previous reading assignments in your other subjects

5.2 Effective Reading Strategies

Questions to Consider:

• What methods can you incorporate into your routine to allow adequate time for reading?
• What are the benefits and approaches to active reading?
• Do your courses or major have specific reading requirements?

Allowing Adequate Time for Reading

You should determine the reading requirements and expectations for every class very early in the semester. You also need to understand why you are reading the particular text you are assigned. Do you need to read closely for minute details that determine cause and effect? Or is your instructor asking you to skim several sources so you become more familiar with the topic? Knowing this reasoning will help you decide your timing, what notes to take, and how best to undertake the reading assignment.

Depending on the makeup of your schedule, you may end up reading both primary sources—such as legal documents, historic letters, or diaries—as well as textbooks, articles, and secondary sources, such as summaries or argumentative essays that use primary sources to stake a claim. You may also need to read current journalistic texts to stay current in local or global affairs. A realistic approach to scheduling your time to allow you to read and review all the reading you have for the semester will help you accomplish what can sometimes seem like an overwhelming task.

When you allow adequate time in your hectic schedule for reading, you are investing in your own success. Reading isn’t a magic pill, but it may seem like it when you consider all the benefits people reap from this ordinary practice. Famous successful people throughout history have been voracious readers. In fact, former U.S. president Harry Truman once said, “Not all readers are leaders, but all leaders are readers.” Writer of the U.S. Declaration of Independence, inventor, and also former U.S. president Thomas Jefferson claimed “I cannot live without books” at a time when keeping and reading books was an expensive pastime. Knowing what it meant to be kept from the joys of reading, 19th-century abolitionist Frederick Douglass said, “Once you learn to read, you will be forever free.” And finally, George R. R. Martin, the prolific author of the wildly successful Game of Thrones empire, declared, “A reader lives a thousand lives before he dies . . . The man who never reads lives only one.”

You can make time for reading in a number of ways that include determining your usual reading pace and speed, scheduling active reading sessions, and practicing recursive reading strategies.

Determining Reading Speed and Pacing

To determine your reading speed, select a section of text—passages in a textbook or pages in a novel. Time yourself reading that material for exactly 5 minutes, and note how much reading you accomplished in those 5 minutes. Multiply the amount of reading you accomplished in 5 minutes by 12 to determine your average reading pace (5 times 12 equals the 60 minutes of an hour). Of course, your reading pace will be different and take longer if you are taking notes while you read, but this calculation of reading pace gives you a good way to estimate your reading speed that you can adapt to other forms of reading.

So, for instance, if Marta was able to read 4 pages of a dense novel for her English class in 5 minutes, she should be able to read about 48 pages in one hour. Knowing this, Marta can accurately determine how much time she needs to devote to finishing the novel within a set amount of time, instead of just guessing. If the novel Marta is reading is 497 pages, then Marta would take the total page count (497) and divide that by her hourly reading rate (48 pages/hour) to determine that she needs about 10 to 11 hours overall. To finish the novel spread out over two weeks, Marta needs to read a little under an hour a day to accomplish this goal.

Calculating your reading rate in this manner does not take into account days where you’re too distracted and you have to reread passages or days when you just aren’t in the mood to read. And your reading rate will likely vary depending on how dense the content you’re reading is (e.g., a complex textbook vs. a comic book). Your pace may slow down somewhat if you are not very interested in what the text is about. What this method will help you do is be realistic about your reading time as opposed to waging a guess based on nothing and then becoming worried when you have far more reading to finish than the time available.

Chapter 3 , offers more detail on how best to determine your speed from one type of reading to the next so you are better able to schedule your reading.

Scheduling Set Times for Active Reading

Active reading takes longer than reading through passages without stopping. You may not need to read your latest sci-fi series actively while you’re lounging on the beach, but many other reading situations demand more attention from you. Active reading is particularly important for college courses. You are a scholar actively engaging with the text by posing questions, seeking answers, and clarifying any confusing elements. Plan to spend at least twice as long to read actively than to read passages without taking notes or otherwise marking select elements of the text.

To determine the time you need for active reading, use the same calculations you use to determine your traditional reading speed and double it. Remember that you need to determine your reading pace for all the classes you have in a particular semester and multiply your speed by the number of classes you have that require different types of reading.

Practicing Recursive Reading Strategies

One fact about reading for college courses that may become frustrating is that, in a way, it never ends. For all the reading you do, you end up doing even more rereading. It may be the same content, but you may be reading the passage more than once to detect the emphasis the writer places on one aspect of the topic or how frequently the writer dismisses a significant counterargument. This rereading is called recursive reading.

For most of what you read at the college level, you are trying to make sense of the text for a specific purpose—not just because the topic interests or entertains you. You need your full attention to decipher everything that’s going on in complex reading material—and you even need to be considering what the writer of the piece may not be including and why. This is why reading for comprehension is recursive.

Specifically, this boils down to seeing reading not as a formula but as a process that is far more circular than linear. You may read a selection from beginning to end, which is an excellent starting point, but for comprehension, you’ll need to go back and reread passages to determine meaning and make connections between the reading and the bigger learning environment that led you to the selection—that may be a single course or a program in your college, or it may be the larger discipline, such as all biologists or the community of scholars studying beach erosion.

People often say writing is rewriting. For college courses, reading is rereading.

Strong readers engage in numerous steps, sometimes combining more than one step simultaneously, but knowing the steps nonetheless. They include, not always in this order:

• bringing any prior knowledge about the topic to the reading session,
• asking yourself pertinent questions, both orally and in writing, about the content you are reading,
• inferring and/or implying information from what you read,
• learning unfamiliar discipline-specific terms,
• evaluating what you are reading, and eventually,
• applying what you’re reading to other learning and life situations you encounter.

Let’s break these steps into manageable chunks, because you are actually doing quite a lot when you read.

Accessing Prior Knowledge

When you read, you naturally think of anything else you may know about the topic, but when you read deliberately and actively, you make yourself more aware of accessing this prior knowledge. Have you ever watched a documentary about this topic? Did you study some aspect of it in another class? Do you have a hobby that is somehow connected to this material? All of this thinking will help you make sense of what you are reading.

Application

Imagining that you were given a chapter to read in your American history class about the Gettysburg Address, write down what you already know about this historic document. How might thinking through this prior knowledge help you better understand the text?

Asking Questions

Humans are naturally curious beings. As you read actively, you should be asking questions about the topic you are reading. Don’t just say the questions in your mind; write them down. You may ask: Why is this topic important? What is the relevance of this topic currently? Was this topic important a long time ago but irrelevant now? Why did my professor assign this reading?

You need a place where you can actually write down these questions; a separate page in your notes is a good place to begin. If you are taking notes on your computer, start a new document and write down the questions. Leave some room to answer the questions when you begin and again after you read.

Inferring and Implying

When you read, you can take the information on the page and infer , or conclude responses to related challenges from evidence or from your own reasoning. A student will likely be able to infer what material the professor will include on an exam by taking good notes throughout the classes leading up to the test.

Writers may imply information without directly stating a fact for a variety of reasons. Sometimes a writer may not want to come out explicitly and state a bias, but may imply or hint at his or her preference for one political party or another. You have to read carefully to find implications because they are indirect, but watching for them will help you comprehend the whole meaning of a passage.

Learning Vocabulary

Vocabulary specific to certain disciplines helps practitioners in that field engage and communicate with each other. Few people beyond undertakers and archeologists likely use the term sarcophagus in everyday communications, but for those disciplines, it is a meaningful distinction. Looking at the example, you can use context clues to figure out the meaning of the term sarcophagus because it is something undertakers and/or archeologists would recognize. At the very least, you can guess that it has something to do with death. As a potential professional in the field you’re studying, you need to know the lingo. You may already have a system in place to learn discipline-specific vocabulary, so use what you know works for you. Two strong strategies are to look up words in a dictionary (online or hard copy) to ensure you have the exact meaning for your discipline and to keep a dedicated list of words you see often in your reading. You can list the words with a short definition so you have a quick reference guide to help you learn the vocabulary.

Intelligent people always question and evaluate. This doesn’t mean they don’t trust others; they just need verification of facts to understand a topic well. It doesn’t make sense to learn incomplete or incorrect information about a subject just because you didn’t take the time to evaluate all the sources at your disposal. When early explorers were afraid to sail the world for fear of falling off the edge, they weren’t stupid; they just didn’t have all the necessary data to evaluate the situation.

When you evaluate a text, you are seeking to understand the presented topic. Depending on how long the text is, you will perform a number of steps and repeat many of these steps to evaluate all the elements the author presents. When you evaluate a text, you need to do the following:

• Scan the title and all headings.
• Read through the entire passage fully.
• Question what main point the author is making.
• Decide who the audience is.
• Identify what evidence/support the author uses.
• Consider if the author presents a balanced perspective on the main point.
• Recognize if the author introduced any biases in the text.

When you go through a text looking for each of these elements, you need to go beyond just answering the surface question; for instance, the audience may be a specific field of scientists, but could anyone else understand the text with some explanation? Why would that be important?

Analysis Question

Think of an article you need to read for a class. Take the steps above on how to evaluate a text, and apply the steps to the article. When you accomplish the task in each step, ask yourself and take notes to answer the question: Why is this important? For example, when you read the title, does that give you any additional information that will help you comprehend the text? If the text were written for a different audience, what might the author need to change to accommodate that group? How does an author’s bias distort an argument? This deep evaluation allows you to fully understand the main ideas and place the text in context with other material on the same subject, with current events, and within the discipline.

When you learn something new, it always connects to other knowledge you already have. One challenge we have is applying new information. It may be interesting to know the distance to the moon, but how do we apply it to something we need to do? If your biology instructor asked you to list several challenges of colonizing Mars and you do not know much about that planet’s exploration, you may be able to use your knowledge of how far Earth is from the moon to apply it to the new task. You may have to read several other texts in addition to reading graphs and charts to find this information.

That was the challenge the early space explorers faced along with myriad unknowns before space travel was a more regular occurrence. They had to take what they already knew and could study and read about and apply it to an unknown situation. These explorers wrote down their challenges, failures, and successes, and now scientists read those texts as a part of the ever-growing body of text about space travel. Application is a sophisticated level of thinking that helps turn theory into practice and challenges into successes.

Preparing to Read for Specific Disciplines in College

Different disciplines in college may have specific expectations, but you can depend on all subjects asking you to read to some degree. In this college reading requirement, you can succeed by learning to read actively, researching the topic and author, and recognizing how your own preconceived notions affect your reading. Reading for college isn’t the same as reading for pleasure or even just reading to learn something on your own because you are casually interested.

In college courses, your instructor may ask you to read articles, chapters, books, or primary sources (those original documents about which we write and study, such as letters between historic figures or the Declaration of Independence). Your instructor may want you to have a general background on a topic before you dive into that subject in class, so that you know the history of a topic, can start thinking about it, and can engage in a class discussion with more than a passing knowledge of the issue.

If you are about to participate in an in-depth six-week consideration of the U.S. Constitution but have never read it or anything written about it, you will have a hard time looking at anything in detail or understanding how and why it is significant. As you can imagine, a great deal has been written about the Constitution by scholars and citizens since the late 1700s when it was first put to paper (that’s how they did it then). While the actual document isn’t that long (about 12–15 pages depending on how it is presented), learning the details on how it came about, who was involved, and why it was and still is a significant document would take a considerable amount of time to read and digest. So, how do you do it all? Especially when you may have an instructor who drops hints that you may also love to read a historic novel covering the same time period . . . in your spare time , not required, of course! It can be daunting, especially if you are taking more than one course that has time-consuming reading lists. With a few strategic techniques, you can manage it all, but know that you must have a plan and schedule your required reading so you are also able to pick up that recommended historic novel—it may give you an entirely new perspective on the issue.

Strategies for Reading in College Disciplines

No universal law exists for how much reading instructors and institutions expect college students to undertake for various disciplines. Suffice it to say, it’s a LOT.

For most students, it is the volume of reading that catches them most off guard when they begin their college careers. A full course load might require 10–15 hours of reading per week, some of that covering content that will be more difficult than the reading for other courses.

You cannot possibly read word-for-word every single document you need to read for all your classes. That doesn’t mean you give up or decide to only read for your favorite classes or concoct a scheme to read 17 percent for each class and see how that works for you. You need to learn to skim, annotate, and take notes. All of these techniques will help you comprehend more of what you read, which is why we read in the first place. We’ll talk more later about annotating and note-taking, but for now consider what you know about skimming as opposed to active reading.

Skimming is not just glancing over the words on a page (or screen) to see if any of it sticks. Effective skimming allows you to take in the major points of a passage without the need for a time-consuming reading session that involves your active use of notations and annotations. Often you will need to engage in that painstaking level of active reading, but skimming is the first step—not an alternative to deep reading. The fact remains that neither do you need to read everything nor could you possibly accomplish that given your limited time. So learn this valuable skill of skimming as an accompaniment to your overall study tool kit, and with practice and experience, you will fully understand how valuable it is.

When you skim, look for guides to your understanding: headings, definitions, pull quotes, tables, and context clues. Textbooks are often helpful for skimming—they may already have made some of these skimming guides in bold or a different color, and chapters often follow a predictable outline. Some even provide an overview and summary for sections or chapters. Use whatever you can get, but don’t stop there. In textbooks that have some reading guides, or especially in text that does not, look for introductory words such as First or The purpose of this article  . . . or summary words such as In conclusion  . . . or Finally . These guides will help you read only those sentences or paragraphs that will give you the overall meaning or gist of a passage or book.

Now move to the meat of the passage. You want to take in the reading as a whole. For a book, look at the titles of each chapter if available. Read each chapter’s introductory paragraph and determine why the writer chose this particular order. Depending on what you’re reading, the chapters may be only informational, but often you’re looking for a specific argument. What position is the writer claiming? What support, counterarguments, and conclusions is the writer presenting?

Don’t think of skimming as a way to buzz through a boring reading assignment. It is a skill you should master so you can engage, at various levels, with all the reading you need to accomplish in college. End your skimming session with a few notes—terms to look up, questions you still have, and an overall summary. And recognize that you likely will return to that book or article for a more thorough reading if the material is useful.

Active Reading Strategies

Active reading differs significantly from skimming or reading for pleasure. You can think of active reading as a sort of conversation between you and the text (maybe between you and the author, but you don’t want to get the author’s personality too involved in this metaphor because that may skew your engagement with the text).

When you sit down to determine what your different classes expect you to read and you create a reading schedule to ensure you complete all the reading, think about when you should read the material strategically, not just how to get it all done . You should read textbook chapters and other reading assignments before you go into a lecture about that information. Don’t wait to see how the lecture goes before you read the material, or you may not understand the information in the lecture. Reading before class helps you put ideas together between your reading and the information you hear and discuss in class.

Different disciplines naturally have different types of texts, and you need to take this into account when you schedule your time for reading class material. For example, you may look at a poem for your world literature class and assume that it will not take you long to read because it is relatively short compared to the dense textbook you have for your economics class. But reading and understanding a poem can take a considerable amount of time when you realize you may need to stop numerous times to review the separate word meanings and how the words form images and connections throughout the poem.

The SQ3R Reading Strategy

You may have heard of the SQ3R method for active reading in your early education. This valuable technique is perfect for college reading. The title stands for S urvey, Q uestion, R ead, R ecite, R eview, and you can use the steps on virtually any assigned passage. Designed by Francis Pleasant Robinson in his 1961 book Effective Study, the active reading strategy gives readers a systematic way to work through any reading material.

Survey is similar to skimming. You look for clues to meaning by reading the titles, headings, introductions, summary, captions for graphics, and keywords. You can survey almost anything connected to the reading selection, including the copyright information, the date of the journal article, or the names and qualifications of the author(s). In this step, you decide what the general meaning is for the reading selection.

Question is your creation of questions to seek the main ideas, support, examples, and conclusions of the reading selection. Ask yourself these questions separately. Try to create valid questions about what you are about to read that have come into your mind as you engaged in the Survey step. Try turning the headings of the sections in the chapter into questions. Next, how does what you’re reading relate to you, your school, your community, and the world?

Read is when you actually read the passage. Try to find the answers to questions you developed in the previous step. Decide how much you are reading in chunks, either by paragraph for more complex readings or by section or even by an entire chapter. When you finish reading the selection, stop to make notes. Answer the questions by writing a note in the margin or other white space of the text.

You may also carefully underline or highlight text in addition to your notes. Use caution here that you don’t try to rush this step by haphazardly circling terms or the other extreme of underlining huge chunks of text. Don’t over-mark. You aren’t likely to remember what these cryptic marks mean later when you come back to use this active reading session to study. The text is the source of information—your marks and notes are just a way to organize and make sense of that information.

Recite means to speak out loud. By reciting, you are engaging other senses to remember the material—you read it (visual) and you said it (auditory). Stop reading momentarily in the step to answer your questions or clarify confusing sentences or paragraphs. You can recite a summary of what the text means to you. If you are not in a place where you can verbalize, such as a library or classroom, you can accomplish this step adequately by  saying  it in your head; however, to get the biggest bang for your buck, try to find a place where you can speak aloud. You may even want to try explaining the content to a friend.

Review is a recap. Go back over what you read and add more notes, ensuring you have captured the main points of the passage, identified the supporting evidence and examples, and understood the overall meaning. You may need to repeat some or all of the SQR3 steps during your review depending on the length and complexity of the material. Before you end your active reading session, write a short (no more than one page is optimal) summary of the text you read.

Reading Primary and Secondary Sources

Primary sources are original documents we study and from which we glean information; primary sources include letters, first editions of books, legal documents, and a variety of other texts. When scholars look at these documents to understand a period in history or a scientific challenge and then write about their findings, the scholar’s article is considered a secondary source. Readers have to keep several factors in mind when reading both primary and secondary sources.

Primary sources may contain dated material we now know is inaccurate. It may contain personal beliefs and biases the original writer didn’t intent to be openly published, and it may even present fanciful or creative ideas that do not support current knowledge. Readers can still gain great insight from primary sources, but readers need to understand the context from which the writer of the primary source wrote the text.

Likewise, secondary sources are inevitably another person’s perspective on the primary source, so a reader of secondary sources must also be aware of potential biases or preferences the secondary source writer inserts in the writing that may persuade an incautious reader to interpret the primary source in a particular manner.

For example, if you were to read a secondary source that is examining the U.S. Declaration of Independence (the primary source), you would have a much clearer idea of how the secondary source scholar presented the information from the primary source if you also read the Declaration for yourself instead of trusting the other writer’s interpretation. Most scholars are honest in writing secondary sources, but you as a reader of the source are trusting the writer to present a balanced perspective of the primary source. When possible, you should attempt to read a primary source in conjunction with the secondary source. The Internet helps immensely with this practice.

What Students Say

• How engaging the material is or how much I enjoy reading it.
• Whether or not the course is part of my major.
• Whether or not the instructor assesses knowledge from the reading (through quizzes, for example), or requires assignments based on the reading.
• Whether or not knowledge or information from the reading is required to participate in lecture.
• I read all of the assigned material.
• I read most of the assigned material.
• I skim the text and read the captions, examples, or summaries.
• I use a systematic method such as the Cornell method or something similar.
• I highlight or underline all the important information.
• I create outlines and/or note-cards.
• I use an app or program.
• I write notes in my text (print or digital).
• I don’t have a style. I just write down what seems important.
• I don't take many notes.

You can also take the anonymous What Students Say surveys to add your voice to this textbook. Your responses will be included in updates.

Students offered their views on these questions, and the results are displayed in the graphs below.

What is the most influential factor in how thoroughly you read the material for a given course?

What best describes your reading approach for required texts/materials for your classes?

What best describes your note-taking style?

Researching Topic and Author

During your preview stage, sometimes called pre-reading, you can easily pick up on information from various sources that may help you understand the material you’re reading more fully or place it in context with other important works in the discipline. If your selection is a book, flip it over or turn to the back pages and look for an author’s biography or note from the author. See if the book itself contains any other information about the author or the subject matter.

The main things you need to recall from your reading in college are the topics covered and how the information fits into the discipline. You can find these parts throughout the textbook chapter in the form of headings in larger and bold font, summary lists, and important quotations pulled out of the narrative. Use these features as you read to help you determine what the most important ideas are.

Remember, many books use quotations about the book or author as testimonials in a marketing approach to sell more books, so these may not be the most reliable sources of unbiased opinions, but it’s a start. Sometimes you can find a list of other books the author has written near the front of a book. Do you recognize any of the other titles? Can you do an Internet search for the name of the book or author? Go beyond the search results that want you to buy the book and see if you can glean any other relevant information about the author or the reading selection. Beyond a standard Internet search, try the library article database. These are more relevant to academic disciplines and contain resources you typically will not find in a standard search engine. If you are unfamiliar with how to use the library database, ask a reference librarian on campus. They are often underused resources that can point you in the right direction.

Understanding Your Own Preset Ideas on a Topic

Laura really enjoys learning about environmental issues. She has read many books and watched numerous televised documentaries on this topic and actively seeks out additional information on the environment. While Laura’s interest can help her understand a new reading encounter about the environment, Laura also has to be aware that with this interest, she also brings forward her preset ideas and biases about the topic. Sometimes these prejudices against other ideas relate to religion or nationality or even just tradition. Without evidence, thinking the way we always have is not a good enough reason; evidence can change, and at the very least it needs honest review and assessment to determine its validity. Ironically, we may not want to learn new ideas because that may mean we would have to give up old ideas we have already mastered, which can be a daunting prospect.

With every reading situation about the environment, Laura needs to remain open-minded about what she is about to read and pay careful attention if she begins to ignore certain parts of the text because of her preconceived notions. Learning new information can be very difficult if you balk at ideas that are different from what you’ve always thought. You may have to force yourself to listen to a different viewpoint multiple times to make sure you are not closing your mind to a viable solution your mindset does not currently allow.

Can you think of times you have struggled reading college content for a course? Which of these strategies might have helped you understand the content? Why do you think those strategies would work?

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• Publication date: Mar 27, 2020
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• Book URL: https://openstax.org/books/college-success/pages/1-introduction
• Section URL: https://openstax.org/books/college-success/pages/5-2-effective-reading-strategies

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2.11: How to Read Effectively in Various Disciplines

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Learning Objectives

• Explain tips for reading effectively in various disciplines (sciences, social sciences, and math)

Reading Online

It’s more and more likely that you’ll have to do a large portion of your reading for college online (like this!). Because it is sometimes harder to focus on online readings when there are so many distractions readily available at your fingertips, it’s important to be extra thoughtful as you work through online text. Just as you would with a traditional textbook, take the time to minimize distractions. Use programs such as Mercury Reader, task-trackers, timers, and blockers to reduce unwanted distractions. Preview the text by scrolling through a section, making note of headers and keywords. Be careful when clicking on hyperlinks that you don’t end up losing sight of your initial reading. Navigate through the material in an intentional way. Take notes and annotate or outline either on your device, or with a pen and paper. These strategies will assist you with reading, no matter the subject area.

Reading in the Sciences

Reading in the sciences is likely different than reading in the humanities or for some of your other classes.

Explore the Textbook and Assignments

In a science textbook, it’s helpful to develop a base understanding of how the material is organized. Go over the course outline and the table of contents and compare the two. In addition, explore the lab manual, if you have one.

You also benefit from knowing what you’re required to learn. 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 your readings.

Look over the pictures, tables, diagrams, photographs, and other images. Sometimes those elements are easier to understand than the words.

In the sciences, it is especially helpful to take notes, and learn basic terminology and vocabulary. Studying scientific root prefixes and suffixes and using context clues can help you understand new words.

Analyze For Comprehension

Scientific texts usually follow the same writing patterns. Once you can recognize and analyze them, your comprehension will increase.

The Classification Pattern: used by scientists to group and sub-group various things, objects, or areas. For example, a scientist who wishes to discuss the structure of a plant may break his topic into various subheadings as roots, stems, leaves, or flowers. Recognizing these structural parts in order of importance or position is essential to good comprehension and note-taking.

The Process Description Pattern: 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 in citing examples or illustrations. In science, the word “fact” has a more exacting meaning than in other areas.

The Problem-Solving Pattern: usually found in passages from science texts which describe or recount past scientific problems, or scientific discoveries 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 was answered?

In addition, application of these questions can help you to separate the major and minor points.

Experiment-Instruction Pattern: to understand this 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 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.

Reading in the Social Sciences

Faced with a long list of readings in any social science field, you need to learn to read extensively as well as intensively; it is rarely practical to read everything word for word and line for line. Although close textual reading and interpretation is part of social science tradition, it is often not possible, especially for introductory and intermediate level survey courses. Instead of trying to read every line and word, consider the following suggestions for more efficient and effective course reading.

Organize reading over the weeks and months

Look over the material to be covered (syllabus and tables of contents in assigned books). Estimate the amount of reading for the semester and try to divide the work on a weekly basis. Try to keep your work and pace steady. It will become less burdensome and easier to manage.

Begin any reading assignment by reading the abstract, preface, introductions, and conclusions

The beginning and end are frequently the most important parts of any text because the author often signals his or her major themes and arguments. It is necessary, however, to look over, sometimes very carefully and completely, the central portions of the text to identify the evidence provided for the major themes/theses. Often, the topic (first) sentences of paragraphs provide the links in the author’s argument.

Mechanics of reading and note-taking

Read the text and make marginal notes indicating what seemed like the strongest parts of the text. When you have completed a once-through of the text, go back and take notes in outline form, by paraphrasing sentences or paragraphs until you have reduced the many pages of text to a few pages. (Make sure to keep an accurate citation to the work so that any future use of these notes and paraphrases can be appropriately cited—you do not want to find yourself engaged in plagiarism.)

Thinking Analytically about readings

• Classify the book or article according to kind and subject matter. Into what genre does that work fit? What is the book about?
• Number the major parts in their order and relations. Outline these as you have outlined the whole.
• Define the specific problem or problems the author has tried to solve. What question does the author claim to address? You might also want to think about how this reading fits into the course. Why did the instructor place the reading at this point in the course? What is the topic on the syllabus? How does this reading provide an answer or information for this topic?
• What theoretical statements does the author make? A theoretical statement proposes a relationship. For example, structural theories of deviance suggest that deviance (that which is to be explained) is a consequence of the structure (organization of the parts) of a society. In other words, social structure produces deviance.
• What are the concepts and variables used? Become familiar with the author by defining keywords. Know the details of the argument. In the example above: what is social structure? What is meant by deviance? Do structural theorists/ writers assume the reader knows what is meant by social structure? Do you need to find out what this means in order to understand the reading?
• How does the author’s argument/ position compare with that of others who address the same question or related questions? Where are the points of similarity and difference?
• What value judgments does the author make? What values does the author assume readers will share? What assumptions does the author make that may be contestable?
• What is the author’s methodology? (Here you should be concerned not only with the methods used but the kinds of arguments implied or given about what methods are more or less appropriate.) What constitutes evidence in this reading? Know the author’s arguments by finding them in, or constructing them out of, sequences of sentences.
• Determine which of the problems the author has solved and which she has not. Of those not solved, decide which the author knows she has failed to solve. If you disagree with the author, on what basis do you rest your disagreement? Is the author uninformed, misinformed, illogical, imprecise, or incomplete? Criticize fairly; do not pass judgment based on personal opinion, taste, or preference. Is the argument internally consistent? Does the evidence (both that presented by the author and other evidence in the field) support the argument?

Reading for Math Class

Unlike some classes where you are able to skim over some readings to look for specific information, readings for a math class require careful reading of every word. Math textbooks rely heavily on practice problems, so you will typically find a few paragraphs of explanation and introduction, then problems. You want to make sure you have a pencil and paper in hand, and even if you think you know how to do the problem, it’s a good idea to work through every example. Be sure to plan enough time for this, and work slowly through each step. Write down your notes during each step as well, so if you are confused about anything, you’ll be able to pinpoint which step is giving you a hard time. Here are some tips for working through a solved problem in the textbook:

• Work through the problem one step at a time
• Close the book and try to work it again on your own
• Repeat until you can reproduce the solution with the book closed
• Try not to memorize the solution
• Keep track of “what to do” to move from each line to the next
• It’s okay if your version has more lines than the author’s (it may take you two or three steps to accomplish what the author does in one). This is a good sign that you’re thinking for yourself!
• Be patient. It’s common to spend an hour or two on a single page. It’s worth your time to learn the process.

After you can work through the solved problems on your own, the homework should be much easier since there will be similar problems. Time spent on problems the author has solved for you will pay off in higher grades.

Don’t worry if the author or your instructor makes it “look easy.” They work hard when you aren’t looking. The author chooses “cleaned up” problems for his or her textbook. Teachers do the same thing when preparing for a lecture. Good math is messy! If you get really lost, scrap your work and start over on that problem.

https://assessments.lumenlearning.co...essments/20218

Contributors and Attributions

• Revision and Adaptation. Provided by : Lumen Learning. License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
• Image of scientist holding molecule. Authored by : Philip Bond. Located at : https://flic.kr/p/NZQuw . License : CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives
• How to Read Effectively in the Sciences. Authored by : John Croom III. Located at : http://croomphysics.com/index.php?p=reading_science&lb=reading . Project : Croom Physics. License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
• Image of colored tubes. Authored by : poisson lucas. Located at : https://flic.kr/p/eUJs3s . License : CC BY-NC: Attribution-NonCommercial
• Guide to Reading Social Science: How to work through long reading assignments. Authored by : Susan S. Sibley. Provided by : MIT. Located at : http://ocw.mit.edu/courses/anthropology/21a-245j-power-interpersonal-organizational-and-global-dimensions-fall-2005/study-materials/guidereading.pdf . Project : MIT Open Courseware. License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
• Image of math problems. Authored by : Jeremy Mikkola. Located at : https://flic.kr/p/379T7b . License : CC BY: Attribution
• How to Read a Math Textbook. Provided by : Great Basin College. Located at : http://www.gbcnv.edu/documents/ASC/docs/00000075.pdf . License : CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives

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Chapter 1: Introduction to Academic Writing

1.1 Post-Secondary Reading and Writing

Learning Objectives

• Understand the expectations for reading and writing assignments in post-secondary (university, college, institute) courses
• Understand and apply general strategies to complete post-secondary-level reading assignments efficiently and effectively
• Recognize specific types of writing assignments frequently included in post-secondary courses
• Understand and apply general strategies for managing post-secondary-level writing assignments
• Determine specific reading and writing strategies that work best for you individually

In a post-secondary environment, academic expectations change from what you may have experienced in high school. The quantity of work you are expected to do is increased. When instructors expect you to read pages upon pages or study hours and hours for one particular course, managing your workload can be challenging. This chapter includes strategies for studying efficiently and managing your time.

The quality of the work you do also changes. It is not enough to understand course material and summarize it on an exam. You will also be expected to seriously engage with new ideas by reflecting on them, analyzing them, critiquing them, making connections, drawing conclusions, or finding new ways of thinking about a given subject. Educationally, you are moving into deeper waters. A good introductory writing course will help you swim.

H5P: High School vs. Post-Secondary Assignments

For each of the following assignment scenarios, decide whether it better reflects the high school or post-secondary experience.

• High School
• Post-Secondary

This chapter covers the types of reading and writing assignments you will encounter as a post-secondary student. You will also learn a variety of strategies for mastering these new challenges—and becoming a more confident student and writer.

Throughout this chapter, you will follow a first-year student named Crystal. After several years of working as a saleswoman in a department store, Crystal has decided to pursue a degree in elementary education and become a teacher. She is continuing to work part time, and occasionally she finds it challenging to balance the demands of work, school, and caring for her four-year-old son. As you read about Crystal, think about how you can use her experience to get the most out of your own experience.

