T ex tbook Study Method Inventory

You can measure your own knowledge and efficiency in study-reading by completing the Textbook Study Method Inventory. Read each question carefully and select one of the three responses from the drop down box following each question, indicating whether you almost always, sometimes, or rarely do what the question asks. Answer honestly; remember that you are being asked to tell what you now do, not what you think you should do or what your teachers expect you to do. When you have completed the inventory, click the "Calculate" button at the bottom of the form. It will calculate your score, and fill in the "score boxes" in the right hand column.
No. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Question Do you use any organized method for studying textbook assignments Do you read textbooks at about the same speed that you read fiction and light magazine articles? At the beginning of a course, do you preview your textbooks by skimming the table of contents and analyzing the format of the book? Do you know whether your textbooks are up to date or obsolete? Do you know how to identify and use the special typographical helps, such as italics, headings, and subheadings, that are used in your textbooks? Do you read the preface, foreword, and introduction to your textbooks Do you use the summaries in your textbooks? Do you know what a glossary is and how to use it? Do you use the index in looking up ideas, dates, and names that you should know and remember? Do you use the index for reviewing the textbook's contents before exams? Answer Score

11.
12. 13. 14. 15. 16. 17a.

Before you begin studying, do you preview each chapter assignment by reading the first and last paragraphs and by changing headings into questions?
Do you use the pictures; graphs, and maps in your textbooks to clarity the text in an assignment? Do you read an assignment over and over again to learn the material? When you have trouble understanding or learning an assignment, do you try to find a less difficult or differently written book on the subject? When the textbook material seems easy or is a repetition of what you already know, do you try to locate a more advanced book on the subject? Do you know specifically why you are reading an assignment? If school regulations permit, do you mark your book with significant marginal summaries, brackets, boxes, or sequence numbers after you have given the assignment an initial reading? Do you outline and summarize your assignment in a notebook if school regulations do not permit marking in your textbook? Do you make notes on your textbook reading? As you study an assignment, do you frequently recite the material to yourself? Do you study your textbook notes along with your lecture notes when preparing for exams? Total Score

17b. 18. 19. 20.

* Answer either 17a or 17 b, whichever applies to your school situation.

Directions for Scoring & Interpreting the Textbook Study Method Inventory

Key :

1. Count every Sometimes response that you have entered. Multiply the total of Sometimes responses by 3 and record the product. 2. Check the Always and Rarely responses against the key below. Cross out every wrong answer. 3. Count every correct Always response. Multiply the total by 5 and record the product. 4. Count every correct Rarely response. Multiply the total by 5 and record the product. 5. Add the three scores. If you scored between 80 and 100 points on this inventory, you are extremely competent in your use of your textbooks. If you scored between 60 and 79 points, you are somewhat competent in your use of your textbooks. If you scored below 60 points, you are not using your textbooks expertly, and you should begin now to become competent in this important skill.

1. A, 2. R, 3. A, 4. A, 5. A, 6. A, 7. A, 8. A, 9. A, 10. A, 11. A, 12. A, 13. R, 14. A, 15. A, 16. A, 17. A, 18. A, 19. A, 20. A *Christ, Frank L., Studying a Textbook, SRA, 1966

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T HE FIRST ST EP IN ST UDY ING A T EXTBOOK: PREVIEWING *

The first step toward the successful completion of any course is to preview the textbook. Ideally, you should make this preview before the end of the first week of class. The textbook has been designed by the author as a tool for mastering the subject. Besides the text itself, it offers you special help such as the headings, italics, and footnotes to improve you efficiency in using the book. Previewing your textbook will help you to discover the: 1. Purpose, limitations and scope of the book as stated in the preface or foreword. 2. Degree of difficulty of topics listed in the table of contents and index. 3. Extra help that the book will offer you in mastering the contents through summaries, glossaries, review questions and problems, books for further study, pointers to important ideas through use of italics, headings, marginal notes. When you make your preview, look at each component of the book to see what help it can offer you in using the book and understanding what it is trying to teach. Title - Reword the title to make a question. Write down other questions that you think might be answered in the book. Apply the classic six questions-- who, what, where, when, how and why--to the title. Author - Who is he? What makes him an expert? What else has he done or written? Copyright date - Is the book up to date? Have there been any new theories or developments in the field since the book was written? Preface, foreword, or introduction - Does the author tell you why he wrote the book? Does he recommend the best way to use it? Table of contents - Turn the entries into questions. Review what you already know about the topics listed. Text chapters - Are there introductions to each chapter outlining the contents? Is each chapter subdivided under different headings? Are there maps, tables, graphs and pictures? Is there a summary at the end of each chapter? Are there questions, exercises, or other study helps for each chapter? Glossary - Does the book have a glossary? Is it at the end of the book, or following each chapter? How many new words will you have to learn to understand the subject? Bibliography - Does the author provide a list of other books on the subject to which you may refer if you want more detailed information? Index - Read down this alphabetical list of the main ideas and people discussed in the book. How many items are familiar to you? Remember that in addition to using the index for reference, you may also use it for review before examinations. If you are able to read down the list of entries and remember something relevant about most of them, you probably have a good grasp of the subject.
Reference:

