1. Created 2/11/11 Nine key Skills

2. One misleading idea that some students have about reading is that comprehension should happen all at once. Good comprehension skills are a process. This means that you move from a general feeling about something to a deeper level of understanding over time. Nine Key Skills 1.Recognizing definitions and examples 2.Recognizing enumerations 3.Recognizing headings and subheadings 4.Recognizing signal words 5.Recognizing main ideas in paragraphs and short selections 6.Knowing how to outline 7.Knowing how to summarize 8.Making inferences 9.Thinking critically

3. Definitions are often among the most important ideas in a selection. They are particularly significant in introductory courses, where most of your time is spent mastering the specialized vocabulary of the subject. Most definitions are abstract, and so they are usually followed by one Or more examples that help clarify their meaning. Always select and mark off at Least one example that helps make an abstract definition clear for you. Note that textbook authors often call attention to terms they are defining by setting them off in italic or boldface type.

4. Read quickly through the following selections, under lining each definition and writing Ex in the left hand margin beside an example of the definition. Some definitions will have Several examples, but you need mark off only the example that makes the definition clear for you. Note that textbook authors often call attention to terms they are defining by setting them Off in italic or bold face type. Hand out activity 1

5. Enumerations are lists of items that may actually be numbered in the text. More Often, however, a list of items is signaled by such words as first of all, second, Moreover, next, also finally and others (Notice these are signal words). In the following selection, number 1, 2 and 3 the guidelines for constructive Criticism. Note that each of the guidelines will be indicated by a signal word. At times people need help so the can perform better. A necessary yet far too often Misused response is constructive criticism. Constructive criticism is evaluation of Behavior-usually negative-given to help a person identify or correct a fault. Because Criticism is such an abused skill, we offer several guidelines that will help you Compose criticism that is both constructive and beneficial. First, make sure that the person is interested in hearing the criticism. The safest rule to follow is to withhold any criticism until it is asked for. It will be of no value if a person is not interested in hearing it. Another guideline is make the criticism as specific as possible. The more detailed the criticism, the more effectively the person will be able to deal with the information. Finally, show the person you are criticizing what can be improved. Don’t limit your comments to what a person has done wrong. Tell him or her how what was done could have been done better.

6. At times people need help so the can perform better. A necessary yet far too often Misused response is constructive criticism. Constructive criticism is evaluation of Behavior-usually negative-given to help a person identify or correct a fault. Because Criticism is such an abused skill, we offer several guidelines that will help you Compose criticism that is both constructive and beneficial. (1) First, make sure that the person is interested in hearing the criticism. The safest rule to follow is to withhold any criticism until it is asked for. It will be of no value if a person is not interested in hearing it. Another guideline is (2) make the criticism as specific as possible. The more detailed the criticism, the more effectively the person will be able to deal with the information. (3) Finally, show the person you are criticizing what can be improved. Don’t limit your comments to what a person has done wrong. Tell him or her how what was done could have been done better. *Note—Make the habit of looking for and numbering all the enumerations in a chapter.

7. For example: Because the following list does not have a descriptive heading the notes are unclear. 1. First, make sure that the person is interested in hearing the criticism. 2. make the criticism as specific as possible. 3. show the person you are criticizing what can be improved.

8. Your notes will be clear and helpful if they include, as the following notes do a heading Describing what the list is about. Guideline for Constructive Criticism 1. First, make sure that the person is interested in hearing the criticism. 2. make the criticism as specific as possible. 3.show the person you are criticizing what can be improved. Hand out activity 2

9. Headings and subheadings are important visual aids that give you a quick idea of How the information is a chapter is organized. The model below shows a typical Use of headings in a selection. Chapter title The chapter title is set off in the largest print in the chapter. The title represents the shortest possible summary of what the entire chapter is about. This is a main heading Appearing under the chapter title are a series of main headings. Main headings may be centered or may start at the left margin: they are often set off with capital letters and, sometimes, a different color of ink. They represent a breakdown of the main topics covered in the chapter.

10. This is a subheading Set off under the main headings are subheadings. They are in smaller type; sometimes they are underlined, italicized, or set in from the left margin. The subheadings represent a breakdown of the different ideas that are explained under the main headings. Activity Identify these qualities in a book.

11. Method 1: Change Headings into Basic Questions Change headings into one or more basic questions. A basic question can be general, starting with the word what, why, or how: Or it could be specific, starting with the word when, where, or who. Use whatever words seem to make sense in term of the heading and the passage that follows it. Consider, for example, the following test book section:

12. The Puritan concept of work as necessary for survival and as a duty and virtue in and of itself long dominated our culture. Work, obedience, thrift, and the delay of gratification were valued highly, and people's righteousness was often judged according to how hard they worked and how much they accomplished. These views have changed, however, at an accelerated pace. Today's workers, particularly, young workers, demand much more of themselves and their jobs than simply "filling a slot" and earning a living. The search for a meaningful, Un-filling job has become crucial. Worker’s increasingly desire to have responsibility and autonomy, to have a voice, and to demand not merely good physical working conditions but also good psychological working conditions. Rigid, authoritarian work structures are increasingly rejected as workers look to their jobs as a significant source of creative self-expression.

13. A.What are two questions that can be made out of the heading B. "Decline of the Puritan Work Ethic"? 1. 2. The title can be changed into two basic questions. "What is the Puritan Work Ethic?" and “Why has the Puritan work ethic declined?“ (The puritan work ethic has declined because today's workers want meaningful, personally fulfilling jobs) forms the main idea of the passage. This technique of turning headings into basic questions often helps you cut through a mass of words to get to the heart of the matter. Develop the habit of using such questions.