Setting Goals

By planning carefully and following through on her daily and weekly goals, Crystal was able to fulfill one of her goals for the semester. Although her exam scores were not as high as she had hoped, her consistently strong performance on writing assignments tipped her grade from a B+ to an A−. She was pleased to have earned a high grade in one of the required courses for her major. She was also glad to have gotten the most out of an introductory course that would help her become an effective teacher.

How does Crystal’s experience relate to your own post-secondary educational experience?

To do well in the post-secondary environment, it is important to stay focused on how your day-to-day actions determine your long-term success. You may not have defined your career goals or chosen a major yet. Even so, you surely have some overarching goals for what you want out of your studies to expand your career options, to increase your earning power, or just to learn something new. In time, you will define your long-term goals more explicitly. Doing solid, steady work, day by day and week by week, will help you meet those goals.

Discussion 1

With your group, discuss the following issues and questions :

Introduce yourself: Who are you? Why are you taking the course? Where are you living now?

• How do you feel about writing in general? (You will not be judged on this.)
• Identify one long-term goal you would like to have achieved by the time you complete your diploma or degree. For instance, you might want a particular job in your field.
• Identify one semester goal that will help you fulfill the long-term goal you just set.
• In what ways do you think post-secondary education will be rewarding for you as a learner?
• What aspects of post-secondary education do you expect to find most challenging?
• What changes do you think you might have to make in your life to ensure your success in a post-secondary learning environment?

H5P: Reflecting on goals

When you finish your group discussion (or if you weren’t able to have a group discussion today), reflect on your conversation by noting down some thoughts for each question.

Reading Strategies

Your post-secondary courses will sharpen both your reading and your writing skills. Most of your writing assignments—from brief response papers to in-depth research projects—will depend on your understanding of course reading assignments or related readings you do on your own. And it is difficult, if not impossible, to write effectively about a text that you have not understood. Even when you do understand the reading, it can be hard to write about it if you do not feel personally engaged with the ideas discussed.

This section discusses strategies you can use to get the most out of your reading assignments. These strategies fall into three broad categories:

• Planning strategies  to help you manage your reading assignments
• Comprehension strategies  to help you understand the material
• Active reading strategies  to take your understanding to a higher and deeper level

Planning Your Reading

Have you ever stayed up all night cramming just before an exam? Or found yourself skimming a detailed memo from your boss five minutes before a crucial meeting? The first step in handling your reading successfully is planning. This involves both managing your time and setting a clear purpose for your reading.

Managing Your Reading Time

You will learn more detailed strategies for time management in  Section 1.2: Developing Study Skills , but for now, focus on setting aside enough time for reading and breaking your assignments into manageable chunks. For example, if you are assigned a 70-page chapter to read for next week’s class, try not to wait until the night before to get started. Give yourself at least a few days and tackle one section at a time.

Your method for breaking up the assignment will depend on the type of reading. If the text is very dense and packed with unfamiliar terms and concepts, you may need to read no more than 5 or 10 pages in one sitting so that you can truly understand and process the information. With more user-friendly texts, you will be able to handle longer sections—20 to 40 pages, for instance. And if you have a highly engaging reading assignment, such as a novel you cannot put down, you may be able to read lengthy passages in one sitting.

As the semester progresses, you will develop a better sense of how much time you need to allow for the reading assignments in different subjects. It also makes sense to preview each assignment well in advance to assess its difficulty level and to determine how much reading time to set aside.

Setting a Purpose

The other key component of planning is setting a purpose. Knowing what you want to get out of a reading assignment helps you determine how to approach it and how much time to spend on it. It also helps you stay focused during those occasional moments when it is late, you are tired, and when relaxing in front of the television sounds far more appealing than curling up with a stack of journal articles.

Sometimes your purpose is simple. You might just need to understand the reading material well enough to discuss it intelligently in class the next day. However, your purpose will often go beyond that. For instance, you might also read to compare two texts, to formulate a personal response to a text, or to gather ideas for future research. Here are some questions to ask to help determine your purpose:

• Read Chapter 2 and come to class prepared to discuss current theories related to conducting risk assessments.
• Read these two articles and compare Smith’s and Jones’s perspectives on the Charter of Rights and Freedoms (1982).
• Read Chapter 5 and think about how you could apply these guidelines to the first stages of onsite patient assessment.
• How deeply do I need to understand the reading? If you are majoring in emergency management and you are assigned to read Chapter 1, “Introduction to Emergency Management,” it is safe to assume the chapter presents fundamental concepts that you will be expected to master. However, for some reading assignments, you may be expected to form a general understanding but not necessarily master the content. Again, pay attention to how your instructor presents the assignment.
• How does this assignment relate to other course readings or to concepts discussed in class? Your instructor may make some of these connections explicitly, but if not, try to draw connections on your own. (Needless to say, it helps to take detailed notes both when in class and when you read.)
• How might I use this text again in the future? If you are assigned to read about a topic that has always interested you, your reading assignment might help you develop ideas for a future research paper. Some reading assignments provide valuable tips or summaries worth bookmarking for future reference. Think about what you can take from the reading that will stay with you.

Improving Your Comprehension

You have blocked out time for your reading assignments and set a purpose for reading. Now comes the challenge: making sure you actually understand all the information you are expected to process. Some of your reading assignments will be fairly straightforward. Others, however, will be longer or more complex, so you will need a plan for how to handle them.

For any expository writing—that is, nonfiction, informational writing—your first comprehension goal is to identify the main points and relate any details to those main points. Because post-secondary-level texts can be challenging, you will also need to monitor your reading comprehension. That is, you will need to stop periodically and assess how well you understand what you are reading. Finally, you can improve comprehension by taking time to determine which strategies work best for you and putting those strategies into practice.

Identifying the Main Points

In your courses, you will be reading a wide variety of materials, including the following:

• Textbooks. These usually include summaries, glossaries, comprehension questions, and other study aids.
• Nonfiction trade books. These are less likely to include the study features found in textbooks.
• Popular magazines, newspapers, or web articles. These are usually written for a general audience.
• Scholarly books and journal articles. These are written for an audience of specialists in a given field.

Regardless of what type of expository text you are assigned to read, your primary comprehension goal is to identify the main point: the most important idea that the writer wants to communicate and often states early on. Finding the main point gives you a framework to organize the details presented in the reading and relate the reading to concepts you have learned in class or through other reading assignments. After identifying the main point, you will find the supporting points, details, facts, and explanations that develop and clarify the main point.

Some texts make that task relatively easy. Textbooks, for instance, include the aforementioned features as well as headings and subheadings intended to make it easier for students to identify core concepts. Graphic features such as sidebars, diagrams, and charts help students understand complex information and distinguish between essential and inessential points. When you are assigned to read from a textbook, be sure to use available comprehension aids to help you identify the main points.

Trade books and popular articles may not be written specifically for an educational purpose; nevertheless, they also include features that can help you identify the main ideas.

Trade books. Many trade books include an introduction that presents the writer’s main ideas and purpose for writing. Reading chapter titles (and any subtitles within the chapter) will help you get a broad sense of what is covered. It also helps to read the beginning and ending paragraphs of a chapter closely. These paragraphs often sum up the main ideas presented.

Popular articles. Reading the headings and introductory paragraphs carefully is crucial. In magazine articles, these features (along with the closing paragraphs) present the main concepts. Hard news articles in newspapers present the gist of the news story in the lead paragraph, while subsequent paragraphs present increasingly general details.

At the far end of the reading difficulty scale are scholarly books and journal articles. Because these texts are aimed at a specialized, highly educated audience, the authors presume their readers are already familiar with the topic. The language and writing style is sophisticated and sometimes dense.

When you read scholarly books and journal articles, try to apply the same strategies discussed earlier for other types of text. The introduction usually presents the writer’s thesis—the idea or hypothesis the writer is trying to prove. Headings and subheadings can help you understand how the writer has organized support for the thesis. Additionally, academic journal articles often include a summary at the beginning, called an abstract, and electronic databases include summaries of articles too.

Monitoring Your Comprehension

Finding the main idea and paying attention to text features as you read helps you figure out what you should know. Just as important, however, is being able to figure out what you do not know and developing a strategy to deal with it.

Textbooks often include comprehension questions in the margins or at the end of a section or chapter. As you read, stop occasionally to answer these questions on paper or in your head. Use them to identify sections you may need to reread, read more carefully, or ask your instructor about later.

Even when a text does not have built-in comprehension features, you can actively monitor your own comprehension. Try these strategies, adapting them as needed to suit different kinds of texts:

Summarize. At the end of each section, pause to summarize the main points in a few sentences. If you have trouble doing so, revisit that section. (You will learn more about this in Chapter 3 : Putting I deas into Y our O wn W ords and Paragraphs .)

Ask and answer questions. When you begin reading a section, try to identify two to three questions you should be able to answer after you finish it. Write down your questions and use them to test yourself on the reading. If you cannot answer a question, try to determine why. Is the answer buried in that section of reading but just not coming across to you? Or do you expect to find the answer in another part of the reading?

Do not read in a vacuum. Look for opportunities to discuss the reading with your classmates. Many instructors set up online discussion forums or blogs specifically for that purpose. Participating in these discussions can help you determine whether your understanding of the main points is the same as your peers’.

These discussions can also serve as a reality check. If everyone in the class struggled with the reading, it may be exceptionally challenging. If it was easy for everyone but you, you may need to see your instructor for help.

As a working mother, Crystal found that the best time to get her reading done was in the evening, after she had put her four-year-old to bed. However, she occasionally had trouble concentrating at the end of a long day. She found that by actively working to summarize the reading and asking and answering questions, she focused better and retained more of what she read. She also found that evenings were a good time to check the class discussion forums that a few of her instructors had created.

Self-Practice Exercise 1.1

H5P: Reading Activity

For this activity, you can choose any reading you’ve been assigned in another class. (This course is intended to help you succeed in your other courses!) If you don’t have any assigned readings, you can choose something you need to read for work or for another application, or a news story you’ve been meaning to get around to.

• Summarize the main points of your text in two or three sentences.
• Write down two to three questions about the text that you can bring up during class discussion.
• Doing this active reading exercise when you have assigned readings will enable you to be more successful because you will be prepared for class discussions.

Tip: Students are often reluctant to seek help. They feel like doing so marks them as slow, weak, or demanding. The truth is, every learner occasionally struggles. If you are sincerely trying to keep up with the course reading but feel like you are in over your head, seek help. Speak up in class, schedule a meeting with your instructor, or visit your university learning centre for assistance.

Deal with the problem as early in the semester as you can. Instructors respect students who are proactive about their own learning. Most instructors will work hard to help students who make the effort to help themselves.

Taking It to the Next Level: Active Reading

Now that you have acquainted (or reacquainted) yourself with useful planning and comprehension strategies, your reading assignments may feel more manageable. You know what you need to do to get your reading done and make sure you grasp the main points. However, the most successful students in are not only competent readers but active, engaged readers.

There are two common strategies for active reading:

• Applying the four reading stages

Both will help you look at a text in depth and help prepare you for when you have to study to use the information on an exam. You should try them both and decide which works better for you.

Four reading stages

Everyone reads and retains (or not) information in different ways. However, applying the following four stages of reading whenever you pick up material will not only help you understand what you are reading, but will also increase the changes of your actually remembering what you have read. While it may seem that this strategy of four reading stages takes a lot of time, it will become more natural for you as you continue applying it. Also, using these four stages will actually save you time because you will already have retained a lot, if not all, of the content, so when it is time to study for your exam, you will find that you already know the material.

Effective academic reading and study seeks not only to gain an understanding of the facts, opinions, and beliefs presented in a text, but also of the biases, assumptions, and perspectives underlying the discussion. The aim is to analyze, interpret, and evaluate the text, and then to draw logical inferences and conclusions.

The four reading strategies you will need to sharpen in order to get through your material are:

Survey reading

Close reading, inquiry reading, critical reading.

These four strategies all stress “reading as thinking.” You will need to read actively to comprehend and remember what you are reading, for both your own and your instructor’s purposes. In order to do that, you need to think about the relevance of ideas to one another and about their usefulness to you personally, professionally, and academically.

Again, this differs from our usual daily reading activities, where interest often determines what we choose to read rather than utility. What happens when we are really not interested in what we are reading or seeing? Our eyes move down the page and our minds are elsewhere. We may read anywhere from one paragraph to several pages and suddenly realize we do not have the foggiest idea what we have just read. Clearly focusing our reading purpose on surveying, reading closely, being inquisitive, and reading critically, means we are reading for specific results: we read faster, know what we want, and read to get it.

Surveying quickly (2 to 10 minutes if it is a long chapter) allows you to see the overall picture or gist of what the text is sharing with you. Some of the benefits of surveying are listed below:

• It increases reading rate and attention because you have a road map: a mental picture of the beginning, middle, and end of this journey.
• In helps you create a mental map, allowing you to organize your travel by highlighting key topics and getting impressions of relevance, which in turn helps in the business or remembering.
• It aids in budgeting study time because you know the length and difficulty of the material. Usually you read study material to find out what is there in order to go back later and learn it. With surveying you accomplish the same in one-tenth the time.
• It improves concentration because you know what is ahead and how what you are reading fits into the total picture.

Technique for survey reading

For a text or chapter, look at introductions, summaries, chapter headings, bold print, and graphics to piece together the main theme and its development.

Practical uses

Magazines, journals, books, chapters, sections of dense material, anything that allows for an overview.

Close reading allows you to concentrate and make decisions now about what is relevant and what is not. Its main purpose is to help ensure that you understand what you are reading and to help you store information in a logical and organized way, so when you need to recall the information, it is easier for you to do so. It is a necessary and critical strategy for academic reading for the following reasons:

• You read as if you were going to be tested on it immediately upon completion. You read to remember at least 75 to 80 percent of the information.
• You clearly identify main concepts, key details, and their relationships with one another. Close reading allows you to summarize effectively what you read.
• Your ability to answer essay questions improves because the concepts are more organized and understood rather than merely memorized.
• You become more confident because your understanding improves which, in turn, increases your enjoyment.

Technique for close reading

Survey for overall structure; read, annotating main theme, key points, and essential detail; summarize the important ideas and their development.

Any reading that requires 80 percent comprehension and retention of main points and supporting detail.

Inquiry reading tends to be what we do with material we are naturally interested in. We usually do not notice we are doing this because we enjoy learning and thinking about it. Discovery reading is another term that describes this type of reading. Some of its benefits to the study process include:

• Increased focus : By asking interpretative questions, determining relevance, and searching for your answers, you are involved and less likely to be bored or distracted.
• Retention : Memory of the material is improved because of increased involvement.
• Stimulation of creativity : This involvement will raise new questions for you and inspire further research.
• Matching instructor expectations : Instructors are usually seeking deeper understanding as well as basic memory of concepts.

Technique for inquiry reading

Increase the volume and depth in questions while reading informational, interpretative, analytical, synthesizing, and evaluating kinds of questions.

Any material that requires both thorough comprehension and needs or inspires examination

Critical reading is necessary in order to determine the salience (or key points) of the concepts presented, their relevance, and the accuracy of arguments. When you read critically, you become even more deeply involved with the material, which will allow you to make better judgments about what is the more important information.

People often read reactively to material—especially debate, controversy, and politics. When readers react, they bring a wealth of personal experience and opinion to the concept to which they are reacting. But critical reading requires thinking—as you would expect—critically about the material. Critical thinking relies on reason, evidence, and open mindedness and recognizes the biases, assumptions, and motives of both the writer and the reader.

Learning to read critically offers these advantages:

• By substantiating arguments and interpreting, analyzing, and evaluating those supporting the concept moves mere reaction into critical reading and deepens your understanding.
• By analyzing relationships between the material read and other readings or experience, you can make connections.
• By making connections, you will increase your concentration and confidence in being able to discuss and evaluate what you read.

Technique for critical reading

Understand and analyze the material in terms of writer’s purpose and results, relevance to readers, and value to the field at large.

Any material that requires evaluation.

Your memory of facts and concepts will be enhanced by surveying and close reading. Interpretation, relevance, application, and evaluation of presented facts and concepts require deeper questioning and involvement. Inquiry and critical reading are more applicable at these stages. We will be discussing this in the next section: SQ3R.

Using the SQ3R strategy

Another strategy you can use to become a more active, engaged reader is SQ3R, which is a step-by-step process to follow before, during, and after reading. You could use SQ3R for a variety of reading purposes:

• Getting main concepts only
• Flushing out key details
• Organizing concepts
• Writing a coherent summary of significant points and their development

This is not a new or unfamiliar process; SQ3R is only a new name. It describes surveying various resources (e.g., papers, journals, other relevant sources) for whatever project we are working on; generating questions to shape our understanding of the topic; reading the material; marking, reciting, or, in some way, logging what is critical to our task; and reviewing on what we have read.

You may already use some variation of SQ3R. In essence, the process works like this:

• Survey the text in advance.
• Form questions before you start reading.
• Read the text.
• Recite and/or record important points during and after reading.
• Review and reflect on the text after you read.

Each of these elements is discussed below.

Before you read, first survey or preview the text. As noted earlier, reading introductory paragraphs and headings can help you begin to figure out the author’s main point and identify what important topics will be covered. However, surveying does not stop there. Flip through the text and look for any pictures, charts or graphs, the table of contents, index, and glossary. Scan the preface and introduction to each chapter Skim a few paragraphs. Preview any boldfaced or italicized vocabulary terms. This will help you form a first impression of the material and determine the appropriateness of the material.

The final stage of surveying occurs once you have identified which chapters are relevant. Quickly look at any headings as well as the introduction and conclusion to the chapter to confirm the relevance of the information.

Sometimes, this survey step alone may be enough because you may need only a general familiarization with the material. This is also when you will discover whether or not you want to look at the book more deeply.

If you keep the question of why you are reading the material in mind, it will help you focus because you will be actively engaged in the information you are consuming. Also, if there are any visual aids, you will want to examine what they are showing as they probably represent important ideas.

Next, start brainstorming questions about the text. What do you expect to learn from the reading? You may find that some questions come to mind immediately based on your initial survey or based on previous readings and class discussions. If not, try using headings and subheadings in the text to formulate questions. For instance, if one heading in your textbook is Conditional Sentence and another is Conditional Release , you might ask yourself these questions:

• What are the major differences between these two concepts?
• Where does each appear in the sentencing process?

Although some of your questions may be simple factual questions, try to come up with a few that are more open ended. Asking in-depth questions will help you stay more engaged as you read. Once you have your questions in mind, you can move to the next step of actively reading to see if you can come up with an answer.

The next step is simple: read . As you read, notice whether your first impressions of the text were correct. Are the author’s main points and overall approach about the same as what you predicted—or does the text contain a few surprises? Also, look for answers to your earlier questions and begin forming new ones. Continue to revise your impressions and questions as you read.

While you are reading, pause occasionally to recite or record important points. It is best to do this at the end of each section or when there is an obvious shift in the writer’s train of thought. Put the book aside for a moment and recite aloud the main points of the section or any important answers you found there. You might also record ideas by jotting down a few brief notes in addition to, or instead of, reciting aloud. Either way, the physical act of articulating information makes you more likely to remember it.

After you have finished reading, set the book aside and briefly answer your initial question by making notes or highlighting/underlining. Try to use your own words as much as possible, but if you find an important quote, you can identify it as well. If there are any diagrams, makes notes from memory on what information they are giving. Then look back at the diagrams to make sure you were accurate.

Repeat this questioning, reading, and reciting process for the rest of the chapter. As you work your way through, occasionally pause and really think about what you have read; it is easy to work through a section or chapter and realize that you have not actually absorbed any of the material.

Review and reflect

Once you have looked at the whole chapter, try to put each section into the context of the bigger picture. Ask yourself if you have really answered each question you set out with and if you have been accurate in your answers. To make sure that you really remember the information, review your notes again after about one week and then again three or four weeks later. Also, if the textbook includes review questions or your instructor has provided a study guide, use these tools to guide your review. You will want to record information in a more detailed format than you used during reading, such as in an outline or a list.

As you review the material, reflect on what you learned. Did anything surprise you, upset you, or make you think? Did you find yourself strongly agreeing or disagreeing with any points in the text? What topics would you like to explore further? Jot down your reflections in your notes. (Instructors sometimes require students to write brief response papers or maintain a reading journal. Use these assignments to help you reflect on what you read.)

Tip: As you go through your future readings, practice this method considering these points:

• From memory, jot down the key ideas discussed in the section you just read. If you need it, use a separate piece of paper. Look back through the text and check your memory with what you jotted down. How did you do?
• Choose one section from the chapter and write a summary from memory of what you learned from that section.
• Now review that section. Identity what corresponds and what you omitted. How are you doing? When you read that section, did you consciously intend to remember it?

Although this process may seem time-consuming, you will find that it will actually save time. Because you have a question in mind while reading, you have more of a purpose while looking for the important information. The notes you take will also be more organized and concise because you are focused, and this will save you time when it comes to writing essays. Also, since you have reviewed throughout the process, you will not need to spend as much time reviewing for exams because it is already stored in your memory.

Self-Practice Exercise 1.2

Choose another text that that you have been assigned to read for a class. Use the SQ3R process to complete the reading. (Keep in mind that you may need to spread the reading over more than one session, especially if the text is long.) Again, if you don’t have any assigned readings, you can choose something you need to read for work or for another application, or a news story you’ve been meaning to get around to.

The prompts below will guide you through the SQ3R process.

• Step One: Survey. Preview the reading. Read the introduction, headers, figures or charts, and skim a few paragraphs. Identify which parts of the reading are most relevant to your purposes.
• Step Two: Question. Brainstorm some questions you have about the text. Aim for a balance of factual questions (what does this word mean?) and open-ended (is this argument successful?).
• Step Three: Read. Time to do the reading itself now! Don’t be shy about highlights, making notes in the margins, or marking pages with sticky notes to help you flag the things that are important and that interest you.
• Step Four: Recite. As you read, pause to record important details. When you finish reading, see if you can answer the questions you identified in Step One.
• Step Five: Review and Reflect. Return to the text and your responses to see if you’ve accurately answered the questions, and if your understanding of the important points is detailed or correct enough.
• On a scale from one to ten, how helpful did you find this process?
• How does it compare with other study techniques you have used?

Using Other Active Reading Strategies

The SQ3R process encompasses a number of valuable active reading strategies: previewing a text, making predictions, asking and answering questions, and summarizing. You can use the following additional strategies to further deepen your understanding of what you read.

• Connect what you read to what you already know. Look for ways the reading supports, extends, or challenges concepts you have learned elsewhere.
• Relate the reading to your own life. What statements, people, or situations relate to your personal experiences?
• Visualize. For both fiction and nonfiction texts, try to picture what is described. Visualizing is especially helpful when you are reading a narrative text, such as a novel or a historical account, or when you read expository text that describes a process, such as how to perform cardiopulmonary resuscitation (CPR).
• Pay attention to graphics as well as text. Photographs, diagrams, flow charts, tables, and other graphics can help make abstract ideas more concrete and understandable.
• Understand the text in context. Understanding context means thinking about who wrote the text, when and where it was written, the author’s purpose for writing it, and what assumptions or agendas influenced the author’s ideas. For instance, two writers might both address the subject of health care reform, but if one article is an opinion piece and one is a news story, the context is different.
• Plan to talk or write about what you read. Jot down a few questions or comments in your notebook so you can bring them up in class. (This also gives you a source of topic ideas for papers and presentations later in the semester.) Discuss the reading on a class discussion board or blog about it.

As Crystal began her first semester of elementary education courses, she occasionally felt lost in a sea of new terms and theories about teaching and child development. She found that it helped to relate the reading to her personal observations of her son and other kids she knew .

Many courses require students to participate in interactive online components, such as a discussion forum, a page on a social networking site, or a class blog. These tools are a great way to reinforce learning. Do not be afraid to be the student who starts the discussion.

Remember that when you interact with other students and teachers online, you need to project a mature, professional image. You may be able to use an informal, conversational tone, but complaining about the workload, using off-colour language, or “flaming” other participants is inappropriate.

Active reading can benefit you in ways that go beyond just earning good grades. By practising these strategies, you will find yourself more interested in your courses and better able to relate your academic work to the rest of your life. Being an interested, engaged student also helps you form lasting connections with your instructors and with other students that can be personally and professionally valuable. In short, it helps you get the most out of your education.

Common Writing Assignments

Writing assignments at the post-secondary level serve a different purpose than the typical writing assignments you completed in high school. In high school, teachers generally focus on teaching you to write in a variety of modes and formats, including personal writing, expository writing, research papers, creative writing, and writing short answers and essays for exams. Over time, these assignments help you build a foundation of writing skills.

Now, however, your instructors will expect you to already have that foundation. Your composition courses will focus on writing for its own sake, helping you make the transition to higher-level writing assignments. However, in most of your other courses, writing assignments serve a different purpose. In those courses, you may use writing as one tool among many for learning how to think about a particular academic discipline.

Additionally, certain assignments teach you how to meet the expectations for professional writing in a given field. Depending on the class, you might be asked to write a lab report, a case study, a literary analysis, a business plan, or an account of a personal interview. You will need to learn and follow the standard conventions for those types of written products.

Finally, personal and creative writing assignments are less common at the post-secondary level than in high school. College and university courses emphasize expository writing—writing that explains or informs. Often expository writing assignments will incorporate outside research, too. Some classes will also require persuasive writing assignments in which you state and support your position on an issue. Your instructors will hold you to a higher standard when it comes to supporting your ideas with reasons and evidence.

The following activity lists some of the most common types assignments you will encounter at the post-secondary level. It includes minor, less formal assignments as well as major ones. Which specific assignments you will be given will depend on the courses you take and the learning objectives developed by your instructors.

H5P: Match the assignment type to the description. The textual tips will give examples.

Assignment type :

• Research Paper
• Personal Response Paper
• Laboratory Report
• Research Journal
• Position Paper
• Literature Review
• Problem Solution Paper

Description :

• Expresses and explains your response to a reading assignment, a provocative quote, or a specific issue; may be very brief (sometimes a page or less) or more in depth.
• Restates the main points of a longer passage objectively and in your own words.
• States and defends your position on an issue (often a controversial issue).
• Presents a problem, explains its causes, and proposes and explains a solution.
• States a thesis about a particular literary work and develops the thesis with evidence from the work and, sometimes, from additional sources.
• Sums up available research findings on a particular topic.
• Investigates a particular person, group, or event in depth for the purpose of drawing a larger conclusion from the analysis.
• Presents a laboratory experiment, including the hypothesis, methods of data collection, results, and conclusions.
• Records a student’s ideas and findings during the course of a long-term research project.
• Presents a thesis and supports it with original research and/or other researchers’ findings on the topic; can take several different formats depending on the subject area.

Writing at Work

Part of managing your education is communicating well with others at your institution. For instance, you might need to email your instructor to request an office appointment or explain why you will need to miss a class. You might need to contact administrators with questions about your tuition or financial aid. Later, you might ask instructors to write recommendations on your behalf.

Treat these documents as professional communications. Address the recipient politely; state your question, problem, or request clearly; and use a formal, respectful tone. Doing so helps you make a positive impression and get a quicker response.

Key Takeaways

• Post-secondary-level reading and writing assignments differ from high school assignments, not only in quantity but also in quality.
• Managing reading assignments successfully requires you to plan and manage your time, set a purpose for reading, practise effective comprehension strategies, and use active reading strategies to deepen your understanding of the text.
• Post-secondary writing assignments place greater emphasis on learning to think critically about a particular discipline and less emphasis on personal and creative writing.

Writing for Success - 1st Canadian H5P Edition Copyright © 2021 by Tara Horkoff is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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5.2 How Do You Read to Learn?

Learning objectives.

• Understand the four steps of active learning.
• Develop strategies to help you read effectively and quickly.

The four steps of active reading are almost identical to the four phases of the learning cycle—and that is no coincidence! Active reading is learning through reading the written word, so the learning cycle naturally applies. Active reading involves these steps:

• Capturing the key ideas

Let’s take a look at how to use each step when reading.

Preparing to Read

Start by thinking about why your instructor has chosen this text. Has the instructor said anything about the book or the author? Look at the table of contents; how does it compare with the course syllabus? What can you learn about the author from the front matter of the book (see Table 5.1 “Anatomy of a Textbook” )? Understanding this background will give you the context of the book and help define what is most important in the text. Doing this exercise once per textbook will give you a great deal of insight throughout the course.

Now it is time to develop a plan of attack for your assignment. Your first step in any reading assignment is to understand the context of what you are about to read. Think of your reading assignment in relation to the large themes or goals the instructor has spelled out for the class. Remember that you are not merely reading—you are reading for a purpose. What parts of a reading assignment should you pay special attention to, and what parts can you browse through? As we mentioned in the beginning of this chapter, you will be expected to do a considerable amount of reading in college, and you will not get through it all by reading each and every word with a high level of focus and mental intensity. This is why it is so important to learn to define where to invest your efforts.

Open your text to the assigned pages. What is the chapter title? Is the chapter divided into sections? What are the section titles? Which sections are longer? Are there any illustrations? What are they about? Illustrations in books cost money, so chances are the author and publisher thought these topics were particularly important, or they would not have been included. How about tables? What kinds of information do they show? Are there bold or italicized words? Are these terms you are familiar with, or are they new to you? Are you getting a sense for what is important in the chapter? Use the critical thinking skills discussed in Chapter 3 “Thinking about Thought” as you think about your observations. Why did the author choose to cover certain ideas and to highlight specific ideas with graphics or boldface fonts? What do they tell you about what will be most important for you in your course? What do you think your instructor wants you to get out of the assignment? Why?

Anatomy of a Textbook

Good textbooks are designed to help you learn, not just to present information. They differ from other types of academic publications intended to present research findings, advance new ideas, or deeply examine a specific subject. Textbooks have many features worth exploring because they can help you understand your reading better and learn more effectively. In your textbooks, look for the elements listed in the table below.

Table 5.1 Anatomy of a Textbook

Now, before actually starting to read, try to give your reading more direction. Are you ever bored when reading a textbook? Students sometimes feel that about some of their textbooks. In this step, you create a purpose or quest for your reading, and this will help you become more actively engaged and less bored.

Start by checking your attitude: if you are unhappy about the reading assignment and complaining that you even have to read it, you will have trouble with the reading. You need to get “psyched” for the assignment. Stoke your determination by setting yourself a reasonable time to complete the assignment and schedule some short breaks for yourself. Approach the reading with a sense of curiosity and thirst for new understanding. Think of yourself more as an investigator looking for answers than a student doing a homework assignment.

Take out your notebook for the class for which you are doing the reading. Remember the Cornell method of note taking from Chapter 4 “Listening, Taking Notes, and Remembering” ? You will use the same format here with a narrow column on the left and a wide column on the right. This time, with reading, approach taking notes slightly differently. In the Cornell method used for class notes, you took notes in the right column and wrote in questions and comments in the left column after class as you reviewed your notes. When using this system with reading, write your questions about the reading first in the left column (spacing them well apart so that you have plenty of room for your notes while you read in the right column). From your preliminary scanning of the pages, as described previously, you should already have questions at your fingertips.

Use your critical thinking skill of questioning what the author is saying. Turn the title of each major section of the reading into a question and write it down in your left column of your notes. For example, if the section title is “The End of the Industrial Revolution,” you might write, “What caused the Industrial Revolution to end?” If the section title is “The Chemistry of Photosynthesis,” you might write, “What chemical reactions take place to cause photosynthesis, and what are the outcomes?” Note that your questions are related to the kind of material you are hearing about in class, and they usually require not a short answer but a thoughtful, complete understanding. Ideally, you should not already know the answer to the questions you are writing! (What fun is a quest if you already know each turn and strategy? Expect to learn something new in your reading even if you are familiar with the topic already.) Finally, also in the left column, jot down any keywords that appear in boldface. You will want to discover their definitions and the significance of each as you read.

