1. Reading and Text Based Writing  Basic Reading Techniques: Underlining Underlining Annotating Annotating Outlining Outlining Taking Notes Taking Notes All help you better understand what it is you are reading.

2. Reading and Text Based Writing  Basic Elements of the Reading- Based Writing: Summary Summary Reaction Reaction (This is a two-part response)

3. Reading and Text Based Writing  “Effective E-Mail Practices” pg 13 Read the first 3 paragraphs Read the first 3 paragraphs Underline and Annotate the key ideas Underline and Annotate the key ideas

4. Use short lines and short paragraphs. A short line length (perhaps 50 to 60 characters) is much easier to read than the 80-character line of most text editors. Similarly, short paragraphs (especially the first and last paragraph) are more inviting to read. Avoid formatting a long message as one solid paragraph. Don’t shout. Use all-capital letters only for emphasis or to substitute for italicized text (such as book titles). Do NOT type your entire message in all capitals: It is a text- based form of shouting at your reader and is considered rude (not to mention being more difficult to read). Proofread your message before sending it. Do not let the speed and convenience of e-mail lull you into being careless. While an occasional typo or other surface error will probably be overlooked by the reader, excessive errors or sloppy language creates an unprofessional image of the sender.

5. Reading and Text Based Writing  Writing the summary: Cite the author and title of the text Cite the author and title of the text Reduce the length of the original by 2/3 Reduce the length of the original by 2/3 Concentrate on the main ideas and include details only infrequently Concentrate on the main ideas and include details only infrequently Change the original wording without changing the idea Change the original wording without changing the idea

6. Reading and Text Based Writing  Writing the summary: Do not evaluate the content or give an opinion in any way Do not evaluate the content or give an opinion in any way Do not add ideas Do not add ideas Use quotations only infrequently Use quotations only infrequently Use some author tags to remind readers that you are summarizing. Use some author tags to remind readers that you are summarizing. “says York” “according to York” “the author explains” etc.“says York” “according to York” “the author explains” etc.

7. Reading and Text Based Writing  Writing the summary: Apply the rules of summary writing to the summary of “Total Institutions” found on page 12. Apply the rules of summary writing to the summary of “Total Institutions” found on page 12. Mark the instances of poor summary writing by using the rule numbers from the preceding page. Mark the instances of poor summary writing by using the rule numbers from the preceding page.

8. Reading and Text Based Writing  Writing the reaction (may include but is not limited to): Evaluation with critical thinking emphasis Evaluation with critical thinking emphasis Simple discussion of the content presented Simple discussion of the content presented Concentrate on the writer’s experience as related directly to the text Concentrate on the writer’s experience as related directly to the text Used for critical examination of a text Used for critical examination of a text

9. Reading and Text Based Writing  They Say… I Say method She argues ________, and I agree because _____________. She argues ________, and I agree because _____________. Her argument that __________ is supported by _____________. Her argument that __________ is supported by _____________. He claims that _________, and I have mixed feelings about it. On one hand, I agree that _________. On the other, I still insist that __________. He claims that _________, and I have mixed feelings about it. On one hand, I agree that _________. On the other, I still insist that __________.

10. Reading and Text Based Writing  Writing the reaction: Evaluate the reaction to “Total Institutions” on page 19. Evaluate the reaction to “Total Institutions” on page 19. Is the thesis clear?Is the thesis clear? Connection to article—find examples?Connection to article—find examples? What is the affect on “George’s” life?What is the affect on “George’s” life? Close—effective? Why or why not?Close—effective? Why or why not? Apply the They say…I say… method to the reaction.Apply the They say…I say… method to the reaction. Where is it and how does it work? Where is it and how does it work?