Janet Elder

New Worlds

An Introduction to College Reading

• Broschiertes Buch

Produktbeschreibung

CONNECT READING provides a personalized learning plan for each student, continually developed and refined as students achieve mastery. Each student plan is created through an individualized diagnostic that evaluates skills from 7th-grade level through college-readiness, for second-language learners, international students, adult students, and traditional high-schoolers. Offered completely online, CONNECT READING can be used in conjunction with NEW WORLDS or OPENING DOORS, which provide a printed experience that teaches critical reading skills through close reading of anthologized chapters from best-selling undergraduate texts in Psychology, Sociology, Business, and more.

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Produktdetails

• Verlag: McGraw Hill LLC
• 5th edition
• Seitenzahl: 688
• Erscheinungstermin: 1. Februar 2013
• Englisch
• Abmessung: 249mm x 203mm x 23mm
• Gewicht: 1179g
• ISBN-13: 9780073513508
• ISBN-10: 0073513504
• Artikelnr.: 36143371

Autorenporträt

JANET ELDER was graduated summa cum laude from the University of Texas in Austin with a B.A. in English and Latin. She is a member of Phi Beta Kappa. She was the recipient of a government fellowship for Southern Methodist University's Reading Research Program, which resulted in a master's degree. Her Ph.D. in curriculum and instruction in reading is from Texas Woman's University where the College of Education presented her the Outstanding Dissertation Award. She established the first comprehensive secondary reading program in the Dallas Independent School District, and has conducted extensive staff development training for Dallas area teachers. After teaching reading and study skills courses at Richland for several years, she was asked to develop and implement an honors program for the college. After coordinating the honors program during its first six years, she resumed teaching full time. In addition to teaching reading courses, Dr. Elder periodically serves on interdisciplanary teaching teams for honors English and humanities courses. She has served on a task force that re-evaluated Richland's writing-across-the-curriculum program. She has twice received the Extra Mile Award from special services (disabilities) students, has twice been her division's Piper Award nominee for excellence in teaching, and in 1993 received an Excellence Award from the National Institute for Staff and Organizational Development. In 1999 she was one of three nominees for Richland's Excellence in Teaching Award. A frequent presenter at professional conferences and inservice workshops, she has a deep interest and expertise in "brain friendly" instruction.