Activity: Try It Now!

OK. Time to take a break from reading this book. Choose a textbook in which you have a current reading assignment. Scan the assigned pages, looking for what is really important, and write down your questions using the Cornell method.

Now answer the following questions with a journal entry.

• Do you feel better prepared to read this assignment? How?
• Do you feel more confident?
• Do you feel less overwhelmed?
• Do you feel more focused?

________________________________________________________________________________

Alternative Approaches for Preparing to Read

In Chapter 4 “Listening, Taking Notes, and Remembering” you may have determined that you are more comfortable with the outline or concept map methods of note taking. You can use either of these methods also to prepare for reading. With the outline method, start with the chapter title as your primary heading, then create subheadings for each section, rephrasing each section title in terms of a question.

If you are more comfortable using the concept map method, start with the chapter title as your center and create branches for each section within the chapter. Make sure you phrase each item as a question.

Now you are ready to start reading actively. Start by taking a look at your notes; they are your road map. What is the question you would like to answer in the first section? Before you start reading, reflect about what you already know about the subject. Even if you don’t know anything, this step helps put you in the right mind-set to accept new material. Now read through the entire section with the objective of understanding it. Follow these tips while reading, but do not start taking notes or highlighting text at this point:

• Look for answers to the questions you wrote.
• Pay particular attention to the first and last lines of each paragraph.
• Think about the relationships among section titles, boldface words, and graphics.
• Skim quickly over parts of the section that are not related to the key questions.

After reading the section, can you answer the section question you earlier wrote in your notes? Did you discover additional questions that you should have asked or that were not evident from the title of the section? Write them down now on your notes page. Can you define the keywords used in the text? If you can’t do either of these things, go back and reread the section.

Capture the Key Ideas

Once you can answer your questions effectively and can define the new and keywords, it is time to commit these concepts to your notes and to your memory. Start by writing the answers to your questions in your notes in the right column. Also define the keywords you found in the reading.

Now is also the time to go back and reread the section with your highlighter or pencil to call out key ideas and words and make notes in your margins. Marking up your book may go against what you were told in high school, when the school owned the books and expected to use them year after year. In college, you bought the book. Make it truly yours. Although some students may tell you that you can get more cash by selling a used book that is not marked up, this should not be a concern at this time—that’s not nearly as important as understanding the reading and doing well in the class!

The purpose of marking your textbook is to make it your personal studying assistant with the key ideas called out in the text. Most readers tend to highlight too much, however, hiding key ideas in a sea of yellow lines. When it comes to highlighting, less is more. Think critically before you highlight. Your choices will have a big impact on what you study and learn for the course. Make it your objective to highlight no more than 10 percent of the text.

Use your pencil also to make annotations in the margin. Use a symbol like an exclamation mark ( ! ) or an asterisk ( * ) to mark an idea that is particularly important. Use a question mark ( ? ) to indicate something you don’t understand or are unclear about. Box new words, then write a short definition in the margin. Use “TQ” (for “test question”) or some other shorthand or symbol to signal key things that may appear in test or quiz questions. Write personal notes on items where you disagree with the author. Don’t feel you have to use the symbols listed here; create your own if you want, but be consistent. Your notes won’t help you if the first question you later have is “I wonder what I meant by that?”

If you are reading an essay from a magazine or an academic journal, remember that such articles are typically written in response to other articles. In Chapter 4 “Listening, Taking Notes, and Remembering” , you learned to be on the lookout for signal words when you listen. This applies to reading, too. You’ll need to be especially alert to signals like “according to” or “Jones argues,” which make it clear that the ideas don’t belong to the author of the piece you are reading. Be sure to note when an author is quoting someone else or summarizing another person’s position. Sometimes, students in a hurry to get through a complicated article don’t clearly distinguish the author’s ideas from the ideas the author argues against. Other words like “yet” or “however” indicate a turn from one idea to another. Words like “critical,” “significant,” and “important” signal ideas you should look at closely.

After annotating, you are ready to read the next section.

Reviewing What You Read

When you have completed each of the sections for your assignment, you should review what you have read. Start by answering these questions: “What did I learn?” and “What does it mean?” Next, write a summary of your assigned reading, in your own words, in the box at the base of your notepaper. Working from your notes, cover up the answers to your questions and answer each of your questions aloud. (Yes, out loud. Remember from Chapter 4 “Listening, Taking Notes, and Remembering” that memory is improved by using as many senses as possible?) Think about how each idea relates to material the instructor is covering in class. Think about how this new knowledge may be applied in your next class.

If the text has review questions at the end of the chapter, answer those, too. Talk to other students about the reading assignment. Merge your reading notes with your class notes and review both together. How does your reading increase your understanding of what you have covered in class and vice versa?

Strategies for Textbook Reading

The four steps to active reading provide a proven approach to effective learning from texts. Following are some strategies you can use to enhance your reading even further:

• Pace yourself. Figure out how much time you have to complete the assignment. Divide the assignment into smaller blocks rather than trying to read the entire assignment in one sitting. If you have a week to do the assignment, for example, divide the work into five daily blocks, not seven; that way you won’t be behind if something comes up to prevent you from doing your work on a given day. If everything works out on schedule, you’ll end up with an extra day for review.
• Schedule your reading. Set aside blocks of time, preferably at the time of the day when you are most alert, to do your reading assignments. Don’t just leave them for the end of the day after completing written and other assignments.
• Get yourself in the right space. Choose to read in a quiet, well-lit space. Your chair should be comfortable but provide good support. Libraries were designed for reading—they should be your first option! Don’t use your bed for reading textbooks; since the time you were read bedtime stories, you have probably associated reading in bed with preparation for sleeping. The combination of the cozy bed, comforting memories, and dry text is sure to invite some shut-eye!
• Avoid distractions. Active reading takes place in your short-term memory. Every time you move from task to task, you have to “reboot” your short-term memory and you lose the continuity of active reading. Multitasking—listening to music or texting on your cell while you read—will cause you to lose your place and force you to start over again. Every time you lose focus, you cut your effectiveness and increase the amount of time you need to complete the assignment.
• Avoid reading fatigue. Work for about fifty minutes, and then give yourself a break for five to ten minutes. Put down the book, walk around, get a snack, stretch, or do some deep knee bends. Short physical activity will do wonders to help you feel refreshed.
• Read your most difficult assignments early in your reading time, when you are freshest.
• Make your reading interesting. Try connecting the material you are reading with your class lectures or with other chapters. Ask yourself where you disagree with the author. Approach finding answers to your questions like an investigative reporter. Carry on a mental conversation with the author.

Key Takeaways

• Consider why the instructor has selected the particular text. Map the table of contents to the course syllabus.
• Understand how your textbook is put together and what features might help you with your reading.
• Plan your reading by scanning the reading assignment first, then create questions based on the section titles. These will help you focus and prioritize your reading.
• Use the Cornell method for planning your reading and recording key ideas.
• Don’t try to highlight your text as you read the first time through. At that point, it is hard to tell what is really important.
• End your reading time by reviewing your notes.
• Pace yourself and read in a quiet space with minimal distractions.

Checkpoint Exercises

List the four steps to active reading. Which one do you think will take most time? Why?

__________________________________________________________________

Think of your most difficult textbook. What features can you use to help you understand the material better?

What things most commonly distract you when you are reading? What can you do to control these distractions?

List three specific places on your campus or at home that are appropriate for you to do your reading assignments. Which is best suited? What can you do to improve that reading environment?

College Success Copyright © 2015 by University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

Assignments usually ask you to demonstrate that you have immersed yourself in the course material and that you've done some thinking on your own; questions not treated at length in class often serve as assignments. Fortunately, if you've put the time into getting to know the material, then you've almost certainly begun thinking independently. In responding to assignments, keep in mind the following advice.

• Beware of straying.  Especially in the draft stage, "discussion" and "analysis" can lead you from one intrinsically interesting problem to another, then another, and then ... You may wind up following a garden of forking paths and lose your way. To prevent this, stop periodically while drafting your essay and reread the assignment. Its purposes are likely to become clearer.
• Consider the assignment in relation to previous and upcoming assignments.  Ask yourself what is new about the task you're setting out to do. Instructors often design assignments to build in complexity. Knowing where an assignment falls in this progression can help you concentrate on the specific, fresh challenges at hand.

Understanding some key words commonly used in assignments also may simplify your task. Toward this end, let's take a look at two seemingly impenetrable instructions: "discuss" and "analyze."

1. Discuss the role of gender in bringing about the French Revolution.

• "Discuss" is easy to misunderstand because the word calls to mind the oral/spoken dimension of communication. "Discuss" suggests conversation, which often is casual and undirected. In the context of an assignment, however, discussion entails fulfilling a defined and organized task: to construct an argument that considers and responds to an ample range of materials. To "discuss," in assignment language, means to make a broad argument about a set of arguments you have studied. In the case above, you can do this by
• pointing to consistencies and inconsistencies in the evidence of gendered causes of the Revolution;
• raising the implications of these consistencies and/or inconsistencies (perhaps they suggest a limited role for gender as catalyst);
• evaluating different claims about the role of gender; and
• asking what is gained and what is lost by focusing on gendered symbols, icons and events.

A weak discussion essay in response to the question above might simply list a few aspects of the Revolution—the image of Liberty, the executions of the King and Marie Antoinette, the cry "Liberte, Egalite, Fraternite!" —and make separate comments about how each, being "gendered," is therefore a powerful political force. Such an essay would offer no original thesis, but instead restate the question asked in the assignment (i.e., "The role of gender was very important in the French Revolution" or "Gender did not play a large role in the French Revolution").

In a strong discussion essay, the thesis would go beyond a basic restatement of the assignment question. You might test the similarities and differences of the revolutionary aspects being discussed. You might draw on fresh or unexpected evidence, perhaps using as a source an intriguing reading that was only briefly touched upon in lecture.

2. Analyze two of Chaucer's Canterbury Tales, including one not discussed in class, as literary works and in terms of sources/analogues.

The words "analyze" and "analysis" may seem to denote highly advanced, even arcane skills, possessed in virtual monopoly by mathematicians and scientists. Happily, the terms refer to mental activity we all perform regularly; the terms just need decoding. "Analyze" means two things in this specific assignment prompt.

• First, you need to divide the two tales into parts, elements, or features. You might start with a basic approach: looking at the beginning, middle, and end. These structural features of literary works—and of historical events and many other subjects of academic study—may seem simple or even simplistic, but they can yield surprising insights when examined closely.
• Alternatively, you might begin at a more complex level of analysis. For example, you might search for and distinguish between kinds of humor in the two tales and their sources in Boccaccio or the Roman de la Rose: banter, wordplay, bawdy jokes, pranks, burlesque, satire, etc.

Second, you need to consider the two tales critically to arrive at some reward for having observed how the tales are made and where they came from (their sources/analogues). In the course of your essay, you might work your way to investigating Chaucer's broader attitude toward his sources, which alternates between playful variation and strict adherence. Your complex analysis of kinds of humor might reveal differing conceptions of masculine and feminine between Chaucer and his literary sources, or some other important cultural distinction.

Analysis involves both a set of observations about the composition or workings of your subject and a critical approach that keeps you from noticing just anything—from excessive listing or summarizing—and instead leads you to construct an interpretation, using textual evidence to support your ideas.

Some Final Advice

If, having read the assignment carefully, you're still confused by it, don't hesitate to ask for clarification from your instructor. He or she may be able to elucidate the question or to furnish some sample responses to the assignment. Knowing the expectations of an assignment can help when you're feeling puzzled. Conversely, knowing the boundaries can head off trouble if you're contemplating an unorthodox approach. In either case, before you go to your instructor, it's a good idea to list, underline or circle the specific places in the assignment where the language makes you feel uncertain.

William C. Rice, for the Writing Center at Harvard University

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Chapter 12: Active Reading Strategies

Learning Framework: Effective Strategies for College Success

Chapter 12:  Active Reading Strategies

Learning Objectives

By the end of this chapter, you will be able to:

• Explain how reading in college is different from reading in high school.
• Identify common types of reading tasks assigned in a college class.
• Describe the purpose and instructor expectations of academic reading.
• Identify effective reading strategies for academic texts using the SQ3R System.
• Explore the Anatomy of a Textbook.
• Develop strategies to help you read effectively.
• Explore strategies for approaching specialized texts, such as math, sciences, and specialized platforms, such as online text.
• Identify vocabulary-building techniques to strengthen your reading comprehension.

Active Reading Strategies

Highschool Vs. College Reading Expectations

Think back to a high school history or literature class. Those were probably the classes in which you had the most reading. You would be assigned a chapter, or a few pages in a chapter, with the expectation that you would be discussing the reading assignment in class. In class, the teacher would guide you and your classmates through a review of your reading and ask questions to keep the discussion moving. The teacher usually was a key part of how you learned from your reading.

If you have been away from school for some time, it’s likely that your reading has been fairly casual. While time spent with a magazine or newspaper can be important, it’s not the sort of concentrated reading you will do in college. And no one will ask you to write in response to a magazine piece you’ve read or quiz you about a newspaper article.

In college, reading is much different. You will be expected to read much more. For each hour you spend in the classroom, you will be expected to spend two or more additional hours studying between classes, and most of that will be reading. Assignments will be longer (a couple of chapters is common, compared with perhaps only a few pages in high school) and much more difficult. College textbook authors write using many technical terms and include complex ideas. Many college authors include research, and some textbooks are written in a style you may find very dry. You will also have to read from a variety of sources: your textbook, ancillary materials, primary sources, academic journals,  periodicals, and online postings. Your assignments in literature courses will be complete books, possibly with convoluted plots and unusual wording or dialects, and they may have so many characters you’ll feel like you need a scorecard to keep them straight.

In college, most instructors do not spend much time reviewing the reading assignment in class. Rather, they expect that you have done the assignment before coming to class and understand the material. The class lecture or discussion is often based on that expectation. Tests, too, are based on that expectation. This is why active reading is so important—it’s up to you to do the reading and comprehend what you read.

Types Of College Reading Materials

As a college student, you will eventually choose a major or focus of study. In your first year or so, though, you’ll probably have to complete “core” or required classes in different subjects. For example, even if you plan to major in English, you may still have to take at least one science, history, and math class. These different academic disciplines (and the instructors who teach them) can vary greatly in terms of the materials that students are assigned to read. Not all college reading is the same. So, what types can you expect to encounter?

Probably the most familiar reading material in college is the  textbook . These are academic books, usually focused on one discipline, and their primary purpose is to educate readers on a particular subject—”Principles of Algebra,” for example, or “Introduction to Business.” It’s not uncommon for instructors to use one textbook as the primary text for an entire course. Instructors typically assign chapters as readings and may include any word problems or questions in the textbook, too.

Instructors may also assign  academic articles  or  news articles . Academic articles are written by people who specialize in a particular field or subject, while news articles may be from recent newspapers and magazines. For example, in a science class, you may be asked to read an academic article on the benefits of rainforest preservation, whereas in a government class, you may be asked to read an article summarizing a recent presidential debate. Instructors may have you read the articles online or they may distribute copies in class or electronically.

The chief difference between news and academic articles is the intended audience of the publication. News articles are mass media: They are written for a broad audience, and they are published in magazines and newspapers that are generally available for purchase at grocery stores or bookstores. They may also be available online. Academic articles, on the other hand, are usually published in scholarly journals with fairly small circulations.  While you won’t be able to purchase individual journal issues from Barnes and Noble, public and school libraries do make these journal issues and individual articles available.  It’s common to access academic articles through online databases hosted by libraries.

Literature and Nonfiction Books

Instructors use  literature  and  nonfiction books  in their classes to teach students about different genres, events, time periods, and perspectives. For example, a history instructor might ask you to read the diary of a girl who lived during the Great Depression so you can learn what life was like back then. In an English class, your instructor might assign a series of short stories written during the 1960s by different American authors, so you can compare styles and thematic concerns.

Literature includes short stories, novels or novellas, graphic novels, drama, and poetry. Nonfiction works include creative nonfiction—narrative stories told from real life—as well as history, biography, and reference materials. Textbooks and scholarly articles are specific types of nonfiction; often their purpose is to instruct, whereas other forms of nonfiction are written to inform, to persuade, or to entertain.

Purpose Of Academic Reading

Casual reading across genres, from books and magazines to newspapers and blogs, is something students should be encouraged to do in their free time because it can be both educational and fun. In college, however, instructors generally expect students to read resources that have particular value in the context of a course. Why is academic reading beneficial?

• Information comes from reputable sources : Web sites and blogs can be a source of insight and information, but not all are useful as academic resources. They may be written by people or companies whose main purpose is to share an opinion or sell you something. Academic sources such as textbooks and scholarly journal articles, on the other hand, are usually written by experts in the field and have to pass stringent peer review requirements in order to get published.
• Learn how to form arguments : In most college classes except for creative writing, when instructors ask you to write a paper, they expect it to be argumentative in style. This means that the goal of the paper is to research a topic and develop an argument about it using evidence and facts to support your position. Since many college reading assignments (especially journal articles) are written in a similar style, you’ll gain experience studying their strategies and learning to emulate them.
• Exposure to different viewpoints : One purpose of assigned academic readings is to give students exposure to different viewpoints and ideas. For example, in an ethics class, you might be asked to read a series of articles written by medical professionals and religious leaders who are pro-life or pro-choice and consider the validity of their arguments. Such experience can help you wrestle with ideas and beliefs in new ways and develop a better understanding of how others’ views differ from your own.

Active Learning When Reading

Many instructors conduct their classes mainly through lectures. The lecture remains the most pervasive teaching format across the field of higher education. One reason is that the lecture is an efficient way for the instructor to control the content, organization, and pace of a presentation, particularly in a large group. However, there are drawbacks to this “information-transfer” approach, where the instructor does all the talking and the students quietly listen: students have a hard time paying attention from start to finish; the mind wanders. Also, current cognitive science research shows that adult learners need an opportunity to practice newfound skills and newly introduced content. Lectures can set the stage for that interaction or practice, but lectures alone don’t foster student mastery. While instructors typically speak 100–200 words per minute, students hear only 50–100 of them. Moreover, studies show that students retain 70 percent of what they hear during the first ten minutes of class and only 20 percent of what they hear during the last ten minutes of class.

Thus it is especially important for students in lecture-based courses to engage in active learning outside of the classroom. But it’s also true for other kinds of college courses—including the ones that have active learning opportunities in class. Why? Because college students spend more time working (and learning) independently and less time in the classroom with the instructor and peers. Also, much of one’s coursework consists of reading and writing assignments. How can these learning activities be active? The following are very effective strategies to help you be more engaged with, and get more out of, the learning you do outside the classroom:

• Write in your books : You can underline and circle key terms, or write questions and comments in the margins of their books. The writing serves as a visual aid for studying and makes it easier for you to remember what you’ve read or what you’d like to discuss in class. If you are borrowing a book or want to keep it unmarked so you can resell it later, try writing keywords and notes on Post-its and sticking them on the relevant pages. (Discussed more in Chapter 12)
• Annotate a text : Annotations typically mean writing a brief summary of a text and recording the works-cited information (title, author, publisher, etc.). This is a great way to “digest” and evaluate the sources you’re collecting for a research paper, but it’s also invaluable for shorter assignments and texts since it requires you to actively think and write about what you read. The activity, below, will give you practice annotating texts. (Discussed more in Chapter 12)
• Create mind maps : Mind maps are effective visuals tools for students, as they highlight the main points of readings or lessons. Think of a mind map as an outline with more graphics than words. For example, if a student were reading an article about America’s First Ladies, they might write, “First Ladies” in a large circle in the center of a piece of paper. Connected to the middle circle would be lines or arrows leading to smaller circles with visual representations of the women discussed in the article. Then, these circles might branch out to even smaller circles containing the attributes of each of these women. (Discussed more in Chapter 11)

The following video discusses the process of creating mind maps further and shows how they can be a helpful strategy for active engagement:

In addition to the strategies described above, the following are additional ways to engage in active reading and learning:

• Work when you are fully awake, and give yourself enough time to read a text more than once.  
• Read with a pen or highlighter in hand, and underline or highlight significant ideas as you read.
• Interact with the ideas in the margins (summarize ideas; ask questions; paraphrase difficult sentences; make personal connections; answer questions asked earlier; challenge the author; etc.).
• What is the  CONTEXT  in which this text was written? (This writing contributes to what topic, discussion, or controversy?  Context is  bigger  than this one written text.)
• Who is the intended  AUDIENCE ? (There’s often more than one intended audience.)
• What is the author’s  PURPOSE ? To entertain? To explain? To persuade?  (There’s usually more than one purpose, and essays almost always have an element of persuasion.)
• How is this writing  ORGANIZED ? Compare and contrast? Classification? Chronological?  Cause and effect?  (There’s often more than one organizational form.)
• What is the author’s  TONE ? (What are the emotions behind the words? Are there places where the tone changes or shifts?)
• What  TOOLS  does the author use to accomplish her/his purpose?  Facts and figures? Direct quotations? Fallacies in logic? Personal experience? Repetition? Sarcasm? Humor? Brevity?
• What is the author’s  THESIS— the main argument or idea, condensed into one or two sentences?
• Foster an attitude of intellectual curiosity. You might not love all of the writing you’re asked to read and analyze, but you should have something interesting to say about it, even if that “something” is critical.

Reading Strategies For Academic Texts

Recall from the Active Learning section that effective reading requires more engagement than just reading the words on the page. In order to learn and retain what you read, it’s a good idea to do things like circling keywords, writing notes, and reflecting. Actively reading academic texts can be challenging for students who are used to reading for entertainment alone, but practicing the following steps will get you up to speed.

SQ3R is a reading comprehension method named for its five steps:  S urvey,  Q uestion,  R ead,  Recite,  and  R eview. The method was introduced by Francis Pleasant Robinson, an American education philosopher in his 1946 book  Effective Study .

The method offers an efficient and active approach to reading textbook material. It was created for college students but is extremely useful in a variety of situations. Classrooms all over the world have begun using this method to better understand what they’re reading.

• Read the title, introduction, summary, or a chapter’s first paragraph(s). This helps to orient yourself to how this chapter is organized and to understand the topic’s key points.
• Go through each boldface heading and subheading. This will help you to create a mental structure for the topic.
• Check all graphics and captions closely. They’re there to emphasize certain points and provide rich additional information.
• Check reading aids and any footnotes. Emphasized text (italics, bold font, etc.) is typically introduced to catch the reader’s attention or to provide clarification.
• Write your questions down so you can fill in the answers as you read.
• Make sure to answer the questions in your own words, rather than copying directly from the text.
• Read  – Read each section thoroughly, keeping your questions in mind. Try to find the answers and identify if you need additional ones. Mind Mapping can probably help to make sense of and correlate all the information.
• Recall/Recite  – In the recall (or recite) stage, you should go through what you read and try to answer the questions you noted before. Check-in after every section, chapter, or topic to make sure you understand the material and can explain it, in your own words.  It’s worth taking the time to write a short summary, even if your instructor doesn’t require it. The exercise of jotting down a few sentences or a short paragraph capturing the main ideas of the reading is enormously beneficial: it not only helps you understand and absorb what you read but gives you ready study and review materials for exams and other writing assignments. Pretend you are responsible for teaching this section to someone else. Can you do it?   It’s at this stage that you consolidate knowledge, so refrain from moving on until you can recall the core information.
• Review  – Reviewing all the collected information is the final step of the process. In this stage, you can review the collected information, go through any particular chapter, expand your own notes, or discuss the topics with colleagues and other experts. An excellent way to consolidate information is to present or teach it to someone else. It always helps to revisit what you’ve read for a quick refresher. Before class discussions or tests, it’s a good idea to review your questions, summaries, and any other notes you have taken.

The following video is an overview of the steps of the SQ3R System.

Anatomy of a Textbook

Good textbooks are designed to help you learn, not just to present information. They differ from other types of academic publications intended to present research findings, advance new ideas, or deeply examine a specific subject. Textbooks have many features worth exploring because they can help you understand your reading better and learn more effectively. In your textbooks, look for the elements listed in the table below.

Strategies for Textbook Reading

The SQ3R system provides a proven approach to effective learning from texts. Following are some strategies you can use to enhance your reading even further:

• Pace yourself.  Figure out how much time you have to complete the assignment. Divide the assignment into smaller blocks rather than trying to read the entire assignment in one sitting. If you have a week to do the assignment, for example, divide the work into five daily blocks, not seven; that way you won’t be behind if something comes up to prevent you from doing your work on a given day. If everything works out on schedule, you’ll end up with an extra day for review.
• Schedule your reading.  Set aside blocks of time, preferably at the time of the day when you are most alert, to do your reading assignments. Don’t just leave them for the end of the day after completing written and other assignments.
• Get yourself in the right space.  Choose to read in a quiet, well-lit space. Your chair should be comfortable but provide good support. Libraries were designed for reading—they should be your first option! Don’t use your bed for reading textbooks; since the time you were read bedtime stories, you have probably associated reading in bed with preparation for sleeping. The combination of the cozy bed, comforting memories, and dry text are sure to invite some shut-eye!
• Avoid distractions.  Active reading takes place in your short-term memory. Every time you move from task to task, you have to “reboot” your short-term memory and you lose the continuity of active reading. Multitasking—listening to music or texting on your cell while you read—will cause you to lose your place and force you to start over again. Every time you lose focus, you cut your effectiveness and increase the amount of time you need to complete the assignment.
• Avoid reading fatigue.  Work for about fifty minutes, and then give yourself a break for five to ten minutes. Put down the book, walk around, get a snack, stretch, or do some deep knee bends. Short physical activity will do wonders to help you feel refreshed.
• Read your most difficult assignments early  in your reading time, when you are freshest.
• Make your reading interesting.  Try connecting the material you are reading with your class lectures or with other chapters. Ask yourself where you disagree with the author. Approach finding answers to your questions like an investigative reporter. Carry on a mental conversation with the author.
• Highlight  your reading material. Most readers tend to highlight too much, hiding key ideas in a sea of yellow lines, making it difficult to pick out the main points when it is time to review. When it comes to highlighting, less is more. Think critically before you highlight. Your choices will have a big impact on what you study and learn for the course. Make it your objective to highlight no more than 15-25% of what you read. Use highlighting after you have read a section to note the most important points, key terms, and concepts. You can’t know what the most important thing is unless you’ve read the whole section, so don’t highlight as you read.

The purpose of marking your textbook is to make it your personal studying assistant with the key ideas called out in the text. Use your pencil also to make annotations in the margin. Use a symbol like an exclamation mark ( ! ) or an asterisk ( * ) to mark an idea that is particularly important. Use a question mark ( ? ) to indicate something you don’t understand or are unclear about. Box new words, then write a short definition in the margin. Use “TQ” (for “test question”) or some other shorthand or symbol to signal key things that may appear in test or quiz questions. Write personal notes on items where you disagree with the author. Don’t feel you have to use the symbols listed here; create your own if you want, but be consistent. Your notes won’t help you if the first question you later have is “I wonder what I meant by that?”

Watch the following video on annotating texts:

• Get to Know the Conventions.  Academic texts, like scientific studies and journal articles, may have sections that are new to you. If you’re not sure what an “abstract” is, research it online or ask your instructor. Understanding the meaning and purpose of such conventions is not only helpful for reading comprehension but for writing, too.
• Look up and Keep Track of Unfamiliar Terms and Phrases.  Have a good college dictionary such as Merriam-Webster handy (or find it online) when you read complex academic texts, so you can look up the meaning of unfamiliar words and terms. Many textbooks also contain glossaries or “key terms” sections at the ends of chapters or the end of the book. If you can’t find the words you’re looking for in a standard dictionary, you may need one specially written for a particular discipline. For example, a medical dictionary would be a good resource for a course in anatomy and physiology. If you circle or underline terms and phrases that appear repeatedly, you’ll have a visual reminder to review and learn them. Repetition helps to lock in these new words and their meaning get them into long-term memory, so the more you review them the more you’ll understand and feel comfortable using them.
• Make Flashcards.  If you are studying certain words for a test, or you know that certain phrases will be used frequently in a course or field, try making flashcards for review. For each key term, write the word on one side of an index card and the definition on the other. Drill yourself, and then ask your friends to help quiz you. Developing a strong vocabulary is similar to most hobbies and activities. Even experts in a field continue to encounter and adopt new words. The following video discusses more strategies for improving vocabulary.

Dealing With Special Texts

While the active reading process outlined earlier is very useful for most assignments, you should consider some additional strategies for reading assignments in other subjects.

Mathematics Texts

Mathematics presents unique challenges in that they typically contain a great number of formulas, charts, sample problems, and exercises. Follow these guidelines:

• Do not skip over these special elements as you work through the text.
• Read the formulas and make sure you understand the meaning of all the factors.
• Substitute actual numbers for the variables and work through the formula.
• Make formulas real by applying them to real-life situations.
• Do all exercises within the assigned text to make sure you understand the material.
• Since mathematical learning builds upon prior knowledge, do not go on to the next section until you have mastered the material in the current section.
• Seek help from the instructor or teaching assistant during office hours if need be.

Scientific Texts

Science occurs through the experimental process: posing hypotheses, and then using experimental data to prove or disprove them. When reading scientific texts, look for hypotheses and list them in the left column of your notes pages. Then make notes on the proof (or disproof) in the right column. In scientific studies, these are as important as the questions you ask for other texts. Think critically about the hypotheses and the experiments used to prove or disprove them. Think about questions like these:

• Can the experiment or observation be repeated? Would it reach the same results?
• Why did these results occur? What kinds of changes would affect the results?
• How could you change the experiment design or method of observation? How would you measure your results?
• What are the conclusions reached about the results? Could the same results be interpreted in a different way?

Social Sciences Texts

Social sciences texts, such as those for history, economics, and political science classes, often involve interpretation where the authors’ points of view and theories are as important as the facts they present. Put your critical thinking skills into overdrive when you are reading these texts. As you read, ask yourself questions such as the following:

• Why is the author using this argument?
• Is it consistent with what we’re learning in class?
• Do I agree with this argument?
• Would someone with a different point of view dispute this argument?
• What key ideas would be used to support a counterargument?

Record your reflections in the margins and in your notes.

Social science courses often require you to read primary source documents. Primary sources include documents, letters, diaries, newspaper reports, financial reports, lab reports, and records that provide firsthand accounts of the events, practices, or conditions you are studying. Start by understanding the author(s) of the document and his or her agenda. Infer their intended audience. What response did the authors hope to get from their audience? Do you consider this a bias? How does that bias affect your thinking about the subject? Do you recognize personal biases that affect how you might interpret the document?

Foreign Language Texts

Reading texts in a foreign language is particularly challenging, but it also provides you with invaluable practice and many new vocabulary words in your “new” language. It is an effort that really pays off. Start by analyzing a short portion of the text (a sentence or two) to see what you do know. Remember that all languages are built on idioms as much as on individual words. Do any of the phrase structures look familiar? Can you infer the meaning of the sentences? Do they make sense based on the context? If you still can’t make out the meaning, choose one or two words to look up in your dictionary and try again. Look for longer words, which generally are the nouns and verbs that will give you meaning sooner. Don’t rely on a dictionary (or an online translator); a word-for-word translation does not always yield good results. For example, the Spanish phrase “Entre y tome asiento” might correctly be translated (word for word) as “Between and drink a seat,” which means nothing, rather than its actual meaning, “Come in and take a seat.”

