1. A Graduate Success Workshop

2.  LISTEN FIRST, respond later.  Recognize the pieces and how they make the whole: Paragraphs as the smallest unit of meaning Sentences as currents that carry ideas….and pool into paragraphs The roots that direct meaning, and the words that HAVE meaning  Take advantage of both top-down and bottom-up clues during the whole process.

3.  Goodman’s pyscholinguistic puzzle http://www.jllonline.co.uk/journal/1_1/lionta s1_1.html  The paradox: In order to read, you must know what is being discussed.  There is a conversation between the reader and writer that operates at 3 levels: Literal Inferential Application

4.  Deep Reading versus Surface Reading Different contexts encode using different cues  Who was this text meant for?  How will that shape the format, language, and amount information taken for granted?  Reading is Pattern Recognition Be aware of what you have seen before, and where

5.  Recognize WHY the author is sharing the information, and any “agendas” he might also have tucked into his work. What is the function?  Inform  Propose  Persuade/ dissuade  Posit  Manipulate

6.  The language itself seeks to convey certain: Tone (formal/informal) Attitude (appreciative/scoffing) Mood (melancholy Cassandra/peppy Pollyanna) Field (sampling in cuisine versus engineering)  How does the author’s use of words inform your understanding/the way you approach the text?

7.  The basics: Skim the paragraphs. Review the assignment BEFORE reading and scan for what you want. Mark main idea(s) of whole text.  Use abstract and title to guide you. Read discussion, intro, methods, results, lit review…. Write summaries of EACH paragraph in the margin in your own words. If you’re confused, ask questions.

8.  Focus on the language elements themselves: Main clauses=main ideas Content words and the defining elements of a sentence (subject + verb (+object/complement) Idiomatic, field-specific references or allusions  A gradation of questions The classic Wh- questions, to brusque and pointed, to accusatory—YOU decide!  What am I supposed to take away from this?  Does the author prove this point, or expect me to agree without evidence? If so, why?  What is this author trying to hide from me?

9.  Good readers are systematic. Great readers are able to take what they want and move on. They know how much and when to read based on: Experience with this type of text Control of language conventions Self-check habits: does this idea mesh with what I understood before? Confidence in their own thinking: this is NOT reasonable support!

10.  John I. Liontas, J. I. (2002). Transactional idiom analysis: Theory and practice. Journal of Language and Linguistics, 1 (1). Retrieved from http://www.jllonline.co.uk/journal/1_1/li ontas1_1.html

11. Call to make an appointment:  657-278-2738 Check out the complete list of our workshops:  On Facebook:  Cal State Fullerton Graduate Students  Grad Studies Website:  http://www.fullerton.edu/graduate/ulc/ http://www.fullerton.edu/graduate/ulc/  ULC Website:  http://fullerton.edu/ulc/graduate_workshop.asp