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Lecture 2

Reading for Information:

Skills and Strategies

Bailey (2015: 9-18)

Why reading?

• (^) Reading is one of the main activities in the academic discourse community.
• (^) Generally, one’s writing is informed by one’s reading; thus, there is a direct relationship between reading and writing, as indicated in Lecture-1’s lesson.
• (^) Students read to retrieve information for essays, assignments, presentations, seminars, and examinations.

Sources of reading

• (^) Recommended reading materials on a reading list may include sources, such as textbooks (including e-books), journal articles, reports, magazines, newspapers, online materials, etc.
• (^) Students may use library Catalogues (including online Catalogues) to find sources.

Reading methods/techniques

• (^) There are various techniques and methods of reading.
• (^) The discussion that follows introduces students to some reading methods and techniques.

Skimming

• (^) When searching for an appropriate material to read, skimming method will give you a general sense of a material you have to read and tell you whether or not a material is useful.
• (^) In other words, skimming can be used in finding and assessing a reading material.
• (^) Skimming could also form part of studying.

Skimming^ Skimming

In skimming, the reader does not read the entire

material; he or she reads selected parts of the

material to get an overview of the information.

Items to include in Skimming

• (^) Headings and subheadings
• (^) Introductions
• (^) Illustrations (diagrams, charts, graphs, tables, pictures, etc.)
• (^) Topic sentences
• (^) Conclusions
• (^) Occasionally, read a small section that looks important. It may deal with what you really want to know.
• (^) Reading these items will help one get an overview of the information.

Scanning reading technique

• (^) Scanning is a quick method of reading aimed at locating specific information, such as: - (^) Definition/ explanation of terminology - (^) Date of an event - (^) Meaning of an expression - (^) Spelling of a word

• (^) Close reading is thoughtful, critical analysis of a text that focuses on significant details or patterns in order to develop a deep, precise understanding of the text’s form, style and meaning.
• (^) Close reading is a skill that requires students to determine purpose and notice features and language used by the author so that they can think attentively and methodically about the details in the text and why such details were used.

Close

reading

• (^) In close reading, the reader
  • (^) observes facts and details about the text
  • (^) interprets the observed details
  • (^) notices some features about the text
  • (^) annotates items by highlighting and underlining
  • (^) asks questions about the text

Close

reading

• (^) Survey
  • (^) Quickly skim the information you are about to read by looking over the headings and subheadings in the chapter to see the few central points that will be developed. Then read the summary paragraph if the chapter has one. This survey should take a minute or two. It will reveal the central ideas in the chapter and will help to organize those ideas.

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• (^) Question
  • (^) Turn the first heading into a question that has to be answered. It will bring to mind information that you already know and will also help you to understand that section more quickly. The question will also make points in the section stand out, because they will be important in the answer to the question.

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• (^) Recite
  • (^) Now that you have read the first section, put the book aside and try to answer briefly the question you asked earlier. Use your own words and try to give examples. If you can do this, you have learned the material. If you cannot, look over the section again. A good way is to jot down some key phrases, perhaps in outline form, on a sheet of paper.

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• (^) Now repeat steps 2, 3 and 4 with each section of the chapter. Phrase each heading as a question, read the section to answer the question, and recite the answer by writing down the key phrases. Go through the whole chapter this way.

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