Reading in a foreign language is hard and tiring work. Make sure you schedule significantly more time than you would normally allocate for reading in your own language and reward yourself with more frequent breaks. But don’t shy away from doing this work; the best way to learn a new language is practice, practice, practice.

Note to English-language learners:  You may feel that every book you are assigned is in a foreign language. If you do struggle with the high reading level required of college students, check for college resources that may be available to ESL (English as a second language) learners. Never feel that those resources are only for weak students. As a second-language learner, you possess a rich linguistic experience that many American-born students should envy. You simply need to account for the difficulties you’ll face and (like anyone learning a new language) practice, practice, practice.

Reading Graphics

You read earlier about noticing graphics in your text as a signal of important ideas. But it is equally important to understand what the graphics intend to convey. Textbooks contain tables, charts, maps, diagrams, illustrations, photographs, and the newest form of graphics, Internet URLs for accessing text and media material. Many students are tempted to skip over the graphic material and focus only on the reading. Don’t! Take the time to read and understand your textbook’s graphics. They will increase your understanding, and because they engage different comprehension processes, they will create different kinds of memory links to help you remember the material.

To get the most out of graphic material, use your critical thinking skills and question why each illustration is present and what it means. Don’t just glance at the graphics; take the time to read the title, caption, and any labeling in the illustration. In a chart, read the data labels to understand what is being shown or compared. Think about projecting the data points beyond the scope of the chart; what would happen next? Why?

The table below shows the most common graphic elements and notes what they do best. This knowledge may help guide your critical analysis of graphic elements.

Online Texts

Reading online texts presents unique challenges for some students. For one thing, you can’t readily circle or underline key terms or passages on the screen with a pencil. For another, there can be many tempting distractions while reading online – just a quick visit to social media sites or to check your email.

While there’s no substitute for old-fashioned self-discipline, you can take advantage of the following tips to make online reading more efficient and effective:

• Get a browser extension that allows you to highlight and annotate your online text.
• If possible, download the reading as a PDF, Word document, etc., so you can read it offline.
• Get an app or browser extension that disables your social media sites for specified periods of time.
• Adjust your screen to avoid glare and eye strain, and change the text font to be less distracting (for those essays written in Comic Sans).
• Follow the SQ3R system, taking notes and answering questions as you go. Since highlighting and annotating are more difficult with online texts, it is imperative that you take quality notes.
• Look for reputable online sources. Professors tend to assign reading from reputable print and online sources, so you can feel comfortable referencing such sources in class and for writing assignments. If you are looking for online sources independently, however, devote some time and energy to critically evaluating the quality of the source before spending time reading any resources you find there. Find out what you can about the author (if one is listed), the Website, and any affiliated sponsors it may have. Check that the information is current and accurate against similar information on other pages. Depending on what you are researching, sites that end in “.edu” (indicating an “education” site such as a college, university, or other academic institution) tend to be more reliable than “.com” sites. Check with a librarian for help in identifying reputable online sources.

Building Your Vocabulary

Gaining confidence with the unique terminology used in different disciplines can help you be more successful in your courses and in college generally. A good vocabulary is essential for success in any role that involves communication, and just about every role in life requires good communication skills. We include this section on vocabulary in this chapter on reading because of the connections between vocabulary building and reading. Building your vocabulary will make your reading easier, and reading is the best way to build your vocabulary.

Learning new words can be fun and does not need to involve tedious rote memorization of word lists. The first step, as with any other aspect of the learning cycle, is to prepare yourself to learn. Consciously decide that you want to improve your vocabulary; decide you want to be a student of words. Work to become more aware of the words around you: the words you hear, the words you read, the words you say, and those you write.

In addition to the suggestions described earlier, such as looking up unfamiliar words in dictionaries, the following are additional vocabulary-building techniques for you to try:

• Read everything and read often.  Reading frequently both in and out of the classroom will help strengthen your vocabulary. Whenever you read a book, magazine, newspaper, blog, or any other resource, keep a running list of words you don’t know. Look up the words as you encounter them and try to incorporate them into your own speaking and writing.
• Be on the lookout for new words.  Most will come to you as you read, but they may also appear in an instructor’s lecture, a class discussion, or a casual conversation with a friend. They may pop up in random places like billboards, menus, or even online ads!
• Write down the new words you encounter, along with the sentences in which they were used.  Do this in your notes with new words from a class or reading assignment. If a new word does not come from a class, you can write it on just about anything, but make sure you write it. Many word lovers carry a small notepad or a stack of index cards specifically for this purpose.
• Infer the meaning of the word.  The context in which the word is used may give you a good clue about its meaning. Do you recognize a common word root in the word? What do  you  think it means?
• Look up the word in a dictionary.  Do this as soon as possible (but only after inferring the meaning). When you are reading, you should have a dictionary at hand for this purpose. In other situations, do this within a couple hours, definitely during the same day. How does the dictionary definition compare with what you inferred? Install a reliable dictionary app on your phone or computer. Look for ones that also pronounce the word.
• Make connections to words you already know.  You may be familiar with the “looks like . . . sounds like” saying that applies to words. It means that you can sometimes look at a new word and guess the definition based on similar words whose meaning you know. For example, if you are reading a biology book on the human body and come across the word  malignant , you might guess that this word means something negative or broken if you already know the word  malfunction,  which shares the “mal-” prefix.
• Write the word in a sentence, ideally one that is relevant to you.  If the word has more than one definition, write a sentence for each.
• Say the word out loud  and then say the definition and the sentence you wrote.
• Use the word.  Find an occasion to use the word in speech or writing over the next two days.
• Schedule a weekly review  with yourself to go over your new words and their meaning.

KEY TAKEAWAYS

• College reading is very different from high school reading.
• You must take personal responsibility for understanding what you read.
• Expect to spend about two or more hours on homework, most of it reading, for every hour you spend in class.
• Reading is a primary means for absorbing ideas in the learning cycle, but it is also very important for the other three aspects of the learning cycle.
• Understand how your textbook is put together and what features might help you with your reading.
• Plan your reading by scanning the reading assignment first, then create questions based on the section titles.  Use the SQ3R system to help you focus and prioritize your reading.
• Don’t try to highlight your text as you read the first time through. At that point, it is hard to tell what is really important. Aim to highlight 15-25% of the text.
• End your reading time by reviewing your notes.
• Do all the exercises in math textbooks; apply the formulas to real-world situations.
• Each type of graphic material has its own strength; those strengths are usually clues about what the author wants to emphasize by using the graphic.
• Look for statements of hypotheses and experimental design when reading science texts.
• History, economics, and political science texts are heavily influenced by interpretation. Think critically about what you are reading.
• Working with foreign language texts requires more time and more frequent breaks. Don’t rely on word-for-word translations.
• The best way to build your vocabulary is to read, and a stronger vocabulary makes it easier and more fun to read.
• Look for new words everywhere, not just in class readings.
• Look up new words in the dictionary, write your own sentence using the new word. Say the word and definition out loud. Use the new word as soon as possible.

ACTIVITY: PUTTING ACTIVE READING INTO PRACTICE

• List the steps in the SQ3R system.  Which one do you think will take the most time? Why?
• Which step in the SQ3R system do you think is the most helpful for retaining information?
• Think of your most difficult textbook. What strategies can you use to help you understand the material better?
• What things most commonly distract you when you are reading? What can you do to control these distractions?
• List three specific places on your campus or at home that are appropriate for you to do your reading assignments. Which is best suited? What can you do to improve that reading environment?

LICENSES AND ATTRIBUTIONS

CC LICENSED CONTENT, ORIGINAL

• Active Reading Strategies.  Authored by : Heather Syrett.  Provided by : Austin Community College.  License :  CC BY-NC-SA-4.0

CC LICENSED CONTENT, SPECIFIC ATTRIBUTION

• Active Learning  in EDUC 1300 . Authored by : Jolene Carr.  Provided by : Lumen Learning.  Located at :  https://courses.lumenlearning.com/sanjacinto-learningframework/chapter/active-engagement/ .  License :  CC BY 4.0
• Chapter 5: Reading to Learn  in College Success.  Authored by:  Anonymous.  Provided by:  University of Minnesota.  Located at :  http://www.oercommons.org/courses/college-success/view .  License :  CC BY-NC-SA-4.0
• Reading Strategies  in EDUC 1300 . Authored by : Jolene Carr.  Provided by : Lumen Learning.  Located at :  https://courses.lumenlearning.com/sanjacinto-learningframework/chapter/reading-strategies/ .  License :  CC BY 4.0
• SQ3R. Provided by:  Thousand Insights.  Located at :  https://thousandinsights.wordpress.com/2009/01/25/sq3r/ .  License :  CC BY-SA 4.0
• SQ3R.  Provided by : Wikipedia.  Located at:  https://en.wikipedia.org/wiki/SQ3R.   License :  CC BY-SA 3.0
• Understanding SQ3R Presentation.  Authored by : Student Success Center OCtech.  Located at :  https://youtu.be/d0uVLSacIzA .  License :  CC BY 3.0

ALL RIGHTS RESERVED CONTENT

• How to Use a Mindmap. Provided by: Two-Point-Four. Located at:  https://youtu.be/L0XzZCd2tPE.  License :  All Rights Reserved .  License Terms : Standard YouTube License
• Annotate It:  Provided by:  Janene Davison.  Located at:  https://youtu.be/GkZtC3o0AjE.  License :  All Rights Reserved .  License Terms : Standard YouTube License

Version History

Academic Reading Strategies

Completing reading assignments is one of the biggest challenges in academia. However, are you managing your reading efficiently? Consider this cooking analogy, noting the differences in process:

Taylor’s process was more efficient because his purpose was clear. Establishing why you are reading something will help you decide how to read it, which saves time and improves comprehension. This guide lists some purposes for reading as well as different strategies to try at different stages of the reading process.

Purposes for reading

People read different kinds of text (e.g., scholarly articles, textbooks, reviews) for different reasons. Some purposes for reading might be

• to scan for specific information
• to skim to get an overview of the text
• to relate new content to existing knowledge
• to write something (often depends on a prompt)
• to critique an argument
• to learn something
• for general comprehension

Strategies differ from reader to reader. The same reader may use different strategies for different contexts because their purpose for reading changes. Ask yourself “why am I reading?” and “what am I reading?” when deciding which strategies to try.

Before reading

• Establish your purpose for reading
• Speculate about the author’s purpose for writing
• Review what you already know and want to learn about the topic (see the guides below)
• Preview the text to get an overview of its structure, looking at headings, figures, tables, glossary, etc.
• Predict the contents of the text and pose questions about it. If the authors have provided discussion questions, read them and write them on a note-taking sheet.
• Note any discussion questions that have been provided (sometimes at the end of the text)
• Sample pre-reading guides – K-W-L guide
• Critical reading questionnaire

During reading

• Annotate and mark (sparingly) sections of the text to easily recall important or interesting ideas
• Check your predictions and find answers to posed questions
• Use headings and transition words to identify relationships in the text
• Create a vocabulary list of other unfamiliar words to define later
• Try to infer unfamiliar words’ meanings by identifying their relationship to the main idea
• Connect the text to what you already know about the topic
• Take breaks (split the text into segments if necessary)
• Sample annotated texts – Journal article · Book chapter excerpt

After reading

• Summarize the text in your own words (note what you learned, impressions, and reactions) in an outline, concept map, or matrix (for several texts)
• Talk to someone about the author’s ideas to check your comprehension
• Identify and reread difficult parts of the text
• Define words on your vocabulary list (try a learner’s dictionary ) and practice using them
• Sample graphic organizers – Concept map · Literature review matrix

Works consulted

Grabe, W., & Stoller, F. L. (2002). Teaching and researching reading. Harlow: Longman.

You may reproduce it for non-commercial use if you use the entire handout (just click print) and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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2.1 – Reading for College

Learning objectives.

• Understand the expectations for reading and writing assignments in post-secondary  courses
• Understand and apply general strategies to complete college-level reading assignments efficiently and effectively

In college, academic expectations change from what you may have experienced in high school. The quantity of work you are expected to do is increased. When instructors expect you to read pages upon pages or study hours and hours for one particular course, managing your workload can be challenging. This chapter includes strategies for studying efficiently and managing your time.

The quality of the work you do also changes. It is not enough to understand course material and summarize it on an exam. You will also be expected to seriously engage with new ideas by reflecting on them, analyzing them, critiquing them, making connections, drawing conclusions, or finding new ways of thinking about a given subject. Educationally, you are moving into deeper waters. A good introductory writing course will help you swim.

High School versus Post-Secondary Assignments

Determine whether each statement reflects high school or post-secondary environments.

• Reading assignments are moderately long. Teachers may set aside some class time for reading and reviewing the material in depth.
• Reviewing for exams is primarily your responsibility.
• Your grade is determined by your performance on a wide variety of assessments, including minor and major assignments. Not all assessments are writing based.
• Writing assignments include personal writing and creative writing in addition to expository writing.
• Depending on the course, you may be asked to master new forms of writing and follow standards within a particular professional field.
• Teachers often go out of their way to identify and try to help students who are performing poorly on exams, missing classes, not turning in assignments, or just struggling with the course. Often teachers will give students many “second chances.”

Check your answers [1]

Activity source: “Table 1.1 Replacement” by Brenna Clarke Gray based on the content from “ Chapter 1. Post-secondary Reading & Writing ” In Writing for Success – 1st Canadian H5P Edition by Tara Harkoff & [author removed], licensed under CC BY-NC-SA 4.0 . / Table content adapted into an activity.

Setting Goals

To do well , it is important to stay focused on how your day-to-day actions determine your long-term success. You may not have defined all of your career goals yet, but you likely have some overarching goals for what you want out of your studies to expand your career options, to increase your earning power, or just to learn something new. In time, you will define your long-term goals more explicitly. Doing solid, steady work, day by day and week by week, will help you meet those goals.

Reflecting on Goals

With your group, discuss the following issues and questions

• Introduce yourself: Who are you? Why are you taking the course? Where are you living now?
• How do you feel about writing in general? (You will not be judged on this.)
• Identify one long-term goal you would like to have achieved by the time you complete your diploma or degree. For instance, you might want a particular job in your field.
• Identify one semester goal that will help you fulfill the long-term goal you just set.
• Review the activity: High School versus Post-Secondary Assignments and answer the following questions:
• In what ways do you think post-secondary education will be rewarding for you as a learner?
• What aspects of post-secondary education do you expect to find most challenging?
• What changes do you think you might have to make in your life to ensure your success in a post-secondary learning environment?

Reading Strategies

Your courses will sharpen both your reading and your writing skills. Most of your writing assignments—from brief response papers to in-depth research projects—will depend on your understanding of course reading assignments or related readings you do on your own. And it is difficult, if not impossible, to write effectively about a text that you have not understood. Even when you do understand the reading, it can be hard to write about it if you do not feel personally engaged with the ideas discussed.

This section discusses strategies you can use to get the most out of your reading assignments. These strategies fall into three broad categories:

• Planning strategies  to help you manage your reading assignments
• Comprehension strategies  to help you understand the material
• Active reading strategies  to take your understanding to a higher and deeper level

Planning Your Reading

Have you ever stayed up all night cramming just before an exam? Or found yourself skimming a detailed memo from your boss five minutes before a crucial meeting? The first step in handling your reading successfully is planning. This involves both managing your time and setting a clear purpose for your reading.

Managing Your Reading Time

For now, focus on setting aside enough time for reading and breaking your assignments into manageable chunks. For example, if you are assigned a 70-page chapter to read for next week’s class, try not to wait until the night before to get started. Give yourself at least a few days and tackle one section at a time.

Your method for breaking up the assignment will depend on the type of reading. If the text is very dense and packed with unfamiliar terms and concepts, you may need to read no more than 5 or 10 pages in one sitting so that you can truly understand and process the information. With more user-friendly texts, you will be able to handle longer sections—20 to 40 pages, for instance. And if you have a highly engaging reading assignment, such as a novel you cannot put down, you may be able to read lengthy passages in one sitting.

As the semester progresses, you will develop a better sense of how much time you need to allow for the reading assignments in different subjects. It also makes sense to preview each assignment well in advance to assess its difficulty level and to determine how much reading time to set aside.

Instructors at the post-secondary level often set aside reserve readings for a particular course. These consist of articles, book chapters, or other texts that are not part of the primary course textbook. Copies of reserve readings are available through the college library, in print, or more often, online. When you are assigned a reserve reading, download it ahead of time (and let your instructor know if you have trouble accessing it). Skim through it to get a rough idea of how much time you will need to read the assignment in full.

Setting a Purpose

The other key component of planning is setting a purpose. Knowing what you want to get out of a reading assignment helps you determine how to approach it and how much time to spend on it. It also helps you stay focused during those occasional moments when it is late, you are tired, and when relaxing in front of the television sounds far more appealing than curling up with a stack of journal articles.

Sometimes your purpose is simple. You might just need to understand the reading material well enough to discuss it intelligently in class the next day. However, your purpose will often go beyond that. For instance, you might also read to compare two texts, to formulate a personal response to a text, or to gather ideas for future research.

Here are some questions to ask to help determine your purpose:

How did my instructor frame the assignment?  Often instructors will tell you what they expect you to get out of the reading. For example:

• Read Chapter 2 and come to class prepared to discuss current theories related to conducting risk assessments.
• Read these two articles and compare Smith’s and Jones’s perspectives on the Charter of Rights and Freedoms (1982).
• Read Chapter 5 and think about how you could apply these guidelines to the first stages of onsite patient assessment.

How deeply do I need to understand the reading?  If you are majoring in emergency management and you are assigned to read Chapter 1, “Introduction to Emergency Management,” it is safe to assume the chapter presents fundamental concepts that you will be expected to master. However, for some reading assignments, you may be expected to form a general understanding but not necessarily master the content. Again, pay attention to how your instructor presents the assignment.

How does this assignment relate to other course readings or to concepts discussed in class?  Your instructor may make some of these connections explicitly, but if not, try to draw connections on your own. (Needless to say, it helps to take detailed notes both when in class and when you read.)

How might I use this text again in the future?  If you are assigned to read about a topic that has always interested you, your reading assignment might help you develop ideas for a future research paper. Some reading assignments provide valuable tips or summaries worth bookmarking for future reference. Think about what you can take from the reading that will stay with you.

Improving Your Comprehension

You have blocked out time for your reading assignments and set a purpose for reading. Now comes the challenge: making sure you actually understand all the information you are expected to process. Some of your reading assignments will be fairly straightforward. Others, however, will be longer or more complex, so you will need a plan for how to handle them.

For any expository writing —that is, nonfiction, informational writing—your first comprehension goal is to identify the main points and relate any details to those main points. Because post-secondary-level texts can be challenging, you will also need to monitor your reading comprehension. That is, you will need to stop periodically and assess how well you understand what you are reading. Finally, you can improve comprehension by taking time to determine which strategies work best for you and putting those strategies into practice.

Identifying the Main Points

In your courses, you will be reading a wide variety of materials, including the following:

• Textbooks.  These usually include summaries, glossaries, comprehension questions, and other study aids.
• Nonfiction trade books.  These are less likely to include the study features found in textbooks.
• Popular magazines, newspapers, or web articles.  These are usually written for a general audience.
• Scholarly books and journal articles.  These are written for an audience of specialists in a given field.

Regardless of what type of expository text you are assigned to read, your primary comprehension goal is to identify the main point : the most important idea that the writer wants to communicate and often states early on. Finding the main point gives you a framework to organize the details presented in the reading and relate the reading to concepts you have learned in class or through other reading assignments. After identifying the main point, you will find the supporting points , details, facts, and explanations that develop and clarify the main point.

Some texts make that task relatively easy. Textbooks, for instance, include the aforementioned features as well as headings and subheadings intended to make it easier for students to identify core concepts. Graphic features such as sidebars, diagrams, and charts help students understand complex information and distinguish between essential and inessential points. When you are assigned to read from a textbook, be sure to use available comprehension aids to help you identify the main points.

Trade books and popular articles may not be written specifically for an educational purpose; nevertheless, they also include features that can help you identify the main ideas.

Trade books.  Many trade books include an introduction that presents the writer’s main ideas and purpose for writing. Reading chapter titles (and any subtitles within the chapter) will help you get a broad sense of what is covered. It also helps to read the beginning and ending paragraphs of a chapter closely. These paragraphs often sum up the main ideas presented.

Popular articles.  Reading the headings and introductory paragraphs carefully is crucial. In magazine articles, these features (along with the closing paragraphs) present the main concepts. Hard news articles in newspapers present the gist of the news story in the lead paragraph, while subsequent paragraphs present increasingly general details.

At the far end of the reading difficulty scale are scholarly books and journal articles. Because these texts are aimed at a specialized, highly educated audience, the authors presume their readers are already familiar with the topic. The language and writing style is sophisticated and sometimes dense.

When you read scholarly books and journal articles, try to apply the same strategies discussed earlier for other types of text. The introduction usually presents the writer’s thesis— the idea or hypothesis the writer is trying to prove. Headings and subheadings can help you understand how the writer has organized support for the thesis. Additionally, academic journal articles often include a summary at the beginning, called an abstract, and electronic databases include summaries of articles too.

Monitoring Your Comprehension

Finding the main idea and paying attention to text features as you read helps you figure out what you should know. Just as important, however, is being able to figure out what you do not know and developing a strategy to deal with it.

Textbooks often include comprehension questions in the margins or at the end of a section or chapter. As you read, stop occasionally to answer these questions on paper or in your head. Use them to identify sections you may need to reread, read more carefully, or ask your instructor about later.

Even when a text does not have built-in comprehension features, you can actively monitor your own comprehension. Try these strategies, adapting them as needed to suit different kinds of texts:

Summarize. At the end of each section, pause to summarize the main points in a few sentences. If you have trouble doing so, revisit that section.

Ask and answer questions.  When you begin reading a section, try to identify two to three questions you should be able to answer after you finish it. Write down your questions and use them to test yourself on the reading. If you cannot answer a question, try to determine why. Is the answer buried in that section of reading but just not coming across to you? Or do you expect to find the answer in another part of the reading?

Do not read in a vacuum.  Look for opportunities to discuss the reading with your classmates. Many instructors set up online discussion forums or blogs specifically for that purpose. Participating in these discussions can help you determine whether your understanding of the main points is the same as your peers’.

These discussions can also serve as a reality check. If everyone in the class struggled with the reading, it may be exceptionally challenging. If it was easy for everyone but you, you may need to see your instructor for help.

Active Reading Exercise

Choose any text that that you have been assigned to read for one of your courses. In your notes, complete the following tasks:

• Summarize the main points of the text in two to three sentences.
• Write down two to three questions about the text that you can bring up during class discussion.

Students are often reluctant to seek help. They feel like doing so marks them as slow, weak, or demanding. The truth is, every learner occasionally struggles. If you are sincerely trying to keep up with the course reading but feel like you are in over your head, seek help. Speak up in class, schedule a meeting with your instructor, or visit your  campus learning centre for assistance.

Deal with the problem as early in the semester as you can. Instructors respect students who are proactive about their own learning. Most instructors will work hard to help students who make the effort to help themselves.

Taking It to the Next Level: Active Reading

Now that you have acquainted (or reacquainted) yourself with useful planning and comprehension strategies, your reading assignments may feel more manageable. You know what you need to do to get your reading done and make sure you grasp the main points. However, the most successful students in are not only competent readers but active, engaged readers.

There are two common strategies for active reading:

• Applying the four reading strategies

Both will help you look at a text in depth and help prepare you for when you have to study to use the information on an exam. You should try them both and decide which works better for you.

Four Reading Stages

Everyone reads and retains (or not) information in different ways. However, applying the following four stages for reading whenever you pick up material will not only help you understand what you are reading, but will also increase the changes of your actually remembering what you have read. While it may seem that this strategy of four reading stages takes a lot of time, it will become more natural for you as you continue applying it. Also, using these four stages will actually save you time because you will already have retained a lot, if not all, of the content, so when it is time to study for your exam, you will find that you already know the material.

Effective academic reading and study seeks not only to gain an understanding of the facts, opinions, and beliefs presented in a text, but also of the biases, assumptions, and perspectives underlying the discussion. The aim is to analyze, interpret, and evaluate the text, and then to draw logical inferences and conclusions.

The four reading stages you will need to sharpen in order to get through your material are:

• Survey reading
• Close reading
• Inquiry reading
• Critical reading

These four strategies all stress “reading as thinking.” You will need to read actively to comprehend and remember what you are reading, for both your own and your instructor’s purposes. In order to do that, you need to think about the relevance of ideas to one another and about their usefulness to you personally, professionally, and academically.

Again, this differs from our usual daily reading activities, where interest often determines what we choose to read rather than utility. What happens when we are really not interested in what we are reading or seeing? Our eyes move down the page and our minds are elsewhere. We may read anywhere from one paragraph to several pages and suddenly realize we do not have the foggiest idea what we have just read. Clearly focusing our reading purpose on surveying, reading closely, being inquisitive, and reading critically, means we are reading for specific results: we read faster, know what we want, and read to get it.

1. Survey reading

Surveying quickly (2 to 10 minutes if it is a long chapter) allows you to see the overall picture or gist of what the text is sharing with you. Some of the benefits of surveying are listed below:

• It increases reading rate and attention because you have a road map: a mental picture of the beginning, middle, and end of this journey.
• In helps you create a mental map, allowing you to organize your travel by highlighting key topics and getting impressions of relevance, which in turn helps in the business or remembering.
• It aids in budgeting study time because you know the length and difficulty of the material. Usually you read study material to find out what is there in order to go back later and learn it. With surveying you accomplish the same in one-tenth the time.
• It improves concentration because you know what is ahead and how what you are reading fits into the total picture.

Technique for survey reading

For a text or chapter, look at introductions, summaries, chapter headings, bold print, and graphics to piece together the main theme and its development.

Practical uses

Magazines, journals, books, chapters, sections of dense material, anything that allows for an overview.

2. Close reading

Close reading allows you to concentrate and make decisions now about what is relevant and what is not. Its main purpose is to help ensure that you understand what you are reading and to help you store information in a logical and organized way, so when you need to recall the information, it is easier for you to do so. It is a necessary and critical strategy for academic reading for the following reasons:

• You read as if you were going to be tested on it immediately upon completion. You read to remember at least 75 to 80 percent of the information.
• You clearly identify main concepts, key details, and their relationships with one another. Close reading allows you to summarize effectively what you read.
• Your ability to answer essay questions improves because the concepts are more organized and understood rather than merely memorized.
• You become more confident because your understanding improves which, in turn, increases your enjoyment.

Technique for close reading

Survey for overall structure; read, annotating main theme, key points, and essential detail; summarize the important ideas and their development.

Any reading that requires 80 percent comprehension and retention of main points and supporting detail.

3. Inquiry reading

Inquiry reading tends to be what we do with material we are naturally interested in. We usually do not notice we are doing this because we enjoy learning and thinking about it. Discovery reading is another term that describes this type of reading. Some of its benefits to the study process include:

Increased focus : By asking interpretative questions, determining relevance, and searching for your answers, you are involved and less likely to be bored or distracted.

Retention : Memory of the material is improved because of increased involvement.

Stimulation of creativity : This involvement will raise new questions for you and inspire further research.

Matching instructor expectations : Instructors are usually seeking deeper understanding as well as basic memory of concepts.

Technique for inquiry reading

Increase the volume and depth in questions while reading informational, interpretative, analytical, synthesizing, and evaluating kinds of questions.

Any material that requires both thorough comprehension and needs or inspires examination

4. Critical reading

Critical reading is necessary in order to determine the salience (or key points) of the concepts presented, their relevance, and the accuracy of arguments. When you read critically, you become even more deeply involved with the material, which will allow you to make better judgments about what is the more important information.

People often read reactively to material—especially debate, controversy, and politics. When readers react, they bring a wealth of personal experience and opinion to the concept to which they are reacting. But critical reading requires thinking—as you would expect—critically about the material. Critical thinking relies on reason, evidence, and open mindedness and recognizes the biases, assumptions, and motives of both the writer and the reader.

Learning to read critically offers these advantages:

• By substantiating arguments and interpreting, analyzing, and evaluating those supporting the concept moves mere reaction into critical reading and deepens your understanding.
• By analyzing relationships between the material read and other readings or experience, you can make connections.
• By making connections, you will increase your concentration and confidence in being able to discuss and evaluate what you read.

Technique for critical reading

Understand and analyze the material in terms of writer’s purpose and results, relevance to readers, and value to the field at large.

Any material that requires evaluation.

Your memory of facts and concepts will be enhanced by surveying and close reading. Interpretation, relevance, application, and evaluation of presented facts and concepts require deeper questioning and involvement. Inquiry and critical reading are more applicable at these stages.

Using the SQ3R Strategy

The SQ3R is a step-by-step process to follow before, during, and after reading. You could use SQ3R for a variety of reading purposes:

• Getting main concepts only
• Flushing out key details
• Organizing concepts
• Writing a coherent summary of significant points and their development

You may already use some variation of SQ3R. The process works like this:

• Survey  the text in advance.
• Form  questions  before you start reading.
• Read  the text.
• Recite  and/or  record  important points during and after reading.
• Review  and  reflect  on the text after you read.

Each of these elements is discussed below.

Survey (or Skim)

Before you read, first survey or preview the text. As noted earlier, reading introductory paragraphs and headings can help you begin to figure out the author’s main point and identify what important topics will be covered. However, surveying does not stop there. Flip through the text and look for any pictures, charts or graphs, the table of contents, index, and glossary. Scan the preface and introduction to each chapter Skim a few paragraphs. Preview any boldfaced or italicized vocabulary terms. This will help you form a first impression of the material and determine the appropriateness of the material.

The final stage of surveying occurs once you have identified which chapters are relevant. Quickly look at any headings as well as the introduction and conclusion to the chapter to confirm the relevance of the information.

Sometimes, this survey step alone may be enough because you may need only a general familiarization with the material. This is also when you will discover whether or not you want to look at the book more deeply.

If you keep the question of why you are reading the material in mind, it will help you focus because you will be actively engaged in the information you are consuming. Also, if there are any visual aids, you will want to examine what they are showing as they probably represent important ideas.

Next, start brainstorming questions about the text. What do you expect to learn from the reading? You may find that some questions come to mind immediately based on your initial survey or based on previous readings and class discussions. If not, try using headings and subheadings in the text to formulate questions. For instance, if one heading in your textbook is Conditional Sentence and another is Conditional Release , you might ask yourself these questions:

What are the major differences between these two concepts?

Where does each appear in the sentencing process?

Although some of your questions may be simple factual questions, try to come up with a few that are more open ended. Asking in-depth questions will help you stay more engaged as you read. Once you have your questions in mind, you can move to the next step of actively reading to see if you can come up with an answer.

The next step is simple: read . As you read, notice whether your first impressions of the text were correct. Are the author’s main points and overall approach about the same as what you predicted—or does the text contain a few surprises? Also, look for answers to your earlier questions and begin forming new ones. Continue to revise your impressions and questions as you read.

While you are reading, pause occasionally to recite or record important points. It is best to do this at the end of each section or when there is an obvious shift in the writer’s train of thought. Put the book aside for a moment and recite aloud the main points of the section or any important answers you found there. You might also record ideas by jotting down a few brief notes in addition to, or instead of, reciting aloud. Either way, the physical act of articulating information makes you more likely to remember it.

After you have finished reading, set the book aside and briefly answer your initial question by making notes or highlighting/underlining. Try to use your own words as much as possible, but if you find an important quote, you can identify it as well. If there are any diagrams, makes notes from memory on what information they are giving. Then look back at the diagrams to make sure you were accurate.

