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Instructor’s Manual
Active Reading Skills Third Edition
ST
U
D
YL
AB
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TABLE OF CONTENTS
Guide for Instructors
Features of the Book v
General Suggestions for Teaching the Course x
Part I: College Reading Skills
ST
Chapter 1: Reading College Textbooks: An Active Approach 3
Chapter 2: Strengthening Your Vocabulary 13
Chapter 3: Identifying and Analyzing Main Ideas 23
Chapter 4: Examining Details and Transitions 40
Chapter 5: Working with Implied Main Ideas 53
U
Chapter 6: Organizing Information 66
Chapter 7: Examining Basic Patterns of Organization 71
Chapter 8: Examining Comparison/Contrast and Cause/Effect Patterns 84
D
Chapter 9: Making Inferences and Analyzing the Author’s Purpose 99
Chapter 10: Distinguishing Fact from Opinion 110
Chapter 11: Analyzing Tone and Bias 119
YL
Chapter 12: Reading Arguments 128
Part II: Student Resource Guide 141
Student Resource Guide A: Test Taking, Exit Exams, and Competency Tests 142
Student Resource Guide B: Evaluating Internet Sources 149
AB
Part III: Useful Teaching Materials
Sample Syllabus 155
Reading Analyses I (in order of sequence) 159
Reading Analyses II (in order of difficulty) 160
Introduction Bingo 161
Reading Survey (Pre-Course Personal Assessment) 162
KWL Chart 164
Suggested Reading List for Nontraditional Students 165
Book Review Project 166
Part IV: Complete Answer Key 169
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GUIDE FOR INSTRUCTORS
Introduction
“The love of learning, the sequestered nooks, and all the sweet serenity of books.”
—Henry Wadsworth Longfellow
This text was written in response to the need for developing reading as an essential skill needed
for success in college courses, and providing sufficient opportunity for practice and application.
Its unique features are described in the following sections.
ST
Emphasis on Reading in the Disciplines
Reading is an integration of learned behaviors, skills, attitudes, and personal resources that
results in the understanding, interpretation, and evaluation of printed materials, as well as the
application of their content. As such, it is a complex task influenced simultaneously by numerous
factors. By the time they enter college, most students have acquired a foundation of reading
U
skills; they have acquired basic word-recognition skills, phonetic and structural analysis skills,
and a functioning level of comprehension skills that allow them to understand and recall textual
material. However, most college students have not developed the spectrum of skills and abilities
D
that are needed to handle the level of sophisticated reading characteristic of college textbooks.
They read relatively slowly and have difficulty comprehending and recalling difficult material.
They frequently lose concentration and have to reread. Most students have one general approach
YL
to reading and lack strategies to apply to the various college disciplines. The emphasis
throughout this text, then, is the development of reading skills necessary for success in content-
area courses.
Emphasis on Academic Reading
AB
The text focuses on the reading skills students need to handle their academic coursework. Part I
contains general reading skills such as literal comprehension, vocabulary development, and
learning how to organize information. Each chapter begins with learning goals and objectives
that correspond to the major headings in the chapter. The chapters then conclude with
summaries, in a self-test format, that correspond to these learning goals.
Chapter 1 includes an introduction to critical reading that sets the scene for its expanded
coverage throughout the book. Imbedded in each chapter is a section linking the chapter reading
skills with related critical reading and thinking skills. These skills are taught through minimal
skills instruction and extensive practice. Chapters 1-8 contain a two-part feature designed to
guide students in applying chapter content to textbooks. Using longer textbook excerpts
representative of a wide range of disciplines, this section guides students in integrating and
applying textbook reading skills. Each textbook Challenge opens with a box offering tips for
reading the specific academic discipline. In Part A students preview the excerpt, apply SQ3R,
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examine both general and specialized vocabulary, evaluate textbook learning features, write an
essay exam answer, and answer critical thinking questions. Students also apply chapter-specific
content. For example, in Chapter 3 on main ideas, students practice highlighting topic sentences.
