Reading

In order to do well in your studies you will need to be an efficient reader of academic texts. This could mean improving your general reading skills and developing your academic reading skills. Some people come to university with good reading skills in English, but find that academic reading requires a new approach.

Many students are concerned about the amount of reading that they are expected to do at university, so they want to improve their reading skills. There are ways you can develop your reading skills so that you can read better and faster.

Reading faster

Fast readers do not read every word. But I hear you say, "What if I miss something?" You do not have to read every individual word to follow a text.

The following sentences reveal that you can get meaning without having to read every____. You____ read this sentence even when there are _____ words, because you use your intelligence __ fill in the gaps. Even if p__t of a w___d is mi__s__g you ____ still r___d it.

Fast readers select words, and they read groups of words. Rather than reading from left to right, fast readers will move their eyes up and down the page to find the important words. Their motive is not to understand every word, rather it is to seek answers.

In order to avoid reading every word you can practice increasing the rate your eyes move across the page. Rather than reading from left to right, fast readers will move their eyes up and down the page to find the important words. Fast readers select words, and they read groups of words. Their motive is not to understand every word, rather it is to seek answers. Effective readers will adjust their reading speed. Sometimes they will skim; sometimes they will read carefully. They also predict what they are likely to learn next.

Look for specific words

Scan a section for key words.
Skim to the words that provide meaning.

Become an impatient reader

Fast readers are impatient readers
They read with a purpose.
They want to find answers.
They make predictions and guess the answers.

But some students say, "What if I think ahead while I am reading but my predictions are wrong?"

Predicting is useful because all your concentration is focused on the reading and making senses of it.

In order to make meaning, while reading fast you can use connecting words. Sign words such as and, more over, also, furthermore tell you that there will be more of the same, while contrast words such as but, although, rather tell you that the message will now go in another direction.

You might need to change your predictions.

Fast readers predict what the text is likely to tell them next, but they are not upset if a prediction is wrong, they quickly adjust their expectations.

Different speeds for different material

You do not need to read every word to understand a text, however some texts will require careful reading, so you need to know when to adjust your reading speed. Skim a text, then decide if a slower reading approach is necessary.

Practice activity

In order to avoid reading every word you must increase the rate your eyes move across the page.

Choose easy material for practice. Sweep your eyes faster across the page than you’ve ever done before. Do not mouth the words; do not even mentally say them.

Start with short practice periods, eg 3 minutes. Practise daily and try to read more each day

Reference on how to increase reading speed:

BrainDance - This is a commercial site, which has some interesting activities. Have a look at the sections Exercise for training your eyes to take in larger groups of words and How to eliminate subvocalization.
There is a good use of images which could help you to understand some of the explanations.

Developing the ability to concentrate on your reading

Academic reading can be very demanding. The concepts are often difficult to understand, and the writing style is usually formal. Initially you might find that you need frequent breaks. It is more productive to take a short break and return to your reading, than to spend hours staring at a text hoping that eventually physical contact will transfer the words to the brain.

Always give yourself a reason to read, and ask yourself, “Why am I reading this?”

Survey the text

Move your eyes quickly over the page in order to read:

The title
Headings and sub-headings
Introduction and abstract
Boldfaced print, italics and underlined
First sentences of each paragraph, or section
Graphs, charts, maps, tables…
Summary
Study questions

Always read with a purpose

Unless you have a purpose it is easy for your mind to drift to thoughts more interesting than the academic text you are meant to be studying.

You can turn the title and headings into questions, which you then answer while you read.

Try to explain any graphics. Read to answer any available study questions. Write down specific topics and seek information relevant to those topics.

Self Monitor

After three or four paragraphs stop and ask yourself whether or not you understand the text.

You might need to reread the text in order to:

mark the words/terms you didn’t understand
find some key words
find main/specific points
and isolate supporting evidence

Personalise the text

When you put what you are reading into your own words or relate the ideas to your study and interests you are being an active learner.

You can write notes on the page and underline important terms (of course only on photocopies and personal books).

Reflect

This is an important step in your learning because you are actively thinking about what you are learning and what else you need to know.