Repeat this questioning, reading, and reciting process for the rest of the chapter. As you work your way through, occasionally pause and really think about what you have read; it is easy to work through a section or chapter and realize that you have not actually absorbed any of the material.

Review and reflect

Once you have looked at the whole chapter, try to put each section into the context of the bigger picture. Ask yourself if you have really answered each question you set out with and if you have been accurate in your answers. To make sure that you really remember the information, review your notes again after about one week and then again three or four weeks later. Also, if the textbook includes review questions or your instructor has provided a study guide, use these tools to guide your review. You will want to record information in a more detailed format than you used during reading, such as in an outline or a list.

As you review the material, reflect on what you learned. Did anything surprise you, upset you, or make you think? Did you find yourself strongly agreeing or disagreeing with any points in the text? What topics would you like to explore further? Jot down your reflections in your notes. (Instructors sometimes require students to write brief response papers or maintain a reading journal. Use these assignments to help you reflect on what you read.)

Printable Handout – SQ3R

This template will guide you as you make your notes

“ SQ3R Activity ” by Kwantlen Polytechnic University licensed under CC BY-SA 4.0 .

As you go through your future readings, practise this method considering these points:

From memory, jot down the key ideas discussed in the section you just read. If you need it, use a separate piece of paper. Look back through the text and check your memory with what you jotted down. How did you do?

Choose one section from the chapter and write a summary from memory of what you learned from that section.

Now review that section. Identity what corresponds and what you omitted. How are you doing? When you read that section, did you consciously intend to remember it?

Although this process may seem time-consuming, you will find that it will actually save time. Because you have a question in mind while reading, you have more of a purpose while looking for the important information. The notes you take will also be more organized and concise because you are focused, and this will save you time when it comes to writing essays. Also, since you have reviewed throughout the process, you will not need to spend as much time reviewing for exams because it is already stored in your memory.

Watch SQ3R Reading Method on YouTube (3 mins)

Video source: Jonson, J. (2013, June 11). SQ3R Reading method [Video]. YouTube.  https://www.youtube.com/watch?v=0dhcSP_Myjg

Reading Activity – SQ3R

Choose another text that that you have been assigned to read for a class. Use the SQ3R process to complete the reading. (Keep in mind that you may need to spread the reading over more than one session, especially if the text is long.)

Be sure to complete all the steps involved. Then, reflect on how helpful you found this process. On a scale of 1 to 10, how useful did you find it? How does it compare with other study techniques you have used?

Using Other Active Reading Strategies

The SQ3R process encompasses a number of valuable active reading strategies: previewing a text, making predictions, asking and answering questions, and summarizing. You can use the following additional strategies to further deepen your understanding of what you read.

• Connect what you read to what you already know. Look for ways the reading supports, extends, or challenges concepts you have learned elsewhere.
• Relate the reading to your own life. What statements, people, or situations relate to your personal experiences?
• Visualize.  For both fiction and nonfiction texts, try to picture what is described. Visualizing is especially helpful when you are reading a narrative text, such as a novel or a historical account, or when you read expository text that describes a process, such as how to perform cardiopulmonary resuscitation (CPR).
• Pay attention to graphics as well as text.  Photographs, diagrams, flow charts, tables, and other graphics can help make abstract ideas more concrete and understandable.
• Understand the text in context.  Understanding context means thinking about who wrote the text, when and where it was written, the author’s purpose for writing it, and what assumptions or agendas influenced the author’s ideas. For instance, two writers might both address the subject of health care reform, but if one article is an opinion piece and one is a news story, the context is different.
• Plan to talk or write about what you read.  Jot down a few questions or comments in your notebook so you can bring them up in class. (This also gives you a source of topic ideas for papers and presentations later in the semester.) Discuss the reading on a class discussion board or blog about it.

Attribution & References

• Except where otherwise noted, this chapter is adapted from ” Chapter 1. Introduction to Academic Writing ” In Writing for Success – 1st Canadian Edition by Tara Harkoff & [author removed], licensed under CC BY-NC-SA 4.0 .
• Printable handout – SQ3R is included from “ Read with a purpose: The SQ3R Strategy ” In University 101: Study, Strategize and Succeed by Kwantlen Polytechnic University licensed under CC BY-SA 4.0 .
• 1. High school, 2. Post secondary, 3. High school, 4. High school, 5. Post secondary, 6. High school ↵

Communication Essentials for College Copyright © 2022 by Jen Booth, Emily Cramer & Amanda Quibell, Georgian College is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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Making the Most of Assigned Readings

Assigned readings are an integral part of most any college class.  But, it can be difficult to get students to do the assigned readings and use them in the course.

Faculty often give quizzes about the readings to encourage students to do the work before class.   But there are other methods that can help more closely integrate the readings with the content of your course and help students more directly see the relevancy of the readings.

Best Practices

There’s a wide range of literature on assigned readings among educators.   Generally, there’s agreement on a short list of best practices when using assigned readings in class.

Relevance Not only list the reading in the syllabus and class schedule, but also briefly explain why it’s being assigned and how it connects with the work the students will be doing in a particular week or lesson.   Reinforce the relevance by briefly introducing the reading in the class.

Expectations You should be clear about not only what readings are to be done, but also your instructional goals for the reading assignment, what students should do (or be prepared to do) with the readings, and deadlines.

Background and Structure Successful reading assignments scaffold the students with sufficient background material and structure, appropriate to where they are in their academic career and the course.   First year students or those new to a subject area will need more context and guidance to get the most out of readings.

In-Class Activities The best results from using reading assignments in a course can be found by using in-class activities based on the material.   Students will be more compelled to prepare for the class and take responsibility by doing the reading and can use the activities to examine the readings in more depth, exchanging ideas with their classmates.

Ideas for Reading Assignments

Journaling Have students write and turn in a brief journal of thoughts, questions and observations about the readings.   You can use the journal as a basis for class discussions and activities and to respond to individual student issues and problems.

Collaborative Reading Divide the text among students or small groups of students in the course for close analysis.   Individual students can report in class about their section of the readings or, for an in-class group activity, you can arrange the students in small groups where each person has read one part of the text.

Reading Rubrics If students are evaluating the quality and research of journal articles and other material, create a rubric they can use to rate the text.   Justifications for each part of the rubric can be brought out in forum posts, class discussions, or small group activities.

Top Ten Lists Have students create lists of the most important concepts in a reading, then, in small groups have them combine and rank their concept lists.

Cognitive Mapping In groups, have students collaborate on creating a cognitive map , based on key concepts and ideas they individually identified in the readings.

More Resources

For more information on reading assignments, investigate these articles and resources on the web.   You can also contact the CIT to talk with a consultant about great ideas for all types of course assignments.

Making the Review of Assigned Reading Meaningful (Faculty Focus)

Advance Reading Handout (Pedagogy Unbound)

Getting Students to Do Reading Assignments (Center for Faculty Excellence, West Point)

Getting Students to Do Their Assigned Readings (The Learning and Teaching Office, Ryerson) (PDF)

11 Strategies for Getting Students to Read What’s Assigned (Faculty Focus) (PDF)

Reading a Textbook for True Understanding (Resource for students at Cornell)

Staying Afloat: Some Scattered Suggestions on Reading in College (Resource for students by Prof. Timothy Burke, Swarthmore)

3.7 Reading and Note Taking

Student Survey

These questions will help you determine how the section concepts relate to you right now. As we are introduced to new concepts and practices, it can be informative to reflect on how your understanding changes over time. We’ll revisit these questions at the end of the section to see whether your feelings have changed.

On a scale of 1 (I need significant improvement) to 4 (I’m doing great), reflect on how you’re doing right now on these statements:

• I am reading on a college level.
• I take good notes that help me study for exams.
• I understand how to manage all the reading I need to do for college.
• I recognize the need for different notetaking strategies for different college subjects.

You can also take the Reading/Notetaking survey anonymously below.

“Before I came to college, I always loathed reading from the textbook, taking notes during class, and even listening to lectures. I’ve since learned that in most cases I should do what my teacher suggests. I have a course that requires me to read two textbook chapters each week. Taking notes on the chapters is optional, making it easy to brush off these assignments. But there are reasons that professors tell students to read and do other classwork. They believe it is valuable information for a student to learn. Note taking in class may become tedious and, in some cases, feel redundant. But you can’t recall a whole class from memory. There is not much time to learn the contents of a class in one semester, and it can feel overwhelming. It’s important to take notes because writing them helps you remember.”

—Christopher Naldini , Westchester Community College

About this Section

In this Section we will explore two skills you probably think you already understand—reading and notetaking. But the goal is to make sure you’ve honed these skills well enough to lead you to success in college. By the time you finish this section, you should be able to do the following:

• Discuss the way reading differs in college and how to successfully adapt to that change.
• Demonstrate the usefulness of strong notetaking for college students.

Reading and consuming information are increasingly important today because of the amount of information we encounter. Not only do we need to read critically and carefully, but we also need to read with an eye to distinguishing fact from opinion and identifying solid sources. Reading helps us make sense of the world—from simple reminders to pick up milk to complex treatises on global concerns, we read to comprehend, and in so doing, our brains expand. An interesting study from Emory University in Atlanta, Georgia, used MRI scans to track the brain conductivity while participants were reading. The researchers assert that a biological change to your brain actually happens when you read, and it lingers. If you want to read the study, published in the journal  Brain Connectivity,  you can find it online at  https://openstax.org/l/brainconnectivity .

In academic settings, as we deliberately work to become stronger readers and better notetakers, we are both helping our current situation and enhancing our abilities to be successful in the future. Seems like a win-win. Take advantage of all the study aids you have at hand, including human, electronic, and physical resources, to increase your performance in these crucial skill sets.

Why? You need to read. It improves your thinking, your vocabulary, and your ability to make connections between disparate parts, which are all parts of critical thinking. Educational researchers Anne Cunningham and Keith Stanovich discovered after extensive study with college students that “reading volume [how much you read] made a significant contribution to multiple measures of vocabulary, general knowledge, spelling, and verbal fluency.”

Research continues to assess and support the fact that one of the most significant learning skills necessary for success in any field is reading. You may have performed this skill for decades already, but learning to do it more effectively and practicing the skill consistently is critical to how well you do in all subjects. If reading  isn’t your thing, strive to make that your challenge. Your academic journey, your personal well-being, and your professional endeavors will all benefit from your reading. Put forth the effort and make it your thing. The long-term benefits will far outweigh the sacrifices you make now.

Questions to consider:

• What are the pros and cons of online reading?
• How can distinguishing between reading types help you academically and personally?
• How can you best prepare to read for college?

Research supports the idea that reading is good for you. Students who read at or above reading level throughout elementary and secondary school have a higher chance of starting—and more importantly, finishing—college. Educational researchers convincingly claim that reading improves everything from grades to vocabulary (Cunningham 2).

If you don’t particularly enjoy reading, don’t despair. We read for a variety of reasons, and you may just have to step back and take a bigger picture of your reading habits to understand why you avoid engaging in this important skill. The myriad distractions we now face as well as the intense information overload we can suffer on a daily basis in all aspects of our lives can combine to make it difficult to slow down to read, an activity that demands at least a modicum of attention in a way that most television and music do not. You may need to adjust your schedule for more reading time, especially in college, because every class you take will expect you to read more pages than you probably have in the past.

Types of Reading

We may read small items purely for immediate information, such as notes, e-mails, or directions to an unfamiliar location. You can find all sorts of information online about how to fix a faucet or tie a secure knot. You won’t have to spend too much time reading these sorts of texts because you have a specific goal in mind for them, and once you have accomplished that goal, you do not need to prolong the reading experience. These encounters with texts may not be memorable or stunning, but they don’t need to be. When we consider why we read longer pieces—outside of reading for pleasure—we can usually categorize the reasons into about two categories: 1) reading to introduce ourselves to new content, and 2) reading to more fully comprehend familiar content.

Reading to Introduce New Content

Glenn felt uncomfortable talking with his new roommates because he realized very quickly that he didn’t know anything about their major—architecture. Of course he knew that it had something to do with buildings and construction sites, but the field was so different from his discipline of biology that he decided he needed to find out more so he could at least engage in friendly conversation with his roommates. Since he would likely not go into their field, he didn’t need to go into full research mode. When we read to introduce new content, we can start off small and increase to better and more sophisticated sources. Much of our further study and reading depends on the sources we originally read, our purpose for finding out about this new topic, and our interest level.

Chances are, you have done this sort of exploratory reading before. You may read reviews of a new restaurant or look at what people say about a movie you aren’t sure you want to spend the money to see at the theater. This reading helps you decide. In academic settings, much of what you read in your courses may be relatively new content to you. You may have heard the word  volcano  and have a general notion of what it means, but until you study geology and other sciences in depth, you may not have a full understanding of the environmental origins, ecological impacts, and societal and historic responses to volcanoes. These perspectives will come from reading and digesting various material. When you are working with new content, you may need to schedule more time for reading and comprehending the information because you may need to look up unfamiliar terminology and you may have to stop more frequently to make sure you are truly grasping what the material means. When you have few ways to connect new material to your own prior knowledge, you have to work more diligently to comprehend it.

Try an experiment with a group of classmates. Without looking on the Internet, try to brainstorm a list of 10 topics about which all of you may be interested but for which you know very little or nothing at all. Try to make the topics somewhat obscure rather than ordinary—for example, the possibility of the non-planet Pluto being reclassified again as opposed to something like why we need to drink water.

After you have this random list, think of ways you could find information to read about these weird topics. Our short answer is always: Google. But think of other ways as well. How else could you read about these topics if you don’t know anything about them? You may well be in a similar circumstance in some of your college classes, so you should listen carefully to your classmates on this one. Think beyond pat answers such as “I’d go to the library,” and press for what that researcher would do once at the library. What types of articles or books would you try to find? One reason that you should not always ignore the idea of doing research at the physical library is because once you are there and looking for information, you have a vast number of other sources readily available to you in a highly organized location. You also can tap into the human resources represented by the research librarians who likely can redirect you if you cannot find appropriate sources.

Reading to Comprehend Familiar Content

Reading about unfamiliar content is one thing, but what if you do know something about a topic already? Do you really still need to keep reading about it? Probably. For example, what if during the brainstorming activity in the previous section, you secretly felt rather smug because you know about the demotion of the one-time planet Pluto and that there is currently quite the scientific debate going on about that whole de-planet-ation thing. Of course, you didn’t say anything during the study session, mostly to spare your classmates any embarrassment, but you are pretty familiar with Pluto-gate. So now what? Can you learn anything new?

Again—probably. When did Pluto’s qualifications to be considered a planet come into question? What are the qualifications for being considered a planet? Why? Who even gets to decide these things? Why was it called  Pluto  in the first place? On Amazon alone, you can find hundreds of books about the once-planet Pluto (not to be confused with the Disney dog also named Pluto). A Google search brings up over 34 million options for your reading pleasure. You’ll have plenty to read, even if you do know something or quite a bit about a topic, but you’ll approach reading about a familiar topic and an unfamiliar one differently.

With familiar content, you can do some initial skimming to determine what you already know in the book or article, and mark what may be new information or a different perspective. You may not have to give your full attention to the information you know, but you will spend more time on the new viewpoints so you can determine how this new data meshes with what you already know. Is this writer claiming a radical new definition for the topic or an entirely opposite way to consider the subject matter, connecting it to other topics or disciplines in ways you have never considered?

When college students encounter material in a discipline-specific context and have some familiarity with the topic, they sometimes can allow themselves to become a bit overconfident about their knowledge level. Just because a student may have read an article or two or may have seen a TV documentary on a subject such as the criminal mind, that does not make them an expert. What makes an expert is a person who thoroughly studies a subject, usually for years, and understands all the possible perspectives of a subject as well as the potential for misunderstanding due to personal biases and the availability of false information about the topic.

• What methods can you incorporate into your routine to allow adequate time for reading?
• What are the benefits and approaches to active reading?
• Do your courses or major have specific reading requirements?

Allowing Adequate Time for Reading

You should determine the reading requirements and expectations for every class very early in the semester. You also need to understand why you are reading the particular text you are assigned. Do you need to read closely for minute details that determine cause and effect? Or is your instructor asking you to skim several sources so you become more familiar with the topic? Knowing this reasoning will help you decide your timing, what notes to take, and how best to undertake the reading assignment.

Depending on the makeup of your schedule, you may end up reading both primary sources—such as legal documents, historic letters, or diaries—as well as textbooks, articles, and secondary sources, such as summaries or argumentative essays that use primary sources to stake a claim. You may also need to read current journalistic texts to stay current in local or global affairs. A realistic approach to scheduling your time to allow you to read and review all the reading you have for the semester will help you accomplish what can sometimes seem like an overwhelming task.

When you allow adequate time in your hectic schedule for reading, you are investing in your own success. Reading isn’t a magic pill, but it may seem like it when you consider all the benefits people reap from this ordinary practice. Famous successful people throughout history have been voracious readers. In fact, former U.S. president Harry Truman once said, “Not all readers are leaders, but all leaders are readers.” Writer of the U.S. Declaration of Independence, inventor, and also former U.S. president Thomas Jefferson claimed “I cannot live without books” at a time when keeping and reading books was an expensive pastime. Knowing what it meant to be kept from the joys of reading, 19th-century abolitionist Frederick Douglass said, “Once you learn to read, you will be forever free.” And finally, George R. R. Martin, the prolific author of the wildly successful  Game of Thrones  empire, declared, “A reader lives a thousand lives before he dies . . . The man who never reads lives only one.”

You can make time for reading in a number of ways that include determining your usual reading pace and speed, scheduling active reading sessions, and practicing recursive reading strategies.

Determining Reading Speed and Pacing

To determine your reading speed, select a section of text—passages in a textbook or pages in a novel. Time yourself reading that material for exactly 5 minutes, and note how much reading you accomplished in those 5 minutes. Multiply the amount of reading you accomplished in 5 minutes by 12 to determine your average reading pace (5 times 12 equals the 60 minutes of an hour). Of course, your reading pace will be different and take longer if you are taking notes while you read, but this calculation of reading pace gives you a good way to estimate your reading speed that you can adapt to other forms of reading.

So, for instance, if Marta was able to read 4 pages of a dense novel for her English class in 5 minutes, she should be able to read about 48 pages in one hour. Knowing this, Marta can accurately determine how much time she needs to devote to finishing the novel within a set amount of time, instead of just guessing. If the novel Marta is reading is 497 pages, then Marta would take the total page count (497) and divide that by her hourly reading rate (48 pages/hour) to determine that she needs about 10 to 11 hours overall. To finish the novel spread out over two weeks, Marta needs to read a little under an hour a day to accomplish this goal.

Calculating your reading rate in this manner does not take into account days where you’re too distracted and you have to reread passages or days when you just aren’t in the mood to read. And your reading rate will likely vary depending on how dense the content you’re reading is (e.g., a complex textbook vs. a comic book). Your pace may slow down somewhat if you are not very interested in what the text is about. What this method  will  help you do is be realistic about your reading time as opposed to waging a guess based on nothing and then becoming worried when you have far more reading to finish than the time available.

Chapter 3, “Time Management and Prioritization,” offers more detail on how best to determine your speed from one type of reading to the next so you are better able to schedule your reading.

Scheduling Set Times for Active Reading

Active reading takes longer than reading through passages without stopping. You may not need to read your latest sci-fi series actively while you’re lounging on the beach, but many other reading situations demand more attention from you. Active reading is particularly important for college courses. You are a scholar actively engaging with the text by posing questions, seeking answers, and clarifying any confusing elements. Plan to spend at least twice as long to read actively than to read passages without taking notes or otherwise marking select elements of the text.

To determine the time you need for active reading, use the same calculations you use to determine your traditional reading speed and double it. Remember that you need to determine your reading pace for all the classes you have in a particular semester and multiply your speed by the number of classes you have that require different types of reading.

Practicing Recursive Reading Strategies

One fact about reading for college courses that may become frustrating is that, in a way, it never ends. For all the reading you do, you end up doing even more rereading. It may be the same content, but you may be reading the passage more than once to detect the emphasis the writer places on one aspect of the topic or how frequently the writer dismisses a significant counterargument. This rereading is called recursive reading.

For most of what you read at the college level, you are trying to make sense of the text for a specific purpose—not just because the topic interests or entertains you. You need your full attention to decipher everything that’s going on in complex reading material—and you even need to be considering what the writer of the piece may  not  be including and why. This is why reading for comprehension is recursive.

Specifically, this boils down to seeing reading not as a formula but as a process that is far more circular than linear. You may read a selection from beginning to end, which is an excellent starting point, but for comprehension, you’ll need to go back and reread passages to determine meaning and make connections between the reading and the bigger learning environment that led you to the selection—that may be a single course or a program in your college, or it may be the larger discipline, such as all biologists or the community of scholars studying beach erosion.

People often say writing is rewriting. For college courses, reading is rereading.

Strong readers engage in numerous steps, sometimes combining more than one step simultaneously, but knowing the steps nonetheless. They include, not always in this order:

• bringing any prior knowledge about the topic to the reading session,
• asking yourself pertinent questions, both orally and in writing, about the content you are reading,
• inferring and/or implying information from what you read,
• learning unfamiliar discipline-specific terms,
• evaluating what you are reading, and eventually,
• applying what you’re reading to other learning and life situations you encounter.

Let’s break these steps into manageable chunks, because you are actually doing quite a lot when you read.

Accessing Prior Knowledge

When you read, you naturally think of anything else you may know about the topic, but when you read deliberately and actively, you make yourself more aware of accessing this prior knowledge. Have you ever watched a documentary about this topic? Did you study some aspect of it in another class? Do you have a hobby that is somehow connected to this material? All of this thinking will help you make sense of what you are reading.

Imagining that you were given a chapter to read in your American history class about the Gettysburg Address, write down what you already know about this historic document. How might thinking through this prior knowledge help you better understand the text?

Asking Questions

Humans are naturally curious beings. As you read actively, you should be asking questions about the topic you are reading. Don’t just say the questions in your mind; write them down. You may ask: Why is this topic important? What is the relevance of this topic currently? Was this topic important a long time ago but irrelevant now? Why did my professor assign this reading?

You need a place where you can actually write down these questions; a separate page in your notes is a good place to begin. If you are taking notes on your computer, start a new document and write down the questions. Leave some room to answer the questions when you begin and again after you read.

Inferring and Implying

When you read, you can take the information on the page and  infer , or conclude responses to related challenges from evidence or from your own reasoning. A student will likely be able to infer what material the professor will include on an exam by taking good notes throughout the classes leading up to the test.

Writers may  imply  information without directly stating a fact for a variety of reasons. Sometimes a writer may not want to come out explicitly and state a bias, but may imply or hint at his or her preference for one political party or another. You have to read carefully to find implications because they are indirect, but watching for them will help you comprehend the whole meaning of a passage.

Learning Vocabulary

Vocabulary specific to certain disciplines helps practitioners in that field engage and communicate with each other. Few people beyond undertakers and archeologists likely use the term  sarcophagus  in everyday communications, but for those disciplines, it is a meaningful distinction. Looking at the example, you can use context clues to figure out the meaning of the term  sarcophagus  because it is something undertakers and/or archeologists would recognize. At the very least, you can guess that it has something to do with death. As a potential professional in the field you’re studying, you need to know the lingo. You may already have a system in place to learn discipline-specific vocabulary, so use what you know works for you. Two strong strategies are to look up words in a dictionary (online or hard copy) to ensure you have the exact meaning for your discipline and to keep a dedicated list of words you see often in your reading. You can list the words with a short definition so you have a quick reference guide to help you learn the vocabulary.

Intelligent people always question and evaluate. This doesn’t mean they don’t trust others; they just need verification of facts to understand a topic well. It doesn’t make sense to learn incomplete or incorrect information about a subject just because you didn’t take the time to evaluate all the sources at your disposal. When early explorers were afraid to sail the world for fear of falling off the edge, they weren’t stupid; they just didn’t have all the necessary data to evaluate the situation.

When you evaluate a text, you are seeking to understand the presented topic. Depending on how long the text is, you will perform a number of steps and repeat many of these steps to evaluate all the elements the author presents. When you evaluate a text, you need to do the following:

• Scan the title and all headings.
• Read through the entire passage fully.
• Question what main point the author is making.
• Decide who the audience is.
• Identify what evidence/support the author uses.
• Consider if the author presents a balanced perspective on the main point.
• Recognize if the author introduced any biases in the text.

When you go through a text looking for each of these elements, you need to go beyond just answering the surface question; for instance, the audience may be a specific field of scientists, but could anyone else understand the text with some explanation? Why would that be important?

Analysis Question

Think of an article you need to read for a class. Take the steps above on how to evaluate a text, and apply the steps to the article. When you accomplish the task in each step, ask yourself and take notes to answer the question: Why is this important? For example, when you read the title, does that give you any additional information that will help you comprehend the text? If the text were written for a different audience, what might the author need to change to accommodate that group? How does an author’s bias distort an argument? This deep evaluation allows you to fully understand the main ideas and place the text in context with other material on the same subject, with current events, and within the discipline.

When you learn something new, it always connects to other knowledge you already have. One challenge we have is applying new information. It may be interesting to know the distance to the moon, but how do we apply it to something we need to do? If your biology instructor asked you to list several challenges of colonizing Mars and you do not know much about that planet’s exploration, you may be able to use your knowledge of how far Earth is from the moon to apply it to the new task. You may have to read several other texts in addition to reading graphs and charts to find this information.

That was the challenge the early space explorers faced along with myriad unknowns before space travel was a more regular occurrence. They had to take what they already knew and could study and read about and apply it to an unknown situation. These explorers wrote down their challenges, failures, and successes, and now scientists read those texts as a part of the ever-growing body of text about space travel. Application is a sophisticated level of thinking that helps turn theory into practice and challenges into successes.

Preparing to Read for Specific Disciplines in College

Different disciplines in college may have specific expectations, but you can depend on all subjects asking you to read to some degree. In this college reading requirement, you can succeed by learning to read actively, researching the topic and author, and recognizing how your own preconceived notions affect your reading. Reading for college isn’t the same as reading for pleasure or even just reading to learn something on your own because you are casually interested.

In college courses, your instructor may ask you to read articles, chapters, books, or  primary sources  (those original documents about which we write and study, such as letters between historic figures or the Declaration of Independence). Your instructor may want you to have a general background on a topic before you dive into that subject in class, so that you know the history of a topic, can start thinking about it, and can engage in a class discussion with more than a passing knowledge of the issue.

If you are about to participate in an in-depth six-week consideration of the U.S. Constitution but have never read it or anything written about it, you will have a hard time looking at anything in detail or understanding how and why it is significant. As you can imagine, a great deal has been written about the Constitution by scholars and citizens since the late 1700s when it was first put to paper (that’s how they did it then). While the actual document isn’t that long (about 12–15 pages depending on how it is presented), learning the details on how it came about, who was involved, and why it was and still is a significant document would take a considerable amount of time to read and digest. So, how do you do it all? Especially when you may have an instructor who drops hints that you may also  love  to read a historic novel covering the same time period . . . in your  spare time , not required, of course! It can be daunting, especially if you are taking more than one course that has time-consuming reading lists. With a few strategic techniques, you can manage it all, but know that you must have a plan and schedule your required reading so you  are  also able to pick up that recommended historic novel—it may give you an entirely new perspective on the issue.

Strategies for Reading in College Disciplines

No universal law exists for how much reading instructors and institutions expect college students to undertake for various disciplines. Suffice it to say, it’s a LOT.

For most students, it is the volume of reading that catches them most off guard when they begin their college careers. A full course load might require 10–15 hours of reading per week, some of that covering content that will be more difficult than the reading for other courses.

You cannot possibly read word-for-word every single document you need to read for all your classes. That doesn’t mean you give up or decide to only read for your favorite classes or concoct a scheme to read 17 percent for each class and see how that works for you. You need to learn to skim, annotate, and take notes. All of these techniques will help you comprehend more of what you read, which is why we read in the first place. We’ll talk more later about annotating and notetaking, but for now consider what you know about skimming as opposed to active reading.

Skimming is not just glancing over the words on a page (or screen) to see if any of it sticks. Effective skimming allows you to take in the major points of a passage without the need for a time-consuming reading session that involves your active use of notations and annotations. Often you will need to engage in that painstaking level of active reading, but skimming is the first step—not an alternative to deep reading. The fact remains that neither do you need to read everything nor could you possibly accomplish that given your limited time. So learn this valuable skill of skimming as an accompaniment to your overall study tool kit, and with practice and experience, you will fully understand how valuable it is.

When you skim, look for guides to your understanding: headings, definitions, pull quotes, tables, and context clues. Textbooks are often helpful for skimming—they may already have made some of these skimming guides in bold or a different color, and chapters often follow a predictable outline. Some even provide an overview and summary for sections or chapters. Use whatever you can get, but don’t stop there. In textbooks that have some reading guides, or especially in text that does not, look for introductory words such as  First  or  The purpose of this article  . . . or summary words such as  In conclusion  . . . or  Finally . These guides will help you read only those sentences or paragraphs that will give you the overall meaning or gist of a passage or book.

Now move to the meat of the passage. You want to take in the reading as a whole. For a book, look at the titles of each chapter if available. Read each chapter’s introductory paragraph and determine why the writer chose this particular order. Depending on what you’re reading, the chapters may be only informational, but often you’re looking for a specific argument. What position is the writer claiming? What support, counterarguments, and conclusions is the writer presenting?

Don’t think of skimming as a way to buzz through a boring reading assignment. It is a skill you should master so you can engage, at various levels, with all the reading you need to accomplish in college. End your skimming session with a few notes—terms to look up, questions you still have, and an overall summary. And recognize that you likely will return to that book or article for a more thorough reading if the material is useful.

Active Reading Strategies

Active reading differs significantly from skimming or reading for pleasure. You can think of active reading as a sort of conversation between you and the text (maybe between you and the author, but you don’t want to get the author’s personality too involved in this metaphor because that may skew your engagement with the text).

When you sit down to determine what your different classes expect you to read and you create a reading schedule to ensure you complete all the reading, think about when you should read the material strategically, not just how to  get it all done . You should read textbook chapters and other reading assignments  before  you go into a lecture about that information. Don’t wait to see how the lecture goes before you read the material, or you may not understand the information in the lecture. Reading before class helps you put ideas together between your reading and the information you hear and discuss in class.

Different disciplines naturally have different types of texts, and you need to take this into account when you schedule your time for reading class material. For example, you may look at a poem for your world literature class and assume that it will not take you long to read because it is relatively short compared to the dense textbook you have for your economics class. But reading and understanding a poem can take a considerable amount of time when you realize you may need to stop numerous times to review the separate word meanings and how the words form images and connections throughout the poem.

The SQ3R Reading Strategy

You may have heard of the  SQ3R  method for active reading in your early education. This valuable technique is perfect for college reading. The title stands for  S urvey,  Q uestion,  R ead,  R ecite,  R eview, and you can use the steps on virtually any assigned passage. Designed by Francis Pleasant Robinson in his 1961 book  Effective Study,  the active reading strategy gives readers a systematic way to work through any reading material.

Survey  is similar to skimming. You look for clues to meaning by reading the titles, headings, introductions, summary, captions for graphics, and keywords. You can survey almost anything connected to the reading selection, including the copyright information, the date of the journal article, or the names and qualifications of the author(s). In this step, you decide what the general meaning is for the reading selection.

Question  is your creation of questions to seek the main ideas, support, examples, and conclusions of the reading selection. Ask yourself these questions separately. Try to create valid questions about what you are about to read that have come into your mind as you engaged in the Survey step. Try turning the headings of the sections in the chapter into questions. Next, how does what you’re reading relate to you, your school, your community, and the world?

