Reading strategies for comprehending research papers
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This document provides guidance on key skills for reading academic papers and research documents, including: - Different reading strategies like skimming, scanning, and intensive reading. - Methods for taking notes, including highlighting, outlining using graphic organizers, and the Cornell note-taking system. - A three-pass approach to reading papers effectively in three stages: skimming, scanning, and focused reading. - Additional skills like identifying the thesis statement, interpreting visual elements like charts and graphs, and crafting an informative title.
Reading strategies for comprehending research papers
- 1. Atula Ahuja
- 2. 1. Organization of a Research Paper Sections — Title — Abstract & Keywords — Introduction — Literature Review — Methodology — Results and Discussion — Conclusions — Limitations — Recommendations for further research — References
- 3. Skimming: to grasp the main idea 1. • Uses rapid eye movement, 4 times faster than normal reading, to glance through and grasp the main idea of the text. Scanning: to locate specific information 2 • Concentrate, move eyes quickly down the text to seek key words, phrases, search terms that are related to info you’re looking for. Once your keyword or phrase is located, read the surrounding material carefully. Sketching Or intensive, focused reading 3 • Focus on certain sections to read critically and completely deconstruct the text. The goal should be to absorb as much meaning as possible. • Read for brief periods to avoid the mental exhaustion. 2. Reading Strategies
- 4. Highlighting: selective marking 4. • Highlight only important sections and write keywords on the margin about highlighted text. Highlight just one sentence per paragraph that best expresses the main concept. Consider color- coding to locate key information on returning to text. Previewing: recalling prior knowledge 5 • Prepares mind to receive knowledge and facilitates organizing and retaining information read. • To understand the topic of Learner Identity, first know what’s motivation, self-esteem and confidence. 2. Reading Strategies
- 5. Create graphic organizer: visual representations of information 6. 2. Reading Strategies • Aids in reading complex text requiring clear explanations or one with many facts, dates and terms to be retained. • Useful for texts that have a lot of visuals, timelines- sciences or history. • Examples: visual representations are charts, tables, graphic organizers, flowcharts, ven diagrams, timelines
- 6. Graphic Organizers or concept maps
- 7. Taking notes: active reading for retention 7. 2. Reading Strategies Research has shown that taking notes by hand is more effective since the physical act of writing helps to remember better. • Read short sections, pause to think about what you just read, take notes from memory. • After taking notes from the memory, refer back to the text and fill out details you couldn’t retain in memory. • Read critically - ask yourself questions; for example, Is the argument logical? Is it biased? Is there enough evidence to support the author's conclusions?
- 8. A notes-taking format which helps condense and organize information, and systematically write key points as you read. Allows brain to retain information in different ways. Divide the sheet into 3 sections Right column: write cues to organize the material on the right. Right column: for facts, gist and key information The section below the right and left columns is to write the summary of the information above, in short. Taking Notes: Cornell Style Notes
- 9. 3. Three-pass Approach by Keshav (2012) Keshav (2012)’s “three-pass” approach to reading academic papers/articles efficiently and effectively. — The first pass requires skimming through the paper. Gives the reader a general idea. — The second pass requires scanning and helps grasp the content. — The third pass involves focused reading. It allows one to understand an article in depth. To Reach the Purpose of Your Reading
- 10. Reading Strategy: — Read the title, abstract, key words. — Read the first and last lines of the introduction. — Read headings and sub-headings. — Read the conclusions. — Glance over the references to get an idea of existing research in the field. After the first pass, check for 5-Cs Category: an experimental, a quantitative or qualitative study? Context: Background ? Correctness: A valid and sensible assumption? Contribution: What gap does it fill in the area? Clarity: Language precise and cohesive? The First Pass bird’s-eye view of the paper 3. Three-pass approach by Keshav (2012)
- 11. Reading Strategy: — Read the full introduction. — Scan the figures, diagrams and graphs to pick out some significant results. — Scan the sub-sections of the results. The headings of the sub-sections will give an idea of the results. — Read conclusion again to see if it validates the results section. — Mark unread references for further reading. v Summarize the paper into a few short key points along with some supporting evidence. The Second Pass grasp the content of the paper 3. Three-pass approach by Keshav (2012)
- 12. Reading Strategy: — Read the paper entirely. — Focus on the literature review. — Read all sections in the series as they appear, starting from the introduction. — While reading, identify the assumptions made and challenge them. — Think of how you would conduct this research. Does it match with how the author has done it? v Get closer to finding gaps in your own research by using the knowledge from the paper and adapting it to your own needs. The Third Pass for comprehensive understanding 3. Three-pass approach by Keshav (2012)
- 13. i. Identifying the Thesis Statement v It’s a concise statement that asserts the main research claim, and clarifies the scope of the study. It needs to be developed, supported, and explained in the research paper by evidence. v It may or may not contain clues about how the research will be conducted it can be conveyed differently across different scientific disciplines. v For social sciences, a thesis statement is commonly a claim answering your research questions. For natural sciences it is commonly the research question. 4- Other Useful Skills
- 14. i. Identifying the Thesis Statement Characteristics of a Thesis Statement v Is usually a judgement, a criticism, opinion or evaluation in a single declarative sentence, stating the main argument. v Most often it comes towards the end of the introductory paragraph. The rest of the paper organizes evidence for the thesis to persuade the reader of its logic. v It can be in form of an academic argument or research questions or presented as research objectives. v It ideally expresses only one main idea. 4- Other Useful Skills
- 15. i. Identifying the Thesis Statement SOME EXAMPLES Study: The harmful effects of using coal as a fuel on the respiratory health of people Thesis statement: The practice of burning coal as a fuel must be discontinued due to its harmful effects on the respiratory health of people. Study: The order of birth affects the development of a person’s character and their relationship with parents and others in the family. Thesis Statement: Psychologists have long argues what constitutes a person’s character development the most. Studies have shown that the order in which the person is born (first, last and middle) has the greatest influence. The birth order not only has a significant impact on the formation of a child’s character but it also affects one’s relationship with parents and other family members. 4- Other Useful Skills
- 16. i. Identifying the Thesis Statement SOME EXAMPLES Study: The Treaty of Versailles and the burden of war-guilt on German laid the foundation for World War II. Thesis Statement: The problematic provisions of the Treaty of Versailles perpetuated competing national interests of four super-powers which led to World War II. Study: The effects of violent computer games on children. Violent computer games increase aggressive behaviour in children. Violent computer games are highly effective in stimulating children’s brains positively. 4- Other Useful Skills
- 17. Interpreting Visual Elements (chart, graph, table) Other Useful Skills • Studies have shown that visual representations are more effective than text for communicating complex content because processing visuals are much less demanding than processing text. • It’s been proved that presence of graphics along with text aids in learning since visual information is can be stored in long-term memory.