At the end of your reading recall the key concepts.

You can show how these ideas are connected - try making a diagram or a picture, or use lines.

Strategies to improve your English reading

Are you a good reader in your first language? You might be frustrated because your reading ability in English does not match that of your first language. The following ideas could give you some transferable reading strategies that you might have already used when you read in your first language.

The structure of writing

The structure used to present and explain ideas could be different from what you are familiar with in your first language.

You need to be aware of the overall structure of an English language academic text. For example:

The introduction tells readers what to expect.
The body presents a number of ideas which support or are directly related to the introduction.
These ideas are then supported by explanations and/or evidence.
The conclusion reminds readers of what to expect.

Efficient reading

Have a purpose for reading.

Seek answers to (your) questions. Don't panic if the answers are wrong - look for other likelihoods and adapt to new perceptions.

Don't waste time. Try reading the conclusion first, look for summaries and abstracts. Scan the text to see if you can find and understand main ideas.

Take risks

Being correct is not always important: understanding the message is what counts.

Before you read make predictions. If the predictions are wrong you will need to make new predictions.

Take control

Some ideas are difficult to understand. Don't be alarmed if you don't understand some of the new concepts in your university texts.

Decide what you MUST read. You can't read everything on the reading list. (Shhh, the reality is that not even your lecturers expect you to read everything.)

Be discriminating about what you read and know your own style.

Do you like knowledge to be presented with a minimum of words?
Do graphics help you to follow the written information?
Some students need to read many words in order to process information and absorb ideas.
Do you know what your style is?

Adjust the attention you give to the words you are reading. Some words need to be understood. Some words reveal the connections between ideas and so can be important in a certain context. At the same time, there are words whose presence adds little to the message. Active readers decide not to give much attention to these words.

Reading every word slowly and carefully is exhausting. Don't tax your short term memory by reading too slowly; sometimes reading quickly helps to maintain concentration. Good readers are confident about their own judgement and decide when to read quickly and when to read carefully and slowly.

Academic reading

Many students are alarmed when they see how many references there are on a book list. There is not enough time to read all the texts carefully. You will need to develop the ability to recognise what is important to read and how to use what you read.

Coping with the amount of reading

Types of Reading

You cannot read everything, so you must decide which texts are important to read.

There is prescribed or compulsory reading.
There is suggested or additional reading, which is useful when you want to learn more about a specific topic.
There is reading for research, which you need to do when you are conducting an inquiry

Take a Staged Approach

Review one text at a time, rather than worrying about everything you are supposed to read.

For the first reading and if you are preparing for classes, try reading for the big picture, rather than trying to learn all the details.

You will find some writing styles are easier to understand than others.

Some students find that they can gain an understanding from texts which have long explanations and use a lot of words. By contrast, other students prefer texts which use headings, explanations in point form, tables and diagrams.

Which text style do you prefer? Skim a text in order to recognise the writing style.

Reading your preferred text first might aid your understanding.

Remember, you do not receive marks for being busy, on the other hand, you will increase your understanding of a subject by developing effective reading strategies.

Understanding difficult reading

Academic writing deals with sophisticated ideas that are not always easy to understand. Gaining knowledge in a subject is a building process. While you may only understand a little when you first read a text use this understanding as a foundation on which to build more knowledge. Your capacity to understand and learn will increase as you become more familiar with a particular subject.

Background Knowledge

Ask yourself what you already know about the topic, and most importantly ask yourself what you need to learn from the text.

Text Organisation

Looking at how the text is organised is simple way you can get started:

You will need to write down the full bibliographical details because it might help to learn when and where the text was written. If you plan to return to the text when your subject knowledge has increased you will need the relevant bibliographical information;
- For a journal - author, date, title of article, title and number of journal and page numbers.
- For a book - author, date, title, publisher and place.

