March 4, 2014 2 Contents 1 Introduction 5 1.1 About me and why I wrote this manual . . . . . . . . . . . . . 5 1.1.1 fa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 1.2 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 2 The reading habit 7 2.1 Picking a time to read . . . . . . . . . . . . . . . . . . . . . . 9 2.2 Picking a place to read . . . . . . . . . . . . . . . . . . . . . . 9 2.3 Before you start and after you nish your reading session . . . 10 2.4 The motivation . . . . . . . . . . . . . . . . . . . . . . . . . . 10 3 Taking notes 11 4 Recruiting the paper 15 5 Reading Strategy 17 5.1 Survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 5.2 Question . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 5.3 Read . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 5.4 Write . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 5.5 Recite . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 5.6 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 6 Organizing your reading material 23 7 25 3 4 CONTENTS Chapter 1 Introduction 1.1 About me and why I wrote this manual At the moment I wrote this book I am a clinical psychologist, a master in psychobiology and a frustrated ( therefore normal ) PhD student in the eld of neuroscience. I am a brazilian and, as most of us, I come from a family of limited resources. Since early I learned that if I meant to survive in this world, I should come up with my own solutions. This attitude drove me to work early as basic computer skills teacher, join college and even adventure in the realms of entrepreneurship. But you know what? When life is good you get cocky, and want new challenges. Since kid I had the dream of being a scientists and contribute to the world with a meaningful step towards the understanding of the yet unknown. So I thought that it would be the perfect time to fulll this dream! So I quit business and joined the army of science. But I had no Idea about what was expecting me. In the beginning everything was great! I had access to cutting edge technology and information, I had the opportunity to explore one of the most fascinating subjects in the world, the brain (sorry if you come from other science, Ill still keep my point). But then it happens, experiments fail, progress is slow, results are not as clean as you imagined they would be, and worst of all everybody seems smarter than you. Dont get me wrong! I love to be surrounded about smart people and learn from them. The problem is not being surrounded by smart people, the problem is feeling dumb. As any other human being self condence emerge from experience of achievement and strengthening of your ideal self image. For me and most of scientists I know it comes from being able to solve problems (that includes understanding something) and nurture the secret self 5 6 CHAPTER 1. INTRODUCTION reassuring voice that says You see? you are smart, you can understand it, you can do it. And when acheivement is scarce, well you can say farewell selfcondence. But you know what is even worst? Is when you feel that you cant even do the basic properly. Like most of the people in my current condition, I face a paradox. I am supposed to be experts in certain eld of human knowledge and master a set of transferable skills like reading, writing, presenting, teaching and even selling your research project, but guess what? Very rarely these skills are actively taught; you are supposed to learn them as you go, no structure, no guidance, only exposure. The result is obvious, in order to survive you come up with a bunch of idiosyncratic heuristics to get the job done, with a very wide range of levels of performance. Worse than that, who survives dont really know how to teach these skills, they just know that by doing it a lot you have a chance of getting there, and those who dont get there are because they lack in talent, intelligence or perseverance to get there. This handbook is my attempt of ght against this culture of talent. Here I collected as much of these idiosyncratic heuristics I could in my free time, broke them down to no brainer steps to follow, and relate them to the most common issues that I and my colleagues faced in academic life. So you not only has a solution, a plan to learn it, but also can know the context to where to apply them. Robert Stephenson Smyth Baden-Powell founder of the scout boys said once Leave the world a better place than you found it. I hope this book can do this for your academy life. And if that happens, all my frustrations will not be erased, but they at least will have a meaning. 1.2 Introduction Reading 1 is the most important activity in the academic life. To publish you need to read, to write you need to read, to do experiments you need to read, to propose a grant you need to read. Regardless, it is the most neglected skill in science. If you ask people about their reading habits you will nd all sorts of problems. Here are the most common: I cant focus, so I drift away and end up reading the same paragraph many times. I read slowly I get lost in the text, end up reading many papers at the same time, but none in the end. I have a hard time picking the relevant 1 This 1.2. INTRODUCTION 7 information. I cant keep track of the literature I get sacred of equations, so I jump them I cant nd time to read I only read when I am forced to. I procrastinate a lot. Once I read a paper I cannot remember the author, the paper, the refer- ence, just the overall information. No wonder it is very common to nd phd students that put reading as their most unpleasant activities. Well, maybe just after presenting, for a dierent reason. But you can imagine how people feel about presenting in Journal