*Christ, Frank L., Studying a Textbook, SRA. 1966

Anatomy of a T ex tbook

Surv ey Sheet for T extbook

1. What is the title?

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1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13.

14.
15. 16.

What is the title? What do you already know about the subject as stated in the title? What is the copyright date? Why is this important? Read the table of contents and list the major divisions or parts in the book. Is the book organized chronologically, topically, or does it follow some other organizational plan? Make three predictions about what you can expect to learn in the rest of this book. Ask one question you would like answered. Read the introduction and preface. Who is the author, and what do you now know about him or her? Mention qualifications and background, biases, unusual approach, or any other information about the author you find in the introduction or preface. List three items of useful information in the preface or introduction that will help you read the book. Look at the first chapter of the book. What is its title? How are the chapters organized? What do they contain? Look at the last chapter of the book. What is its title? Why do you think the author decided to place it last? Look to see whether there is an index, glossary, or other built-in aids to help you read the book List these aids. Assume you have just been asked to describe this book in fifty words or less. What would you say about it? Is your name written in the textbook? What is your instructor's name?

Study Sy stem Before Reading Stage 1 Prev iew

NA

Predict Question Activate Schema Establish Purpose Predict Picture Relate Monitor and Self-Test Correct Review Select Relate Recite Organize React Stahl "Historical Analysis of Textbook Study Systems" (Ph.D. diss. University of Pittsburgh. 1983)

While Reading Stage 2 Integrate Knowledge

After Reading Stage 3 Recall

SQ4R Study Form ula SURVEY

Title & Introductory material or First Sentence Subheadings & First Sentence of each subsection Last paragraph or Summary Boldface print or italics Charts, maps, pictures, graphs

QUEST ION

Turn subheadings into questions Use questions in introduction or at the end

READ

Read to answer the above questions Read to discover information not pre-questioned
RECORD

Make marginal notes of reactions, ideas, details, numbering, question- marks, etc. as you read.
RECIT E

Answer the questions either orally or write a summary of the chapter or discuss the material. Use your own words as much as possible. Check your answers with the text. Revise.
REFLECT

Compare the new ideas with what you already know. Ask, "Upon what are these new ideas and information based?" and "How can I use this?"

Surveying a Textbook Chapter

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Surveying a Textbook Chapter

This exercise provides practice in applying the SQ4R formula, especially surveying, to reading a textbook chapter. With practice, it becomes second nature and can be done quickly without writing anything down.

Marking Y our T exts

The following ten suggestions will help you mark your textbooks so they will be of immediate and lasting value to you. On the back of this page is an illustration of a section of a textbook that has been marked according to these recommendations .

1. Read first and then underline selectively. Make conscious decisions about what to underline and limit the amount. Too much underlining is difficult to study later and often becomes a mechanical process that requires little thought. Read a section of material first and then go back and underline only the words and phrases that most accurately state what that chunk of material is mainly about. 2. Box transitions and number important ideas. Making transitions stand out in the text helps you locate the ideas . When you box such words as first, for example, next or finally, you not only locate important ideas more easily, you also see how they relate to each other. 3. Circle specialized vocabulary. Write brief meanings in the margin if you need to. You need to know these terms to understand the textbook and the instructor, and take the exams. 4. Jot down main ideas in the margin. At the end of a paragraph, stop and ask yourself, "What was most of that paragraph about?" Write the answer in as few words as possible in the margin. This is an especially useful technique for short dense assignments that are difficult to understand, such as those in philosophy, physics, or chemistry . 5. Label Examples (ex). When you encounter an example, determine what main idea -it exemplifies and label it. It will help you understand the main idea when you study later. 6. Write your own ideas, including connections with your other classes, in [square brackets]. If you are reading actively, concentrating and understanding, you will also be thinking . Jot down the ideas that occur to you either at the top or the bottom of the page and bracket them to indicate they are your own. Your recorded ideas will make later study more

