Writing for success chapter 1
- 1. Writing for Success Chapter 1.1: Reading and Writing in College Writing for Success Companion Slides by M. Jeffrey, Cerro Coso Community College is licensed under a Creative Commons Attribution 4.0 International License.
- 2. Topics Covered in this Presentation 1. Understand the expectations for reading and writing assignments in college courses. 2. Understand and apply general strategies to complete college- level reading assignments efficiently and effectively. 3. Recognize specific types of writing assignments frequently included in college courses. 4. Understand and apply general strategies for managing college- level writing assignments. 5. Determine specific reading and writing strategies that work best for you individually.
- 3. Reading and Writing in College Expectations for reading and writing assignments in college are different from the expectations of high school. Quantity: Instructors expect you to read more and spend more time (several hours per week) studying for each course Quality: Instructors expect more than understanding and summarizing material; now you are expected to engage with new ideas, analyze them, critique them, make connections and draw conclusions.
- 4. High School College Reading assignments are moderately long. Teachers may set aside some class time for reading and reviewing the material in depth. Some reading assignments may be very long. You will be expected to come to class with a basic understanding of the material. Teachers often provide study guides and other aids to help you prepare for exams. Reviewing for exams is primarily your responsibility. Your grade is determined by your performance on a wide variety of assessments, including minor and major assignments. Not all assessments are writing based. Your grade may depend on just a few major assessments. Most assessments are writing based. Writing assignments include personal writing and creative writing in addition to expository writing. Outside of creative writing courses, most writing assignments are expository. The structure and format of writing assignments is generally stable over a four-year period. Depending on the course, you may be asked to master new forms of writing and follow standards within a particular professional field. Teachers often go out of their way to identify and try to help students who are performing poorly on exams, missing classes, not turning in assignments, or just struggling with the course. Often teachers will give students many “second chances.” Although teachers want their students to succeed, they may not always realize when students are struggling. They also expect you to be proactive and take steps to help yourself. “Second chances” are less common.
- 5. Developing Reading Strategies is Key to Being Successful in College Three Types of Strategies: Planning Strategies Comprehension Strategies Active Reading Strategies
- 6. Planning Strategies Time Management Setting aside enough time Breaking Assignments into manageable chunks Setting a purpose for reading How did my instructor frame the assignment? How deeply do I need to understand the reading? How does this assignment relate to other course readings or to concepts discussed in class? How might I use this text again in the future?
- 7. Comprehension Strategies Why do we Read? Reading for information Reading that aligns with our skill level and interests ○ Magazines, newspapers, latest book in our favorite series, a book about our favorite subject ○ Reading is not challenging and can be done passively Reading for understanding Reading that is outside of our skill level and interest College textbooks and assignments Reading is more challenging and requires more effort deliberate action
- 8. Improving Your Comprehension Read Actively Reading for understanding cannot be done passively How much understanding you gain from a text depends on how much activity you put into it Active readers engage with a text: ask questions and demand answers Active readers can organize the reading and record answers to any questions
- 9. Annotate a Text Develop a system and stick to it! I generally underline the Thesis and Topic Sentences I use vertical lines in the right margin of a paragraph for important supporting details--note the word, important; I do not highlight small details because annotations should be used for the main ideas and should point you toward what you need to read further. I circle unfamiliar words and write their definition above the word or next to it. I write notes in the margin if I want to connect the information to something else I have read or an essay I am writing. I use an asterisk or exclamation point for startling facts/ statistics or surprising information. !
- 10. Continuously Monitor Your Comprehension Summarize the main points Thesis Topic Sentences Ask questions and then answer them Prepare questions for class discussion
- 11. Use the SQ3R Strategy 1. Survey the text in advance. 2. Form questions before you start reading. 3. Read the text. 4. Recite and/or record important points during and after reading. 5. Review and reflect on the text after you read.
- 12. Additional Active Reading (Continued) Connect what you read to what you already know. Look for ways the reading supports, extends, or challenges concepts you have learned elsewhere. Relate the reading to your own life. What statements, people, or situations relate to your personal experiences? Visualize. For both fiction and nonfiction texts, try to picture what is described. Pay attention to graphics as well as text. Photographs, diagrams, flow charts, tables, and other graphics can help make abstract ideas more concrete and understandable. Understand the text in context. Understanding context means thinking about who wrote the text, when and where it was written, the author’s purpose for writing it, and what assumptions or agendas influenced the author’s ideas .Plan to talk or write about what you read. Jot down a few questions or comments in your notebook so you can bring them up in class.
- 13. Key Takeaways College-level reading and writing assignments differ from high school assignments not only in quantity but also in quality. Managing college reading assignments successfully requires you to plan and manage your time, set a purpose for reading, practice effective comprehension strategies, and use active reading strategies to deepen your understanding of the text. College writing assignments place greater emphasis on learning to think critically about a particular discipline and less emphasis on personal and creative writing.
Editor's Notes
- #2: 1st day of class
- #6: All written assignments in this class are text-based, which means you must incorporate the readings into your essays.
- #7: Group Activity: Have students create weekly schedule that includes all courses and work schedule so they can visually see their time. I usually hand out a blank weekly planner matrix and have plenty of highlighters on hand Discussion setting a purpose: help students identify purpose in the next reading assignment answering these questions
- #9: In many of your classes, you have probably heard people talk about active reading. Take a moment now and try to define active reading. How does it look? How do you read actively? Most likely, some of the things that come to mind are things are things like taking notes and reading more than once. While these are both excellent active reading strategies, they are only two of many more techniques you can be using. Learning to do these things takes practice and deliberate action on your part.
- #10: Before you can become an active reader, you have to know the strategies. Most students know they need to take notes as they read, but very often students are unsure how to take notes or annotate a text. Possible group activity: annotate a text together The most important thing to know about about annotating a text is to develop a system and stick to it. You can’t underline topic sentences and statistics--without a clear system, you can end up underlining everything which is as useful as underlining nothing. The system I use is below--feel free to borrow from it or adapt it and make it your own.
- #11: At our next class session we will discuss how to summarize a text
- #13: Visualizing is especially helpful when you are reading a narrative text, such as a novel or a historical account, or when you read expository text that describes a process, such as how to perform cardiopulmonary resuscitation (CPR). For instance, two writers might both address the subject of health care reform, but if one article is an opinion piece and one is a news story, the context is different.