Clubs. In academic life good reading skill is considered something that you will acquire with practice. Well, I believe that practice will improve your skill, but I also believe that good practice will improve it better and faster. Thats why I wrote this manuscript, to improve my own reading practice. But before we get to the nuts and bolds of reading skill I have a disclaimer. Assume that what I am going to tell IS true. Use it for some weeks. Check the results. Keep it if you had improvements, through away if you didnt. BUT DONT JUST THINK ABOUT IT, DO IT! Ok, having that said, lets start. The most common features I found in a good reader are: A reading habit and a reading ritual A reading motivation. A clear goal (question) with a immediate consequence (preferentially). A method for keeping updated about relevant readings. A reading strategy. A method for inspecting the text, search for information and judge its value. A highlighting and note- taking system. Some way to record the information. Review the information oftenlly, relating it to new informations. But without mixing the sources. I can identify people that described themselves as good readers usually have many of these habits or some of them very sophisticated. In this book youll nd all the tools to develop these habits in the most economical and eortless way I can imagine. But, you must be aware that acquiring a new skill require some time until it generates more prot than cost. So stick to each exercise for at least 7 working days, until you stop to evaluate if you are having any benet. 8 CHAPTER 1. INTRODUCTION Chapter 2 The reading habit Having a regular reading time is critical to develop your reading skill. A regular reading routine will ght the inertia felt when you spend a lot of time without reading and will give you opportunity to practice the techniques described here in this manual. In order to develop a reading habit you need to: 1. Free some time to read 2. Prioritize reading 3. Develop a reading ritual Freeing time to read seems to be the hardest due to the big amount of emergent tasks we have to do in daily life. But actually it is the easiest one to solve. You can nd time to read by doing the second requirement, prioritizing reading. When you prioritize reading over other tasks you obviously have the time reserved to other activities to your reading. But to do so you have to convince yourself that reading is more important than the other tasks. Other approach is to learn how to organize yourself better, so you can nish what is more important than reading rst and schedule a time for your reading. Time management in a nutshell is the ability to: 1- bottleneck all the demands of your life in a single cue, 2- to order them by importance, 3- to keep track of the deadlines, 4- to do them one at a time, and 5- to accept that it is ok to not do everything as long you are doing what is most important. Here is how you do it: The rst step is to narrow down all the possible sources of demands to just one big cue. Lets say one task inbox. The simplest one is a list of things to do. It is important that you have it available everywhere, so if you have a notebook, pick a small one to carry around. If you have a smartphone, than you can have a text le in a DropBox folder this has the advantage that you can have it available everywhere you have a internet connection. The second step is to list everything you have to do, one task at a time. The third step is to ask what in your list you can do in 5 minutes or less. (Examples are, phone calls, send a e-mail to, get the price of something, etc). Mark those items and do them one at time, it is important to resist the temptation of multi-tasking or excessive stimulation. While performing 9 10 CHAPTER 2. THE READING HABIT a task, just perform the task, turn of musics, videos, internet if not necessary for your task. With the instantaneous tasks out of the way, now it is time to correct your task list. Most of us have the tendency of putting our tasks as goals. This is counter productive because goal is something that you achieve after doing a series of tasks that may vary and the result of each task is not fully predictable sometimes. So it is much better to dene your goals as a series of actions, things that you know What to do, When to do and Where to do them. This is preferable because you have full control of What, When and Where you do things. And if you reach your goal, good, if not, you are working to get there and you can add extra tasks to reach it. The fth step is to prioritise you list. Prioritising has two components: 1- importance, 2- Urgency. We rate importance from A to E in agreement with its consequences if it is not done. A- are tasks that have severe consequences if not done, B- are tasks that have manageable consequences if not done. C- are tasks that have no negative consequences if not done, D- Are things that you can delegate to others to do, and E- are things that you can simply eliminate from your list because they do not bring real benet if done and no consequence if not done, most of your distractions will fall here. Urgency is established by deadlines. When you prioritise a task, you should also to put a deadline to do it. This will help you to keep track of all your commitments and not allow any of them to slip through your ngers. When you are dealing with a goal that is far in the future, you cannot establish the deadline of the goal as the deadline of the actions that lead to its completion. Breakdown what you need to do to reach that goal in a series of actions, prioritise these actions with the same priority of the goal and schedule a time for each one of them. This will improve your