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interesting and will also provide ideas for class discussions, papers, and exams. 7. Write questions as you read. Questions help you think, relate new material to what you already know, and wonder about implications and applications .All these mental activities help you learn the material in the first place and remember and use it later. 8. Write brief summaries at the end of each section of material, and later; at the end of chapters and the book. Use the white space throughout the book to write summaries . Write them in brief phrases only. They should answer the questions "What was this about? " and "What did the author say about it?" Summarize your own words as much as possible. Don't read and write at the same time, or you will end up with too many notes . 9. Make outlines of obvious major ideas in the margins. Outlines are a visual representation of ideas and their relation to each other. At times, obvious transitions will make the ideas stand out. When you encounter such material, write brief outlines of the ideas in the margins . 10. Make maps. Outlines force you to isolate and organize important ideas so you can visualize them and thereby understand and remember them.Writing ideas in map form accomplishes the same thing . You can map major sections, chapters, or even entire books . Experiment with summaries, outlines, and maps and decide which work best for you.

How to Mark a Section of a T ex tbook Chapter

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Mode and Strategy for Reading Different Materials

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Material/Purpose

Strategy

Analytical Complex essays, technical reports, legal contracts . Previewing; read to identify inference, make reading conclusions, and evaluate logic and the writer's craft .

Reading and marginal notations, underlining .

Study reading Textbooks, problem-solving material; information to be recalled for testing; literature . Previewing; reading and outlining; note making; mapping .

General reading Skimming

Any nontechnical material read for enjoyment or good understanding of content.

Read actively with an inquiring mind, recognizing main idea and important details .

Any printed material: Read titles and subtitles . Then read introductory paragraphs, opening sentences of all other paragraphs, 1. When minimal comprehension is satisfactory for general information in newspapers, and concluding paragraphs or summary. magazine articles, junk mail," correspondence . 2. For a preliminary familiarity with format and of organization lengthy or difficult material in textbook chapters, novels, instructional manuals . 3. To get the gist or main idea of essays, editorials, reports .
Any printed materials when looking for specific Examine organization of information alphabetical, information or pertinent facts like names, dates, chronological, I conceptual . quantities, places . Look for key ideas or words that guide rapid location of Also used for information from reference guides: information. When looking up dates or quantity, looking for names or particular places, think of capital letters . Table of contents Index Appendix Dictionary Telephone directory TV schedule Want ads

Scanning

Reading Flex ibility

Mode

Purpose

Rate

Recommend ed Rate Range

Decreas 1. Analytical cal To analyze information for e reading (legal inference, language, tone, bias; to documents, persuasive evaluate logic and writer's craft. essays) 2. Study reading (textbooks)
Base Rate 3. General reading (newspapers, magazines, novels) 4. Skimming (initial research)

Usually the slowest rate.Varies 150-250 with complexity of material. May wpm require more than one reading . Rate varies with amount to be learned and type of material . 150-300 wpm
250-500 wpm 500-1000 wpm

To learn, synthesize, and retain information; gaining complete understanding of text material .

To read as a leisure-time activity for Rate varies with material, pleasure and general information. purpose, and familiarity. To get a general idea of the material and some details; to get a mental outline of material's organization. To locate specific information and answer questions as quickly as possible. Can be twice as fast as general reading rate.

Increas e

5. Scanning (phone numbers, airline schedules)

Fastest rate with no specific wpm 1000+ range determined.

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Organizational Patterns of Paragraphs

The basic unit of thought Perhaps one of the best ways to improve your reading ability is to learn to read paragraphs effectively . Many experts believe the paragraph, not the sentence, is the basic unit of thought of a selection. If one can quickly grasp the meaning of each of these though units while reading, then comprehension will be heightened.

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of each of these though units while reading, then comprehension will be heightened. It is important to identify with the author's perspective by discovering the way the message is being sent. Every writer has a purpose for writing and some plan of action for getting a message across . This plan of action is the order in which the material will be presented in the text. This order, often called a pattern of organization, should be present in acceptable writing from the smallest to the largest unit of writing: the paragraph, groups of paragraphs, subchapters, chapters, groups of chapters, whole books, and even series of books . Each of these, then, contains a certain pattern of organization. Anticipating the order in which the material will be presented helps you put the facts into perspective and to see how the parts fit into the whole. For example, if the selection begins by indicating that there are four important components of management, you are alert to look for four key phrases to mark and remember. Likewise, if a comparison is suggested, you want to note the points that are similar in nature . For material that shows cause and effect, you need to anticipate the linkage and note the relationship. The importance of these patterns is that they signal how the facts will be presented. They are blueprints for you to use. In textbook reading the number of details can be overwhelming . The mind responds to logical patterns; relating the small parts to the whole simplifies complexities of the material and makes remembering easier. Although key signal words help in identifying the particular type of pattern, a single paragraph can be a mixture of different patterns . Your aim is to anticipate the overall pattern and then place the facts into a broad perspective . The following six examples are the patterns of organization that are most frequently found in textbooks .
Simple Listing