Inhaltsangabe

* - New reading selections
To the Instructor
To the Student
PART ONE: A NEW WORLD OF LEARNING: READING AND STUDYING IN COLLEGE
CHAPTER 1: INTRODUCTION TO READING AND STUDYING: BEING SUCCESSFUL IN
COLLEGE
NEW INFORMATION AND SKILLS
What do you need to know about the reading and studying process?
What are the keys to studying college textbooks?
What is comprehension monitoring and why is it important?
How can you be selective as you read and study?
How can you organize as you read and study?
How can you rehearse information to remember it?
What is the SQ3R study system?
How can you adjust your reading rates when you study?
How can you improve your reading speed?
What do you need to do to be successful in college?
Why is it important to set goals?
What are learning preferences?
Chapter Review Cards
How can you find information online?
READINGS
Selection 1-1: "A Mother's Answer" from The Big Picture: Getting
Perspective on What's Really Important" by Ben Carson and Gregg Lewis
(Nonfiction)
*Selection 1-2: "Fire Up Your Memory with Proven Strategies!" from Peak
Performance: Success in College and Beyond" by Sharon Ferrett(Student
Success)
*Selection 1-3: "The When and How of Preparing for Tests" from P.O.W.E.R.
Learning: Strategies for Success in College and Life by Robert S.
Feldman(Study Skills)
CHAPTER 2: DEVELOPING A COLLEGE-LEVEL VOCABULARY: A NEW WORLD OF WORDS
NEW INFORMATION AND SKILLS
Why is it important to develop a college-level vocabulary?
What are context clues and how do you use them?
What are word-structure clues and how do you use them?
How do you use a dictionary pronunciation key?
What is figurative language and how do you interpret figures of speech?
Other things to keep in mind when developing your college-level vocabulary.
The most common and helpful roots, prefixes, and suffixes in English come
from Latin and ancient Greek.
A word's etymology (origin and history) indicates the word parts it was
created from, including Latin or
Certain punctuation marks in a sentence can signal a definition.
Chapter Review Cards
Test Your Understanding: Using Context Clues, Part 1
Test Your Understanding: Using Context Clues, Part 2
Test Your Understanding: Using Word-Structure Clues, Part 1
Test Your Understanding: Using Word-Structure Clues, Part 2
Test Your Understanding: Interpreting Figurative Language, Part 1
Test Your Understanding: Interpreting Figurative Language, Part 2
READINGS
*Selection 2-1: "Overwhelming Obstacles" from Peak Performance: Success in
College and Beyond by Sharon Ferrett (Student Suscess>
*Selection 2-2: "Autism: A Public Health Emergency" from selected Internet
Sources (Public Health)
*Selection 2-3: "Thinking in Pictures: Autism and Visual Thought" from
Thinking in Pictures: My Life with Autism by Temple Grandin
PART TWO: A NEW WORLD OF UNDERSTANDING: USING CORE COMPREHENSION SKILLS
WHEN YOU READ COLLEGE TEXTBOOKS
CHAPTER 3: DETERMINING THE TOPIC
What is the topic of a paragraph, and why is it important?
What are the clues for determining the topic of a paragraph?
Clue 1: Look for a Heading or Title That Indicates the Topic
Clue 2: Look for a Word, Name, or Phrase in the Paragraph That Appears in
Special Print
Clue 3: Look for a Word, Name, or Phrase That Is Repeated throughout the
Paragraph
Clue 4: Look for a Word, Name, or Phrase Referred to throughout the
Paragraph by Pronouns or Other Words
Other things to keep in mind when determining the topic
You should use a name, word, or phrase, but never a sentence, to express
the topic. This means you must know the difference between a phrase and a
sentence.
You must know the difference between "general" and specific."
A longer passage has an overall topic.
Checkpoint: Determining the Topic
Chapter Review Cards
Test Your Understanding, Determining the Topic, Part One
Test Your Understanding: Determining the Topic, Part Two *Selection 3-1: "Parenting Style: Does it Matter?" from Human Development
by Diane Papalia, Sally Olds, and Ruth Feldman (Human Development)
Selection 3-2: "Giving a Speech? If You're Nervous, You're Normal!" from
Public Speaking for College and Career by Hamilton Gregory (Speech
Communication)
*Selection 3-3: "State-of-the-Art and High-Tech Ways of Dealth" from
Understanding Your Health by Wayne Payne, Dale Hahn, and Ellen
Lucas(Health)
CHAPTER 4: LOCATING THE STATED MAIN IDEA
NEW INFORMATION AND SKILLS
What is a stated main idea sentence, and why is it important?
What is the method for identifying the stated main idea sentence?
Which sentence in a paragraph can be the stated main idea sentence?
First Sentence of the Paragraph
Last Sentence of the Paragraph
A Sentence within the Paragraph
Other things to keep in mind when locating the stated main idea sentence
All stated main idea sentences have certain characteristics in common.
Avoid these three common mistakes when locating the stated main idea
Signal words or phrases can help you locate a stated main idea and locate a
stated main idea that ispresented as a conclusion.
A longer passage often has an overall main idea that is stated, too.
Checkpoint: Locating the Stated Main Idea
Chapter Review Cards