planning ability and think in long time scales. Now that you have a list with priorities and scheduled deadlines for each action, it is time for the sixth step: to pick some of these tasks to do them. It is very tempting to get all of them and try to juggle between them in a crazy multi-tasking dance. Resist this temptation! There is no real multi- tasking. Multi-tasking is just task switching, and every time you switch from one task to the other you lose time, eort, energy and precision. It is much better to get a list of 1-4 tasks to do in a day and do one at a time, from start to nish. If the task is dicult or take a very long time to nish. The best policy is to divide to conquer! Break the task in small subtasks with clear stopping points and do one at a time. If that is not possible, divide your working time in rounds of 20 to 50 minutes (depending of your physical and mental endurance) and get a notebook to log the point where you stopped. During this round you should do one task and one task only and when the round nishes you should stop doing it. Log your progress and take a 5-10 minutes break. You can even use the numbers of rounds that you take to 2.1. PICKING A TIME TO READ 11 nish a task as a productivity measure. It is also a good manner to know when you nished your tasks, to give you a boost of motivation. If you get distracted, snap yourself out of the distraction and restart your round, it is important to teach yourself that no distraction is allowed. Keep those to do items available at all time and just abandon a important task for a scheduled task. 2.1 Picking a time to read Dierent people have dierent cycles of activities. Some are better in the morning, others doting the night and nobody is good after lunch. You should preferentially use this peak of mental productivity to dedicate yourself to intellectual work and reading. I particularly have the preference of reading early in the morning. The reason is that during the day I can get stuck in problems, meetings, or simply get too tired to focus after work. Besides, early in the morning, reading is my only concern. But the option is up to you, just avoid reading during and after meals. Schedule a time to make your reading an habit. Most of the good readers read scientic articles in one to two hours depending on the familiarity with the subject and depth of interest in the content. So I would recommend scheduling your rst 1 to 2 hours of the day to read. Remember that you dont have to nish your reading in one sit. You are going to learn how to take notes while you read and this will help to pick your reading from where you stopped faster. If all you can free for your reading is something short as 20 minutes, so be it! The habit of reading everyday at same the same time will allow you to develop an habit, a mindset that will allow you to focus faster. 2.2 Picking a place to read If possible, read in the same place in the same manner. Organize it in the same way so it helps to develop the habit. For your reading, pick a quiet place, preferentially close to a wall so you dont have visual stimulation in your peripheric vision. Turn o the cellphone, instant messengers, internet and other sources of distractions. Even if you are not checking them, the temptation is enough to aect the performance. Avoid music if you can. Do not full yourself, music divides your attention in intellectual activities. Pick a place that allow you to sit comfortably. Reading laid down can prone you to sleep. For the same token dont read into your bed. If you need internet to understand something, take note rst, make a clear question about what you 12 CHAPTER 2. THE READING HABIT want to understand. Finish your reading round, and then, and only then, go research in the internet. 2.3 Before you start and after you nish your reading session Relax in isolation for a few minutes. You need time to free your mind from the previous activities and concerns that can interfere with your reading. You also need time to consolidate the information without the interference of new information. One good way of doing it is with a breathing exercise for 5-10 minutes: Breath in in four counts Hold your breath for seven counts And exhale for eight counts If you are especially tense, or stressed. While you inhale you can tense all your muscles as hard as you can, hold the tension and relax them as you exhale. This exercise is proven to work for panic syndrome and anxiety disorder patients. And it is rightly recommended to control anxiety or help to block interference in your thoughts. 2.4 The motivation One of the main distinctions between a good reader and a poor reader is that the good reader has a clear and specic purpose while reading. Instead of reading from the beginning to the end of a book or article, a good reader moves through the text like a search machine, looking for the answer to his question. That being said, every good reader expressed this set of ideas: Getting the essential information is better than getting all the information. Get little information is better than no information. Getting questions is better than getting no information. Getting no information is better than getting the wrong information. Poor readers usually have the commitment to understand it all, as if it was possible to absorve the book like a sponge. The problem with that is all the information have a similar level of investment requiring much more time to read and understand. Also, reduces its capacity to remember the information, because of the noise created by the details . Economy of eort should be king. Before reading, decide what to take from the text and read with that specic question in mind. If other questions