Items are randomly listed in a series of supporting facts or details . These supporting elements are of equal value, and the order in which they are presented is of no importance . Changing the order of the items does not change the meaning of the paragraph. Signal words often used for simple listing are: in addition several for example another a number of
Description

Description is like listing; the characters that make up a description are no more than a simple listing of details .
Definition

Frequently in textbook reading an entire paragraph is devoted to defining a complex term or idea . The concept is initially defined and then further expanded with examples and restatements . Signal words used for definition are: is defined as is called means refers to is described as term or concept
Chronological (Time) Order or Sequence

Items are listed in the order in which they occurred or in a specifically planned order in which they must develop. In this case, the order is important and changing it would change the meaning . Signal words often used for chronological order or sequence are: first, second, third until etc. al last before, after later
Comparison - Contrast

Items are related by the comparisons (similarities) that are made or by the contrasts (differences) that are presented. The author's purpose is to show similarities and differences . Signal words often used for comparison-contrast are: similar, different bigger than, smaller on the other hand in the same way however parallels
Cause and Effect

In this pattern, one item is showed as having produced another element. An event (effect) is said to have happened because of some situation or circumstance (cause) . The cause (the action) stimulates the event, or effect (the outcome) . Signal words often used for cause and effect are: for this reason hence consequently

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 consequently because on that account

Study Strategy

Everyone looks for ways to be more successful . American executives strive to compete with aggressive foreign competitors, teachers seek ways to enrich student learning, and students, like you, search for ways to improve academic performance. So, how can you, like a company president or a college professor, improve your chances for success ? First, realize that whether your goal is to improve performance on a widget production line or a sociology final exam, the basic blueprint can be the same: you plan what you need to do; you implement your plan; you review how well you did. Then, since goals such as zero defects or, in your case, understanding more of what you read, can't always be met the first time you complete your plan, you view reading as a cycle instead of a one-shot activity.
PLAN: Pre-Reading Strategies

Establish a good physical environment Relax and set a positive attitude Review instructions Review lecture notes Set your purpose Preview the assignment Organize your thoughts Determine what you want to know when you finish reading
DO: Reading Strategies

Be actively involved Check your comprehension as you read Restate ideas in your own words Form mental pictures Compare what you are reading to what you know Answer the questions you developed during pre-reading Fix-up your comprehension when needed Define unfamiliar words Keep problem on hold and hope it will clarify itself Re-read a portion of the text Compare information with notes or another source Ask someone for help
REVIEW: Post-Reading Strategies

Consolidate and integrate information Answer questions Test yourself Participate in a study group Space review over time Decide what else you need to know

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More About Effective Textbook Study

Plan Prime your brain.

Establish a good environment. Place yourself in surroundings that help your ability to concentrate and encourages good posture, and a ready-to-work attitude. Relax and set a positive mental attitude . Set yourself up to be successful. Do your study-reading when you are at your mental best. Have confidence in yourself; know that you can read successfully and accomplish the goals you set . Review instructions. Check any comprehension guidelines you have been given such as "read this in preparation for tomorrow's lecture," or "read to see how this author differs from what I've said today," or "review all of the material we covered in preparation for the exam." Review any lecture notes. Reread any notes you have on this topic looking for topics or ideas you need to clarify, words you need to define, or names and dates you need to fill-in. Set your purpose. Match the way you read to your purpose. For instance, reading for enjoyment does not require the full understanding that reading to prepare for a psychology lecture requires, and those demands are different from reading for a chemistry exam. Clarify your purpose before you begin to read, and you're more likely to be successful and less likely to waste time. Preview the assignment. To preview, *read the chapter objectives, -read headings/subheadings, -read introductory and concluding paragraphs, -read boldface and italic words and phrases, -highlight/ clarify unfamiliar vocabulary, -examine graphics, and -review end-of-chapter summaries and questions . Take advantage of anything that will help you

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understand the organization and core ideas . Organize your thoughts. Based on the chapter objectives and headings/ subheadings, jot down the major topics you are going to be reading about.Then, write a few words about what you know on each of the topics . Clarify what you want to know when you finish reading. If you don't read to find out something 'specific, you probably won't. One way to read for something specific is to phrase the chapter's objectives or headings/subheading as questions and then read to answer those questions .
Do. Be active. Think.

