Reading Better

8/19/2019 Reading Better

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Becoming a BETTER Reader

• Understanding the concept of pointand support

•

Learning specic reading strategieshelp you better understand what youare reading



When Reading, look foroint and !upport

• E"ecti#e writing has two basic parts

– $ point

– !upport for the point

• The %entral oint states what the authorthinks

• !upport helps the reader understand whythe author has the opinion he&she has'

• REMEMBER the author’s purpose is to makea point and support it with reasons,exampes, and other detais!



(ocus %oncept

• $sk) – What is the author*s point+

– What is the support for the point+

• The strategy can be applied to amost e#erything you read'

• This strategy should also be followed when youwrite' – What point do " want to make a#out this topic$ – B% conscious% focusing on the point %ou are tr%ing

to make and the support %our want to give, %ou canhep %oursef write a soid, wereasoned paper!



Reading !trategies to now

-' Read acti#ely

.' Understand #ocabulary in conte/t

0' Look for point and support in whatyou read

1' 2ake inferences

3' Be aware of writer*s craft 4style5



Strateg% '( )earn to Read *ctive%

'! +review the Seection – Look o#er what you will be reading

• 6uickly• $lertly

•

Make the tite into a uestion – !earching for a an answer gi#es a reader purpose

• Read through 'st severa paragraphs and astsevera paragraphs

– This may gi#e you a 7uick sense of main ideas of thereading

• )ook at the 'st sentence in some of the paragraphs – 8ou won*t get the whole picture, but you should get

an idea of the reading*s o#erall organi9ation'



Strateg% '( )earn to Read *ctive% cont!

-! Read the Seection Straight throughfor +easure

– :on*t get bogged down

– Understand what you can

.! /se an% Specia 0eatures the Reading+rovides

– re#iews, abstracts, historicalbackground, #ocabulary footnotes, etc'guided 7uestions in the margin



Strateg% '( )earn to Read *ctive% cont!

1! Reread the Seection, annotating2marking ke% information3 with a penor penci

– Refer to annotating handout

– Use these tips for annotating or create anotation system that you understandand that helps you'



Strateg% -( /nderstanding4oca#uar% in 5ontext

'! 6uess the meanings of unfamiiarwords with the hep of surroundingwords

• Building a better #ocabulary isessential to becoming a better readerand writer'

• eople with better #ocabularies aremore likely to be successful in schooland in careers



Strateg% .( )ook for +oint andSupport in what %ou Read

'! Recogni7e the 5entra +oint andMain "deas

-! "dentif%ing 8e% and Supporting9etais

– Reasons, e/amples, details, facts,7uotations, personal e/periences

– ;elp determine the point the author istrying to make in an essay



Strateg% 1( Make "nferences

<nferences are reasonable guesses wemake based on the facts presented'

What can be inferred+

-'apers are collecting on your

neighbors* porch'.'eople are smiling and talking afterlea#ing a mo#ie'



Strateg% :( Be $ware ofWriter*s %raft 4!tyle5

Writer*s %raft refers to the techni7ues an author usesto communicate ideas'

'!"ntroduction and 5oncusions – Entertaining story& anecdote –

6uestion – 6uotation – :enition – <dea that is the opposite of what will be written about – Broad statement that narrow down to the thesis

-!;%pe of Support – Reasons, e/amples, details, facts, 7uotations, and

personal e/periences



Strateg% :( Be $ware ofWriter*s %raft 4!tyle5 cont'

.! +atterns of <rgani7ations 2*rrangement of "deas3

– Time order= the order something happens• Transitions) rst, then, before, as, after, ne/t, and

last

– List >rder= series of reasons, e/amples ordetails

• Transitions) rst of all, another, in addition, also, andnally

–

%ompare& %ontrast= showing how two thingsare alike of di"erent• Transitions) like, ?ust as, similarly, but, howe#er, in

contrast, on the other hand




.! +atterns of <rgani7ations cont! – %ause&E"ect= e/plaining the reasons why

something happened or the result ofsomething

• Transitions) because' Therefore, e"ect,conse7uently, and as a result

1! ;one

Reveas how the author fees=communicates feeings

– Examine wording• !amples tones) humorous, serious, angry, friendly,

formal, informal, self=pitying, sarcastic,encouraging, discouraging, ob?ecti#e, sub?ecti#e




:! +urpose – To inform

– To entertain

–

To persuade –%ombination of abo#e

>! *udience – Who was the selection intended for+

?! ;ites –often clearly describes the topic of the selection

•:> @>T !< T<TLE!



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Reading Better