come as you read, it is ne! Reading is an iterative process. Take note of the new question, and move on reading to answer your rst question. When you get the answer for your rst question, than you move on to the second one. Chapter 3 Taking notes Note taking is usually seen as a skill independent from reading and therefore many readers neglect it. Note taking should never be overlooked, because reading is note taking in essence! When you read, what you do is to highlight some information that is relevant to your life and translate it into your own words or you create your own examples to understand it better. Note taking is essentially this process but with explicit actions. The notes you produce have direct correlation with the quality and amount of information that you take and your ability to remember it. If they are organised, chances are that you understand well or created a good structure to organize the knowledge you took. If you highlight few but essential points, chances are that you got the core of the content. If you can put down in your own words, I would bet that you can teach it to somebody. The benets of explicitly taking notes are huge and they teach you what is essential in reading. Thats why I chose to show some good note taking strategies before you learn reading techniques. Hierachy and translation The rst thing to know about note taking is that in its essence, to take a note is to put the information in a hierarchical structure, from general to specic, from important to unimportant, from rule to exception, and put them in words that you can understand and with examples that are directly relevant to you. Note taking methods try to help you to orient your attention to one of these two goals of note taking. And record in some permanent fashion that do not consume your brain power. So here are some techniques: Bullet points Bullet point are essentially lists where you write things in a hierarchical fashion. Where you can have topics and subtopics and inside of each more and more items. To take notes in bullet points forces you to have to think on how the knowledge is divided and organised, and forces you to re-write the information in your own words in a short way (since it is hard to make a list with items that have long lines). Other advantage of the bullet point is that if the information has no evident 13 14 CHAPTER 3. TAKING NOTES structure, you can still use it without any hierarchy, and than later come back to it and re-write it in a more organised but concise fashion. Ideally a bullet point should not have more than two lines and should have either an indentation or numeric code for the hierarchy (maybe both). Draw at will Sometimes a image tells a thousand words. If and when they do, draw it! I doest need to be a beautiful drawing just one that is clear enough to convey the information. One caveat is the tendency to day dreaming and dispersion that drawing can cause you. Especially if you have the tendency of micro focusing (obsessing about a detail) or are bored because of a particularly uninteresting lecture or subject. You should ght the temptation to keep drawing! While you are drawing the only thing to as yourself is: Does this convey the content I want to remember? if it does, stop drawing and move on. If you are taking notes in a class, chances are that you are going to need that time to make other drawings. Cornell note system Cornell note system is one of the best systems I faced. I was developed in Cornell university as a start. . . . (PUT THE INFORMATION ABOUT ORIGIN HERE) . It consist of dividing your page in three parts as shown in FIG. XX. Each part has a specic purpose. On the top you have the main subject of the note, place and time. Place and time are recorded because they help in memorisation by giving context. On the right big area, is your 1st note. Here is the place where you are going to essentially use the bullet point, drawing and mind maps. The space on the left you are going to use after you nish your note. Once you nish taking the notes, you are going to look at them and write on the left side, questions that could only be answered by your note, or questions about information that you are missing to understand the subject. These questions are useful in reviews so you can cover the answers just read the question and try to answer yourself. Also, they provide opportunity for deeper understanding since forces you to explore how much your knowledge about the subject is solid. On the bottom part you are going to write short statements in your own words that allow you to synthetise the information of the notes in the page. By looking at the questions and the answers you more easily can provide a compilation of the information that will be very useful in reviews or when you are trying to teach it to somebody. Mind maps Mind maps are a mix of bullet points and drawing. They require that the information you are received is highly structured. They are ideal for making plans or reading reviews, since those are usually very organised end products. The way it works is very simple. The main concept, theme or category is put in the middle of the page, and you draw branches from it and in each branch you associate with 2 to 4 keywords. From each branch you can draw other branches in the same fashion. The end result will be similar to the FIG. XX and generate a visually interesting representation of 15 the whole subject. Some people claim that it improves memorisation because of its visual component. In my understanding the main benet is that it is fast, easy and fun to do. And when you use colours makes a fast way to parse information. Cognitive maps Cognitive maps are ow charts that