Read  is when you actually read the passage. Try to find the answers to questions you developed in the previous step. Decide how much you are reading in chunks, either by paragraph for more complex readings or by section or even by an entire chapter. When you finish reading the selection, stop to make notes. Answer the questions by writing a note in the margin or other white space of the text.

You may also carefully underline or highlight text in addition to your notes. Use caution here that you don’t try to rush this step by haphazardly circling terms or the other extreme of underlining huge chunks of text. Don’t over-mark. You aren’t likely to remember what these cryptic marks mean later when you come back to use this active reading session to study. The text is the source of information—your marks and notes are just a way to organize and make sense of that information.

Recite  means to speak out loud. By reciting, you are engaging other senses to remember the material—you read it (visual) and you said it (auditory). Stop reading momentarily in the step to answer your questions or clarify confusing sentences or paragraphs. You can recite a summary of what the text means to you. If you are not in a place where you can verbalize, such as a library or classroom, you can accomplish this step adequately by  saying  it in your head; however, to get the biggest bang for your buck, try to find a place where you can speak aloud. You may even want to try explaining the content to a friend.

Review  is a recap. Go back over what you read and add more notes, ensuring you have captured the main points of the passage, identified the supporting evidence and examples, and understood the overall meaning. You may need to repeat some or all of the SQR3 steps during your review depending on the length and complexity of the material. Before you end your active reading session, write a short (no more than one page is optimal) summary of the text you read.

Reading Primary and Secondary Sources

Primary sources are original documents we study and from which we glean information; primary sources include letters, first editions of books, legal documents, and a variety of other texts. When scholars look at these documents to understand a period in history or a scientific challenge and then write about their findings, the scholar’s article is considered a secondary source. Readers have to keep several factors in mind when reading both primary and secondary sources.

Primary sources may contain dated material we now know is inaccurate. It may contain personal beliefs and biases the original writer didn’t intent to be openly published, and it may even present fanciful or creative ideas that do not support current knowledge. Readers can still gain great insight from primary sources, but readers need to understand the context from which the writer of the primary source wrote the text.

Likewise, secondary sources are inevitably another person’s perspective on the primary source, so a reader of secondary sources must also be aware of potential biases or preferences the secondary source writer inserts in the writing that may persuade an incautious reader to interpret the primary source in a particular manner.

For example, if you were to read a secondary source that is examining the U.S. Declaration of Independence (the primary source), you would have a much clearer idea of how the secondary source scholar presented the information from the primary source if you also read the Declaration for yourself instead of trusting the other writer’s interpretation. Most scholars are honest in writing secondary sources, but you as a reader of the source are trusting the writer to present a balanced perspective of the primary source. When possible, you should attempt to read a primary source in conjunction with the secondary source. The Internet helps immensely with this practice.

• How engaging the material is or how much I enjoy reading it.
• Whether or not the course is part of my major.
• Whether or not the instructor assesses knowledge from the reading (through quizzes, for example), or requires assignments based on the reading.
• Whether or not knowledge or information from the reading is required to participate in lecture.
• I read all of the assigned material.
• I read most of the assigned material.
• I skim the text and read the captions, examples, or summaries.
• I use a systematic method such as the Cornell method or something similar.
• I highlight or underline all the important information.
• I create outlines and/or note-cards.
• I use an app or program.
• I write notes in my text (print or digital).
• I don’t have a style. I just write down what seems important.
• I don’t take many notes.

You can also take the anonymous What Students Say survey below.

Students offered their views on these questions, and the results are displayed in the graphs below.

What is the most influential factor in how thoroughly you read the material for a given course?

What best describes your reading approach for required texts/materials for your classes?

What best describes your notetaking style?

Researching Topic and Author

During your preview stage, sometimes called pre-reading, you can easily pick up on information from various sources that may help you understand the material you’re reading more fully or place it in context with other important works in the discipline. If your selection is a book, flip it over or turn to the back pages and look for an author’s biography or note from the author. See if the book itself contains any other information about the author or the subject matter.

The main things you need to recall from your reading in college are the topics covered and how the information fits into the discipline. You can find these parts throughout the textbook chapter in the form of headings in larger and bold font, summary lists, and important quotations pulled out of the narrative. Use these features as you read to help you determine what the most important ideas are.

Remember, many books use quotations about the book or author as testimonials in a marketing approach to sell more books, so these may not be the most reliable sources of unbiased opinions, but it’s a start. Sometimes you can find a list of other books the author has written near the front of a book. Do you recognize any of the other titles? Can you do an Internet search for the name of the book or author? Go beyond the search results that want you to buy the book and see if you can glean any other relevant information about the author or the reading selection. Beyond a standard Internet search, try the library article database. These are more relevant to academic disciplines and contain resources you typically will not find in a standard search engine. If you are unfamiliar with how to use the library database, ask a reference librarian on campus. They are often underused resources that can point you in the right direction.

Understanding Your Own Preset Ideas on a Topic

Laura really enjoys learning about environmental issues. She has read many books and watched numerous televised documentaries on this topic and actively seeks out additional information on the environment. While Laura’s interest can help her understand a new reading encounter about the environment, Laura also has to be aware that with this interest, she also brings forward her preset ideas and biases about the topic. Sometimes these prejudices against other ideas relate to religion or nationality or even just tradition. Without evidence, thinking the way we always have is not a good enough reason; evidence can change, and at the very least it needs honest review and assessment to determine its validity. Ironically, we may not want to learn new ideas because that may mean we would have to give up old ideas we have already mastered, which can be a daunting prospect.

With every reading situation about the environment, Laura needs to remain open-minded about what she is about to read and pay careful attention if she begins to ignore certain parts of the text because of her preconceived notions. Learning new information can be very difficult if you balk at ideas that are different from what you’ve always thought. You may have to force yourself to listen to a different viewpoint multiple times to make sure you are not closing your mind to a viable solution your mindset does not currently allow.

Can you think of times you have struggled reading college content for a course? Which of these strategies might have helped you understand the content? Why do you think those strategies would work?

• How can you prepare to take notes to maximize the effectiveness of the experience?
• What are some specific strategies you can employ for better notetaking?
• Why is annotating your notes after the notetaking session a critical step to follow?

Beyond providing a record of the information you are reading or hearing, notes help you organize the ideas and help you make meaning out of something about which you may not be familiar, so notetaking and reading are two compatible skill sets. Taking notes also helps you stay focused on the question at hand. Nanami often takes notes during presentations or class lectures so she can follow the speaker’s main points and condense the material into a more readily usable format. Strong notes build on your prior knowledge of a subject, help you discuss trends or patterns present in the information, and direct you toward areas needing further research or reading.

It is not a good habit to transcribe every single word a speaker utters—even if you have an amazing ability to do that. Most of us don’t have that court-reporter-esque skill level anyway, and if we try, we would end up missing valuable information. Learn to listen for main ideas and distinguish between these main ideas and details that typically support the ideas. Include examples that explain the main ideas, but do so using understandable abbreviations.

Think of all notes as potential study guides. In fact, if you only take notes without actively working on them after the initial notetaking session, the likelihood of the notes helping you is slim. Research on this topic concludes that without active engagement after taking notes, most students forget 60–75 percent of material over which they took the notes—within two days! That sort of defeats the purpose, don’t you think? This information about memory loss was first brought to light by 19th-century German psychologist Hermann Ebbinghaus. Fortunately, you do have the power to thwart what is sometimes called the Ebbinghaus Forgetting Curve by reinforcing what you learned through review at intervals shortly after you take in the material and frequently thereafter.

If you are a musician, you’ll understand this phenomenon well. When you first attempt a difficult piece of music, you may not remember the chords and notes well at all, but after frequent practice and review, you generate a certain muscle memory and cognitive recall that allows you to play the music more easily.

Notetaking may not be the most glamorous aspect of your higher-education journey, but it is a study practice you will carry throughout college and into your professional life. Setting yourself up for successful notetaking is almost as important as the actual taking of notes, and what you do after your notetaking session is equally significant. Well-written notes help you organize your thoughts, enhance your memory, and participate in class discussion, and they prepare you to respond successfully on exams. With all that riding on your notes, it would behoove you to learn how to take notes properly and continue to improve your notetaking skills.

Do you currently have a preferred way to take notes? When did you start using it? Has it been effective? What other strategy might work for you?

Preparing to Take Notes

Preparing to take notes means more than just getting out your laptop or making sure you bring pen and paper to class. You’ll do a much better job with your notes if you understand why we take notes, have a strong grasp on your preferred notetaking system, determine your specific priorities depending on your situation, and engage in some version of efficient shorthand.

Like handwriting and fingerprints, we all have unique and fiercely independent notetaking habits. These understandably and reasonably vary from one situation to the next, but you can only improve your skills by learning more about ways to take effective notes and trying different methods to find a good fit.

The very best notes are the ones you take in an organized manner that encourages frequent review and use as you progress through a topic or course of study. For this reason, you need to develop a way to organize all your notes for each class so they remain together and organized. As old-fashioned as it sounds, a clunky three-ring binder is an excellent organizational container for class notes. You can easily add to previous notes, insert handouts you may receive in class, and maintain a running collection of materials for each separate course. If the idea of carrying around a heavy binder has you rolling your eyes, then transfer that same structure into your computer files. If you don’t organize your many documents into some semblance of order on your computer, you will waste significant time searching for improperly named or saved files.

You may be interested in relatively new research on what is the more effective notetaking strategy: handwriting versus typing directly into a computer. While individuals have strong personal opinions on this subject, most researchers agree that the format of student notes is less important than what students do with the notes they take afterwards. Both handwriting notes and using a computer for notetaking have pros and cons.

Managing Notetaking Systems (Computer, Paper/Pen, Note Cards, Textbook)

Whichever of the many notetaking systems you choose (and new ones seem to come out almost daily), the very best one is the one that you will use consistently. The skill and art of notetaking is not automatic for anyone; it takes a great deal of practice, patience, and continuous attention to detail. Add to that the fact that you may need to master multiple notetaking techniques for different classes, and you have some work to do. Unless you are specifically directed by your instructor, you are free to combine the best parts of different systems if you are most comfortable with that hybrid system.

Just to keep yourself organized, all your notes should start off with an identifier, including at the very least the date, the course name, the topic of the lecture/presentation, and any other information you think will help you when you return to use the notes for further study, test preparation, or assignment completion. Additional, optional information may be the number of notetaking sessions about this topic or reminders to cross-reference class handouts, textbook pages, or other course materials. It’s also always a good idea to leave some blank space in your notes so you can insert additions and questions you may have as you review the material later.

Notetaking Strategies

You may have a standard way you take all your notes for all your classes. When you were in high school, this one-size-fits-all approach may have worked. Now that you’re in college, reading and studying more advanced topics, your general method may still work some of the time, but you should have some different strategies in place if you find that your method isn’t working as well with college content. You probably will need to adopt different notetaking strategies for different subjects. The strategies in this section represent various ways to take notes in such a way that you are able to study after the initial notetaking session.

Cornell Method

One of the most recognizable notetaking systems is called the  Cornell Method , a relatively simple way to take effective notes devised by Cornell University education professor Dr. Walter Pauk in the 1940s. In this system, you take a standard piece of note paper and divide it into three sections by drawing a horizontal line across your paper about one to two inches from the bottom of the page (the summary area) and then drawing a vertical line to separate the rest of the page above this bottom area, making the left side about two inches (the recall column) and leaving the biggest area to the right of your vertical line (the notes column). You may want to make one page and then copy as many pages as you think you’ll need for any particular class, but one advantage of this system is that you can generate the sections quickly. Because you have divided up your page, you may end up using more paper than you would if you were writing on the entire page, but the point is not to keep your notes to as few pages as possible. The Cornell Method provides you with a well-organized set of notes that will help you study and review your notes as you move through the course. If you are taking notes on your computer, you can still use the Cornell Method in Word or Excel on your own or by using a template someone else created.

Now that you have the notetaking format generated, the beauty of the Cornell Method is its organized simplicity. Just write on one side of the page (the right-hand notes column)—this will help later when you are reviewing and revising your notes. During your notetaking session, use the notes column to record information over the main points and concepts of the lecture; try to put the ideas into your own words, which will help you not transcribe the speaker’s words verbatim. Skip lines between each idea in this column. Practice the shortcut abbreviations covered in the next section and avoid writing in complete sentences. Don’t make your notes too cryptic, but you can use bullet points or phrases equally well to convey meaning—we do it all the time in conversation. If you know you will need to expand the notes you are taking in class but don’t have time, you can put reminders directly in the notes by adding and underlining the word  expand  by the ideas you need to develop more fully.

As soon as possible after your notetaking session, preferably within eight hours but no more than twenty-four hours, read over your notes column and fill in any details you missed in class, including the places where you indicated you wanted to expand your notes. Then in the recall column, write any key ideas from the corresponding notes column—you can’t stuff this smaller recall column as if you’re explaining or defining key ideas. Just add the one- or two-word main ideas; these words in the recall column serve as cues to help you remember the detailed information you recorded in the notes column.

Once you are satisfied with your notes and recall columns, summarize this page of notes in two or three sentences using the summary area at the bottom of the sheet. This is an excellent time to get with another classmate or a group of students who all heard the same lecture to make sure you all understood the key points. Now, before you move onto something else, cover the large notes column, and quiz yourself over the key ideas you recorded in the recall column. Repeat this step often as you go along, not just immediately before an exam, and you will help your memory make the connections between your notes, your textbook reading, your in-class work, and assignments that you need to succeed on any quizzes and exams.

The main advantage of the Cornell Method is that you are setting yourself up to have organized, workable notes. The neat format helps you move into study-mode without needing to re-copy less organized notes or making sense of a large mass of information you aren’t sure how to process because you can’t remember key ideas or what you meant. If you write notes in your classes without any sort of system and later come across something like “Napoleon—short” in the middle of a glob of notes, what can you do at this point? Is that important? Did it connect with something relevant from the lecture? How would you possibly know? You are your best advocate for setting yourself up for success in college.

Other note organizing systems may help you in different disciplines. You can take notes in a formal outline if you prefer, using Roman numerals for each new topic, moving down a line to capital letters indented a few spaces to the right for concepts related to the previous topic, then adding details to support the concepts indented a few more spaces over and denoted by an Arabic numeral. You can continue to add to a formal outline by following these rules.

You don’t absolutely have to use the formal numerals and letter, but you have to then be careful to indent so you can tell when you move from a higher level topic to the related concepts and then to the supporting information. The main benefit of an outline is how organized it is. You have to be on your toes when you are taking notes in class to ensure you keep up the organizational format of the outline, which can be tricky if the lecture or presentation is moving quickly or covering many diverse topics.

The following formal outline example shows the basic pattern:

• Protection  (supporting info about the concept)
• Family-friendly  (supporting info about the concept)

You would just continue on with this sort of numbering and indenting format to show the connections between main ideas, concepts, and supporting details. Whatever details you do not capture in your notetaking session, you can add after the lecture as you review your outline.

Chart or table

Similar to creating an outline, you can develop a chart to compare and contrast main ideas in a notetaking session. Divide your paper into four or five columns with headings that include either the main topics covered in the lecture or categories such as How?, What?, When used?, Advantages/Pros, Disadvantages/Cons, or other divisions of the information. You write your notes into the appropriate columns as that information comes to light in the presentation.

This format helps you pull out the salient ideas and establishes an organized set of notes to study later. (If you haven’t noticed that this  reviewing later  idea is a constant across all notetaking systems, you should…take note of that.) Notes by themselves that you never reference again are little more than scribblings. That would be a bit like compiling an extensive grocery list so you stay on budget when you shop, work all week on it, and then just throw it away before you get to the store. You may be able to recall a few items, but likely won’t be as efficient as you could be if you had the notes to reference. Just as you cannot read all the many books, articles, and documents you need to peruse for your college classes, you cannot remember the most important ideas of all the notes you will take as part of your courses, so you must review.

Concept Mapping and Visual Notetaking

One final notetaking method that appeals to learners who prefer a visual representation of notes is called  mapping  or sometimes  mind mapping  or  concept mapping,  although each of these names can have slightly different uses. Variations of this method abound, so you may want to look for more versions online, but the basic principles are that you are making connections between main ideas through a graphic depiction; some can get rather elaborate with colors and shapes, but a simple version may be more useful at least to begin. Main ideas can be circled or placed in a box with supporting concepts radiating off these ideas shown with a connecting line and possibly details of the support further radiating off the concepts. You can present your main ideas vertically or horizontally, but turning your paper long-ways, or in landscape mode, may prove helpful as you add more main ideas.

You may be interested in trying visual notetaking or adding pictures to your notes for clarity. Sometimes when you can’t come up with the exact wording to explain something or you’re trying to add information for complex ideas in your notes, sketching a rough image of the idea can help you remember. According to educator Sherrill Knezel in an article entitled “The Power of Visual Notetaking,” this strategy is effective because “When students use images and text in notetaking, it gives them two different ways to pull up the information, doubling their chances of recall.” Don’t shy away from this creative approach to notetaking just because you believe you aren’t an artist; the images don’t need to be perfect. You may want to watch  Rachel Smith’s TEDx Talk called “Drawing in Class”  to learn more about visual notetaking.

You can play with different types of notetaking suggestions and find the method(s) you like best, but once you find what works for you, stick with it. You will become more efficient with the method the more you use it, and your notetaking, review, and test prep will become, if not easier, certainly more organized, which can delete decrease your anxiety.

Practicing Decipherable Shorthand

Most college students don’t take a class in shorthand, once the domain of secretaries and executive assistants, but maybe they should. That almost-lost art in the age of computers could come in very handy during intense notetaking sessions. Elaborate shorthand systems do exist, but you would be better served in your college notetaking adventures to hone a more familiar, personalized form of shorthand to help you write more in a shorter amount of time. Seemingly insignificant shortcuts can add up to ease the stress notetaking can induce—especially if you ever encounter an “I’m not going to repeat this” kind of presenter! Become familiar with these useful abbreviations:

Do you have any other shortcuts or symbols that you use in your notes? Ask your parents if they remember any that you may be able to learn.

Annotating Notes After Initial Notetaking Session

Annotating notes after the initial notetaking session may be one of the most valuable study skills you can master. Whether you are highlighting, underlining, or adding additional notes, you are reinforcing the material in your mind and memory.

Admit it—who can resist highlighting markers? Gone are the days when yellow was the star of the show, and you had to be very careful not to press too firmly for fear of obliterating the words you were attempting to emphasize. Students now have a veritable rainbow of highlighting options and can color-code notes and text passages to their hearts’ content. Technological advances may be important, but highlighter color choice is monumental! Maybe.

The only reason to highlight anything is to draw attention to it, so you can easily pick out that ever-so-important information later for further study or reflection. One problem many students have is not knowing when to stop. If what you need to recall from the passage is a particularly apt and succinct definition of the term important to your discipline, highlighting the entire paragraph is less effective than highlighting just the actual term. And if you don’t rein in this tendency to color long passages (possibly in multiple colors) you can end up with a whole page of highlighted text. Ironically, that is no different from a page that is not highlighted at all, so you have wasted your time. Your mantra for highlighting text should be  less is more . Always read your text selection first before you start highlighting anything. You need to know what the overall message is before you start placing emphasis in the text with highlighting.

Another way to annotate notes after initial notetaking is underlying significant words or passages. Albeit not quite as much fun as its colorful cousin highlighting, underlining provides precision to your emphasis.

Some people think of annotations as only using a colored highlighter to mark certain words or phrases for emphasis. Actually, annotations can refer to anything you do with a text to enhance it for your particular use (either a printed text, handwritten notes, or other sort of document you are using to learn concepts). The annotations may include highlighting passages or vocabulary, defining those unfamiliar terms once you look them up, writing questions in the margin of a book, underlining or circling key terms, or otherwise marking a text for future reference. You can also annotate some electronic texts.

Realistically, you may end up doing all of these types of annotations at different times. We know that repetition in studying and reviewing is critical to learning, so you may come back to the same passage and annotate it separately. These various markings can be invaluable to you as a study guide and as a way to see the evolution of your learning about a topic. If you regularly begin a reading session writing down any questions you may have about the topic of that chapter or section and also write out answers to those questions at the end of the reading selection, you will have a good start to what that chapter covered when you eventually need to study for an exam. At that point, you likely will not have time to reread the entire selection especially if it is a long reading selection, but with strong annotations in conjunction with your class notes, you won’t need to do that. With experience in reading discipline-specific texts and writing essays or taking exams in that field, you will know better what sort of questions to ask in your annotations.

What you have to keep in the front of your mind while you are annotating, especially if you are going to conduct multiple annotation sessions, is to not overdo whatever method you use. Be judicious about what you annotate and how you do it on the page, which means you must be neat about it. Otherwise, you end up with a mess of either color or symbols combined with some cryptic notes that probably took you quite a long time to create, but won’t be worth as much to you as a study aid as they could be. This is simply a waste of time and effort.

You cannot eat up every smidgen of white space on the page writing out questions or summaries and still have a way to read the original text. If you are lucky enough to have a blank page next to the beginning of the chapter or section you are annotating, use this, but keep in mind that when you start writing notes, you aren’t exactly sure how much space you’ll need. Use a decipherable shorthand and write only what you need to convey the meaning in very small print. If you are annotating your own notes, you can make a habit of using only one side of the paper in class, so that if you need to add more notes later, you could use the other side. You can also add a blank page to your notes before beginning the next class date in your notebook so you’ll end up with extra paper for annotations when you study.

Professional resources may come with annotations that can be helpful to you as you work through the various documentation requirements you’ll encounter in college as well. Purdue University’s Online Writing Lab ( OWL ) provides an annotated sample for how to format a college paper according to guidelines in the Modern Language Association (MLA) manual that you can see, along with other annotations.

Adding Needed Additional Explanations to Notes

Marlon was totally organized and ready to take notes in a designated course notebook at the beginning of every philosophy class session. He always dated his page and indicated what the topic of discussion was. He had various colored highlighters ready to denote the different note purposes he had defined: vocabulary in pink, confusing concepts in green, and note sections that would need additional explanations later in yellow. He also used his own shorthand and an impressive array of symbols to indicate questions (red question mark), highly probable test material (he used a tiny bomb exploding here), additional reading suggestions, and specific topics he would ask his instructor before the next class. Doing everything so precisely, Marlon’s methods seemed like a perfect example of how to take notes for success. Inevitably though, by the end of the hour-and-a-half class session, Marlon was frantically switching between writing tools, near to tears, and scouring his notes as waves of yellow teased him with uncertainty. What went wrong?

As with many of us who try diligently to do everything we know how to do for success or what we think we know because we read books and articles on success in between our course work, Marlon is suffering from trying to do too much simultaneously. It’s an honest mistake we can make when we are trying to save a little time or think we can multitask and kill two birds with one stone.

Unfortunately, this particular error in judgement can add to your stress level exponentially if you don’t step back and see it for what it is. Marlon attempted to take notes in class as well as annotate his notes to get them ready for his test preparation. It was too much to do at one time, but even if he could have done all those things during class, he’s missing one critical point about notetaking.

As much as we may want to hurry and get it over with, notetaking in class is just the beginning. Your instructor likely gave you a pre-class assignment to read or complete before coming to that session. The intention of that preparatory lesson is for you to come in with some level of familiarity for the topic under consideration and questions of your own. Once you’re in class, you may also need to participate in a group discussion, work with your classmates, or perform some other sort of lesson-directed activity that would necessarily take you away from taking notes. Does that mean you should ignore taking notes for that day? Most likely not. You may just need to indicate in your notes that you worked on a project or whatever other in-class event you experienced that date.

Very rarely in a college classroom will you engage in an activity that is not directly related to what you are studying in that course. Even if you enjoyed every minute of the class session and it was an unusual format for that course, you still need to take some notes. Maybe your first note could be to ask yourself why you think the instructor used that unique teaching strategy for the class that day. Was it effective? Was it worth using the whole class time? How will that experience enhance what you are learning in that course?

If you use an ereader or ebooks to read texts for class or read articles from the Internet on your laptop or tablet, you can still take effective notes. Depending on the features of your device, you have many choices. Almost all electronic reading platforms allow readers to highlight and underline text. Some devices allow you to add a written text in addition to marking a word or passage that you can collect at the end of your notetaking session. Look into the specific tools for your device and learn how to use the features that allow you to take notes electronically. You can also find apps on devices to help with taking notes, some of which you may automatically have installed when you buy the product. Microsoft’s OneNote, Google Keep, and the Notes feature on phones are relatively easy to use, and you may already have free access to those.

Taking Notes on Non-Text Items (i.e., Tables, Maps, Figures, etc.)

You may also encounter situations as you study and read textbooks, primary sources, and other resources for your classes that are not actually texts. You can still take notes on maps, charts, graphs, images, and tables, and your approach to these non-text features is similar to when you prepare to take notes over a passage of text. For example, if you are looking at the following map, you may immediately come up with several questions. Or it may initially appear overwhelming. Start by asking yourself these questions:

What is the main point of this map?

• Who is the intended audience?
• Where is it?
• What time period does it depict?
• What does the map’s legend (the explanation of symbols) include?
• What other information do I need to make sense of this map?

Returning to Your Notes

Later, as soon as possible after the class, you can go back to your notes and add in missing parts. Just as you may generate questions as you’re reading new material, you may leave a class session or lecture or activities with many questions. Write those down in a place where they won’t get lost in all your other notes.

The exact timing of when you get back to the notes you take in class or while you are reading an assignment will vary depending on how many other classes you have or what other obligations you have in your daily schedule. A good starting place that is also easy to remember is to make every effort to review your notes within 24 hours of first taking them. Longer than that and you are likely to have forgotten some key features you need to include; must less time than that, and you may not think you need to review the information you so recently wrote down, and you may postpone the task too long.

Use your phone or computer to set reminders for all your note review sessions so that it becomes a habit and you keep on top of the schedule.

Your personal notes play a significant role in your test preparation. They should enhance how you understand the lessons, textbooks, lab sessions, and assignments. All the time and effort you put into first taking the notes and then annotating and organizing the notes will be for naught if you do not formulate an effective and efficient way to use them before sectional exams or comprehensive tests.

The whole cycle of reading, notetaking in class, reviewing and enhancing your notes, and preparing for exams is part of a continuum you ideally will carry into your professional life. Don’t try to take short cuts; recognize each step in the cycle as a building block. Learning doesn’t end, which shouldn’t fill you with dread; it should help you recognize that all this work you’re doing in the classroom and during your own study and review sessions is ongoing and cumulative. Practicing effective strategies now will help you be a stronger professional.

What resources can you find about reading and notetaking that will actually help you with these crucial skills? How do you go about deciding what resources are valuable for improving your reading and notetaking skills?

The selection and relative value of study guides and books about notetaking vary dramatically. Ask your instructors for recommendations and see what the library has available on this topic. The following list is not comprehensive, but will give you a starting point for books and articles on notetaking in college.

• College Rules!: How to Study, Survive, and Succeed in College,  by Sherri Nist-Olejnik and Jodi Patrick Holschuh. More than just notetaking, this book covers many aspects of transitioning into the rigors of college life and studying.
• Effective Notetaking,  by Fiona McPherson. This small volume has suggestions for using your limited time wisely before, during, and after notetaking sessions.
• How to Study in College,  by Walter Pauk. This is the book that introduced Pauk’s notetaking suggestions we now call the Cornell Method. It is a bit dated (from the 1940s), but still contains some valuable information.
• Learn to Listen, Listen to Learn 2: Academic Listening and Note-taking,  by Roni S. Lebauer. The main point of this book is to help students get the most from college lectures by watching for clues to lecture organization and adapting this information into strong notes.
• Study Skills: Do I Really Need this Stuff?,  by Steve Piscitelli. Written in a consistently down-to-earth manner, this book will help you with the foundations of strong study skills, including time management, effective notetaking, and seeing the big picture.
• “What Reading Does for the Mind,” by Anne Cunningham and Keith Stanovich, 1998,  https://www.aft.org/sites/default/files/periodicals/cunningham.pdf
• Adler, Mortimer J. and Charles Van Doren.  How to Read a Book: The Classic Guide to Intelligent Reading. NY: Simon & Schuster, 1940 .
• Berns, Gregory S., Kristina Blaine, Michael J. Prietula, and Brandon E. Pye.  Brain Connectivity.  Dec 2013.ahead of print  http://doi.org/10.1089/brain.2013.0166

Source:  OpenStax College Success  is licensed under  Creative Commons Attribution License v4.0

Strategies for First Year College Success Copyright © by OpenStax is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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“It’s a lot to take in” – Undergraduate Experiences with Assigned Reading

By maura a. smale, new york city college of technology and graduate center, city university of new york (cuny ).

Interviewer: Tell me about some things that frustrate you about your course reading.

Student: I feel like, especially core classes, professors take the reading way too seriously, like they want you to know everything and memorize everything, and I’m just like, this isn’t even my major, like I have other things that I need to focus on.

Assigned texts play an important role in college coursework, and students are required to read for their classes during their college careers – in textbooks and other volumes, on websites, in journal articles, and elsewhere. Yet faculty across all disciplines report that many students do not complete all of the reading for a course, and some do not do the reading at all.

Concern with reading compliance is not new, and researchers have examined student completion of reading in college courses over the past several decades. Burchfield and Sappington studied the results of student performance on surprise reading quizzes in Psychology courses; the quizzes were administered to 910 undergraduate and graduate students at a small Southeastern university between 1981and 1997. Their results indicated that the amount of course reading students completed decreased over the time period of the study; they referred to this as “a disturbing trend of noncompliance with reading assignments” (2000, p. 59). Other studies have also shown that students often do not complete their assigned course reading (Baier et al. 2011). In her research on reading in a first year seminar at a small regional university, Hoeft found that a greater percentage of students completed their assigned reading than did students in the foundational Burchfield and Sappington study; even so, less than half of the surveyed students reported that they completed their required reading (2010, p. 12).

In a review of prior research, Starcher and Proffitt suggested several reasons that undergraduates do not complete their reading, including struggles with reading comprehension, lack of motivation, misperception about the importance of reading for the course, and challenges in finding time to read (2011, pp. 397-399). Hoeft concurs and characterizes the reasons that students she surveyed gave for not reading: “schedules that didn’t allow time for reading, social life that comes before reading, dislike of reading of any kind, lack of interest in topic, and laziness” (2012, p. 11). Though most studies have focused on students – measuring reading completion and suggesting strategies to increase compliance – Brost and Bradley (2006) examined the role that course instructors play in students’ academic reading practice. While time and motivation are cited in most studies as reasons that students may not complete their reading, few have explored the reasons why students may not have adequate time for their assigned course reading or why they may not feel motivated to complete it. Further, many studies of undergraduate reading involve research at primarily residential colleges and universities, and do not adequately consider the experiences of commuter students, who make up a large and growing percentage of undergraduates, or institutions with highly diverse, non-traditional student populations.

What stands in the way of students completing their course reading, and how can faculty and staff support students’ academic reading practices? Students who do not complete their assigned reading may have difficulty completing their coursework; exploring the reasons that students do not do their reading can inform strategies to support their academic success. To learn more about students’ experiences with their required course reading, I undertook a study of undergraduate academic reading habits.

Research Methods

Building on previous research on the student academic experience at the City University of New York (CUNY) (Smale & Regalado, 2018b), this project employed qualitative methods to explore undergraduates’ attitudes toward and practices around their required course reading. The research questions for this study were:

• What reading materials are students assigned in their courses, and how do they acquire or access them?
• When, where, and how do students do their assigned course readings?

