Approaches to Reading

Bill Reimer

Reading Major part of our work Efficient comprehension is key Primary focus on non-fiction

Essay style: books and articles Research style: articles

Exercise 1

1. The world is full of hate.2. Our civilization has arisen from

destruction.3. Destructiveness is evidence of our

spiritual malignancy.4. Children must learn to turn their

destructiveness against actual enemies.

Strategies Read for comprehension, not words Use stylistic conventions

Conventions: Paragraphs One point per paragraph 1st sentence is main point Next sentences give examples,

elaboration, or qualifications Final sentence sums up and provides

transition

Conventions: Articles Title Abstract:

Problem, Methods, Results, Implications Article:

Problem Main claim Methodology Results Conclusions/Implications

Conventions: Books Title Back cover Table of Contents Preface Introduction Concluding Chapter

Conventions: Chapters First paragraph(s): Main point Last paragraph(s): Summary and

Transition Middle: elaborations, qualifications,

examples

Strategies: Books Title and Back cover Table of contents Preface (1st and last parts) Introduction (1st and last parts) Conclusions (1st and last parts) Interior (only if relevant – use index)

Strategies: Articles Title Abstract (1st and last parts) Introduction Conclusions Interior if relevant

Strategies: Paragraphs 1st sentence Last sentence Interior: elaboration, qualification,

example?

Exercise 2

1. Reading efficiency implies knowing how, and being able, to change speed in accordance with changing material.

2. Not everybody understands at the same rate.

3. College students who read slowly are handicapped.

4. To learn to read, one must be able to recognize simple words and understand what they mean.

Exercise 3

1. Adults cannot learn properly unless adequately prepared in childhood.

2. Adults are better learners than children.

3. The most famous teachers have always taught adults.

Exercise 41. A reading difficulty creates a greater

conflict and sense of frustration than any other inadequacy.

2. All people are expected to be able to read competently.

3. The ability to read is a yardstick of a person's mental ability.

4. Anyone who has difficulty in reading is considered either inferior or peculiar.

General Strategies Skim, then focus Go to the reading with questions Use the index Don’t read alone:

Divide, skim, and discuss Write down all the reference

information Note only the main points

Exercise 51. "objective medical research" doesn't

question sexual claims.2. Feminists and the gay community are

victims of the media.3. The public challenges the proselytizing

efforts of health experts and the media.4. The public actively participates in the

proselytizing efforts of health experts and the media.

Exercise 61. Education reduces the chances of being

poor in nonmetro areas.2. The effects of education do not change

over time.3. Education does not give people as much

of an advantage in rural as opposed to metro areas.

4. Returns to education can be measured in terms of reduced poverty.

Exercise 71. Measures to protect society undermined

the self-regulating market.2. Attempts to protect society from the

market undermined the social organization of the market.

3. The self-adjusting market will eventually undermine society.

4. The self-adjusting market is a utopian dream.

Exercise 81. In simple societies, the everyday world is

obvious.2. Ethnographic techniques will only work

in simple societies.3. We cannot understand everyday

behaviour by looking at that behaviour alone.

4. Sociological problems are based in the actual work practices of real individuals.