try to enphatize the relationship between concepts. It usually works better as a review or a study note, when you try to understand instead of just collect the information. It requires much more time to make, since it demands much more thought about the subject, but it provides a good framework to think about subjects. The way you make a cognitive map is by drawing a circle or square with a concept, or noun written inside. Than you draw an other concept box, and an arrow connecting both of them. Finally, on the arrow you write a verb that connects the rst concept to the second. If you keep doing it with all the concepts you have in your note, you will end up with something similar to the one in FIG XX and will notice that some arrows are not necessary, others are necessary but you dont have an answer to them, and other times you may even have arrows that you want to draw, but you feel that there is a concept missing! And this is how this technique is valuable, to nd aws in your knowledge and connect everything. Some note taking tips to remember authors and institutions For many people to remember authors and institutions names is a challenging task. Usually that happens because we dont know them in person, they are just names in a paper. A good way to overcome this problem is using internet to give you some graphic support to your memory. Most of authors have their picture somewhere in the internet, you just have to nd it, and try to imagine having discussions, conversations or making questions to that person. It is not fail proof, but certainly makes a name more concrete. Regarding institutions, try to see it in google street view, look for images in the web or nd its coat of arms (many universities have them). And again, imagine yourself there, make a virtual tour, talk with the author in that environment and it will sink in to your memory faster. Flash cards This is a review note system, and there are lots of people that love them, especially to remember procedural informations like techniques, vocabulary, or parts of a speech. You just need a bunch of cards, usually business size where you can write down bullet points about a specic content. One content or concept per card, never more! The whole idea is to be able to get the information fast in a blink of an eye. If you fail to get the information in your card for more than two seconds, than it is a bad ash card. Some people suggest even to write down statements in one side and some set of questions for that statement in the other side, so the value as a review and study tool is increased. Other very powerful way to use ash cards is in by using it as an organisational tool. You do that by using a presentation (prezi, keynote, powerpoint, etc) le. Each presentation 16 CHAPTER 3. TAKING NOTES slide should contain: The full reference of the article The main gure. Put arrows to highlight its important parts. The main claim of the paper Your opinion or question about it Each le should be a theme that connect all the slides. This way you not only create an excellent tool to improve memory, but also to improve your organisation. Chapter 4 Recruiting the paper Collecting a good set of articles and books for your research or study is also a very complicated art. I am going to assume that you are a complete newbie so we can explore the dierent sources of reading materials. When you have the benet of a teacher or a caring advisor this part of the job is simple. All you need is to ask him/her Where can I nd good materials about this subject? What keywords, or authors should I look for? Is there any essential reading (article or textbook) that I should read? And o course if you can also get what kind of information you should be looking for it would be even better. And him or her will point you to the websites that hosts the main relevant journals of your eld. Even thought it is true that there are very good articles in very low impact journals and vice-versa. In average, high impact journals have better quality research, more avant-garde results and better known researches (which means that if you dont know them, you are missing out). Try the most broad journals rst Nature, Science, Plos One, Frontiers, and gradually move to more eld-specic or obscure journals. Visit their websites frequently. I recommend a weekly visit, just to check if is there any interesting news. Alternatively you can subscribe to the newsletters. By doing so, you are going to receive updates about the subjects you select through your e-mail, helping you to save some time. Besides the journal websites you can use search and bot engines, like pubmed, google scholar and pubcrawler. There are websites that allow you to search for a subject in many dierent repositories at once. In some of them, like the pub crawler, you can even program periodic searches that will forward you the list of the results by e-mail. Usually these search engine are very powerful, but to get the most of it, what you write as a search argument should have some keywords and syntax that is proper of the search engine. Try to get familiar with the language of each search engine as soon as possible, since it can improve a lot the quality of your search. Also, pay attention to the suggested 17 18 CHAPTER 4. RECRUITING THE PAPER readings. Normally when you make a search in a journal or a search engine, the website gives you some suggestions of related papers. Some of them are really relevant and should be read. The last source of reading material is the most obvious of them. The bibliography or reference of a book or article. When you look for that article, try to remember why you are reading it, how was it referenced in the previous reading so