This research was conducted at three CUNY colleges: Borough of Manhattan Community College (BMCC), Brooklyn College, and New York City College of Technology (City Tech), selected to represent a range of schools at the university: a community college, a baccalaureate college, and a comprehensive college that offers two- and four-year degrees. In fall 2016, undergraduate enrollment at Brooklyn College was 14,406, at City Tech 17,282, and at BMCC 26,748; BMCC has the largest enrollment of any CUNY college (CUNY OIRA, 2018). While there are differences between the student populations of each of the three colleges in this study, they are not substantial, especially as many students transfer between CUNY colleges during their academic careers. CUNY is a highly diverse institution: across the university student self-identified race/ethnicity was 0.3% American Indian/Alaskan Native, 20.8% Asian, 26% Black, 31.9% Hispanic, 21% White. Most CUNY undergraduates are of traditional age and take a full-time courseload, though 26.5% are over 25 years old, and 33.8% are part-time students. Nearly 53% percent of CUNY community college students and 37% of comprehensive/baccalaureate college students lived in households with incomes of less than $20,000/year (CUNY OIRA, 2017).

During the spring 2017 semester semi-structured interviews of about 30 minutes were held with 10 students at each of the three colleges, for a total of 30 students interviewed during this project. After obtaining approval for this study from the college Institutional Review Boards, students were recruited via flyers posted on each campus to produce a convenience sample. Students were interviewed on their own campus, and all interviews were recorded with a digital audio recorder; interview questions are available in the Appendix, below. All students interviewed received a $10 transit card or gift card for their participation. After the completion of the interviews, the audio recordings were transcribed, and the Dedoose qualitative data analysis platform was used to code the interview data and develop themes to facilitate analysis.

The students interviewed during this study were in a range of majors and programs at the three colleges, from first-year students through seniors. Most were attending college full-time during the semester I interviewed them, with only two part-time students. All but five of the students interviewed were between 18 and 24 years old, and about one-third of them were working at least part-time or participating in internships. With a sample of only 30 students it is not possible to correlate reading practices with academic performance or demographic data; thus I did not collect information on GPA, gender, or race/ethnicity from the students interviewed. The results of a study of this size are not generalizable; however, as has been found in previous research on the student experience at CUNY, students reported strong similarities surrounding their experiences across the three schools despite the academic differences between community and baccalaureate colleges (Asher et al., 2017). The results of this research are thus discussed here in aggregate for all three colleges.

Undergraduate Course Reading Narratives

The students shared information about their reading process that is likely familiar to many academic faculty and staff, though they also revealed detail that is less visible about their practice, priorities, and challenges with their required course reading. Three narratives of CUNY students’ course reading, students pseudonymously referred to as Tamara, Sana, and Isabella, illustrate the experiences that surfaced in this research. While each narrative comprises the responses of one individual student to my interview questions, these three students are not outliers; each reported experiences that were broadly representative of the responses of many students who participated in this research, and revealed themes that were common across multiple student interviews.

Tamara was a traditional-aged student in her second year of college when she was interviewed. She was working part-time in addition to attending school, and taking a full-time course load that included both required General Education courses and classes in her major, Psychology.

That semester Tamara was assigned course readings from both print (textbooks, handouts) and online sources. Tamara described a tension between reading online and in print: she noted the constraints of the free printing allocation at her college and a desire to be “ecofriendly,” though she also had limited options for reading online. While Tamara had a laptop computer she did not bring it to campus, and doing the reading on her phone was “a little bit of a distraction because I have text messages coming in, and it’s a very small screen.” Tamara also preferred to annotate her readings on paper, revealing that “it’s a lot easier to jot down notes on the side.”

Tamara was a commuter student, like the vast majority of CUNY students, and often used her commute on the bus or subway to complete her course reading. She said that she sometimes did her course reading, “right before bed, [because] a lot of people are asleep already” in her household, which included a parent and several siblings. However, Tamara also shared that “it’s a lot easier to do it on the bus or train.” She found that annotating or taking notes on her reading could be a challenge while on public transit – “it’s difficult to maneuver” – and she would often wait until getting to her destination to take notes; occasionally she would take notes on her phone.

I mentioned to Tamara that she was brightening and smiling when she discussed the reading for the two Psychology classes she was taking that semester. She replied that the reading in those classes was “interesting, really interesting.” Tamara characterized the readings for her major courses as “the real stuff,” and their place in her academic priorities was clear when she declared “those are the readings I tend to do first.”

Tamara was also taking several required core courses during the semester that we spoke, and her prioritizing strategies for the reading varied. Sometimes she set a timer to read for 10 minutes each day to try to get through her assigned reading, though she would go beyond that time if she found the reading interesting. Overall, she prioritized based on “the weekly agenda,” whatever homework or assignments were coming due that week, though she sometimes had to make choices among what she could do in the time she had, and noted, “I feel like I’m juggling in a circus.” She felt that her Psychology courses were most important, and said, “I like being able to engage in the conversation and to have input.” For some of her other classes in which she wasn’t always able to complete the reading she told me “I usually just stay quiet.”

Tamara’s main frustration with her required course reading was the amount, and she shared that “there’s so much to read and it seems like so little time, and it’s annoying because don’t these professors know we have other classes and other assignments and other things to do?” Sometimes she wished that her course readings were easier to understand, and when she found herself struggling her most frequent strategies were rereading and taking notes in her own words. She did sometimes review particularly challenging readings with a classmate or ask her professor for clarification after class, but with multiple classes, a job, and family responsibilities, she did not always have the time to seek help with her reading.

Sana was a traditional-aged student in the second semester of her first year of college when I interviewed her. She was majoring in Nursing and taking a full-time course load.

Sana was mostly taking required core courses during the semester we spoke, and only one of her courses was part of her major. She characterized herself as “a slow reader,” and tended to do her homework after classes ended for the day or on the weekends, preferring to do her reading at home where she had quiet space to concentrate rather than her college library, which she described as “kind of a hangout place for most people.” Sana tended to do her readings in print, printing out online readings whenever possible; she told me “I like to highlight so I know the important parts” when studying for tests.

That semester Sana was taking classes full-time but did not have a job, and she was conscious of the resulting impact on her time. She told me that she felt that her reading load was heavy but that she always found time to do it, though she acknowledged that she probably wouldn’t have time to do all of her required course reading if she had a job. Even without a job, Sana did sometimes find her reading load to be too heavy, and she let me know that sometimes “if I don’t have time I’ll try to skim through, but if I do have time I’ll read the whole thing.”

Sana prioritized reading for the one course she was taking in her major “because it’s the most important.” She also mentioned prioritizing reading for her English course, because her instructor gave the class a quiz on the reading each week, and she was pleased to share that she had passed each quiz so far. For her Sociology course Sana revealed that she no longer did the reading “because it doesn’t benefit me,” explaining that her professor “goes over what’s in the readings in class.”

When asked about strategies she used to deal with readings she found to be challenging, Sana replied that she did not have a specific strategy. She mentioned that she often found both the amount and the topics of her course reading to be difficult, telling me that she was frustrated that “sometimes it’s hard to understand, and it’s a lot [slight laugh] of reading.” Sana sometimes asked her classmates for help clarifying the reading, though she did not think it would be helpful to ask her professors about the reading, saying, “I don’t think they would have time for that.” She also did not know of any offices on campus that could help specifically with reading; she had visited the writing center in a prior semester but found it to be very crowded with a long wait and had not returned this semester. Sana astutely identified a challenge for students in reading subject matter that may be new to them, and told me “if you don’t understand the whole topic then it’s hard to ask a question, like you don’t know where to start.” She also expressed a wish for more reading support at the college, “a reading center on campus for students who are having trouble reading.”

Isabella was a student in the final semester of her Associates degree program when we met for our interview; she planned to transfer to a four-year program to complete her Bachelor’s degree. She was majoring in Business and taking a full-time course load as well as working outside of college, and she was a few years older than the traditional-aged college student was.

When asked to describe her reading practice, Isabella shared that she preferred to do her course reading at school, characterizing both her home and her commute as too busy and distracting. Isabella studied in the library, empty classrooms, or other quiet areas on campus because “I kind of focus more that way.” She told me that she took handwritten notes when doing her course reading, which she described as “kind of, like, old-fashioned [though] it works better that way for me.” Isabella did not mention a preference for reading in print or online, though she did note that her practice of taking detailed notes on the reading meant that she could bring her notes to class instead of her heavy textbooks.

While at this stage of her degree program Isabella mostly took courses in her major, she was also taking required General Education courses during the semester that I interviewed her. Isabella told me that she felt it important to do the required reading for her major courses because the topics could be complex, and she wanted to maximize her opportunities to learn them thoroughly in class. She prioritized her reading assignments based on their due dates and homework, and she did try to complete all of her reading if she had time.

Isabella felt that her course reading was most difficult when it covered subject matter that was not of interest to her. She mentioned that the English composition course she took in the previous semester was more interesting than her current English course, and she wished she could have known the topical focus of the current course before enrolling. As a student whose first language was not English, Isabella told me that “because it’s my second language, sometimes the language, and especially, like, when I’m not interested in the topic, I just kind of give up, but, that’s when I feel frustrated.” When struggling with reading, Isabella tried to “read little by little” and reread texts until she understood them. Some of Isabella’s professors recommended online videos – she specifically noted YouTube and Khan Academy – in order to help explain difficult topics and subjects. Isabella appreciated those resources, and said, “it’s really helpful because it explains like, the process of if we actually do a problem wrong.”

Isabella shared that she typically did not have time in her schedule that aligned with opportunities to meet with her professors or classmates to seek additional help with reading, though she did sometimes ask for help with reading at the college’s writing center. She often came to campus even if she didn’t have class on that day, and would visit discipline-specific tutoring for assistance with course material that she found challenging. Isabella told me that she valued the tutors because “even if I think I know how it works, I just like to double-check that I’m doing the right thing.”

The similar but not identical experiences of Tamara, Sana, and Isabella were shared by many of the CUNY students who were interviewed about their assigned course reading. Student responses – from these three students as well as many others interviewed during the study – centered around three themes for further analysis: their reading practices, their criteria for prioritizing reading assignments, and their perceived successes and challenges in reading for their courses.

In this context practice is defined as the way that students complete their course reading, including preferences for – or resigned acceptance of – the format of their assigned texts (i.e. print or digital), and methods of engagement with the text.

Most of the students interviewed preferred to do their required course reading in print rather than online; this is consistent with the results of other studies (Foasberg, 2014; Mizrachi, 2015). A recently published multiyear survey of more than 10,000 undergraduates around the world revealed that the “majority of participants report better focus and retention of information presented in print formats, and more frequently prefer print for longer texts” (Mizrachi et al., 2018, p. 1). The most common reasons for preferring print cited by CUNY students interviewed were the ability to annotate easily and the lack of distraction. One student noted that they felt frustrated by ebooks specifically: “it’s harder to read online…I like the physical book more because you can go easier back to another page.”

However, several students did acknowledge that readings available online could potentially be completed more easily during the commute. One student shared that they preferred to do their readings in PDF on their tablet if possible, and that they highlighted the PDF as well. Students balance multiple factors when acquiring course readings, including cost and format preference. Student strategies for accessing their required course reading in multiple locations can be complex: on and offline, and at times that are most convenient for them. This tension has also surfaced in research with CUNY and other commuter undergraduates (Smale & Regalado, 2017; Regalado & Smale, 2018a).

Like Tamara, Sana, and Isabella, the CUNY students interviewed shared a variety of criteria they used to prioritize their required reading assignments. Most students tried to use their syllabus and the assignment due dates to plan their reading, and most intended to complete their reading before class. Students acknowledged the many constraints on their time, and most felt that the reading for their major courses was more important to complete than that for their core or General Education classes. A few students mentioned that as they moved into upper-level courses, they realized the necessity to allocate additional time to complete their now more detailed and complex readings, which could affect their academic priorities overall.

As other studies have shown (Baier et al., 2011; Brost & Bradley, 2006), students often do not complete their course reading if they feel it is not an integral component of their success in the course, and many of the CUNY students I spoke with concurred. Some students said that their instructors reviewed all of the reading thoroughly in class, which obviated their need to read the textbook. Others shared their frustration when instructors assigned but did not refer to or use the reading during the course, which made students feel like their time and funds had been wasted. Given students’ time constraints with their multiple academic, family, and job responsibilities, it is not surprising that many students decide it is not worth their effort to complete the assigned readings for every class if it will not affect their performance in the class.

All students interviewed shared challenges they encountered when completing, or attempting to complete, their assigned course reading. Both interest in and prior knowledge of the course topic affected students’ motivation to read; students who found the subject uninteresting or who were encountering an unfamiliar discipline often found their reading to be difficult. A few students mentioned that they struggled with reading because of learning disabilities, though some also made use of student support services on campus. Like Isabella, several students for whom English was not a first language shared their frustration with reading scholarly material; this frustration could be compounded if the material was uninteresting or unfamiliar to them.

Some students identified support strategies for the reading challenges they encountered, including asking for assistance from their instructors, either after class or during office hours, or from their classmates. Other students understood that their professors were available for help, but did not have the time or availability in their schedule to obtain help in this way. Several students referred to the writing center on campus but did not know whether there was an office at their college specifically to support reading, and were not sure whether the writing center was an appropriate place to seek out reading support.

  Conclusions & Interventions

What can faculty, staff, and administration do to support students’ success in their academic reading? While this research with CUNY students was limited in size and scope, interviews with students about their assigned reading demonstrate the value of considering students’ lived experiences in their past and current academic contexts. It is easy to assume that undergraduates come to college having mastered strategies for academic reading during high school. Many students have not, and even those who were explicitly taught how to read scholarly texts in high school are likely to encounter far more difficult texts in college. Some of the students I interviewed seemed embarrassed when asked whether they sought support with challenging reading assignments. Students too have internalized that reading is something they should know how to do already; as one student told me, in college “reading is your problem.”

An assessment of what is a “reasonable” reading load for students must also take into account their life circumstances; often research on reading compliance takes as a given that faculty assign “reasonable” amounts of reading in their courses (Brost & Bradley, 2006, p. 105). In addition to their work as students CUNY undergraduates are not unique in their multiple time commitments, and many hold part- or full-time jobs or have substantial family or community responsibilities. At commuter colleges and universities, the time required to commute also affects students’ available time to devote to their coursework.

Some researchers have acknowledged several of the challenges in completing required course readings that CUNY students shared. Fujimoto, Hagel, Turner, Ka iyapornpong, and Zutshi (2011) also report on the difficulties students face encountering academic subject material that is new to them and switching between disciplines; they mention the additional challenge for students for whom English is not their first language. Brost and Bradley discuss the need for faculty to ensure that the link between assigned reading and coursework is clear to students. They recognize that many students will not read if they do not see the value in reading, and they suggest that “faculty members deserve our share of the responsibility as well” (2006, p. 106).

However, most literature on reading compliance follows Burchfield and Sappington, who encouraged “a renewed emphasis on compliance with required reading assignments and an incorporation of appropriate consequences” (2000, p. 60). Other suggested actions include implementing reading journals or surprise reading quizzes, assigning students to read for a specific amount of time, or using other homework or assignments to test students’ completion and comprehension of the required course readings (Carney et al, 2008; Hilton et al., 2010; Hoeft, 2012; Kerr & Frese, 2017). The overwhelming focus on assignments that measure students’ reading compliance seems to leave unanswered the question of why students do not complete their required course reading.

Alternatively, a focus on explicitly teaching undergraduates strategies for reading disciplinary texts and supporting them in practicing those strategies could increase students’ motivation to complete their course reading. A student I interviewed who had found success in her course reading explained that she had taken an Advanced Placement English class in high school. She told me, “I learned from my AP class to look for important keywords,” and she had learned effective notetaking strategies in that class. Faculty may consider building in time during the semester to support students’ reading practice in their courses. Fujimoto et al. describe a structured reading assignment in which students are given an academic reading along with a set of criteria to identify in the text; they are also asked to identify important themes in the reading, and placed in groups for discussion (2011). Fisher shares details on workshops she has taught on the reading apprenticeship model for scaffolding undergraduate reading skills across the disciplines (2018).

Faculty and staff can also advocate for providing additional reading support on our campuses. While creating a Reading Center may not be feasible for all colleges and universities, it is likely that the campus Writing Center also provides assistance with students’ reading. Making that aspect of Writing Center services more visible to students might help them more readily find their way to that source of support. Faculty can also make sure that all students are aware of student support services and of any support that is available for students for whom English is not their first language, regardless of whether they have identified themselves as a student in need of additional support.

Our undergraduate students arrive on campus with varied experiences prior to their academic careers; their preparation for and facility with required course reading also varies. As this research demonstrates, it is worthwhile to consider both our students’ constraints and challenges in reading as well as possible strategies to address these constraints and challenges in our classrooms and on our campuses. Faculty should seek out ways to learn more about their students’ reading experiences, and to incorporate specific discussion of reading practices into their courses. Understanding our students’ reading experiences can help us identify the most appropriate ways to motivate our students to read, and support their opportunities for success in their coursework and degree programs.

Undergraduate Reading Attitudes & Practices

Semi-structured Interview Questions

• Let’s start with a few questions about you:
• What’s your program of study/major?
• How many semesters have you been in college?
• Are you going to school full-time or part-time?
• Did you start off at this college or transfer from another college?
• How many courses are you taking this semester? What are they? Are they required for your major? Let’s talk about the reading you have in those courses specifically, though if you have other experiences with course reading you’d like to share that’s fine too.
• Tell me about the reading that’s assigned in each course. Is it in textbooks, online, or in other formats?
• How do you do the reading you need to do for your courses?
• When and where do you do the reading for your courses?
• How do you decide what reading to complete for your courses?
• What are your plans for after you graduate; is there a career or future schooling that you have in mind?
• What frustrates you most about the reading you’re assigned in your courses?
• If you could change one thing about your course reading, what would it be?
• Is there anything else you’d like to share with me about reading for your courses?

Works Cited

Asher, A., Amaral, J., Couture, J., Fister, B., Lanclos, D., Lowe, M. S., Regalado, M., and Smale, M. A. (2017). Mapping student days: Collaborative ethnography and the student experience, Collaborative Librarianship , 9 (4), 293-317. Retrieved from https://digitalcommons.du.edu/collaborativelibrarianship/vol9/iss4/7

Baier, K., Hendricks, C., Warren Gorden, K., Hendricks, J.E., & Cochran, L. (2011). College students’ textbook reading, or not! American Reading Forum Annual Yearbook ,31 . Retrieved from http://americanreadingforum.org/yearbook/11_yearbook/documents/BAIER ET AL PAPER.pdf

Brost, B. D., & Bradley, K. A. (2006). Student compliance with assigned reading: A case study. Journal of Scholarship of Teaching and Learning , 6 (2), 101-111. Retrieved from https://eric.ed.gov/?id=EJ854930

Burchfield, C. M., & Sappington, J. (2000). Compliance with required reading assignments. Teaching of Psycholog y, 27 (1), 58-60.

Carney, A. G., Fry, S. W., & Gabriele, R. V. (2008). Reeling in the big fish: Changing pedagogy to encourage completion of reading assignments. College Teaching ,56 , 195-200. doi: https://doi.org/10.3200/CTCH.56.4.195-200

CUNY OIRA (Office of Institutional Research and Assessment). (2018). Total Enrollment by Undergraduate and Graduate Level, Full-time/Part-time Attendance, and College.   Retrieved August 3, 2018, from https://www.cuny.edu/irdatabook/rpts2_AY_current/ENRL_0019_UGGR_FTPT_HIST.rpt.pdf

CUNY OIRA (Office of Institutional Research and Assessment). (2017). A Profile of Undergraduates at CUNY Senior and Community Colleges: Fall 2016 . Retrieved August 3, 2018, from http://www2.cuny.edu/wp-content/uploads/sites/4/page-assets/about/administration/offices/oira/institutional/data/current-student-data-book-by-subject/ug_student_profile_f16.pdf

Fisher, Z. (2018). Reading for success: How to integrate RA routines with your college success course [Google slides] . Retrieved from https://docs.google.com/presentation/d/1e13112uGt-RXM_bOI–J6h3XnwV0fpZUI30Iz74IP_Q/edit?usp=sharing

Foasberg, N. (2014). Student reading practices in print and electronic media. College & Research Libraries ,75 , 705-723. doi: https://doi.org/10.5860/crl.75.5.705

Fujimoto, Y., Hagel, P., Turner, P., Ka iyapornpong, U., & Zutshi, A. (2011). Helping university students to ‘read’ scholarly journal articles: The benefits of a structured and collaborative approach. Journal of University Teaching & Learning Practice , 8 (3). Retrieved from http://ro.uow.edu.au/jutlp/vol8/iss3/6

Hilton III, J. L., Wilcox, B., Morrison, T. G., & Wiley, D. A. (2010). Effects of various methods of assigning and evaluating required reading in one general education course. Journal of College Reading and Learning ,41 , 7-28. doi: https://doi.org/10.1080/10790195.2010.10850333

Hoeft, M. E. (2012). Why university students don’t read: What professors can do to increase compliance. International Journal for the Scholarship of Teaching and Learning , 6 , Article 12. doi: https://doi.org/10.20429/ijsotl.2012.060212

Kerr, M. M., & Frese, K. M. (2017). Reading to learn or learning to read? Engaging college students in course readings. College Teaching ,65 ,28-31. doi: https://doi.org/10.1080/87567555.2016.1222577

Mizrachi, D. (2015). Undergraduates’ academic reading format preferences and behaviors. The Journal of Academic Librarianship ,41 , 301-311. doi: https://doi.org/10.1016/j.acalib.2015.03.009

Mizrachi, D., Salaz A. M., Kurbanoglu, S., & Boustany, J. (2018). Academic reading format preferences and behaviors among university students worldwide: A comparative survey analysis. PLoS ONE 13 . https://doi. org/10.1371/journal.pone.0197444

Regalado, M., & Smale, M. A., eds. (2018a). Academic libraries for commuter students: Research-based strategies . Chicago: American Library Association.

Smale, M. A., & Regalado, M. (2018b). Undergraduate Scholarly Habits Ethnography Project . Retrieved August 3, 2018, from http://ushep.commons.gc.cuny.edu

Smale, M. A., & Regalado, M. (2017). Digital technology as affordance and barrier in higher education. New York: Palgrave Macmillan.

The Innovative Instructor

Pedagogy – best practices – technology.

How Do You Get Your Students to Do the Assigned Reading?

Gooblar suggests starting by making sure that the assigned reading is really necessary. Students prioritize their work and won’t bother with the reading if they feel it is not essential. Make sure that your required reading aligns with course objectives and can be completed in a reasonable amount of time. Show students that the reading is, indeed, necessary. At the end of class preview the upcoming reading assignment, explain how it fits into the material to be covered in the next class, and give the students some questions to consider as they do the reading.

Handouts created for the students can be useful, Gooblar writes. These can be specific to each reading assignment or more general to be used for all the readings. Questions posed in handouts help prepare students for in-class discussion. End by asking “What one question would you like me to answer in class about the reading?”   Instead of a quiz, create a questionnaire to gauge problems students are having with the reading. “By asking questions that point to the use you’ll make of the reading, you’ll underline the fact that the reading is indeed integral to the course. You’ll also provide yourself with useful information to guide your lecture or class discussion.” These questionnaires can be used to monitor students’ completion of the reading.

Finally, Gooblar advises making use of the information from the reading assignments in class without repeating it in detail. Why should students spend their time reading if you are going to tell them what they need to know? You want the reading to serve as a foundation for in-class discussion or use lecture time to build on the ideas presented in the reading.

A special report from Faculty Focus on Teaching offers 11 Strategies for Getting Students to Read What’s Assigned [Magna Publications, July 2010]. I’ve summarized the main point(s) of each one after the title, but the articles are all short, so it won’t take long to review the full report.

• Enhancing Students’ Readiness to Learn : Being explicit with your students about expectations [concerning the reading assignments] and assessing their preparedness improves motivation and learning outcomes
• What Textbook Reading Teaches Students : Make sure your students understand why you are assigning textbook readings and how it relates to other course content. Don’t repeat the exact information in class and thus make it easy for students to skip the reading.
• Getting Students to Read : Design your course so that students must do the reading to do well. Create assignments that require more than passive reading, structuring these so that students must engage with and respond to the reading.
• Helping Students Use Their Textbooks More Effectively : Suggestions in this article include giving explicit requirements, introducing the text in class, and offering students effective textbook study practices.
• Still More on Developing Reading Skills : Quizzing is not an effective motivator for students to complete reading assignments and may encourage surface reading. Assignments, such as reading responses, that structure reading for the students work better.
• Text Highlighting: Helping Students Understand What They Read : Have students bring highlighted/annotated/underlined texts to class and share their reasons for the markup. “In this way, the types of thinking that accompanies purposeful, active reading become more apparent.”
• When Students Don’t Do the Reading : Students won’t read if they know that the material will be closely reviewed during lecture. Let students know that the reading is necessary background that will be referenced and built on.
• Pre-Reading Strategies: Connecting Expert Understanding and Novice Learning : Examples of scaffolding or structuring the reading experience for students, especially underclassmen, by building a framework for topics, giving them reading strategies, making connections to the course content, identifying roadblocks to understanding, and uncovering the structure of the argument presented.
• The Use of Reading Lists : The article looks at a British study on how students can be motivated to read outside of required texts for a course. The answer lies in taking time to develop student reading skills and raising interesting, challenging questions whose answers are to be found in the readings.
• The Student-Accessible Reading List : Structured and discussion-specific lists (of non-required texts) with a limited number of readings are more accessible to students. Annotations direct students to readings that will be useful to them .
• How to Get Your Students to Read What’s Assigned : The final article provides a nice summary of ideas. Introduce the textbook and encourage use of supplemental materials the textbook provides, identify discipline-specific terminology, have students mark-up readings, structure the reading by providing questions to be answered ahead of class, use the textbook in class to emphasize its importance, teach students to ask questions about the reading, link the reading to exams, and identify and work with students who need help with reading.

Faculty I talked with pointed out that students coming into colleges and universities today may be less prepared to take on reading assignments than in the past. In high schools today many students are being taught to the test and may be associating reading with learning facts, which often means reading on the surface without understanding the big picture. If you teach a course that relies heavily on reading assignments, consider taking time at the beginning of the semester to provide some in-class training on the best practices and strategies that your students should adopt. Have the students scan a text, skimming the abstract or first paragraphs and conclusion, noting the section headings, illustrations and or graphics. Based on this preview, have them frame several questions that they have about the content, before they do a thorough reading. Discuss the value of taking notes and what those notes should cover. Ask them what they highlight when they read and why. Remind your students that they should be bringing questions to class about their reading assignments.

If you have a solution that you’ve used to encourage students to do the reading, please share it with us in the comments.

*********************************************************************************************************

Macie Hall, Senior Instructional Designer Center for Educational Resources

Image source: Pixabay.com

2 thoughts on “ How Do You Get Your Students to Do the Assigned Reading? ”

I pretty much do all of these things. On days when students need to have done the reading to participate, I invite them to leave the class and do the reading and come back when they finish. I’m tired right now so can’t remember how effective it was, but it did show them that they couldn’t pretend to have done the reading and not contribute to class.

in my opinion, one of good things to engage with reading activities is through computer games, but you have to develop such a game conjoined with the syllabus.

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Reading, understanding and using theory

• Why do we read theory?
• Understanding theory
• When and how to read theory
• Using theory in your assignments
• Using theory in research
• References and further reading

Writing about theory

If possible, try to engage with relevant theory in some way whilst writing assignments. If you can at least show your awareness of major theorists, concepts or arguments – even in passing – it will demonstrate that you have an understanding of the wider academic context of the subject that you are writing about.

It might be that you are only able to describe a particular theory and not say much else. If it is very complicated, and you’re not confident with doing any more than this, then it’s still better to acknowledge the theory or theorist than to leave this out completely. However, if you are able to raise any points that evaluate or critique the theory then this will always impress your marker.

Critiquing or evaluating theory

It can feel very daunting to critique theory, but one way to do this is to think about how theory can reduce or constrict the ways we approach a topic, as well as helping us to see other points of view. Remember that theory works like a lens: when we use it to ‘look’ at a certain topic, it will bring particular elements of it into focus. However, by the same logic, individual theoretical perspectives can make us quite blinkered; it might be that we miss other perspectives that are important, or are forced to looks at things from a certain angle that prevents us from seeing the big picture.

This doesn’t mean that you can just straightforwardly complain that ‘Feminism is only interested in women’s perspectives’, for instance. But if you think that a Feminist theoretical perspective, when applied to your subject, is reductive or leads us to ignore other important points, then that might be a valid critique.

Comparing and contrasting theory

Another way to critically evaluate theoretical arguments or approaches is to put them side by side. It’s very difficult to critique ideas in isolation, but can sometimes be easier if you compare or contrast people’s perspectives on a subject. Thinking about the relative strengths or weaknesses of different arguments or explanations can also help your writing to be less descriptive. Consider the following two examples:

If you can acknowledge or describe a theory in your writing then that is better than nothing! But if you can, try to critique or evaluate it. Remember that no theoretical approach is perfect - it will give you one perspective on your topic. Therefore, there will likely be shortcomings with it. It might be easier for you to identify these if you compare different theories. Is one approach more rounded or complete than another? Does one provide a more suitable way in for you to consider your subject?

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• Next: Using theory in research >>
• Last Updated: Apr 5, 2023 4:26 PM
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Home — Essay Samples — Life — Reading Books — A Reflection on the Improvement in My Reading, Writing, and Learning

A Reflection on The Improvement in My Reading, Writing, and Learning

• Categories: Reading Books

About this sample

Words: 649 |

Published: Dec 11, 2018

Words: 649 | Page: 1 | 4 min read

Works Cited

• Anderson, P. (2017). Technical Communication: A Reader-Centered Approach. Cengage Learning.
• Bussmann, H., & A. Jansen, E. (2018). How to Write and Illustrate a Scientific Paper. Cambridge University Press.
• Graff, G., & Birkenstein, C. (2018). They Say / I Say: The Moves That Matter in Academic Writing. W. W. Norton & Company.
• Hacker, D. (2019). A Writer's Reference. Bedford/St. Martin's.
• Lunsford, A. A., & Ruszkiewicz, J. J. (2020). Everything's an Argument with Readings. Bedford/St. Martin's.
• McWhorter, K. T. (2018). Reading and Writing About Contemporary Issues. Bedford/St. Martin's.
• Oshima, A., & Hogue, A. (2018). Writing Academic English. Pearson Education.
• Rosen, L. D., & Lim, A. F. (2018). Writing for the Information Age: Elements of Style for the 21st Century. Cengage Learning.
• Strunk, W., Jr., & White, E. B. (2017). The Elements of Style. Penguin.
• Williams, J. M., & Colomb, G. G. (2020). Style: Lessons in Clarity and Grace. Pearson Education.

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Close Reading Strategies: A Step-by-Step Teaching Guide

Slow down, think, annotate, and reflect.

In the age of ChatGPT and other AI , using close reading strategies doesn’t come naturally to students. When students get a new assignment, their first instinct may be to race to the finish line rather than engage with text. This means students will miss a lot of nuance and meaning as they move through school.

On the other hand, a close reading of text requires students to slow down, think, annotate, and reflect. The ultimate idea? We get more information and enjoyment from reading and working with the text when we use close reading strategies.

What is close reading?

Close reading is a way to read and work with text that moves beyond comprehension into interpretation and analysis. Put another way, close reading helps readers get from literal to inferential understanding of text.

After a close reading, students should understand what the text says and understand ideas embedded in the text, like a cultural perspective or religious opinion. They’ll also have an idea of what the text means to them, and what their opinion about it is based on more than just an offhand feeling. In class, close reading may take multiple class periods to complete and should have a goal at the end—a discussion or essay or some way for students to share what they’ve learned.

