circum- around circumnavigate, circumference

ultra- beyond, on the far side of, excessive ultrasonic, ultraviolet, ultraconservative

Word Relationships

Synonyms, Antonyms, Homonyms, Analogies

In some ways words are like families. Just as there are different relationships amongmembers of the same family, there are different relationships among words. Picture your 

own family. You probably have relatives who like to do the same things you do. But they

may look nothing like you. You may have relatives who are from another city. Theymight have unusual accents and all "sound alike." There are probably still others who are

rebels. They always want the opposite of what everyone else in the family wants.

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There are similar relationships between words. Words that mean the same thing but look 

different are called synonyms. Their meanings are very similar (e.g., pretty/cute). An

antonym is a word that has the opposite meaning of another word (e.g., pretty/ugly). Ahomonym is a word that sounds like another word but has a different meaning (e.g.,

there/their).

Because these terms are often confused, here is an easy way to keep them straight.

Heard alike Same meaning An opposite

O Y N

M N T

O O O

 N N N

Y Y Y

M M M

Words are related in many other ways as well. When thinking about the relationship between two words, you must examine those words for ways in which they are different,

alike, or related to each other.

Understanding how words fit together helps you expand and network frameworks. As an

active reader, this skill enables you to analyze and synthesize information. Such

knowledge is useful in building your vocabulary. This, in turn, gives you more skill inusing the context (see figure below).

Using Word RelationshipsMany kinds of word relationships are possible. When looking at relationships the order of 

the words is important. Changing the order changes the relationship. In word

relationships, the colon (:) is an abbreviation of the phrase "is to." For example, instead of "white is to black," "white: black" is written. Like all abbreviations, this one saves space

and time. Again, remember that there are countless kinds of relationships that can be

constructed.

Common Word Relationships

Relationship Definition Examples

Synonym Two words have the same or nearly the same

meaning

dirty : nasty

worn: used

calm: peaceful

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Antonym One word means the opposite of another hot: cold

late: earlynew : old

Homonym Two words sound alike blue: blew

lie: lyehere: hear 

Part to whole A piece or portion of something is related to

the total object

toe: foot

sole: shoeleaf : plant

wall: room

Whole to part The whole is related to one of its parts tree : trunk  house: room

coat: sleeve

Age or size An animate (living) or inanimate (nonliving)object is related to a younger or older objectof the same type

fawn: deer freshman: senior calf: cow

mother: child

Rhyme Although items do not begin with the samesound/letter, the ending sounds are the same

goat: boattrouble: bubble

slow : toe

light: kite

Person to location A person is related to the place with whichhe is associated

sailor : shipcriminal : jail

President: WhiteHouse

Object to use Something is related to its function oven: bake

soap: clean

 broom: sweep

Source to object The place from which an item is taken andthe item are compared

 pound: stray dog bakery : cookies

mind: thought

Structural AnalysisThe Greeks and Romans came up with a system for creating words by putting together 

smaller word parts. They used three types of word parts: prefixes, suffixes, and roots. Pre

means "before," and so it makes sense that a prefix comes before the main part of a word.

Suf means "after," and so a suffix comes at the end of a word. A root word is the main

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 part of a word, and usually comes in the middle. Many English words are composed of at

least one root, and many have one or more prefixes and suffixes.

Word parts contribute to the total meaning of a word. Each part has its own meaning. The

meaning of an unknown word often is a combination of its parts. Splitting words into

 parts to discover the meaning of unknown words is called  structural analysis.

Parts of words provide the essential meanings. Studying the parts of words can tell you

many things. The base of a word gives you an overall meaning for the unknown word.Affixes affect the base's meaning. Some affixes provide general meanings. Others

identify the subject area of the unknown word. Affixes also help determine the part of 

speech of the unknown word.

Recognizing Word Roots and Prefixes

While using the dictionary is an excellent way to increase your vocabulary one word at a

time, if you would like to learn whole clusters of words in one stroke, you should get to

know the most common roots and prefixes in English.

It has been estimated that 60 percent of the English words in common use are made up

 partly or entirely of prefixes or roots derived from Latin and Greek. The value of learning

 prefixes and roots is that they illustrate the way much of our language is constructed.Once learned, they can help you recognize and understand many words without resorting

to a dictionary. With one well-understood root word as the center, an entire

"constellation" of words can be built up.

Although knowing the meanings of prefixes and roots can unlock the meanings of 

unfamiliar words, this knowledge should supplement, not replace, your dictionary use.

Over the centuries, many prefixes have changed in both meaning and spelling. Whilesome prefixes have a single and fairly invariant meaning, most prefixes have more than

one meaning each.

For example, the prefix de- means "of' or "from"; yet the dictionary lists four different

meanings for it. So learn as many of the common prefixes and roots as you can, but learn

them for better and more precise understanding of words you already know and wordsthat you have yet to look up in the dictionary. When you go to the dictionary, make sure

that you spend some time on the prefixes and roots that make up each word. You will

soon become convinced that a word is not an assemblage of letters put together like ananagram, but the true and natural outcome of. evolution. (Pauk, p. 310)

In Conclusion ...The Importance of ReadingThere is probably no surer or sounder way to improve your reading permanently than by

 building a strong, precise vocabulary, and the only way to build your vocabulary is by

reading a lot. In a precise vocabulary, every word is learned as a concept. You know its

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ancestry, its principal definition as well as several secondary definitions, its synonyms

and the subtle differences among them, and its antonyms. Then, when you encounter it in

your reading, this vast store of knowledge flashes before you, illuminating the sentence,the paragraph, and the idea the author is trying to convey (Pauk, p. 346).