Restate ideas in your own words. At the end of a sentence or paragraph, rephrase the idea in your own words . Form mental pictures. Stop and build a mental picture of what the author is saying . Compare what you are reading to what you know. Ask how does new information fits with what I know? Does it reinforce, contradict, or add new information? Answer questions. Connect what you are reading to questions you need to answer.
If you don't understand what you are reading, use one of these fix-up strategies to get back on track :

Define unfamiliar words. Understand the words the author uses. Check the context, glossary, lecture notes, a dictionary or ask someone. Use chapter objectives and headings/subheadings. Reread objectives and headings/subheadings for the unclear passage for ideas or concepts that help you to understand. Review related graphics. Reread any graphic and its explanation to see if it clarifies the text information. Reread a portion. Try reading the sentence or paragraph again with the specific goal of clarifying your question. Keep the problem on hold and hope it will clarify itself. If the problem is just one sentence or paragraph, you can mark it and continue reading . It's possible the next sentence or paragraph will help you. Compare information with notes or another source . Find and read about the topic or idea in another book to see if a different approach helps your understanding . Ask someone. When you've clarified the vocabulary; reread the objectives, headings/subheadings, graphics, and unclear passages; reviewed other information you have and you still don't understand what you need to, ask someone for help .
Review. For perspective & memory.

Reread thoughts you've organized and questions you've answered during reading.Make use of the work you did during your planning and reading . Answer questions. Write out or talk through the answers to the questions you set out in your plan. Consolidate and integrate information. Combine your knowledge, what you've gained from reading and your lecture notes to form one coherent picture. Participate in a study group. Join a group of classmates to talk about what you have read. Try reviewing concepts with one another, sharing notes, and taking practice tests . Test yourself. Make up a test on the material or have a classmate make one up and test yourself . Make a set of QuestionAnswer flash cards for a convenient carry-along review tool by writing the question on one side of a 3x5 card and the answer on the reverse side.
Continue the cycle

Occasionally, on small assignments or familiar material, you will achieve your reading comprehension goals at the end of one plan >> do >> review cycle. On the other hand, when you're reviewing; don't be surprised to discover gaps in your knowledge. When you do, just develop a new plan that will help you fill in the gaps . Reread the portion of the assignment you need to get the information and then review, making sure to integrate the new information with what you already have.
Reference :

(c) 1993 JL McGrath, Paradise Valley Community College

Clues to Finding the Main Idea in T extbooks and Articles

1. Titles, heads, and subheads. These announce major subjects and ideas in boldface type . 2. Purpose sentence. Look for a sentence in the first paragraphs of a book, chapter, or article that states what the rest of the text will be about. 3. Pre-outline. Look for sentences listing the ideas that will be developed in the coming paragraphs . 4. Topic Sentence. Recognize the sentences in paragraphs and sections of material that state the subject and focus of the rest of the discussion. 5. Italics. Sometimes main ideas appear in italics as well as boldface type to make them stand out from the rest of the text . 6. Repetition. Repetition of a key word or idea throughout a text is a signal that it is a major topic in the discussion . 7. Questions. Questions invite readers to look for answers, and the answer is often one of the major ideas being developed. 8. Numbering. Ideas that are numbered are important. Either write them or make them into a mental list and put a label or title at the top. 9. Visuals. Pictures, graphs, diagrams, figures, and other materials are often used to highlight and emphasize main ideas . Study them carefully. 10. Details. The use of examples, statistics, and other details always signals a main idea is being clarified, proved, or developed. Look back or ahead and discover the idea. 11. Organizational Patterns. The major parts of the pattern, such as the topics, the divisions in time, the two objects being compared, the cause and the effect, or the problem and the solution are the main ideas . Recognize the pattern and look for the ideas.

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for the ideas. 12. Summary. Summaries restate the main ideas in brief form.
Reference :

Adapted from College Reading and Study Skills, Nancy V. Wood, 1996.

T aking Lecture Notes: The Cornell Method

---- 6 1/2 inches ---Record the lecture as fully and as meaningfully as possible.

