A Reading System for Master Readers | |
Prior Knowledge | |
The Reading Process | |
Before Reading: Survey and Question | |
During Reading: Read and Recite | |
After Reading: Review | |
Textbook Skills: Using SQ3R to Master Textbook Reading | |
Chapter Review | |
Applications | |
Review Tests | |
Mastery Tests | |
Vocabulary Skills | |
Before Reading About Vocabulary Skills | |
Words are Building Blocks | |
Context Clues: A SAGE Approach | |
Synonyms | |
Antonyms | |
General Context | |
Examples | |
Textbook Skills: Using a Glossary | |
Word Parts | |
Roots | |
Prefixes | |
Suffixes | |
Textbook Skills: Visual Vocabulary | |
Chapter Review | |
Applications | |
Review Tests | |
After Reading About Vocabulary Skills | |
Mastery Tests | |
Stated Main IdeasBefore Reading About Stated Main Ideas | |
Traits of a Main Idea | |
Identifying the Topic of a Paragraph | |
Identifying a Topic Sentence | |
The Flow of Ideas and Placement of Topic Sentences | |
Topic Sentence at the Beginning of a Paragraph | |
Topic Sentence Within a Paragraph | |
Topic Sentence at the End of a Paragraph | |
Topic Sentence at the Beginning and the End of a Paragraph | |
The Central Idea and the Thesis Statement | |
Textbook Skills: Topics, Main Ideas, and Central Ideas in Textbooks | |
Chapter Review | |
Applications | |
Review Tests | |
After Reading About Stated Main Ideas | |
Supporting Details | |
Before Reading About Supporting Main Ideas | |
Questions for Locating Supporting Details | |
Major and Minor Details | |
Creating a Summary from Annotations | |
Textbook Skills: Chapter-end Questions in a Textbook | |
Chapter Review | |
Applications | |
Review Tests | |
After Reading About Stated Main Ideas | |
Mastery Tests | |
Outlines and Concept Maps | |
Before Reading About Outlines and Concept Maps | |
Outlines | |
Concept Maps | |
Textbook Skills: The Table of Contents in a Textbook | |
Chapter Review | |
Applications | |
Review Tests | |
After Reading About Outlines and Concept Maps | |
Mastery Tests | |
Transitions and Thought Patterns | |
Before Reading about Transitions and Thought PatternsTransition Words: Relationships Within a Sentence | |
Thought Patterns: Relationships Between Sentences | |
The Time Order Pattern | |
The Space Order Pattern | |
The Listing Pattern | |
The Classification Pattern | |
Textbook Skills: Thought Patterns in Textbooks | |
A Final Note | |
Chapter Review | |
Applications | |
Review Tests | |
After Reading about Transitions and Thought Patterns | |
Mastery Tests | |
More Thought Patterns | |
Before Reading about More Thought Patterns | |
The Comparison-and-Contrast Pattern | |
Comparison | |
Contrast | |
Comparison and Contrast | |
The Cause-and-Effect Pattern | |
The Generalization-and-Example Pattern | |
The Definition Pattern | |
Textbook Skills: Thought Patterns and Textbooks | |
Chapter Review | |
Applications | |
Review Tests | |
After Reading about More Thought Patterns | |
Mastery Tests | |
Implied Main Ideas and Implied Central Ideas | |
Before Reading About Implied Main Ideas and Implied Central Ideas | |
What is an Implied Main Idea? | |
Using Supporting Details and Thought Patterns to Find Implied Main Ideas | |
Finding the Implied Main Ideas of Paragraphs | |
Creating a Summary from the Supporting Details | |
The Implied Central Idea | |
Textbook Skills: How to Read a Map | |
A Final Note About Experience and Perspective | |
Chapter Review | |
Applications | |
Review Tests | |
After Reading about Implied Main Ideas and Implied Central Ideas | |
Mastery Tests | |
Fact and Opinion | |
Before Reading About Fact and Opinion | |