you have a clear starting point. Try to pick one day of the week to collect articles actively and store them in one reading inbox folder in your computer or by your desk. Ocourse, you can collect passively the articles that get to you during the other days. Try to read the articles with some kind of logic or organisation. Similar topics, chronology of the study or in the worst case scenario rst in - rst out. The essential benet is to not get lost in under a mountain of reading material that can get intimidating and demotivate the reading habit. Having a plan of attack to face large volumes of reading material provides the courage to open the folder everyday and get something to read. Chapter 5 Reading Strategy Now that you know how to take notes it is time to introduce you to the SQ4R system. SQ4R stands for Survey, Question, Read, Write, Recite, Review, yeah I know that one of the Rs is in fact a W, but I didnt invent the system or named it. The approach is very simple. You should read the article, paper or book following sequential steps. Starting with the survey till the review. Here are the steps. 5.1 Survey Survey is a quick examination of the material to allow you to get familiarised with it. In this step you are trying to nd reasons to not read the paper. The main goal of the survey is to clarify your motivation in reading the article, and identifying how the information is organised. To clarify your motivation you should ask yourself the following questions: Why am I reading this paper? To learn a specic information from it? Technique Fact Analysis To get a perspective? To teach about it ? I dont know (You shouldnt! Find a reason) What do I know about it? And then scan abstract, introduction and discussion looking for keywords that will full your expectations. Attempt to understand the general organisation of the text: How is the text divided? Where the information that you want most likely is? Look at the gures if any and read their legends if you dont get them just by looking at them. Try to make a story in your head and as yourself : Do you understand it? Is there a missing information? This step should be fast and take no more than 5-10 minutes depending on your familiarity with the topic. After you do this, decide if it is worth the eort to read it or not. 19 20 CHAPTER 5. READING STRATEGY 5.2 Question Reading without a clear goal in mind is a very wasteful practice because increases the eort in reading (because makes you believe that you should read everything) while reduces your attention and memory. So now it is time to consolidate your reading motivation and establish a goal for your reading. A good way to set a reading goal is to nd answers to questions. During the survey you had the opportunity to attempt to make a story in your head and get a supercial message of the text. You also had the opportunity wonder about what you know and what you do not know about the subject and se if is there any missing part in the puzzle. With that, you should be able to make specic questions about what you want. If possible, write the questions down as sentences. The purpose of doing it explicitly is to guarantee that you actually do it. It is very easy to convince yourself that you make something mentally and never actually do it. For each section of the text (I like paragraphs) you should be wondering about the MAPS (Main Beliefs, Authors Attitude, Purpose or goal, Structure). Translating it into questions would be: What is the authors main beliefs? What is de authors attitude, tone and biases? What is the purpose of the authors writing this and what information he wants me to walk away with? What is the order and structure in place to help me to make connections? Also the author usually highlight himself parts of the text. You should also turn these headings and subheading (italic and bold words too) into questions. To help to produce these questions you can use the journalist method. The Journalistic method consist in starting the phrases with: What Who (with whom, from who, to whom, etc) When (since when, for how long, until when) Where (from where, to where) How (how much, how many) To gather information and attempt to emphasise similarities and dierences among concepts. Here are a set of common questions that people make while reading a scientic paper: What is the goal of the research/ study? What is the problem? What is known? What is not know? Describe step by step what the researchers did. If experiments describe it If model list the variables, nd out the specic parameters and understand why of the equations If analysis cite them, write the equations down if possible Is it a descriptive or hypothesis driven research? Why they chose these steps? How the help to reach the goal? Is there a better method for reaching the same goal? Do the results conrm their claims? Is the sample size appropriated? Are the analysis apropriated for the data they have? If you designed the experiment, what analysis would you use? Are the axis labeled and in the same scale? Do the numbers match their graphic representation? Who made it and where? Is there a bias in the interpretation? Do the discussion ignores 5.3. READ 21 a famous study that contradicts it? Is the reference biased, mainly from a related group of scientists? Do the authors take in consideration alternative or opposing points of view? The questions determine how you are going to read, how deep and what parts of the text you are going to read. 5.3 Read You are probably saying WOW! FINALLY!. Yes, you are going to nally attack your text with full force! But now it is not just using a bunch of good reading practices. All the steps you made so far to prepare yourself to read