Quickly read through the title page, any prefaces and the contents. Understanding the structure of a text will help you to find the message.
What is at the beginning? Some articles have an abstract. This will tell you about the focus of the paper and what the researchers found. The introduction usually tells the reader what the main point of the text is and what will be covered in the following paragraphs or sections. Many authors outline their purpose in the first few paragraphs.
What is at the end? The conclusion reminds readers of what they have just read. Many authors summarise their important findings in the conclusion.
How is information presented? Some texts use graphics to give information, and this could help you to understand the associated writing. Some articles use headings, which can guide the reader. Some texts are divided into sections and/or paragraphs. A paragraph often contains an idea or claim which is relevant to the main topic and which is supported with evidence and examples.

Use a subject specific dictionary

Does the text have a its own dictionary - a glossary? Subject specific texts are available in the library.

A discipline can have its own language and it takes time to become familiar with the specific terms. You might need to keep a record of new subject specific words and their meanings.

Finding the main points

There are some strategies you can use to find what is likely to be a main point.

A main point often occurs when a writer argues a claim by making a point or presenting an idea. This main point will then be supported by examples, reasons, evidence or explanation for this position.

Making sense of main points

Sometimes you are trying to understand arguments/theories/ideas which are difficult to make sense of. It can help to read the examples, reasons, evidence or explanations then return to the main point and see if it now makes more sense.

Reread any paragraphs that do not make any sense. You might need to look for important words.

Ask yourself:

“What is the writer saying?”
“What points are used to build the argument/main point?”
“What evidence is given to support the points?”

It will help your concentration to write down the main points and to make notes on the text as you read.

It takes time and effort to understand academic articles. You will need patience and persistence, and you might need to build up your concentration span.

Taking good notes

The following note taking systems might help you to become an active reader. You do not need to follow these steps as if they are rules that cannot be broken.

Practice using these systems (and any others that you think could be useful), then be discriminating and use what works for you.

Advanced literacy

Background Knowledge - Ask yourself what you already know about the topic.
Skimming - Read very quickly to get the overall picture.
Text Organization
- What is at the beginning?
- What is at the end?
- How is the information presented?
Scanning
- Find any main points (Are these at the beginning of paragraphs or sections? If not look for a pattern in the placement of statements which make claims and the sentences which explain the claims or give examples.)
- Can you find some key words?
- Find specific points that you want to learn about or you can use for your research.
Personalise the text
- Write notes on the page
- Underline the main points.
Self-monitor
- After three or four paragraphs stop and ask whether you understand the text.
- Mark the words/terms you didn’t understand.
Reflect
- When you have finished reading a section ask yourself what are the key concepts?
- Chunk the information and ideas. This means grouping facts and ideas with relevant titles so that they are connected and easier to remember.

Marking the textbook

(Adapted from NADE'S Learning and Study Skills)

Do not over underline.
- Underline such essentials as topic sentences, key words, significant phrases, summary sentences, specific details, etc.
- learn to distinguish essentials from non-essentials.
- practice is important.
Write notes in the margin - Write brief, significant facts, also, key summaries in the margins to help you remember the content of each paragraph.
Use the same system in all textbooks.
- Use a straight underline for material to be remembered exactly as it is in the book.
- Use two vertical lines // next to a paragraph or item which needs clarification.
- Use Ex. or Imp. next to any part which has been designated by the teacher as important or likely to be in the exam.

The Cornell system

Prepare paper

Divide your paper by drawing a vertical line that separates the page into a one third and two thirds sections.

Record

Write your notes in the 2/3 Section when you are reading and during lectures.

Reduce

After you have understood and edited your notes write key words and phrases in the 1/3 section. Use the language of the subject as much as possible. This will help you to become familiar with the way people discuss the concepts of this subject.

Recite

Cover the 2/3 section and use the key words and phrases of the 1/3 section to answer questions you develop.

Use various test taking words as you develop and answer questions. Words like analyse, compare, contrast, critique, illustrate, define, why, what, where, when, how etc..

Review

Recite using the procedure above at least three times a week. Reciting creates long term recall or memory. Be actively involved during recitation periods.

Discussing is very helpful if the members or your discussion group are serious about learning.

Reflect

Reflect by connecting old and new material. Look for real life examples. Do this often, and think about what you have learned and try to apply your learning.

