| This might sound silly, but there is a "right" and a | | | | statements, or is he just presenting his opinions or |
| "wrong" way of reading. This is especially true for | | | | making speculations? Mark down these questions |
| students, who are expected to summarize, | | | | and your impressions as you go. |
| analyze, and critique the readings assigned to | | | | Another means of breaking the passive reading |
| them by their professors. The task can be | | | | habit is to make use of those margins. This is |
| particularly daunting to students who are working | | | | easy if you are reading a photocopy or printout |
| on a term paper, since they need to read a | | | | of an article. On the other hand, if you're reading |
| number of materials and then integrate them into | | | | a text, photocopy any sections you plan on using |
| the ongoing discourse that is their research paper. | | | | in your paper so that you can mark them up |
| So what forms of reading are "right," and which | | | | without defacing the library's property! It will save |
| are "wrong"? While reading a book or article, you | | | | you a ton of time, so it's well worth the extra |
| want to read actively as opposed to passively. | | | | expense. You can also save documents on your |
| When you read passively, you are just receiving | | | | computer as Word files (rather than printing out |
| information; as you read, you aren't digesting the | | | | hard copies) and "mark" them up using Word's |
| information and forming an opinion. Of course, this | | | | highlighting function. This conserves both money |
| is not very conducive to critical thinking, a practice | | | | and paper! |
| for which you should always endeavor. | | | | Marking in the margins gives you pause to |
| In contrast, active reading is a more interactive | | | | consider what you've read. It also draws your |
| process. Active readers are participants in the | | | | attention to important passages and makes note |
| reading process. As they pour over the text, | | | | of them for future use. You can jot down |
| they interact with it; they question it, challenge it, | | | | anything that comes to mind. Underline or highlight |
| gather evidence and present counterevidence, | | | | important facts, statements, or findings in the |
| converse with it even. Active reading helps you | | | | text. Use arrows to connect relevant sections to |
| comprehend and recall what you have read, and | | | | one another and denote relationships. Write down |
| ultimately makes for a better paper. | | | | any questions you might have. Is there something |
| This explanation probably sounds pretty vague. | | | | you don't understand? A new avenue you might |
| Nonetheless, active reading isn't just an abstract | | | | want to pursue? A topic that you need to |
| theoretical concept - there are concrete steps | | | | research further? Make note of it! Single out any |
| you can take towards becoming a more active | | | | inconsistencies in the text along with points of |
| reader! | | | | discussion or debate. Gather evidence that |
| Firstly, don't approach a text with the assumption | | | | supports or defies your viewpoint. Don't shy |
| that you have to read it straight through, from | | | | away from statements you don't understand or |
| beginning to end. Before you even start, scan | | | | can't explain - these are what you should pay |
| through the title, the abstract, the table of | | | | closest attention to. |
| contents and the index. This provides a | | | | Consider not just the text in front of you, but |
| framework for the rest of the readings. As you | | | | the context in which it was written. Examine the |
| move on to the text itself, do not be afraid to | | | | time period in which the source was written. Your |
| skip from chapter to chapter or section to | | | | analysis should also include the perspective the |
| section. If you are reading a book, look at the | | | | author's writing from - is she a psychologist or a |
| index to see when your topic is mentioned. For | | | | biologist? How about a feminist, or perhaps a |
| research reports, try reading the conclusion | | | | Marxist? How might the context influence the |
| before the results; this will give you a general idea | | | | author's conclusions? Keep these questions in mind |
| of the author's findings and will help you | | | | as you read, and make note of any impressions |
| understand the specifics as presented in the | | | | you have while reading. |
| results section. If a statement or subject has you | | | | After you have finished a chapter or article, write |
| confused, don't be afraid to backtrack and reread | | | | up a brief summary. Not only will this aid in your |
| a paragraph or even an entire chapter, if need be. | | | | understanding of what you've just read, but it will |
| After all, if you don't understand a topic, it will be | | | | provide a helpful guide for later, when you're |
| awfully hard to write coherently about it! | | | | writing your paper and need to sort through |
| Active reading also involves forming an opinion of | | | | hundreds of pages of material. Besides, if you |
| what you are reading. As you take in the text, | | | | can't easily write a paragraph or two, this is a clue |
| pay attention to your emotional reactions to it. | | | | that you need to go back and reread the source. |
| Does it make you angry? Upset? Incredulous? | | | | Don't wait until you're assigned a paper to try out |
| Why? Does the author make any claims that you | | | | these suggestions. The next time you need to do |
| find dubious? What have you read to date that | | | | any reading for class, practice some active |
| supports or contradicts the author's arguments? | | | | reading strategies. You'll increase your |
| Does the author offer credible evidence for his | | | | comprehension of the material and your grades! |