Reading ComprehensionReading is the active search for answers!

Reading Is Important:

A 1993 investigation revealed that 40 to 44 million Americans had only the most basic

reading and writing skills (Kirsch, Jungeblut, Jenkins, & Kolstad, 1993). Another 50

million Americans not only lacked the skills to function successfully in a literate society, but also were not aware of their inadequacies. These statistics make it obvious that we

have to look for new approaches to prepare students for the millennium, especially inlight of current job market trends.

The job market now demands a workforce that is more highly educated than ever. For 

example, assembly line workers must interpret manuals in addition to operatingmachinery. These workers must be able to read, write, analyze, interpret, and synthesize

information (Hay & Roberts, 1989).

In summary, people just aren't reading as much anymore and yet the need for reading,comprehension, and communication skills (verbal and written) has increased. The need is

great for strengthening the following skills:

• Your ability to read a variety of materials (e.g. textbooks, novels, newspapers,magazines, instructional manuals).

• Your ability to understand and remember what you read.

• Your ability to effectively communicate what you've learned from your reading.

Motivation Is Necessary:

Engaged, active readers have deep-seated motivational goals, which include being

committed to the subject matter, wanting to learn the content, believing in one's own

ability, and wanting to share understandings from learning. However, most people,

children and adults, do not spend any significant portion of their free time reading.Without committing time to reading, no one can gain the reading skills or knowledge

they need to succeed in school, at work, or in life in general. The best way to improveyour reading efficiency is to read a lot.

What is Reading Comprehension?

According to Webster's Dictionary, comprehension is "the capacity for understanding

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fully; the act or action of grasping with the intellect." Webster also tells us that reading is

"to receive or take in the sense of (as letters or symbols) by scanning; to understand the

meaning of written or printed matter; to learn from what one has seen or found in writingor printing.

Comprehension = understanding!Identifying words on a page does not make someone a successful reader. When the words

are understood and transcend the pages to become thoughts and ideas then you are trulyreading. Comprehension therefore is the capacity for understanding those thoughts and

ideas. Applying what you have read and understood becomes the successful conclusion.

When you comprehend what you read it is like taking a trip around the world, staying aslong as you like, visiting all the places you wish, and you never even having to pack a

suitcase! Reading can be an escape that takes you outside the bounds of your existence.

Reading is your ticket to whatever you choose to do and become. Reading is your futureas well as your past. Don't be a reader who reads without thinking or who reads without a

 purpose.

Comprehension Regulation:

You can become an active, effective reader through comprehension regulation. This is amethod for consciously controlling the reading process. Comprehension regulation

involves the use of preplanned strategies to understand text. It is a plan for getting the

most out of reading. It allows you to have an idea of what to expect from the text. Most

importantly, it gives you techniques to use when you are experiencing difficulties.

As an active reader, you can get an idea of what the writer is trying to communicate by:

• Setting goals based on your purpose for reading

• Previewing the text to make predictions

• Self-questioning

• Scanning

• Relating new information to old

Determining your Purpose:

There are many different purposes for reading. Sometimes you read a text to learnmaterial, sometimes you read for pure pleasure, and sometimes you need to follow a set

of directions. As a student, much of your reading will be to learn assigned material. Youget information from everything you read and yet you don't read everything for the same

reason or in the same way or at the same rate. Each purpose or reason for reading requires

a different reading approach. Two things that influence how fast and how well you readare the characteristics of the text and the characteristics of you, the reader.

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Characteristics of the text:

• Size and style of the type (font)

• Pictures and illustrations

• Author's writing style and personal perspectives

• Difficulty of the ideas presented

Characteristics of the reader:

• Background knowledge (how much you already know about the material or 

related concepts)

• Reading ability - vocabulary and comprehension

• Interest

• Attitude

Skills for being an effective reader and for increasing comprehension

are:

• Finding main ideas and supporting details/evidence

• Making inferences and drawing conclusions

• Recognizing a text's patterns of organization

• Perceiving conceptual relationships

• Testing your knowledge and understanding of the material through application

When comprehension fails, or your understanding seems limited, you can use a plan that

includes:

• Using structural analysis and contextual clues to identify unknown vocabulary

words (e.g., look at roots, prefixes, suffixes). If this fails, keep a dictionary close

 by and look up words you don't understand

• Reading more critically - ask questions while you read

• Summarizing or outlining main points and supporting details

• Rereading the material

• Do a "think aloud" and/or try to explain what you've read to someone else

Although, reading means different things to different people and skills vary with everyindividual, reading is a skill that can be improved. Students from various backgrounds are

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in reading courses for a variety of reasons. Weaknesses in vocabulary, comprehension,

speed, or a combination of all three may be the result of ineffective reading habits. Active

reading is engaged reading and can be achieved through comprehension regulationstrategies.