What Is the Difference Between Fact and Opinion? | |
Ask Questions to Identify Opinions | |
Note Biased Words to Identify Opinions | |
Note Qualifiers to Identify Opinions | |
Think Carefully about Supposed "Facts" | |
Read Critically: Evaluate Details as Fact or Opinion in Context | |
Evaluate the Context of the Passage | |
Evaluate the Context of the Author | |
Evaluate the Context of the Source | |
Textbook Skills: Fact and Opinion in a Textbook Passage | |
Chapter Review | |
Applications | |
Review Tests | |
After Reading About Fact and Opinion | |
Mastery Tests | |
Tone and Purpose | |
Before Reading about Tone and Purpose | |
What are Tone and Purpose? | |
Understand How Tone is Established | |
Identify Subjective and Objective Tone Words | |
Discover the General Purpose in the Main Idea | |
Figure Out the Primary Purpose | |
Recognize Irony Used for Special Effects | |
Textbook Skills: Author's Purpose and Tone | |
Chapter Review | |
Applications | |
Review Tests | |
After Reading about Tone and Purpose | |
Mastery Tests | |
Inferences | |
Before Reading about Inferences | |
Inferences: Educated Guesses | |
What is a Valid Inference? | |
Making VALID Inferences and Avoiding Invalid Conclusions | |
Step 1: Verify and Value the Facts | |
Step 2: Assess Prior Knowledge | |
Step 3: Learn from the Text | |
Step 4: Investigate for Bias | |
Step 5: Detect Contradiction | |
Inferences in Creative Expression | |
Textbook Skills: Inferences and Visual Aids | |
Chapter Review | |
Applications | |
Review Tests | |
Before Reading about Inferences | |
Mastery Tests | |
The Basics of ArgumentBefore Reading about the Basics of Argument | |
What is an Argument? | |
Step 1. Identify the Author's Claim and Supports | |
Step 2. Decide If the Supports Are Relevant | |
Step 3. Decide If the Supports Are Adequate | |
Step 4: Check the Argument for Bias | |
Textbook Skills: The Logic of Arguments | |
Chapter Review | |
Applications | |
Review Tests | |
After Reading about the Basics of Argument | |
Mastery Tests | |
Advanced Argument: Persuasive Techniques | |
Before Reading About Advanced Argument | |
Biased Arguments | |
What is a Fallacy in Logical Thought? | |
What is Propaganda? | |
Irrelevant Arguments: Fallacies | |
Personal Attack | |
Straw Man | |
Begging the Question | |
Irrelevant Arguments: Propaganda Techniques | |
Name-Calling | |
Testimonials | |
Bandwagon | |
Plain Folks | |
Inadequate Arguments: Fallacies | |
Either-Or | |
False Comparison | |
False Cause | |
Inadequate Arguments: Propaganda Techniques | |
Card Stacking | |
Transfer | |
Glittering Generalities | |
Textbook Skills: Examining Biased Arguments | |
Chapter Review | |
Applications | |
After Reading about Advanced Argument | |
Mastery Tests | |
Additional Readings | |
The Connection Between Reading and Writing | |
Step 1: Prewrite | |
Step 2: Organize Your Ideas | |
Step 3: Write | |
Step 4: Edit and Revise | |
Annotating a Text | |
Writing a Summary | |
"What Do Employers Really Want? Top Skills and Values Employers Seek" from Job-Seekers | |
"Greed Is Not Good--So What Do We Do About It?" | |
"On Being a Muslim American," | |
"What Islam Really Says," | |
"A Quilt Of A Country: Out Of Many, One? For The Most Pluralistic Nation On Earth, It's The Ideal--And The Reality," | |
"The Destructive Male," | |
"Feminism Has Caused the Breakdown of the Family," | |
"Barack Obama's Election Is A Joyful and Historic Time," | |
"Obama Presidential Announcement" | |
"War Is Kind," | |
Combined-Skills TestsCredits | |
Index | |
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