Read more: What is close reading anyway?

Here is our step-by-step  guide with strategies for teaching close reading:

1. choose the perfect passage.

Image: Jennifer Findley

As you’re planning texts for a lesson or unit, start with what you want students to get out of what they’re reading. So, if you’re studying text structure, choose books or articles with interesting text structures. If you’re studying character development, find a passage that shows how a character changes or evolves. The point: There has to be something to find in text so that students aren’t grasping at straws.

Read more: How To Choose the Perfect Passage for Close Reading

Tip: Texts should be at or just above students’ grade and reading level, but they don’t have to be dense with text. Here’s how to use picture books in close reading lessons .

2. Prepare students by teaching annotation

Source: The English Classroom

Close reading will require some prep work. Students have to know how to annotate effectively, pulling out and making notes on the most important parts, i.e., not highlighting everything. Spend some time at the start of the year or unit teaching students how to identify and mark the most important parts of a text (new or key words, main ideas, pivotal plot points).

3. Students read the text for literal comprehension

First, have students read the entire text. The text should take less than one class period to read through once, so a chapter or article or even a few paragraphs could be enough. The first time students read, they’re reading for a general understanding and the main idea. They can think through:

• What is this story about?
• What information does this article contain?
• What is literally happening?
• What is the message or purpose?

4. Check in

After the first reading, check in with students to make sure they have a clear, literal understanding of the text. If they don’t, clear up misconceptions. If they do, move on to the second reading.

5. Chunk text in preparation for read 2

Image: iTeach. iCoach. iBlog.

Before the second reading, have students separate the text into paragraphs or chunks. Number each chunk. This way, when students review the text, they can easily refer back to paragraph 1 or chunk 2 and all be on the same page.

6. Work with text-dependent questions

Image: Instructional Coach

Now that students have a clear understanding of what the text is about, introduce the text-dependent questions that students will be working with in their close reading. Text-dependent questions are those that can only be answered using the text. For example, a question like “Why did Jeremiah eat a bullfrog?” rather than “Why is it not a good idea to eat a bullfrog?”

Questions that you work with should also range in their complexity. If the passage is more complex in terms of structure, content, or vocabulary, the questions may be less complex. But if a passage is easier for students to work with, the questions can be more advanced.

7. Set the end goal

Students shouldn’t be reading just to read. Explain the end goal—a Socratic seminar discussion, a partner discussion, an essay, a project. Once students know how they are going to respond to the questions, they’re better able to think through how they’re going to show what they know.

Here are creative ways to use close reading .

8. Time for reads 2 and 3

Image: Reading Ladies

Now that students have the question, the text, and the end goal, they’re ready to reread. The second time students read the text, they’re reading it to annotate for their own understanding. This is also the point where you’ll want to break students into groups—which students can work independently and which need some, or a lot of, support to complete the read?

Some texts will require a third reading for students to fully prepare, or students may need to reread chunks or paragraphs even more to get what they need. The important part is that students understand that rereading is an important part of close reading.

9. Respond to the text

This is it! The final close reading discussion. In this response, students will:

• Summarize what they read.
• Answer the text-dependent questions.
• Include evidence to support their ideas.
• Draw conclusions about the meaning of the text.

Have some way for students to plan out what they are going to say or write, and have them turn in their annotated reading so you can refer back to it if you’re confused about how they got from point A to Z.

10. Reflect

Every so often, reflect on how close reading is changing what students are taking away from what they read. Close reading should shape their reading skills and how they approach text beyond your class, but students may need support seeing the connection.

11. Level up

As students get more comfortable with close reading, you can level up their discussions by:

• Having students develop their own questions after they read a text or as you progress through a longer text.
• Using texts that are more complex in terms of content or structure.
• Challenging students to do a close reading of a picture book or graphic novel, rather than full-on text.

What strategies do you use to teach close reading in your classroom? Share in our WeAreTeachers HELPLINE group  on Facebook.

Read why close reading can be the most fun lesson in your week ..

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Critical Reading

Reading and writing in college, learning objectives.

By the end of this section, you will be able to:

• Understand the expectations for reading and writing assignments in college courses.
• Understand and apply general strategies to complete college-level reading assignments efficiently and effectively.
• Recognize specific types of writing assignments frequently included in college courses.
• Understand and apply general strategies for managing college-level writing assignments.
• Determine specific reading and writing strategies that work best for you individually.

As you begin this section, you may be wondering why you need an introduction. After all, you have been writing and reading since elementary school. You completed numerous assessments of your reading and writing skills in high school and as part of your application process for college. You may write on the job, too. Why is a college writing course even necessary?

When you are eager to get started on the coursework in your major that will prepare you for your career, getting excited about an introductory college writing course can be difficult. However, regardless of your field of study, honing your writing skills—and your reading and critical-thinking skills—gives you a more solid academic foundation.

In college, academic expectations change from what you may have experienced in high school. The quantity of work you are expected to do is increased. When instructors expect you to read pages upon pages or study hours and hours for one particular course, managing your work load can be challenging. This chapter includes strategies for studying efficiently and managing your time.

The quality of the work you do also changes. It is not enough to understand course material and summarize it on an exam. You will also be expected to seriously engage with new ideas by reflecting on them, analyzing them, critiquing them, making connections, drawing conclusions, or finding new ways of thinking about a given subject. Educationally, you are moving into deeper waters. A good introductory writing course will help you swim.

Table 1.1 “High School versus College Assignments” summarizes some of the other major differences between high school and college assignments.

Table 1.1 High School versus College Assignments

This chapter covers the types of reading and writing assignments you will encounter as a college student. You will also learn a variety of strategies for mastering these new challenges—and becoming a more confident student and writer.

Review Table 1.1 “High School versus College Assignments” and think about how you have found your college experience to be different from high school so far. Respond to the following questions:

• In what ways do you think college will be more rewarding for you as a learner?
• What aspects of college do you expect to find most challenging?
• What changes do you think you might have to make in your life to ensure your success in college?

Reading Strategies

Your college courses will sharpen both your reading and your writing skills. Most of your writing assignments—from brief response papers to in-depth research projects—will depend on your understanding of course reading assignments or related readings you do on your own. And it is difficult, if not impossible, to write effectively about a text that you have not understood. Even when you do understand the reading, it can be hard to write about it if you do not feel personally engaged with the ideas discussed.

This section discusses strategies you can use to get the most out of your college reading assignments. These strategies fall into three broad categories:

• Planning strategies. To help you manage your reading assignments.
• Comprehension strategies. To help you understand the material.
• Active reading strategies. To take your understanding to a higher and deeper level.

Planning Your Reading

Have you ever stayed up all night cramming just before an exam? Or found yourself skimming a detailed memo from your boss five minutes before a crucial meeting? The first step in handling college reading successfully is planning. This involves both managing your time and setting a clear purpose for your reading.

Managing Your Reading Time

For now, focus on setting aside enough time for reading and breaking your assignments into manageable chunks. If you are assigned a seventy-page chapter to read for next week’s class, try not to wait until the night before to get started. Give yourself at least a few days and tackle one section at a time.

Your method for breaking up the assignment will depend on the type of reading. If the text is very dense and packed with unfamiliar terms and concepts, you may need to read no more than five or ten pages in one sitting so that you can truly understand and process the information. With more user-friendly texts, you will be able to handle longer sections—twenty to forty pages, for instance. And if you have a highly engaging reading assignment, such as a novel you cannot put down, you may be able to read lengthy passages in one sitting.

As the semester progresses, you will develop a better sense of how much time you need to allow for the reading assignments in different subjects. It also makes sense to preview each assignment well in advance to assess its difficulty level and to determine how much reading time to set aside.

College instructors often set aside reserve readings for a particular course. These consist of articles, book chapters, or other texts that are not part of the primary course textbook. Copies of reserve readings are available through the university library; in print; or, more often, online. When you are assigned a reserve reading, download it ahead of time (and let your instructor know if you have trouble accessing it). Skim through it to get a rough idea of how much time you will need to read the assignment in full.

Setting a Purpose

The other key component of planning is setting a purpose. Knowing what you want to get out of a reading assignment helps you determine how to approach it and how much time to spend on it. It also helps you stay focused during those occasional moments when it is late, you are tired, and relaxing in front of the television sounds far more appealing than curling up with a stack of journal articles.

Sometimes your purpose is simple. You might just need to understand the reading material well enough to discuss it intelligently in class the next day. However, your purpose will often go beyond that. For instance, you might also read to compare two texts, to formulate a personal response to a text, or to gather ideas for future research. Here are some questions to ask to help determine your purpose:

How did my instructor frame the assignment? Often your instructors will tell you what they expect you to get out of the reading:

• Read Chapter 2 and come to class prepared to discuss current teaching practices in elementary math.
• Read these two articles and compare Smith’s and Jones’s perspectives on the 2010 health care reform bill.
• Read Chapter 5 and think about how you could apply these guidelines to running your own business.
• How deeply do I need to understand the reading? If you are majoring in computer science and you are assigned to read Chapter 1, “Introduction to Computer Science,” it is safe to assume the chapter presents fundamental concepts that you will be expected to master. However, for some reading assignments, you may be expected to form a general understanding but not necessarily master the content. Again, pay attention to how your instructor presents the assignment.
• How does this assignment relate to other course readings or to concepts discussed in class? Your instructor may make some of these connections explicitly, but if not, try to draw connections on your own. (Needless to say, it helps to take detailed notes both when in class and when you read.)
• How might I use this text again in the future? If you are assigned to read about a topic that has always interested you, your reading assignment might help you develop ideas for a future research paper. Some reading assignments provide valuable tips or summaries worth bookmarking for future reference. Think about what you can take from the reading that will stay with you.

Improving Your Comprehension

You have blocked out time for your reading assignments and set a purpose for reading. Now comes the challenge: making sure you actually understand all the information you are expected to process. Some of your reading assignments will be fairly straightforward. Others, however, will be longer or more complex, so you will need a plan for how to handle them.

For any expository writing —that is, nonfiction, informational writing—your first comprehension goal is to identify the main points and relate any details to those main points. Because college-level texts can be challenging, you will also need to monitor your reading comprehension. That is, you will need to stop periodically and assess how well you understand what you are reading. Finally, you can improve comprehension by taking time to determine which strategies work best for you and putting those strategies into practice.

Identifying the Main Points

In college, you will read a wide variety of materials, including the following:

• Textbooks. These usually include summaries, glossaries, comprehension questions, and other study aids.
• Nonfiction trade books. These are less likely to include the study features found in textbooks.
• Popular magazine, newspaper, or web articles. These are usually written for a general audience.
• Scholarly books and journal articles. These are written for an audience of specialists in a given field.

Regardless of what type of expository text you are assigned to read, your primary comprehension goal is to identify the main point : the most important idea that the writer wants to communicate and often states early on. Finding the main point gives you a framework to organize the details presented in the reading and relate the reading to concepts you learned in class or through other reading assignments. After identifying the main point, you will find the supporting points , the details, facts, and explanations that develop and clarify the main point.

Some texts make that task relatively easy. Textbooks, for instance, include the aforementioned features as well as headings and subheadings intended to make it easier for students to identify core concepts. Graphic features, such as sidebars, diagrams, and charts, help students understand complex information and distinguish between essential and inessential points. When you are assigned to read from a textbook, be sure to use available comprehension aids to help you identify the main points.

Trade books and popular articles may not be written specifically for an educational purpose; nevertheless, they also include features that can help you identify the main ideas. These features include the following:

• Trade books. Many trade books include an introduction that presents the writer’s main ideas and purpose for writing. Reading chapter titles (and any subtitles within the chapter) will help you get a broad sense of what is covered. It also helps to read the beginning and ending paragraphs of a chapter closely. These paragraphs often sum up the main ideas presented.
• Popular articles. Reading the headings and introductory paragraphs carefully is crucial. In magazine articles, these features (along with the closing paragraphs) present the main concepts. Hard news articles in newspapers present the gist of the news story in the lead paragraph, while subsequent paragraphs present increasingly general details.

At the far end of the reading difficulty scale are scholarly books and journal articles. Because these texts are written for a specialized, highly educated audience, the authors presume their readers are already familiar with the topic. The language and writing style is sophisticated and sometimes dense.

When you read scholarly books and journal articles, try to apply the same strategies discussed earlier. The introduction usually presents the writer’s thesis , the idea or hypothesis the writer is trying to prove. Headings and subheadings can help you understand how the writer has organized support for his or her thesis. Additionally, academic journal articles often include a summary at the beginning, called an abstract, and electronic databases include summaries of articles, too.

Monitoring Your Comprehension

Finding the main idea and paying attention to text features as you read helps you figure out what you should know. Just as important, however, is being able to figure out what you do not know and developing a strategy to deal with it.

Textbooks often include comprehension questions in the margins or at the end of a section or chapter. As you read, stop occasionally to answer these questions on paper or in your head. Use them to identify sections you may need to reread, read more carefully, or ask your instructor about later.

Even when a text does not have built-in comprehension features, you can actively monitor your own comprehension. Try these strategies, adapting them as needed to suit different kinds of texts:

• Summarize. At the end of each section, pause to summarize the main points in a few sentences. If you have trouble doing so, revisit that section.
• Ask and answer questions. When you begin reading a section, try to identify two to three questions you should be able to answer after you finish it. Write down your questions and use them to test yourself on the reading. If you cannot answer a question, try to determine why. Is the answer buried in that section of reading but just not coming across to you? Or do you expect to find the answer in another part of the reading?
• Do not read in a vacuum. Look for opportunities to discuss the reading with your classmates. Many instructors set up online discussion forums or blogs specifically for that purpose. Participating in these discussions can help you determine whether your understanding of the main points is the same as your peers’.

These discussions can also serve as a reality check. If everyone in the class struggled with the reading, it may be exceptionally challenging. If it was a breeze for everyone but you, you may need to see your instructor for help.

Choose any text that that you have been assigned to read for one of your college courses. In your notes, complete the following tasks:

• Summarize the main points of the text in two to three sentences.
• Write down two to three questions about the text that you can bring up during class discussion.

Students are often reluctant to seek help. They feel like doing so marks them as slow, weak, or demanding. The truth is, every learner occasionally struggles. If you are sincerely trying to keep up with the course reading but feel like you are in over your head, seek out help. Speak up in class, schedule a meeting with your instructor, or visit your university learning center for assistance.

Deal with the problem as early in the semester as you can. Instructors respect students who are proactive about their own learning. Most instructors will work hard to help students who make the effort to help themselves.

Taking It to the Next Level: Active Reading

Now that you have acquainted (or reacquainted) yourself with useful planning and comprehension strategies, college reading assignments may feel more manageable. You know what you need to do to get your reading done and make sure you grasp the main points. However, the most successful students in college are not only competent readers but active, engaged readers.

Using the SQ3R Strategy

One strategy you can use to become a more active, engaged reader is the SQ3R strategy , a step-by-step process to follow before, during, and after reading. You may already use some variation of it. In essence, the process works like this:

• Survey the text in advance.
• Form questions before you start reading.
• Read the text.
• Recite and/or record important points during and after reading.
• Review and reflect on the text after you read.

Before you read, you survey, or preview, the text. As noted earlier, reading introductory paragraphs and headings can help you begin to figure out the author’s main point and identify what important topics will be covered. However, surveying does not stop there. Look over sidebars, photographs, and any other text or graphic features that catch your eye. Skim a few paragraphs. Preview any boldfaced or italicized vocabulary terms. This will help you form a first impression of the material.

Next, start brainstorming questions about the text. What do you expect to learn from the reading? You may find that some questions come to mind immediately based on your initial survey or based on previous readings and class discussions. If not, try using headings and subheadings in the text to formulate questions. For instance, if one heading in your textbook reads “Medicare and Medicaid,” you might ask yourself these questions:

• When was Medicare and Medicaid legislation enacted? Why?
• What are the major differences between these two programs?

Although some of your questions may be simple factual questions, try to come up with a few that are more open-ended. Asking in-depth questions will help you stay more engaged as you read.

The next step is simple: read. As you read, notice whether your first impressions of the text were correct. Are the author’s main points and overall approach about the same as what you predicted—or does the text contain a few surprises? Also, look for answers to your earlier questions and begin forming new questions. Continue to revise your impressions and questions as you read.

While you are reading, pause occasionally to recite or record important points. It is best to do this at the end of each section or when there is an obvious shift in the writer’s train of thought. Put the book aside for a moment and recite aloud the main points of the section or any important answers you found there. You might also record ideas by jotting down a few brief notes in addition to, or instead of, reciting aloud. Either way, the physical act of articulating information makes you more likely to remember it.

After you have completed the reading, take some time to review the material more thoroughly. If the textbook includes review questions or your instructor has provided a study guide, use these tools to guide your review. You will want to record information in a more detailed format than you used during reading, such as in an outline or a list.

As you review the material, reflect on what you learned. Did anything surprise you, upset you, or make you think? Did you find yourself strongly agreeing or disagreeing with any points in the text? What topics would you like to explore further? Jot down your reflections in your notes. (Instructors sometimes require students to write brief response papers or maintain a reading journal. Use these assignments to help you reflect on what you read.)

Choose another text that that you have been assigned to read for a class. Use the SQ3R process to complete the reading. (Keep in mind that you may need to spread the reading over more than one session, especially if the text is long.)

Be sure to complete all the steps involved. Then, reflect on how helpful you found this process. On a scale of one to ten, how useful did you find it? How does it compare with other study techniques you have used?

Using Other Active Reading Strategies

The SQ3R process encompasses a number of valuable active reading strategies: previewing a text, making predictions, asking and answering questions, and summarizing. You can use the following additional strategies to further deepen your understanding of what you read.

• Connect what you read to what you already know. Look for ways the reading supports, extends, or challenges concepts you have learned elsewhere.
• Relate the reading to your own life. What statements, people, or situations relate to your personal experiences?
• Visualize. For both fiction and nonfiction texts, try to picture what is described. Visualizing is especially helpful when you are reading a narrative text, such as a novel or a historical account, or when you read expository text that describes a process, such as how to perform cardiopulmonary resuscitation (CPR).
• Pay attention to graphics as well as text. Photographs, diagrams, flow charts, tables, and other graphics can help make abstract ideas more concrete and understandable.
• Understand the text in context. Understanding context means thinking about who wrote the text, when and where it was written, the author’s purpose for writing it, and what assumptions or agendas influenced the author’s ideas. For instance, two writers might both address the subject of health care reform, but if one article is an opinion piece and one is a news story, the context is different.
• Plan to talk or write about what you read. Jot down a few questions or comments in your notebook so you can bring them up in class. (This also gives you a source of topic ideas for papers and presentations later in the semester.) Discuss the reading on a class discussion board or blog about it.

Writing at Work

Many college courses require students to participate in interactive online components, such as a discussion forum, a page on a social networking site, or a class blog. These tools are a great way to reinforce learning. Do not be afraid to be the student who starts the discussion.

Remember that when you interact with other students and teachers online, you need to project a mature, professional image. You may be able to use an informal, conversational tone, but complaining about the work load, using off-color language, or “flaming” other participants is inappropriate.

Active reading can benefit you in ways that go beyond just earning good grades. By practicing these strategies, you will find yourself more interested in your courses and better able to relate your academic work to the rest of your life. Being an interested, engaged student also helps you form lasting connections with your instructors and with other students that can be personally and professionally valuable. In short, it helps you get the most out of your education.

Common Writing Assignments

College writing assignments serve a different purpose than the typical writing assignments you completed in high school. In high school, teachers generally focus on teaching you to write in a variety of modes and formats, including personal writing, expository writing, research papers, creative writing, and writing short answers and essays for exams. Over time, these assignments help you build a foundation of writing skills.

In college, many instructors will expect you to already have that foundation.

Your college composition courses will focus on writing for its own sake, helping you make the transition to college-level writing assignments. However, in most other college courses, writing assignments serve a different purpose. In those courses, you may use writing as one tool among many for learning how to think about a particular academic discipline.

Additionally, certain assignments teach you how to meet the expectations for professional writing in a given field. Depending on the class, you might be asked to write a lab report, a case study, a literary analysis, a business plan, or an account of a personal interview. You will need to learn and follow the standard conventions for those types of written products.

Finally, personal and creative writing assignments are less common in college than in high school. College courses emphasize expository writing, writing that explains or informs. Often expository writing assignments will incorporate outside research, too. Some classes will also require persuasive writing assignments in which you state and support your position on an issue. College instructors will hold you to a higher standard when it comes to supporting your ideas with reasons and evidence.

Table 1.2 “Common Types of College Writing Assignments” lists some of the most common types of college writing assignments. It includes minor, less formal assignments as well as major ones. Which specific assignments you encounter will depend on the courses you take and the learning objectives developed by your instructors.

Table 1.2 Common Types of College Writing Assignments

WRITING AT WORK

Part of managing your education is communicating well with others at your university. For instance, you might need to e-mail your instructor to request an office appointment or explain why you will need to miss a class. You might need to contact administrators with questions about your tuition or financial aid. Later, you might ask instructors to write recommendations on your behalf.

Treat these documents as professional communications. Address the recipient politely; state your question, problem, or request clearly; and use a formal, respectful tone. Doing so helps you make a positive impression and get a quicker response.

Key Takeaways

• College-level reading and writing assignments differ from high school assignments not only in quantity but also in quality.
• Managing college reading assignments successfully requires you to plan and manage your time, set a purpose for reading, practice effective comprehension strategies, and use active reading strategies to deepen your understanding of the text.
• College writing assignments place greater emphasis on learning to think critically about a particular discipline and less emphasis on personal and creative writing.
• Authored by : Indigo Eriksen. Provided by : Blue Ridge Community College. License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
• Introduction to Writing. Authored by : Anonymous. Provided by : Anonymous. Located at : http://2012books.lardbucket.org/books/successful-writing/s05-01-reading-and-writing-in-college.html . License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike

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What the data says about crime in the U.S.

A growing share of Americans say reducing crime should be a top priority for the president and Congress to address this year. Around six-in-ten U.S. adults (58%) hold that view today, up from 47% at the beginning of Joe Biden’s presidency in 2021.

We conducted this analysis to learn more about U.S. crime patterns and how those patterns have changed over time.

The analysis relies on statistics published by the FBI, which we accessed through the Crime Data Explorer , and the Bureau of Justice Statistics (BJS), which we accessed through the  National Crime Victimization Survey data analysis tool .

To measure public attitudes about crime in the U.S., we relied on survey data from Pew Research Center and Gallup.

Additional details about each data source, including survey methodologies, are available by following the links in the text of this analysis.

With the issue likely to come up in this year’s presidential election, here’s what we know about crime in the United States, based on the latest available data from the federal government and other sources.

How much crime is there in the U.S.?

It’s difficult to say for certain. The  two primary sources of government crime statistics  – the Federal Bureau of Investigation (FBI) and the Bureau of Justice Statistics (BJS) – paint an incomplete picture.

The FBI publishes  annual data  on crimes that have been reported to law enforcement, but not crimes that haven’t been reported. Historically, the FBI has also only published statistics about a handful of specific violent and property crimes, but not many other types of crime, such as drug crime. And while the FBI’s data is based on information from thousands of federal, state, county, city and other police departments, not all law enforcement agencies participate every year. In 2022, the most recent full year with available statistics, the FBI received data from 83% of participating agencies .

BJS, for its part, tracks crime by fielding a  large annual survey of Americans ages 12 and older and asking them whether they were the victim of certain types of crime in the past six months. One advantage of this approach is that it captures both reported and unreported crimes. But the BJS survey has limitations of its own. Like the FBI, it focuses mainly on a handful of violent and property crimes. And since the BJS data is based on after-the-fact interviews with crime victims, it cannot provide information about one especially high-profile type of offense: murder.

All those caveats aside, looking at the FBI and BJS statistics side-by-side  does  give researchers a good picture of U.S. violent and property crime rates and how they have changed over time. In addition, the FBI is transitioning to a new data collection system – known as the National Incident-Based Reporting System – that eventually will provide national information on a much larger set of crimes , as well as details such as the time and place they occur and the types of weapons involved, if applicable.

Which kinds of crime are most and least common?

Property crime in the U.S. is much more common than violent crime. In 2022, the FBI reported a total of 1,954.4 property crimes per 100,000 people, compared with 380.7 violent crimes per 100,000 people.  

By far the most common form of property crime in 2022 was larceny/theft, followed by motor vehicle theft and burglary. Among violent crimes, aggravated assault was the most common offense, followed by robbery, rape, and murder/nonnegligent manslaughter.

BJS tracks a slightly different set of offenses from the FBI, but it finds the same overall patterns, with theft the most common form of property crime in 2022 and assault the most common form of violent crime.

How have crime rates in the U.S. changed over time?

Both the FBI and BJS data show dramatic declines in U.S. violent and property crime rates since the early 1990s, when crime spiked across much of the nation.

Using the FBI data, the violent crime rate fell 49% between 1993 and 2022, with large decreases in the rates of robbery (-74%), aggravated assault (-39%) and murder/nonnegligent manslaughter (-34%). It’s not possible to calculate the change in the rape rate during this period because the FBI  revised its definition of the offense in 2013 .

The FBI data also shows a 59% reduction in the U.S. property crime rate between 1993 and 2022, with big declines in the rates of burglary (-75%), larceny/theft (-54%) and motor vehicle theft (-53%).

Using the BJS statistics, the declines in the violent and property crime rates are even steeper than those captured in the FBI data. Per BJS, the U.S. violent and property crime rates each fell 71% between 1993 and 2022.

While crime rates have fallen sharply over the long term, the decline hasn’t always been steady. There have been notable increases in certain kinds of crime in some years, including recently.

In 2020, for example, the U.S. murder rate saw its largest single-year increase on record – and by 2022, it remained considerably higher than before the coronavirus pandemic. Preliminary data for 2023, however, suggests that the murder rate fell substantially last year .

How do Americans perceive crime in their country?

Americans tend to believe crime is up, even when official data shows it is down.

In 23 of 27 Gallup surveys conducted since 1993 , at least 60% of U.S. adults have said there is more crime nationally than there was the year before, despite the downward trend in crime rates during most of that period.

While perceptions of rising crime at the national level are common, fewer Americans believe crime is up in their own communities. In every Gallup crime survey since the 1990s, Americans have been much less likely to say crime is up in their area than to say the same about crime nationally.

Public attitudes about crime differ widely by Americans’ party affiliation, race and ethnicity, and other factors . For example, Republicans and Republican-leaning independents are much more likely than Democrats and Democratic leaners to say reducing crime should be a top priority for the president and Congress this year (68% vs. 47%), according to a recent Pew Research Center survey.

How does crime in the U.S. differ by demographic characteristics?

Some groups of Americans are more likely than others to be victims of crime. In the  2022 BJS survey , for example, younger people and those with lower incomes were far more likely to report being the victim of a violent crime than older and higher-income people.

There were no major differences in violent crime victimization rates between male and female respondents or between those who identified as White, Black or Hispanic. But the victimization rate among Asian Americans (a category that includes Native Hawaiians and other Pacific Islanders) was substantially lower than among other racial and ethnic groups.

The same BJS survey asks victims about the demographic characteristics of the offenders in the incidents they experienced.

In 2022, those who are male, younger people and those who are Black accounted for considerably larger shares of perceived offenders in violent incidents than their respective shares of the U.S. population. Men, for instance, accounted for 79% of perceived offenders in violent incidents, compared with 49% of the nation’s 12-and-older population that year. Black Americans accounted for 25% of perceived offenders in violent incidents, about twice their share of the 12-and-older population (12%).

As with all surveys, however, there are several potential sources of error, including the possibility that crime victims’ perceptions about offenders are incorrect.

How does crime in the U.S. differ geographically?

There are big geographic differences in violent and property crime rates.

For example, in 2022, there were more than 700 violent crimes per 100,000 residents in New Mexico and Alaska. That compares with fewer than 200 per 100,000 people in Rhode Island, Connecticut, New Hampshire and Maine, according to the FBI.

The FBI notes that various factors might influence an area’s crime rate, including its population density and economic conditions.

What percentage of crimes are reported to police? What percentage are solved?

Most violent and property crimes in the U.S. are not reported to police, and most of the crimes that  are  reported are not solved.

In its annual survey, BJS asks crime victims whether they reported their crime to police. It found that in 2022, only 41.5% of violent crimes and 31.8% of household property crimes were reported to authorities. BJS notes that there are many reasons why crime might not be reported, including fear of reprisal or of “getting the offender in trouble,” a feeling that police “would not or could not do anything to help,” or a belief that the crime is “a personal issue or too trivial to report.”

Most of the crimes that are reported to police, meanwhile,  are not solved , at least based on an FBI measure known as the clearance rate . That’s the share of cases each year that are closed, or “cleared,” through the arrest, charging and referral of a suspect for prosecution, or due to “exceptional” circumstances such as the death of a suspect or a victim’s refusal to cooperate with a prosecution. In 2022, police nationwide cleared 36.7% of violent crimes that were reported to them and 12.1% of the property crimes that came to their attention.

Which crimes are most likely to be reported to police? Which are most likely to be solved?

Around eight-in-ten motor vehicle thefts (80.9%) were reported to police in 2022, making them by far the most commonly reported property crime tracked by BJS. Household burglaries and trespassing offenses were reported to police at much lower rates (44.9% and 41.2%, respectively), while personal theft/larceny and other types of theft were only reported around a quarter of the time.

Among violent crimes – excluding homicide, which BJS doesn’t track – robbery was the most likely to be reported to law enforcement in 2022 (64.0%). It was followed by aggravated assault (49.9%), simple assault (36.8%) and rape/sexual assault (21.4%).

The list of crimes  cleared  by police in 2022 looks different from the list of crimes reported. Law enforcement officers were generally much more likely to solve violent crimes than property crimes, according to the FBI.

The most frequently solved violent crime tends to be homicide. Police cleared around half of murders and nonnegligent manslaughters (52.3%) in 2022. The clearance rates were lower for aggravated assault (41.4%), rape (26.1%) and robbery (23.2%).

When it comes to property crime, law enforcement agencies cleared 13.0% of burglaries, 12.4% of larcenies/thefts and 9.3% of motor vehicle thefts in 2022.

Are police solving more or fewer crimes than they used to?

Nationwide clearance rates for both violent and property crime are at their lowest levels since at least 1993, the FBI data shows.

Police cleared a little over a third (36.7%) of the violent crimes that came to their attention in 2022, down from nearly half (48.1%) as recently as 2013. During the same period, there were decreases for each of the four types of violent crime the FBI tracks:

• Police cleared 52.3% of reported murders and nonnegligent homicides in 2022, down from 64.1% in 2013.
• They cleared 41.4% of aggravated assaults, down from 57.7%.
• They cleared 26.1% of rapes, down from 40.6%.
• They cleared 23.2% of robberies, down from 29.4%.

The pattern is less pronounced for property crime. Overall, law enforcement agencies cleared 12.1% of reported property crimes in 2022, down from 19.7% in 2013. The clearance rate for burglary didn’t change much, but it fell for larceny/theft (to 12.4% in 2022 from 22.4% in 2013) and motor vehicle theft (to 9.3% from 14.2%).

Note: This is an update of a post originally published on Nov. 20, 2020.

• Criminal Justice

John Gramlich is an associate director at Pew Research Center

8 facts about Black Lives Matter

#blacklivesmatter turns 10, support for the black lives matter movement has dropped considerably from its peak in 2020, fewer than 1% of federal criminal defendants were acquitted in 2022, before release of video showing tyre nichols’ beating, public views of police conduct had improved modestly, most popular.

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