Test Your Understanding: Locating the Stated Main Idea, Part One
Test Your Understanding: Locating the Stated Main Idea, Part Two
Readings
*Selection 4-1: "Who's the Boss? Leaders, Managers, and Leadership Style"
from Understanding Business" by William Nickels, James McHugh, and Susan
McHugh (Business)
*Selection 4-2: "Arranged Marriage: Adventures and Changes" from Marriages
and Families: Intimacy, Diversity, and Strengths by David Olson, John
DeFrain, and Linda Skogrand (Marriage and Family)
*Selection 4-3: "Concussions: Don't Shrug them Off" from Selected internet
sources (Health)
CHAPTER 5: FORMULATING AN IMPLIED MAIN IDEA
NEW INFORMATION AND SKILLS
What is an implied main idea, and why is it important?
Three formulas for using information in a paragraph to formulate an implied
main idea
Formula 1: Add an Essential Word or Phrase to a Sentence in the Paragraph
That Almost States the Main Idea
Formula 2: Combine Two Sentences from the Paragraph into a Single Sentence
Formula 3: Summarize Important Ideas into One Sentence or Write One
Sentence That Gives a General Inference Based on the Details
Other Things to Keep in Mind When Formulating an Implied Main Idea Sentence
You must always use a sentence-not just a phrase-to express a formulated
main idea. This means you must know the difference between a sentence and a
phrase.
All formulated (implied) main idea sentences have certain characteristics.
A longer passage often has an implied overall main idea that you must
formulate, too.
Checkpoint: Formulating an Implied Main Idea
Chapter Review Cards
Test Your Understanding: Formulating an Implied Main Idea, Part One
Test Your Undersanding: Formulating an Implied Main Idea, Part Two
READINGS
Selection 5-1: Two Artistic Tributes: The Vietnam Memorial and the AIDS
Quilt from Living with Art by Rita Gilbert(Art Appreciation)
*Selection 5-2: "Companies Struggle with 'Inside Jobs' and Outside Threats"
from Management Information Systems for the Information Age by Stephen Haag
and Maeve Cummings (Management Information Systems)
Selection 5-3: "Avian Flu: A Coming Pandemic?" from Biology by Sylvia Mader
(Biology)
CHAPTER 6: IDENTIFYING SUPPORTING DETAILS
NEW INFORMATION AND SKILLS
What are supporting details, and why are they important?
What is the method for identifying supporting details?
Major and minor details
Other Things to Keep in Mind When Identifying Supporting Details
Watch for clues that indicate a list of details.
Avoid overmarking your textbook by numbering the supporting details in a
paragraph rather than highlighting or underlining them.
Listing the details on separate lines in your study notes or on review
cards can help you learn the information more efficiently.
Checkpoint: Identifying Supporting Details
Chapter Review Cards
Test Your Understanding: Identifying Supporting Details, Part One
Test Your Understanding: Identifying Supporting Details, Part Two
READINGS
Selection 6-1: "Hold It! You Can Recycle That! Recycling: A Twenty-First
Century Necessity" from Environmental Science: A Study of Interdependence
by Eldon Enger and Bradley Smith (Environmental Science)
Selection 6-2: "The Life of Buddha" from The 100: A Ranking of the 100 Most
Important People in History by Michael Hart (History)
Selection 6-3: "The New Immigrants: Asian Americans and Latinos from
Nations to Nations: A Narrative History of the American Republic by James
Davidson et al.(History)
CHAPTER 7: RECOGNIZING AUTHORS' WRITING PATTERNS
NEW INFORMATION AND SKILLS
What are authors' writing patterns and why are they important?
Transition words that signal the relationship of ideas within sentences and
between sentences
Five Common Writing Patterns
Definition pattern
List pattern
Sequence pattern
Comparison-contrast pattern
Cause-effect pattern
Additional Paragraph Patterns
Definition and Example Pattern
Generalization and Example Pattern
Location or Spatial Order Pattern
Summary Pattern
Classification Pattern
Addition Pattern
Statement and Clarification Pattern
Other things to keep in mind when recognizing authors' writing patterns
Li sts and sequences differ in an important way.
Avoid identifying every paragraph as having a list pattern.
Authors often mix patterns in the same paragraph.
A longer selection may contain several patterns and have an overall pattern
as well.
Checkpoint: Recognizing Authors' Writing Patterns
Chapter Review Cards
Test Your Understanding: Recognizing Authors' Writing Patterns, Part One
Test Your Understanding: Recognizing Authors' Writing Patterns, Part Two
Reading Selections:
*Selection 7-1: "Viruses: Easily Spread and Ever Evolving" from Connect
Core Concepts in Health by Paul Insel and Walton Roth (Health)
Selection 7-2: The Right to Vote: Valued but Under Utilized from We the
People: A Concise Introduction to American Politics by Thomas E. Patterson(
Government)
*Selection 7-3: "Are you Shopping Smart?" from Personal Finance by Jack
Kapoor, Les Dlabay, and Robert Hughes
PART THREE: A NEW WORLD OF READING AND THINKING CRITICALLY
CHAPTER 8: READING CRITICALLY
NEW INFORMATION AND SKILLS
What is critical reading, and why is it important?