---- 2 1/2 inches ---Reduce ideas to concise jottings and summaries as cues for reciting Cornell Method This sheet demonstrates the Cornell method of taking classroom notes. It is recommended by experts from the Learning Center at Cornell University.

Line drawn down paper

You should draw a line down your note page about 2 1/2 inches from the left side. On the right side of the line simply record your classroom notes as you usually do. Record on one side of page only and write legibly.
After the lecture you should read the notes, use your textbook to fill in any information you missed and underline important information. Mark any items that are unclear. Ask another classmate for their notes. The recall column on the left will help you when you study for your tests. Jot down any important words or key phrases in the recall column. This activity forces you to rethink and summarize your notes. The key words should stick in your mind.

After the lecture

Use the Recall Column Key Phrases

Five R's
Record Reduce

The Five R's will help you take better notes based on the Cornell Method:
1. Record any information given during the lecture that you believe will be important. 2. When you reduce your information you are summarizing and listing key words/phrases in the recall column.

Recite

3. Cover the notes you took for your class. Test yourself on the words in the recall section. This is what we mean by recite, say the words out loud. This multi-sensory approach will improve your recall.
4. You should reflect on the information you received during the lecture. Determine how your ideas fit in with the information. If you review your notes within 24 hours, you will remember a great deal more when you take your test.

Reflect Review

Notebook & Paper

Hints Summary

Remember it is a good idea to keep your notes in a 3-ring notebook. Also you should use only full-sized paper. You will be able to add handout materials easily to your notebook.
Abbreviations and symbols should be used when possible.Abbrev. & sym. give you time when used auto. Record a brief summary in your own words at the bottom of the page within 24 hours of the lecture. This gives you the opportunity to check your overall comprehension and strengthen memory. ---- 6 1/2 inches ---Record the lecture as fully and as meaningfully as possible. (NOTETAKING COLUMN)

T he Cornell Notetaking Sy stem Diagramed and Ex plained

---- 2 1/2 inches ---Reduce ideas and facts to concise jottings and summaries as cues for Reciting, Reviewing, and Reflecting . (CUE COLUMN)

THE CORNELL NOTETAKING SYSTEM

1. Record. In the Notetaking Column, record as many meaningful facts and ideas as you can . Use telegraphic sentences . but, make sure you will be able to gain full meaning later . Write legibly. 2. Reduce. After class, summarize your notes by writing in single words and short phrases in the Cue Column. Summarizing clarifies meanings, reveals relationships, establishes continuity, and strengthens memory. Also, this thinking and writing of cues sets up a perfect stage for studying for exams later. 3. Recite. Cover the Notetaking Column with a sheet of paper. Then, looking at the words and phrases in the Cue Column only, recite aloud and in your own words the full lecture . 4. Reflect. Professor Hans Bethe, nuclear physicist and Nobel Prizewinner, said, "...creativity comes only through reflection." You reflect by asking yourself the following questions, for example. What's the significance of these facts? What principle are they based on ? How can I apply them? How do they fit in with what I already know? What's beyond them? 5. Review. Spend ten minutes every week reviewing your notes. If you do so, you'll retain a great

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5. Review. Spend ten minutes every week reviewing your notes. If you do so, you'll retain a great deal for current use, as well as, for the exam, which comes later . Summary. Leave space at the bottom of each sheet for a summary.
How to Read and Study Medical T exts

1. PREVIEW SELECTIONS. Since much of the information is probably unfamiliar, previewing is essential to comprehension. Read the title, learning objectives, headings and subheadings (turn these into questions), summary, and the review questions . Skim for main ideas, terminology, and important points . Skim all the diagrams, charts, flow charts, and other graphics . 2. READ ACTIVELY AND CAREFULLY. Unlike other subject areas, you need to read everything in medical material . Do not skip anything. Read with a pen and a highlighter in your hand. Underline or highlight main ideas (only after reading the paragraph); circle important words or phrases; draw boxes around the names or persons or places that seem important; put a check mark in the margin next to any important statement or opinion; use numbers to indicate chronology or a series; use margins to write your own reactions; put a question mark in the margin when you don't understand. 3. ASK QUESTIONS AS YOU READ and LOOK FOR ANSWERS. Remember the questions at the end of the chapter or the questions you posed using the headings and subheadings . Find these answers as you read. Constantly ask "Why?" "How" and "Under what conditions ?" For each occurrence; be sure you understand how and why it happens . 4. LEARN THE VOCABULARY AND NOTATION SYSTEM. Create a master file for each course -- a list of new terminology and essential prefixes, roots, and suffixes as well as the symbols, acronyms, signs, and characters that have become standard abbreviations or notations . Make index cards, or use a separate part of your notebook, or make a computer file with a working list of the words and symbols with their definitions . 5. TRANSLATE FORMULAS INTO WORDS. To be certain you understand a formula, express it in your own words . Write it down in your notes. 6. ANALYZE THE THOUGHT PATTERN OF THE MATERIAL. The three most commonly used thought patterns in medical text are cause and effect, process, and problem-solution. Others important ones are classification, factual-statement, and experiment-instruction patterns . Recognizing the transition words, or signal words, help you identify which pattern of organization the author is using . 7. WRITE A SET OF NOTES FROM THE CHAPTER. Using your highlighted main ideas and other markings, reduce the chapter to its most important information. Use whatever system fits your learning style: the Cornell Notetaking Method, concept mapping, or outlining . 8. REVIEW WITHIN 24 HOURS AND FREQUENTLY AFTER THAT.
Reference :