References

For further information on these note taking methods you could go to NADE'S Learning and Study Skills site. You can find the note taking pages here. NADE stands for the National Association for Developmental Education. These pages are presented by the Special Professional Interest Network (LSS SPIN) through the Southern Illinois University.

Using what you have read in your writing

Many students do the required reading but have trouble putting what they have discovered into an organised piece of writing. Doing some pre reading and some thinking before you start writing will give you some ideas. Use these ideas as headings to guide your note taking. Of course, as you learn from your reading, so you will make changes to your ideas and main points. Your final notes, taken from the reading, will be organised according to (your) ideas.

Note Taking for Writing

Have a working thesis or response to an assignment question

Read to find proof for this statement
Read to find more ideas for your position
Read to find evidence for your ideas
This could lead to a working outline.

What can you do if you cannot find data from the reading for your thesis

If you are responding to a question check your understanding
Reconsider your literature search. Are the sources available? Are you using the best key words? Can you use synonyms for your key word search?
If you cannot find appropriate readings you may need to revise your thesis.

Use cards or sheets of paper or separate pages on your computer to take notes for each idea

Label each card/sheet with the idea and/or particular point (which fits into your working outline)
Write down the full bibliographical reference details
Write down any ideas, useful points, questions, and quotes that are relevant. Note the page number
Each time you find a new idea label a new page/card.

Organise your notes into labelled piles

Organising your notes by ideas, rather than the texts they come from, will give you a logical order.
Your notes should match your working outline.

When you take notes this way you are synthesising ideas, rather than making summaries.

Using analysis while you read

It is not enough to understand what you read, nor is it enough to collect information. You are also expected to reflect on what you are reading and to make judgements. In order to do this you first need to ask questions and think about how the subject matter is presented - to behave like an academic detective. Following are some examples of the sort of questions you could ask.

Consider the context of what you are reading

When was the article written?
Consider the history of that time, and be aware of any current interest in this subject. Are the ideas still important now?
Who wrote the article?
What audience is the work intended for?

How are the ideas presented?

How well does the writer use language?
Does the writer use emotive language?
Does the writer use persuasive terms?

Pay attention to the language of the discipline, because different subjects talk about knowledge in different ways.

Are the author’s aims clearly stated? Are these consistent with what is discussed in the body of the text?

Have the ideas been fully developed?

Is there enough information?
Is too much information included?

Is a particular theory, framework or method employed? Is it clearly presented?

Argument and evidence

What is the author’s standpoint/central claim or purpose? Assess the strength of the claim/argument.

Does it cover enough
Is it specific?

Consider how the writer's standpoint is developed.

What evidence has been presented? What evidence has not been presented?
Is the evidence convincing? Is it logical?
Where does the evidence come from - statistical evidence, primary data, literature...?
Does the writer make his/her position clear?

Is the writer objective?
Look for personal opinion.
Consider the interpretation of the data and ask if it seems to be manipulated to meet the author’s position.

Is the conclusion reasonable? Does it relate to the writer's central position?

Consider other works

Review the other literature on the same topic. Remember you are not looking for the 'correct' answer, rather your knowledge is developed through understanding multiple view points.

Do the findings of other researchers/authors confirm what is concluded?
If there are differences in the research findings find out why?
Are there other approaches to the issue under discussion?
What do experts in this field say?
Does this article advance knowledge on the subject?
Does the writer make suggestions? Are they realistic?

Starting out

If you are new to a subject you may feel that you do not have enough knowledge to make arguments and judgments about what you have read. Asking questions about how ideas and knowledge are discussed and evidenced in a particular discipline will develop your perceptions in that area.

Abstracts, introductions and conclusions usually state the context, main claim and main findings. They are useful places from which to start.

Noting the structure of an argument will help in its analysis. When reading the body of the text, separate the arguments from the evidence and the conclusion.

Critical reading involves being objective about a text. You will probably need to read to understand the content first and then actively read with an analytical stance.

Reference

Arnaudet, M & M. Barrett (1984) Approaches to Academic Writing. New Jersey: Prentice-Hall Inc.

For more ideas about how to develop critical analysis skills:

Clear explanations of how to approach critical reading and some useful tips. University of Toronto.