What is author's point of view, and how can you determine it?
What is author's purpose, and how can you determine it?
What is author's intended audience, and how can you determine it?
What is author's tone and how can you determine it?
Other things to keep in mind when reading critically
You should avoid seeing the purpose of everything you read as to inform.
If the author's purpose is to persuade you to adopt his or her point of
view, you should determine whichside of an issue he or she favors.
Understanding the author's tone will enable you to grasp the true or
intended meaning, even when theauthor's words may appear to be saying
something different.
There are two forms of irony: irony in tone and irony in situations.
Sarcasm and irony are not the same thing.
Checkpoint: Reading Critically
Chapter Review Cards
Testing Your Understanding: Reading Critically, Part One
Testing Your Understanding: Reading Critically, Part Two
READINGS
Selection 8-1: From For One More Day by Mitch Albom(Literature)
Selection 8-2: "I Never Made It to the NFL" from The Last Lecture by Randy
Pausch with Jeffrey Zaslow(Memoir)
Selection 8-3: "Dispelling the Myths about Millionaires" from
Understanding Business by William Nickels, James McHugh, and Susan McHugh
(Personal Business)
CHAPTER 9: THINKING CRITICALLY
NEW INFORMATION AND SKILLS
What is thinking critically, and why is it important?
What are facts and opinions, and why is it important to be able to
distinguish between them?
What are inferences, and why is it important to make them?
Other things to keep in mind when thinking critically
Facts and opinions may or may not appear together.
Authors sometimes present opinions in such a way that they appear to be
facts.
There are other critical thinking skills, such as recognizing propaganda
devices and recognizing fallacies, that can also be used to evaluate
written material.
Checkpoint: Thinking Critically
Chapter Review Cards
Test Your Understanding: Thinking Critically: Fact and Opinion
Test Your Understanding: Thinking Critically: Making Logical Inferences
>
*Selection 9-1: "Taboos and Myths about Conflict and Anger" from Marriages
and Families: Intimacy, Diversity, and Strengths by George Johnson
(Marriage and Family)
Selection 9-2: "Planet Under Stress: Curbing Population Growth" from The
Living World: Basic Concepts by George Johnson (Biology)
*Selection 9-3: "For Better or Worse: Divorce" from Human Development by
Diane Papalia, Sally Olds, and Ruth Feldman (Human Development)
PART FOUR: A NEW WORLD OF STUDYING: EFFECTIVE AND EFFICIENT STUDY
TECHNIQUES
CHAPTER 10: APPROACHING COLLEGE READING AND STUDYING
NEW INFORMATION AND SKILLS
What is the three-step process for studying college textbooks?
Step 1: Prepare to Read
Step 2: Ask and Answer Questions to Guide Your Reading
Step 3: Review by Rehearsing Your Answers
What are textbook features?
Chapter Introductions and Chapter Objectives
Chapter Outlines
Vocabulary Aids and Glossaries
Boxes
Chapter Summaries
Study Questions and Activities
Other Textbook features
How can you interpret visuals and graphic aids?
How can you interpret visual aids?
Photographs
Diagrams
Maps
Cartoons
How can you interpret graphic aids?
Line graphs
Pie charts
Bar graphs
Flowcharts
Tables
Other things to keep in mind when studying textbook material.
You will benefit from examining the features in all of your textbooks at
the beginning of the semester.
Chapter Review Cards
Test Your Understanding: Interpreting Graphic Aids
READING
Selection 10-1: "Living with Stress" from P.O.W.E.R. Learning: Strategies
for Success in College and Life by Robert Feldman (Student Success)
CHAPTER 11: PREPARING FOR TESTS: STUDY-READING, REHEARSAL, AND MEMORY
NEW INFORMATION AND SKILLS
How are rehearsal and memory related?
How can you underline, highlight, and annotate your textbooks?
How can you take notes from textbooks?
Guidelines for Outlining
Guidelines for Mapping
Guidelines for Summarizing
Guidelines for following directions
Other things to keep in mind as you prepare for tests by applying
Core Comprehension Skills
When you study, choose the study techniques (underlining, highlighting,
annotating, outlining, mapping, summarizing, making review cards or test
review sheets) that (a) are appropriate to the type of material you are
studying, (b) correspond with how you will e tested on the material, and
(c) best suit your learning style.
Learn how to handle outline, summary, and mapped notes questions on
standardized reading tests.
Chapter Review Cards
READING
Selection 11-1: "Information Technology, The Internet, and You" from
Computing Essentials by Timothy O'Leary and Linda O'Leary (Information
Technology)
ESSENTIAL SKILLS REVIEW TESTS
Introduction to Essential Skills Review Tests
Essential Skills Review Test 1
Essential Skills Review Test 2
Essential Skills Review Test 3
Essential Skills Review Test 4
Essential Skills Review Test 5
Essential Skills Review Test 6
Essential Skills Review Test 7
Essential Skills Review Test 8
Essential Skills Review Test 9
Essential Skills Review Test 10
Appendix 1 Glossary of Key Terms
Appendix 2 Master Vocabulary List
INDEX
Instructor's Guide