- 18. I. Interpreting Visual Elements • HOW TO INFER DATA REPRESENTED VISUALLY? i. Read all information printed on and around visual element. It contains the main idea and supporting details. ii. Figure out how the table or graph is connected to the text. iii.Pay attention to steepness in the slope of line or curves – this indicates that something has changed significantly. Other Useful Skills
- 19. I. Interpreting Visual Elements • Other Useful Skills HOW TO INFER DATA REPRESENTED VISUALLY? iv. Take note of color coding. It’s often used to provide additional information without taking up extra space. Check for a key that explains the color-coding v. Summarize this information in the graph: look for a trend or an interesting piece of information and write it down.
- 20. Interpreting a Pie Chart Interpreting Visual Elements v A pie chart shows distribution of data across categories in a circular graph. v Each slice in the pie is proportional to the quantity it represents. i. What is the pie chart about? ii. Which activity parents spend time on the most? iii. Which activity gets the least attention? iv. What proportion of their total time do they spend on leisure and sports?
- 21. Interpreting a Pie Chart YOUR PRACTICE Interpreting Visual Elements 67% 17% 7% 8% 1% 0% Asia Africa South America North America Europe Australia Distribution of human population across continents If total world population is 7 billion, how many people live in Asia? How many more people live in North America than South America?
- 22. Interpreting a Bar Diagram/Graph v Each bar stands for a specific quantity, amount or measurement which is shown on Y-axis. The categories to which the data belongs is shown on the X-axis. v Shows distribution of data and its comparison across categories. A stacked bar graph uses bars to show comparisons between categories, but it also aids in comparing parts of a category or a whole. Each bar in the chart represents one category. Each category can have segments or sections. Interpreting Visual Elements
- 23. Interpreting a Stacked Bar Graph i. What information does the bar chart provide? ii. Which strategy was most effective? Which strategy is most effective in promoting product B ? Interpreting Visual Elements
- 24. Interpreting a Line Graph v Shows the comparison between two variables: how the two variables are related and how they vary with respect to each other. v Conventionally, the independent variables are plotted on x-axis displaying quantitative values over a period of time. v Y-axis shows values that are dependent on values on X- axis. Interpreting Visual Elements
- 25. Interpreting a Line Graph i. What information does the line graph provide? ii. What is the difference between rainfall pattern between New York and Tokyo? ? Interpreting Visual Elements
- 26. Interpreting a Table v Tables present facts in columns and rows. Information in the title and headings tell what the columns and rows represent. Interpreting Visual Elements i. What percent of job growth was there for carpenters from 2010 to 2020? i. How many biochemical engineers were there in 2010? ii. What is not true about dental hygienists? • In 2020, there were 68,000 more dental hygienists than in 2010. • In 2010, there were 250,000 dental hygienists. • It requires an associate degree. • From 2010 to 2020, this job grew by 37%.
- 27. iii. What does the title convey? What’s in a title? q It should be simple and precise, not vague, one that isn’t open to multiple interpretations. Learning How 50 Years is Long Enough 4- Other Useful Skills q Sets the right, positive tone for the paper and informs the reader of its contents. Developing a Good Digital Approach for Marketing q It must have certain key words related to the study which can give clues about the nature of research done. Conceptual metaphors of womanhood in English Literary works by Indian authors Essential Hypertension: The effect of calcium antagonist felodipine on blood pressure
- 28. iii. What does the title convey? What’s in a title? q It should say no to technical words. Instead, one with witty and creative phrases creates an interesting images. Carbon monoxide: to boldly go where NO has gone before miR miR on the wall, who’s the most malignant miR medulloblastoma of them all? 4- Other Useful Skills q Titles that are insensitively hilarious or funny or are misleading prevent readers to take your work seriously. All this effort to design software metrics? Sure!