empowers you to have a much stronger sense of purpose, focus and understanding. Also, you have a framework that allow you to keep your information saved for later appreciation. So, now, the reading practices can be put in good use. To start reading, use a place marker (nger or pen) to set the pace of reading. Move it in a constant pace to force yourself into a rhythm. This puts pressure in keep reading forward and prevents day dreaming. As we said before you should read to nd the answers to your questions. Moving faster when it is obvious that the information is not there and slower when the information is dense or dicult. When the information is dicult to extract, speak out loud the sentence to improve concentration and understanding. Sometimes is necessary to rephrase the statement in a more adequate sentence. This last one is usually necessary when you have passive voice and phrases with many adjectives and adverbs. Changing to active voice and removing some adverbs may help to understand it. React to confusing passages, confusing terms, and questionable statements by generating new questions. This will nurture curiosity and pleasure in reading instead of anxiety and boredom. Try to read one paragraph at time. Read until the end of the paragraph before going back and read again some sentence you do not understand. Many authors repeat themselves in the paragraph by clarifying the initial statement with better statements and examples. When facing graphs, try to remember that they can lie. Pay attention tho the scale of the axis, check if they are the same, if they are linear or logarithm. Try to spot in the plots parts of the gure that are most relevant to understand the results. These plots are usually generated by some function, which one is it? Do you understand it? If the article is about a model or a simulation, reading will take more time. First of all, dont panic! Second, browse over all equations, and then nd the equation that computes the result of the plot. Third try to access the functional shape (what kind of function it is) since it by itself can provide some information to explain the result. Fourth identify its variables and how are they dened in the paper 22 CHAPTER 5. READING STRATEGY (usually other equations). Fifth, if necessary, simplify the equation with simple values to understand what it does. Try to read completely through the relevant parts of the text before going back or getting stuck. Sometimes the information that you want is further in the text. 5.4 Write This is the time to use your annotation skills. The writing step is subdivided in Highlighting and Summarising. This step should be performed after read- ing each paragraph, since only after reading it you can tell what is relevant. Highlight as you nd information in a systematic fashion: Underline for im- portant phrases Double underline for examples Numbers for items in a list Circle concepts and acronyms Square around unknown words (that you need to look for) Use symbols to denote meaning: Question mark for clarication Star for personalities Exclamation point to important parts for exams Once you highlighted the paragraph, try to condense the information of each para- graph in one sentence or few keywords. Write it beside the paragraph so it is immediately available to visual inspection. Repeat it for every paragraph independently. If you have questions, write them down while they are fresh in your mind and revisit them once you nish the main objective of your reading. Once the reading session is done, pass the notes to a cleaner form in Cornell note system, using mind maps, bullet points and drawings as needed. 5.5 Recite Reciting are two things. One that you do while reading and other that you do after reading. For the rst, as you read, you can recite the sentence out loud to check if you understood it. For the second you rst have to generate questions that would be answered by your notes, and write them down on the left side of the Cornell Page. Cover the note, read the question and try to answer it. Check the answer and if not, reformulate your answer and try again until you can deliver a full answer without looking at your notes 5.6 Review The last step is to review. Make a summary of the content you read and write it down. Get every concept and try to explain it to yourself as you were explaining it to someone that dont understand it at all. Like to a 5 year old kid or to your grandmother. If some information is missing, go to research 5.6. REVIEW 23 it. Ask your teacher, advisor, specialist or classmate. If an information is not necessary to understand the concept, remove it. If the explanation is too complicated, or long you can either try to simplify the language or try to create an analogy that make it easy to understand it. Other simple way to review is to try to apply the acquired knowledge right away. If you feel the need to review any subject. Enforce the habit of looking at your notes rst and than, if your notes dont full your goal, go to the original text again. Update your notes, by reorganising, cleaning or adding information. 24 CHAPTER 5. READING STRATEGY Chapter 6 Organize your reading materia and notesl Once you recruited the text, read it and properly annotated, the next step is to archive it in a way that you can go after it later and nd it if needed. There are many softwares that allow you to do so TALK ABOUT PAPERS MENDELEY; ENDNOTE INTERVIEW CARLOS ABOUT HIS ORGANI- ZATION HABIT Papers Mendeley Endnote Crude way to organize in folders and titles One interesting way to organise your Saras method 25 26CHAPTER 6. ORGANIZE YOUR READINGMATERIAANDNOTESL Chapter 7 27
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