Reading

Vocabulary §

• Three Dot Approach - if a word appears at least three times in a short amount of time in the passage, it is probably an important word.
• Decompose words based on their apparent Etymology to understand their meaning.
• Use Context Clues to understand the meaning of a word based on its context (i.e., via synonyms, antonyms, use of examples, specific situations, or emotions and general tone of the passage).
• Remember, reading becomes more understandable when you understand the context of what the text is saying.

Getting Better at Reading §

• Each paragraph tends to have a point, a main idea or thesis, either directly stated or implied in the passage, that is elaborated on by other supporting sentences. Ask yourself what the author wants to get at with the text? What is the purpose of the text? to entertain? instruct? persuade?.

• Consider the following three skills for understanding and remembering a passage.

  • Annotating
    • It helps the reader engage in more active reading, not simply passively engaging with the text hoping to understand it in one reading.
    • Take note of the main ideas, questions you have about the passage, and ideas you disagree with.
  • Paraphrasing
    • It means to restate the writer’s words in your own words.
    • It forces understanding of the contents of each sentence in the text.
  • Summarizing
    • It means to convey the most important information about the text.
    • It forces understanding of the text by letting you comprehend the big picture of what the passage is trying to say.

• Read between the lines. Infer what the author implicitly suggests through the text. Note, use the text as the basis for inference, not your own biases about the text.

  • Inference requires understanding of the surface-level meaning of the text.
  • Remember that inferences are statements of probability, not facts. They proceed from facts, but are not facts themselves.

• Recognize different patterns of development, the internal logic of a passage used to convey an idea.

  • Listing facts or details - supporting sentences present factual evidence to support the main idea.
  • Examples - a specific instance of something more general.
  • Cause and Effect - supporting sentences answer the question “why?” an effect happens.
  • Description of a process - the sentences describe “how” to perform something.
  • Contrast - two subjects are set side by side to examine their differences.

• Recognize different transitional elements or markers which make the logical relationships between ideas clear. Each pattern of development is marked by a transitional element.

  • Actively think about the logical connections between sentences.

• Consider the author’s opinion, especially when they are trying to persuade through their writing.

  • Keep in mind the aim of the opinion piece. Remember, that the author’s subjective opinions are on display.
  • Consider the author’s central proposition or claim.
    • Claims of fact - are those verifiable through factual evidence or scientific research.
    • Claims of value - involve matters of taste, Morality, and opinion supported through reasoning.
    • Claims of policy - argues for a recommended policy (what “should” be done).
  • Consider the evidence used to support the claim. These include facts and statistics, examples and observations, reasoning, and testimony from experts.
  • Look for a refutation where the author deals with the opposing side, often giving a counterargument. Good authors consider the other side of the argument and offer a rebuttal
  • Look for biases that are present within the piece.

• Depending on the type of the passage (essay, short story, novel, etc), we should be flexible and read them differently, appropriately, and with an intent in mind.

• Remember: writers are in no obligation to make their work easier to read.

Three Pass Approach §

• Read in three passes:
  • Skim through the reading to get a high level understanding of what the topic is about.
  • Dive through the whole reading in detail. Be prepared to answer questions you may have while reading with more reading.
  • Summarize the reading in your own words. Explain it simply.

Quality Control §

• Choose to Read only the best material There are many readings out there and only finite time.
• There is such a thing as having good taste, so have good taste in what you read

Links §

• Improving Reading Skills by Spears - for more on reading skills. Consists of the bulk of the Getting Better at Reading section.

• The Need to Read by Paul Graham

• Is There Such a Thing as Good Taste? by Paul Graham

• Literature Index - list of readings.