Learning outcomes By the end of this workshop you should have a better idea how to Stay awake while reading Know what to read Know how much to read Keep track of the information youve read take notes ID: 749779
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Slide1
Death by textbookStrategic reading and note-takingSlide2
Learning outcomesBy the end of this workshop, you should have a better idea how to:
Stay awake while
reading…
Know what to
read
Know how much to
read
Keep track of the information you’ve read (take notes
)Slide3
True or false?You need to read most of what’s on your reading list, starting at the top and working your way down.All books and articles are well written and truthful.
You can’t really disagree with an academic text, because you’re not an expert.
Intelligent people only need to read things once.
They’re all falseSlide4
Stay awake – active readingReading for study requires not just your eyes, it requires active effort that engages your brain.
Try
active reading
:
techniques to help
you concentrate and stay focused.
I pick up my
textbook,
but find myself daydreaming about what to have for dinner, or the
tv
show I watched last night…Slide5
Stay awake – active readingActive reading techniques:Have a clear purpose
Why are you reading the article? What do you hope to get from it?
Make predictions
What do you expect to find, what do you think they’ll say?
Link back to what you already know
How does it relate to other topics and your life experience
Challenge the author
Who are they? Why have they written the article?
Take notes Slide6
Active reading takes practiceTOP TIPSTop tip#1: Sometimes new information doesn’t make sense at first, understand that it takes time to learn new topics.
Top tip#2:
Try writing your own glossary of new terms.
Top tip #3:
If a text is really difficult to follow, put it down and read something else on the topic.Slide7
How do you know what to read?Weekly study:
See Stream:
read
what you have to read
(
text book
chapters
for that week, selected
readings
)
For assignments:
Start
with relevant sections of the text
book
and look at your suggested readings
list
(if you have one)Slide8
Take control of your reading listUnderstand your lecturers’ expectations: Sometimes they set out the expected readings for each weekSometimes they provide you will core and suggested readings, but DON’T want or expect you to read everything
on the list
Start with the minimum, then think about:
How much time you have
Is an assignment due in a few weeks
Do you feel you need to clarify some ideas or learn more about a topicSlide9
Take control of your readingReading for assignmentsIf reading for an assignment, understand the instructions (or question).
What is the topic? What is the scope? What are you being asked to write about?
Use the essay question to guide your selection of articles.
Essay question:
To what extent is there a correlation between the levels of happiness experienced by cats, and the dog being made to sleep outside. Slide10
Possible articles from your reading list Which ones are relevant?
Gibney
, J., & Vorster, H. (2002).
The psychology of cats and dogs: An introduction
.
London, England:
Blackwell.
Whitney, J. (2004). Levels of happiness in cats
.
The International Journal of Pet Psychology, 1,
22-45.
McArdle
, J., &
Katch
, M. (1998).
The history of domestic pets in Samoa. London, England:
Penguin.
Parts of this well be relevant
This looks directly relevant
This doesn’t look relevantSlide11
If searching for extra sourcesWhich one/s would you use?
Graham, C. (2005, January 12).
Why
cats and dogs
fight.
Australian Women’s Weekly, 21(1),
21-24
.
Dog-cat relationship. (2012). Retrieved from http://en.wikipedia.org/wiki/Relationships_between_cats_and_dogs
Frey, T., & James, B. (2009). Addressing levels of happiness and aggression in felines and canines.
Journal of Feline and Canine Medicine and Surgery,
7(29), 1-2.
Dog, G. (2004).
Why cats should be eliminated from the planet
. Retrieved from http://www.dogpreservationsociety.org/Slide12
Sources checklistWhen deciding whether to use an article/book for your assignment, go through this checklist:What type of source is it
?
(book, journal article, information from a website
etc
)
Who wrote it and when?
Is it relevant, reliable and academic? (if not, is that ok?)
Why are you going to read it (what do you want to get out of it?)
a definition
background information
is some relevant for your argument?
is it a major and substantial theorist/topic for your assignment/paperSlide13
TOP TIPSTop tip#4: Reading lists are not usually formatted using the correct referencing style you will need to use.
Top tip#5:
Check the reference list in your text book and suggested readings for ideas on other articles on the topic.
Top tip#6:
If searching for your own articles, start by searching the “Discover
”
database.
Top
tip#7:
Check out the library’s online classes (see the link on the
StudyUp
registration page
).Slide14
How do you know how much to read?Remind yourself:Why are you reading this article?
Ask yourself:
How does it relate to your assignment?
Does all of it relate, or just some of it?