14. Method 2: See How Subheads Relate to Main Heads If subheadings follow a main head, determine how they are related to the main head. For example, suppose you noted the following main head and subheads spaced out over three pages of a business text: Advantages of the Private Enterprise System Freedom of choice by consumers Decentralized Decision Making High Productivity Without having read a word of the text you will have found one of the main ideas: the private enterprise system has three advantages; 1. Freedom of choice 2. Decentralized decision making 3. High Productivity, Often the relationship between headings and subheadings will be as clear and direct as in this example “ How to become a Better Listener.” Sometimes, however, you must read Or think a bit to see how a heading and its subheading are related. When you realize that the subheadings are a list of the different ways to become a better Listener, you have found one of the most important ideas on those pages-without having read even a word of the text. Sometimes there will be no clear relationship between them.

15. Why should you change headings into a basic question or questions? Why should you check to see how subheadings are related to the main headings? Activity 1 page 338 to 340. Pass out worksheets. Read the following sections to find the answer or answers to the Basic question or questions asked. Write your answer or answers In the space provided. Activity 2 pages 340 to 342 Following are chapter and section headings taken from a variety of college Text books. Change each into meaningful basic question or questions, using Words like what, why, which, when, in what ways, how.

16. Scrambled in the list that follows are five textbook headings and four Subheadings for each of them. Match up the appropriate subheadings And with their subheadings below. Non-communicable Diseases Arthritis Diabetes Cancer Heart and Artery Disease Kinds of Body Units Organs Organ Systems Cells Urban Problems Pollution Crowding Slums Strikes Prospectors and Ranchers Frontier Farmers The Sheepherders Conquest of the Plains The cattle Kingdom Techniques in the Writing Process Free-writing Brainstorming Making a List Preparing a Scratch outline

17. Scrambled in the list that follows are five textbook headings and four Subheadings for each of them. Match up the appropriate subheadings And with their subheadings below. Conquest of the Plains Cells Preparing a Scratch outline Urban Problems The Sheepherders Organs Non-communicable Diseases Techniques in the Writing Process Heart and Artery Disease Pollution Brainstorming Arthritis Making a List Strikes Cancer Frontier Farmers Free-writing Organ Systems Kinds of Body Units Crowding Diabetes Prospectors and Ranchers Slums The cattle Kingdom

18. Optional Activity Review Test Part A Page 344 and 345 Answer the basic questions that are asked about the selections. Part B Page 345 to 346 Using words such as what, why, who, which, in what ways, and how, Write two meaningful questions for each textbook head. Part C Page 346 Scrambled in the list are three textbook headings and three Subheadings for each of the headings. Unscramble them.

19. What are signal words? Signal words are words that help the reader follow the direction of a writers thought. They are like signposts on the road that guide the traveler. Common signal words show emphasis, addition, comparison, or contrast, illustration and cause and effect.

20. Emphasis Words Emphasis words are among the most valuable signal words for the reader to know. Emphasis words tell the reader exactly what is important. Think of such words as red flags the author is using to make sure the reader is paying attention to an idea.

21. Common Emphasis words Important to note Most of all A significant factor A primary concern The most substantial issue A key feature The main value Especially valuable Most noteworthy Remember that A major event The chief outcome The principal item Pay particular attention to The chief factor A vital force Above all A central issue A distinctive quality Especially relevant Should be noted Important Most important Most effective

22. Addition Words Addition words tells the reader what the writer’s though is going to continue in the same direction. He or she is going to add points or details of the same kind. Addition words are typically used to signal enumerations (To determine the number of; count).

23. Additional Words Also Another Finally First First of all For one thing Furtherm ore In addition Last of all Likewise Moreover Next And Second The third reason

24. Comparison or Contrast Words Comparison or contrast words signal that the author is pointing out a similarity between two subjects. They tell the reader that the second idea is like the fist one in some way.

25. Like Likewise Just like Just as In like manner In a similar fashion In the same way Alike Similarity Similarly Equally as But However In contrast Yet Differ Difference Variation Still On the contrary On the other hand Conversely Otherwise While Comparison words Contrast words

26. Illustration Words Illustration words tell you that an example or illustration will be given to make an idea clear. These words are normally used in textbooks. For example To illustrate Specifically Once For instance Such as

27. Cause and Effect Words Cause and effect words signal that the author is going t describe results or effects Because Therefore So that Cause Reason effect Thus Consequently Since As a result If…then Result in Cause and Effect Words

28. The two basic parts of a paragraph Almost every effective communication of ideas consists of two basic parts: 1. a point is made, and 2. evidence is provided to support that point. The purpose of textbooks is to communicate ideas, and they typically do so by using the same basic structure. A point is advanced and then supported with specific reasons, details, and facts. You will become a better reader by learning to look for and take advantage of this basic structure used in textbooks.

29. To make sure that you understood the concept of two basic parts in the communication Of ideas, take a few minutes to do the following. Make a point about anything at all and Then provide at least two bits of specific evidence to support that point. Here are examples: Point: I dislike the fast-food restaurant in my town. Support: 1. The hamburgers have a chemical taste 2.The Prices are high-for example, $1.75 for a small soda. Point: My neighbors are inconsiderate. Support: 1. They allow their children to play on my lawn. 2. They often have their stereo on loud late at night.

30. Page 358 Class activity Make a list of Points and supports and place them in a hat. Have each student draw one from the hat and either provide either the support or the point and share it with the rest of the class. Or Provide a list of points and have students provide two supports for them to share With the class.

31. Read the following textbook paragraphs ( handouts) and see if you can identify the two major parts. We will do the first one as a class. Write them on a separate sheet of paper along with their support. Review test Page 365 to366 optional For more review read an article or a textbook,of your choice, and locate four paragraphs in which the main idea is clearly expressed in one sentence and discuss this with the class.