Advanced Strategies

This chapter authors often use visual aids to help their readers better understand the information they are presenting. Visual information reinforces and supplements reading material. Types of visual aids include mind maps, outlines, charts, diagrams, graphs, illustrations, photographs, and time lines. The type of information being conveyed determines what type of visual aid an author will use. Learning how to read visuals will help understand and remember the textual information they illustrate.
An effective reading and study strategy is to make own visual aids. To create an effective visual aid, you have to recognize the important elements in what reading and be able to prioritize and organize them in a logical and useful format. It will quickly obvious how well know the material, you can’t draw a diagram or devise a table if you don’t understand what you have read or heard. In many instances, an effective visual will save from taking as many as many notes from notes from text or lectures.

When reading about a confusing subject of being taught about a confusing subject just words won’t always get the point across. Visual aids play such a huge role in the learning process and when making presentations. An example when a visual aid makes learning easier is when learning about the digestive system one can first explain in words but you can only get so much from words, but seeing a picture of the digestive tract it makes the word so much more clear and easier to understand. When presenting in a front of colleagues or in front of your peers’ visual aid proves to be extremely helpful in either getting your argument across or your point across.



Use this textbook’s table of contents to answer the following questions.

1. What information is being presented in this outline?

An overview of the textbook – the types of information to be taught

2. Using the table of contents, list two topics covered in Chapter 4, “Managing Your Reading Time.”

1) What is efficient reading?
2) Becoming a more efficient reader

Inductive Reasoning

This chapter discusses a number of the methods that have traditionally been used to learn about the whole from a study of its parts. They include sensory observation, enumeration, analogical reasoning, pattern recognition, causal reasoning, and statistical reasoning.

Induction is a major kind of reasoning process in which a conclusion is drawn from particular cases. And a preliminary conclusion derived from inductive reasoning is called a hypothesis. All of the “conclusions” given in the preceding examples were prematurely drawn; their sampling was insufficient to warrant their conclusions. For example, a preschooler might conclude that dolphins are fish because they live in water and swim as fish do. After that we have to be continually willing to modify and refine our hypotheses depending on the feedback we receive. Perhaps, Adolescents might have heard that dolphins are mammals. They could test this hypothesis by identifying the definition of mammal and testing whether it applies to dolphins.

Fallacies

Textbook Marking

An important skill to have while studying or writing a report is the ability to find the main points in any type of text. Textbook marking is a systematic way of marking, highlighting, and labeling ideas to show how they are related to each other and which are most important. It also helps you to remember what you had read.

At the end of the study-reading stage of textbook reading, you should look for and mark these items: main ideas, major supporting details, and new vocabulary. Beyond these three basic elements of textbook marking, you should use your experience in lecture and lab to decide if you need to mark more. Always mark information that is unclear; to remind yourself to find out what it means before you are tested on the material. The benefit of doing this is, you have six books that you have collected and it would be a waste of time to go back through them again, when highlighted you can just go to where you have previously marked and pull out what you need.

A personalized system will work well as long as it is consistent, makes sense to you and achieves the main goal of textbook marking; showing the relationships between ideas in what you read.

PSR Strategies

Summary on chapter 9 from CRCB Using Preview, Study-Read, and Review(PSR)Strategies.
The PSR technique requires that you question yourself before, during and after you read. It encourages you to participate in a reader-author conversation rather than to read passively. In this conversation, you access what the author says and decide if it makes sense to you. By asking questions, predicting textbook content, and hypothesizing about the main idea, you are participating in a conversation with the author. You also add what you know to the conversation by recalling related information. It helps to understand and remember the text material.

The PSR technique also requires responding to readings by writing in your journal. Commenting in writing helps to digest and understand an author's ideas and articulate your own, by identifying exactly where you become confused in a reading, you can return to that point and reread the relevant section of text.

The PSR technique also requires you to respond to readings by writing in your journal. Review reading using your journal can helps you to understand an author’s ideas and helps you relate the material to what you already know.

There are many different strategies in studying one of the strategies is known as PSR. In PSR There are three basic steps the first preview, this is where you get a glimpse in what you will be reading, how long the reading of study assignment is and a the major points in your reading. This process is called skimming and it when you quickly read through the whole chapter to get an idea of what later you will be going in to depth with.

Arguments

Recognizing arguments as you read lets you critically examine an author’s line of reason and one conclusion. One way to detect them is to look for an author’s conclusions and then track the reasons he or she used to reach them. Another way is to look for the argument word clues an author used to indicate when reasons are being presented and conclusions stated.
When you find an argument, you should break it down into its constituent parts so that you can determine whether it is well found and logical.
Arguments can be evaluated using specific criteria including deterging dependability fact from opinion, and detecting fallacies.
The two primary types of arguments are deductive and inductive .Deductive arguments have at least one premise that logically leads to a conclusion. Inductive argument begging with a series of specific observation and conclude with a generalization that logically flow from them. As they are observation, even well-constructed inductive arguments cannot be considered absolutely true. Author’s view should be actively questioned so that flaws in the presentation of information are not passively accepted. Begging able to detect and evaluate argument in book, and to create argument using book reading material, forces to analyze the logic of what read and help we present we own ideas
In arguments we come across deductive argument, inductive and evaluating arguments. A deductive argument is that the premise is to be undeniably true that the conclusion is also unquestionably true as well. In an inductive argument the premise is highly probable to be true as well as the conclusion. The main thing to understand between the two is probability as which you know is the absolute truth and what you know is high probable. In an argument you want to have a deductive stance because nothing can argue with one hundred percent fact.

Textbook Methods of Organization

The authors usually organize information using certain classic methods or patterns.
Begging able to recognize organizational methods will help understand the ideas in how they are connected t each other, because they will fit into logical patterns already familiar with.
It will also help to remember what you have read, because you are not memorizing facts in isolation, but relating them to each other to form patterns that hold and organize them in your member. A useful way to identify an author’s method of organization is to look for the organization word clues that indicate which patterns using.

It is also important to assess an author’s overall method of organization. Author will frequently use more than one method from paragraph to paragraph to paragraph, but have one overall method for each.



CRCB C8 Exercises

pp.272

Exercise 8h
Journalists typically omit organizational word clues because they have a limited amount of space for their stories, and they want to reserve as much space as possible for content. Access the following Internet source: www.ABCNEWS.com and pick a story. Print it out, read it, and infer the overall organizational method. Add OWCs that you think would help others identify the overall organizational method, ones the writer might have used if space had not been a constraint.

#1: analysis “was”
#2: definitions/example “But” “meant”
#3: sequence “first” “then”
#4: sequence “process” “after” “for years”
#5: sequence “the first thing” “but”
#6: sequence “also” “the first thing” “then” “also”