Adapted from "Now the Read Effectively in the Sciences"

How to Read Effectiv ely in the Sciences

1. 2. 3. 4.

To read effectively in the sciences you need to: explore your science textbook(s); check the vocabulary; analyze for comprehension; and synthesize for understanding .
Explore Your Science Textbook(s )

Explore The Textbook: go over the course outline; the table of contents; and compare the course outline with the table of contents . In addition, explore the Lab manual . Go over the course outline or lab sheet; and go over the table of contents, and compare them. This process helps you to develop a schema for how the material that will be covered in your science course is organized.Knowledge of how your science texts are organized is key to understanding the course, or course contents . Explore Your Assignments: similar to other reading tasks you need to know what you're required to learn. After the aforementioned process, 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 you readings . Look Over: the pictures, tables, diagrams, photographs and the likes .Sometimes those elements are easier to understand than the words . Explore Your Lab Manual Assignments: pre-read lab directions before going to class; read the captions of diagrams; look to see if writing is involved; and check to see what materials are needed. Try to see the connection between your class lectures and notes with those of your lab assignments .
Check The Vocabulary

As For Vocabulary: learn basic scientific root, prefixes and suffixes; use glossary and indexes; use context clues contain in the paragraphs; and as last resort, use dictionary or encyclopedia to understand and develop scientific concepts or vocabulary.
Analyze For Comprehension

Remember that scientific texts usually deal with writing patterns . Once you can recognize and analyze them, your comprehension will increase. The Classification Pattern: it is a pattern or writing procedure used by scientists to group and sub-group various things, objects, or areas . For example, a scientist who wish to discuss the structure of a plant may break his topic into various

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objects, or areas . For example, a scientist who wish to discuss the structure of a plant may break his topic into various subheadings as roots, stems, leaves, or flowers . Even within these subheadings, the scientist may break down the parts even further. Recognizing these structural parts in order of importance or position is essential to good comprehension and note taking . The Process Description Pattern: this pattern is concerned with 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 citing examples or illustrations . In science, the word fact has a more exacting meaning that other areas . Factual Statement refers to a statement which, because of scientific observation and experimentation, defines something, or explains its actions, and which, so far, has not been disproved. The Problem-Solving Pattern: this pattern is usually found in passages from science tests which describe or recount past problems in science or discoveries in science 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 the experiment-instructions 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 .
Synthesize For Understanding