In Part B, students are directed to apply chapter skills to their own college textbooks.
Part II contains critical reading skills including new critical thinking challenges. Similar to the
Textbook Challenge in Part I, this feature also includes longer reading selections; it focuses on
the application of critical thinking skills. Each Critical Thinking Challenge opens with a box that
describes how to approach the types of readings it contains. The types represented are
newspapers, magazines, blogs, and controversial issues. Students first read, highlight, annotate
and summarize the reading and then answer critical thinking questions focusing on the critical
thinking skills taught in Chapters 1-8, as well as those in the current chapter. Students link their
reading and writing skills by responding to the reading in paragraph form.
ST
Part III contains a resource guide with strategies to help students master test-taking, exit exams
and competency tests that are required for academic work. A sample test is provided along with
URLS to full-length state-published sample Exit Exams. Tools to evaluate Internet sites and
handle real-world reading are provided as well.
U
Reading As Thinking
Metacognitive Strategies
D
Metacognition, a learner’s awareness of his or her own cognitive processes, is a current topic of
interest in verbal learning and reading-comprehension research. There is strong evidence that
mature and proficient readers exert a great deal of cognitive control over their own reading and
YL
learning processes by analyzing tasks, selecting appropriate learning strategies, and monitoring
their effectiveness. Less proficient students tend to make fewer decisions about the task and
have little awareness of their reading processes and outcomes. Throughout this text students are
encouraged to develop metacognitive strategies, focusing on task analysis, selecting appropriate
strategies, and evaluation. Each chapter of the text contains a section devoted to critical reading
and thinking skills.
AB
Thought Patterns/Organizational Structure
Research has established that awareness of organizational patterns and textual structure
facilitates comprehension and recall. This text describes in detail seven organizational patterns
(Chapters 7 and 8) that appear frequently in textbook writing and five additional patterns that are
useful in academic writing. These patterns, presented as organizing schema, are used to provide
meaning and structure to text and class assignments.
kjhgfdsa
Instructor’s Manual
Active Reading Skills Third Edition
ST
U
D
YL
AB
kjhgfdsa
, kjhgfdsa
TABLE OF CONTENTS
Guide for Instructors
Features of the Book v
General Suggestions for Teaching the Course x
Part I: College Reading Skills
ST
Chapter 1: Reading College Textbooks: An Active Approach 3
Chapter 2: Strengthening Your Vocabulary 13
Chapter 3: Identifying and Analyzing Main Ideas 23
Chapter 4: Examining Details and Transitions 40
Chapter 5: Working with Implied Main Ideas 53
U
Chapter 6: Organizing Information 66
Chapter 7: Examining Basic Patterns of Organization 71
Chapter 8: Examining Comparison/Contrast and Cause/Effect Patterns 84
D
Chapter 9: Making Inferences and Analyzing the Author’s Purpose 99
Chapter 10: Distinguishing Fact from Opinion 110
Chapter 11: Analyzing Tone and Bias 119
YL
Chapter 12: Reading Arguments 128
Part II: Student Resource Guide 141
Student Resource Guide A: Test Taking, Exit Exams, and Competency Tests 142
Student Resource Guide B: Evaluating Internet Sources 149
AB
Part III: Useful Teaching Materials
Sample Syllabus 155
Reading Analyses I (in order of sequence) 159
Reading Analyses II (in order of difficulty) 160
Introduction Bingo 161
Reading Survey (Pre-Course Personal Assessment) 162
KWL Chart 164
Suggested Reading List for Nontraditional Students 165
Book Review Project 166
Part IV: Complete Answer Key 169
kjhgfdsa
, kjhgfdsa
GUIDE FOR INSTRUCTORS
Introduction
“The love of learning, the sequestered nooks, and all the sweet serenity of books.”
—Henry Wadsworth Longfellow
This text was written in response to the need for developing reading as an essential skill needed
for success in college courses, and providing sufficient opportunity for practice and application.
Its unique features are described in the following sections.
