Solutions Manual for
Active Reading Skills: Reading
and Critical Thinking in College,
Q
3rd edition By
U
Kathleen T. McWhorter (All
IZ
Chapters 1-12, 100% Original
M
Verified, A+ Grade)
AS
This is The Only Original and
Complete Solutions Manual
TE
R
S
, Table of Content
chapter 1: reading college textbooks: an active approach
chapter 2: strengthening your vocabulary
chapter 3: identifying and analyzing main ideas
chapter 4: examining details and transitions
chapter 5: working with implied main ideas
Q
chapter 6: organizing information
chapter 7: examining basic patterns or organization
U
chapter 8: examining comparison/contrast and cause/effect patterns
chapter 9: making inferences and analyzing the author’s purpose
IZ
chapter 10: distinguishing fact from opinion
chapter 11: analyzing tone and bias
M
chapter 12: reading arguments
AS
TE
R
S
, kjhgfdsa
Chapter 1
Reading College Textbooks: An Active Approach
Keys to Academic Success
Introduction
Q
• On the first day, ask students to write the heading “Expectations” on a sheet of notebook paper
and divide the space below into two columns. Label the left one “Instructor” and give students a
few minutes to list as many expectations as they can imagine for the upcoming semester. Start
them out with an example, such as “always prepared.” Then, circle the room, round-robin,
U
writing their responses on the board until all answers are exhausted. Compliment students on
good answers and thoughtful responses. Next, have students label the second column “Students”
and follow the same routine. The class will be surprised to see that the answers are almost
IZ
identical.
• Spend some time talking about the terms active and passive. If you have access to the Internet,
play the following clip: http://youtube.com/watch?v=E61ns8omKrQ. (This video clip features
M
the ramifications of being a passive student.) Ask students to identify the expectations that
involve active participation. Invite the students to adopt this list as a measuring stick for the
semester. This is a great ice-breaker and quickly gives students a glimpse into active learning
along with student and instructor responsibility. This is also an excellent way to establish
AS
rapport with students from the beginning. Students will begin to make connections with one
another as they hear their same thoughts and concerns echoed around the room.
• Explain the “rabbit theory” to your students. Yvonne Thornton, M.D., author of The
Ditchdigger’s Daughters, reveals her father’s advice to his daughters about how to be successful
academically. Their father instructed his daughters to look around and identify someone
TE
achieving better grades than they are. Study this student very carefully, noticing what he or she
is doing differently. Then, copy this same behavior and study habits. Once they match that
student’s score on a test, their father advised them to find a “faster” rabbit.
• Divide students into groups of three. Instruct them to write down each other’s names, telephone
numbers (if willing), and three things about one another (for example, three important people in
R
their lives, three important places, three important events). These will be base groups that
students will keep for the duration of the semester. Explain that the purpose of this group is for
students to learn about each other and to form a network of support.
S
Follow-Up
• Discuss the keys to success in Chapter 1. Explain that active learning puts the responsibility of
organizing what is to be learned in the hands of the learners themselves. Ask your students what
kinds of tools successful students should have and about the need for careful organization. This
3
Copyright © 2012, 2008, 2005 Pearson Education, Inc
, kjhgfdsa
is also a good time to mention the stress and frustration that are normal with learning as well as
their need to support one another in and out of class.
• Draw this concept map on the board to introduce graphic aids as a part of successful learning.
Ask students to identify important points in each area.
Keys to Academic Success
Q
Reading for Controlling External Increasing Attention Span
Success Distractions
U
• After reviewing the information in Table 1–1 on page 6 of the textbook, use the overhead on the
IZ
next page to decide whether the statement is describing active or passive learning.
M
AS
TE
R
S
4
Copyright © 2012, 2008, 2005 Pearson Education, Inc
Active Reading Skills: Reading
and Critical Thinking in College,
Q
3rd edition By
U
Kathleen T. McWhorter (All
IZ
Chapters 1-12, 100% Original
M
Verified, A+ Grade)
AS
This is The Only Original and
Complete Solutions Manual
TE
R
S
, Table of Content
chapter 1: reading college textbooks: an active approach
chapter 2: strengthening your vocabulary
chapter 3: identifying and analyzing main ideas
chapter 4: examining details and transitions
chapter 5: working with implied main ideas
Q
chapter 6: organizing information
chapter 7: examining basic patterns or organization
U
chapter 8: examining comparison/contrast and cause/effect patterns
chapter 9: making inferences and analyzing the author’s purpose
IZ
chapter 10: distinguishing fact from opinion
chapter 11: analyzing tone and bias
M
chapter 12: reading arguments
AS
TE
R
S
, kjhgfdsa
Chapter 1
Reading College Textbooks: An Active Approach
Keys to Academic Success
Introduction
Q
• On the first day, ask students to write the heading “Expectations” on a sheet of notebook paper
and divide the space below into two columns. Label the left one “Instructor” and give students a
few minutes to list as many expectations as they can imagine for the upcoming semester. Start
them out with an example, such as “always prepared.” Then, circle the room, round-robin,
U
writing their responses on the board until all answers are exhausted. Compliment students on
good answers and thoughtful responses. Next, have students label the second column “Students”
and follow the same routine. The class will be surprised to see that the answers are almost
IZ
identical.
• Spend some time talking about the terms active and passive. If you have access to the Internet,
play the following clip: http://youtube.com/watch?v=E61ns8omKrQ. (This video clip features
M
the ramifications of being a passive student.) Ask students to identify the expectations that
involve active participation. Invite the students to adopt this list as a measuring stick for the
semester. This is a great ice-breaker and quickly gives students a glimpse into active learning
along with student and instructor responsibility. This is also an excellent way to establish
AS
rapport with students from the beginning. Students will begin to make connections with one
another as they hear their same thoughts and concerns echoed around the room.
• Explain the “rabbit theory” to your students. Yvonne Thornton, M.D., author of The
Ditchdigger’s Daughters, reveals her father’s advice to his daughters about how to be successful
academically. Their father instructed his daughters to look around and identify someone
TE
achieving better grades than they are. Study this student very carefully, noticing what he or she
is doing differently. Then, copy this same behavior and study habits. Once they match that
student’s score on a test, their father advised them to find a “faster” rabbit.
• Divide students into groups of three. Instruct them to write down each other’s names, telephone
numbers (if willing), and three things about one another (for example, three important people in
R
their lives, three important places, three important events). These will be base groups that
students will keep for the duration of the semester. Explain that the purpose of this group is for
students to learn about each other and to form a network of support.
S
Follow-Up
• Discuss the keys to success in Chapter 1. Explain that active learning puts the responsibility of
organizing what is to be learned in the hands of the learners themselves. Ask your students what
kinds of tools successful students should have and about the need for careful organization. This
3
Copyright © 2012, 2008, 2005 Pearson Education, Inc
, kjhgfdsa
is also a good time to mention the stress and frustration that are normal with learning as well as
their need to support one another in and out of class.
• Draw this concept map on the board to introduce graphic aids as a part of successful learning.
Ask students to identify important points in each area.
Keys to Academic Success
Q
Reading for Controlling External Increasing Attention Span
Success Distractions
U
• After reviewing the information in Table 1–1 on page 6 of the textbook, use the overhead on the
IZ
next page to decide whether the statement is describing active or passive learning.
M
AS
TE
R
S
4
Copyright © 2012, 2008, 2005 Pearson Education, Inc