Do you need to scan it quickly, or read it thoroughly?Slide15
How do you know how much to read?How do you read a novel? What are the differences between reading a novel and a text book?
don’t read a textbook or journal article from start to finish
don’t pick up academic texts and start reading them in-depth
A novel uses one reading technique – different reading techniques are needed for reading academic texts. Slide16
Three different ways to read:ScanningGist reading (or skimming)
Close
reading (in-depth reading)Slide17
ScanningLooking over material quickly in order to pick out specific information.Why scan information?
Useful when:
Browsing a database for texts
Scanning
a text for specific information
Looking
back over materialSlide18
Gist readingReading something quickly to get the general idea or feel.You
can read for gist by reading the headings, introduction and
conclusion.
Or
you can go over the whole article very quickly
- first
sentence in paragraph, gloss over bit.
Why
read for gist?
Useful for:
Deciding
whether to reject a text or
Deciding
whether to read in more detailSlide19
Close readingReading something in detail.Why give read an article in-depth?To clearly understand the topicResearch
detailed information for an assignment
Read
difficult sections of a text
You will need to do a lot of close reading for academic study. Slide20
Keep track of the information you’ve read - Taking notesHelps you remember Helps you learn
Helps you stay awake while reading!Slide21
Have a clear purposeWhy are you reading the article?What sort of information should you note down?All the essential points and arguments?Only information on a specific theme?Slide22
TOP TIPSTop tip#8: When taking notes, include
full reference details
of the article/book you’re reading – prevents the stress of wanting to use information in an assignment and not remembering where it came from!
Top tip#9:
Write the
page number
down every time you’re taking notes from a different page (means you can locate the original information if you need to double check anything). Slide23
TOP TIPSTop tip#10: When copying direct quotes consider making them
stand out
in your notes – use a different colour, a highlighter, or obvious quotation marks
.
Top tip#11:
Avoid “highlighter syndrome” (when you highlight everything on the page) by
reading first
, getting a sense of what is relevant,
then taking notes
. Slide24
Note-takingThere are different ways of taking notesYou may like to experiment with different note formatsSome examples:Mind maps
Linear notes/summaries
Charts
Great resources for note-taking are available online, see OWLL for detailsSlide25
ULCERS
Therapeutic
Management
& Complications
Pain Management
Paracetamol
Oral Morphine
M-ESLON
SEVREDOL
Codine
Infection
Antibiotics
Clinical Features
Clinical Manifestations
(symptoms)
Redness
Oedema
Tenderness
Actual
visable
ulcer
Broken skin area
(ROTAB)
Nursing Considerations
Assessment
Action
Causes
Bed bound for long periods
Not turning patients
Diabetes
Vascular issues
Mind
mapSlide26
Mind map
From the Mind Tools website:
http
://www.mindtools.com/media/Diagrams/mindmap.jpgSlide27
Outline Summary/linear notes
172.237
A Global Perspective on
English – Topic 3
Global Varieties of Eng. Lang.
Kachru
& Nelson (2001 pp. 14-15)
Inner Circle
USA, UK, Canada, NZ,
Aus
- last 3 controversial p. 10
All public functions > Eng.
gov
; media, creative pursuits;
edu
.
Outer Circle
India, Pakistan, Nigeria, Singapore, South Africa, Zambia + others
See table
Kachru
& Nelson (2001, p. 11) for more
egs
of outer and inner countries
Long history as institutionalized lang. & has cultural role too
gov
/
edu
.
Literary creativity / pop
cul
.Slide28
Summary notesThis version of summary or linear notes adds a summary of the main argument, plus own thoughts about the material. Notes like this are a great way to start thinking critically about a topic. Slide29
3 basic issues
Piaget
Vygotsky
Continuous or discontinuous development?
Discontinuous – stages of development
Continuous – gradually acquire skills
One course of development or many?
One – stages are universal
Many possible courses
Nature or nurture most important?
Both nature and nurture
Both nature and nurture
Especially good for planning compare and contrast questions
ChartsSlide30
Example of a Study Matrix
Displays the similarities and
differences
Group
Name
Reproduction
O
2
Relation
Habitat
Morphology
Covering
Get
Energy
Host
Relation
Archybacteria
Methanoger
RNA
Ob.
Anaero
Swamp/
marsh
endobiotic
Solitary
Unique Membrane
Lack
paptidoglycin
H
2
+ CO
2
CH
4
+ H
2
O
Few(-) & many(+)
Halophile
Thermacidophile
Bacteria
Janobacteria
Notorophic
Pseudonomads
Spriochaetes
Endosphere
Formers