ST
Emphasis on Reading in the Disciplines
Reading is an integration of learned behaviors, skills, attitudes, and personal resources that
results in the understanding, interpretation, and evaluation of printed materials, as well as the
application of their content. As such, it is a complex task influenced simultaneously by numerous
factors. By the time they enter college, most students have acquired a foundation of reading
U
skills; they have acquired basic word-recognition skills, phonetic and structural analysis skills,
and a functioning level of comprehension skills that allow them to understand and recall textual
material. However, most college students have not developed the spectrum of skills and abilities
D
that are needed to handle the level of sophisticated reading characteristic of college textbooks.
They read relatively slowly and have difficulty comprehending and recalling difficult material.
They frequently lose concentration and have to reread. Most students have one general approach
YL
to reading and lack strategies to apply to the various college disciplines. The emphasis
throughout this text, then, is the development of reading skills necessary for success in content-
area courses.
Emphasis on Academic Reading
AB
The text focuses on the reading skills students need to handle their academic coursework. Part I
contains general reading skills such as literal comprehension, vocabulary development, and
learning how to organize information. Each chapter begins with learning goals and objectives
that correspond to the major headings in the chapter. The chapters then conclude with
summaries, in a self-test format, that correspond to these learning goals.
Chapter 1 includes an introduction to critical reading that sets the scene for its expanded
coverage throughout the book. Imbedded in each chapter is a section linking the chapter reading
skills with related critical reading and thinking skills. These skills are taught through minimal
skills instruction and extensive practice. Chapters 1-8 contain a two-part feature designed to
guide students in applying chapter content to textbooks. Using longer textbook excerpts
representative of a wide range of disciplines, this section guides students in integrating and
applying textbook reading skills. Each textbook Challenge opens with a box offering tips for
reading the specific academic discipline. In Part A students preview the excerpt, apply SQ3R,
kjhgfdsa
, kjhgfdsa
examine both general and specialized vocabulary, evaluate textbook learning features, write an
essay exam answer, and answer critical thinking questions. Students also apply chapter-specific
content. For example, in Chapter 3 on main ideas, students practice highlighting topic sentences.
In Part B, students are directed to apply chapter skills to their own college textbooks.
Part II contains critical reading skills including new critical thinking challenges. Similar to the
Textbook Challenge in Part I, this feature also includes longer reading selections; it focuses on
the application of critical thinking skills. Each Critical Thinking Challenge opens with a box that
describes how to approach the types of readings it contains. The types represented are
newspapers, magazines, blogs, and controversial issues. Students first read, highlight, annotate
and summarize the reading and then answer critical thinking questions focusing on the critical
thinking skills taught in Chapters 1-8, as well as those in the current chapter. Students link their
reading and writing skills by responding to the reading in paragraph form.
ST
Part III contains a resource guide with strategies to help students master test-taking, exit exams
and competency tests that are required for academic work. A sample test is provided along with
URLS to full-length state-published sample Exit Exams. Tools to evaluate Internet sites and
handle real-world reading are provided as well.
U
Reading As Thinking
Metacognitive Strategies
D
Metacognition, a learner’s awareness of his or her own cognitive processes, is a current topic of
interest in verbal learning and reading-comprehension research. There is strong evidence that
mature and proficient readers exert a great deal of cognitive control over their own reading and
YL
learning processes by analyzing tasks, selecting appropriate learning strategies, and monitoring
their effectiveness. Less proficient students tend to make fewer decisions about the task and
have little awareness of their reading processes and outcomes. Throughout this text students are
encouraged to develop metacognitive strategies, focusing on task analysis, selecting appropriate
strategies, and evaluation. Each chapter of the text contains a section devoted to critical reading
and thinking skills.
AB
Thought Patterns/Organizational Structure
Research has established that awareness of organizational patterns and textual structure
facilitates comprehension and recall. This text describes in detail seven organizational patterns
(Chapters 7 and 8) that appear frequently in textbook writing and five additional patterns that are
useful in academic writing. These patterns, presented as organizing schema, are used to provide
meaning and structure to text and class assignments.
kjhgfdsa