Taking Notes: is important for several reasons: (a) it helps you keep your mind on what you are reading; (b) paying close attention as you read will result in longer retention if you connect it to what you already know; (c) good notes are helpful for review; and (d) if you mark correctly, not only will you connect the author's ideas with your own, but you will also have a record of your thoughts and reactions . Marking Your Texts: use a pen marker, not a pencil (pencils will smear and fade away); underline the main idea in a paragraph, circle important words or phrases, draw boxes around the names or persons or places that seem important; put a check mark in the margin next to any important statement that is an opinion rather than a fact; underline minor but important facts or statistics with broken lines; use numbers or letters in the margin to indicate chronology or a series of items; use margins to write in anything that you feel will be important to you in the future, as you read, questions can pop up in your head [write those questions in the book so that you will remember to ask the instructor for the answer]; use margins to write personal reactions to what is being said; and note page numbers where related subjects are discussed in the text, don't feel that you must use all or any of these marks . Whatever marks you decide to use should make sense to you. Writing Notes From Texts To Notebook: there is no right way to write out notes; however, here are some guidelines: (1) always put down the title of the book, chapter, date and number of pages being covered; (2) write the main ideas of the passages as your major headings and list the minor ideas or facts under them; (3) let the writing pattern of the author help you write your notes, if he defines a term, be sure your notes contain a good definition of the term, if she compares and/or contrasts, be sure you notes compares and/or contrasts the ideas, If he/she is classifying, your notes should contain an outline; (4) make sure you avoid copying the exact wording used in the text [use your own words]; and (5) make a list of words you don't know in order to look them up, and if you're having problems with your notes because of vocabulary that is unfamiliar, look up the words as you write your notes . Before The Test: think of questions your professor may ask, if you're not sure, ask your professor. Try writing a brief summary of commentary for each chapter you have studied. Recite to yourself the important names, theories, dates, terms, and any relevant information connected with what you have been studying in class . Take time to define the words in each chapter. Put together what you've learned from lectures, class, readings, and outside readings . Look over the last test you took to figure out the type of questions you can expect and to recall the instructor's comments on that text. During the Test: read the directions carefully before you mark in your answers .If the directions are not clear, ask your professor to clarify them before you start.Make certain that you understand the grading system. If some questions are worth more than others, devote more time and effort to them. Keep track of the time. Explore all questions, then begin with the ones you can answer most readily. Answering what you are sure of first will help you bring out all that you know and remember. Save some time at the end of the testing period (if you can) to fill in possible blanks and proofread your written response. Write legibly, your professors usually don't have time to decode your scribbles .

Reading Univ ersity Level Materials Summary

Through "Reading University Level Materials" you have encountered a number of principles and strategies related to reading effectively at university. You have learned about the importance of reading actively through setting reading goals, developing a purpose for reading, using the Survey, Question, Read, Recite, Review (SQ3R) strategy, thinking critically and analytically about the notes and summaries you make from your various readings, and about reviewing and

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critically and analytically about the notes and summaries you make from your various readings, and about reviewing and reciting in preparation for exams. As well, you have read about the intentional use of question frames which prompt you to read and think at a variety of levels, including: summary and definition, analysis, hypothesis, and critical judgment.Throughout, I have tried to underscore the importance of reading with a strategy that matches your purpose for reading, in a way that is "thinking intensive", with the aim of assisting you in becoming an effective and efficient reader. Remember, no strategy can guarantee that readings will proceed without difficulty. As you continue to apply these new-found strategies, endeavor to remain flexible in your approach to reading and to always read with a view of improving your skills . Be an active reader. Being an active reader means setting reading goals, having a personal purpose for reading, developing an understanding of the organization of the reading, reading selectively, reading to link key ideas to important details and with a view to connecting ideas to a context, and reading thoughtfully and critically. Use a strategy. We have discussed a strategy that involves surveying, questioning, reading, reciting and reviewing . If you choose not to subscribe to any particular strategy, use the principles that underlie them: previewing for an overview, questioning, summarizing, recording ideas in key word form, reciting ideas, reflecting about what was read, reviewing learning regularly. Skimming and scanning processes have specialized applications for reading. The process of skimming is helpful for establishing general awareness about the contents of a specific reading . Skimming the structural elements of a reading (headings, sub-headings, topic sentences etc .) is a common way to preview a reading. The process of scanning is used to identify the organization of a reading and then to locate specific information quickly and accurately . Finding a number in a phone book is an example of scanning . Record the ideas you find important. in your readings and reflect on and review these regularly. Taking notes provides us with a fairly permanent, abbreviated record to return to so that we can continue to process and think about the ideas we have read. Reviewing these notes regularly helps to keep us thinking and helps support our memory of the knowledge we have encountered. Apply questions to what you read. Reading is a tool of thinking. Questioning at various levels moves you to thinking at those various levels .When we ask only the most basic questions, we think only the most basic thoughts . When we question at deeper levels, we think more deeply. The four levels of questions that we discussed were (1) fundamental questions; (2) part-whole-connection questions; (3) hypothesis questions; (4) critical questions .
Source :

http://www.yorku .ca/cdc/lsp/readingonline/read5.htm , Counselling and Development Centre, 145 Behavioural Sciences Building, York University 4700 Keele St., Toronto, ON M3J 1P3 (416) 736-5297 Chair of CDC: Dr. Marc Wilchosky E-mail: marc@yorku.ca Associate Chair, Dr. Polly MacFarlane E-mail:pmacfarl@yorku.ca Return to Top Page maintained by dspsweb@cuesta.edu . Last modified: 11/06/2003.

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