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Chapter 1-5 Notes In Tens Steps To Advancing College Reading Skills

by: Amanda Notetaker

Chapter 1-5 Notes In Tens Steps To Advancing College Reading Skills REA0017

Marketplace > St. Petersburg College > Reading > REA0017 > Chapter 1 5 Notes In Tens Steps To Advancing College Reading Skills
Amanda Notetaker
St. Petersburg College

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This is from both week 1 and 2 Notes for Chapter 1-5 Notes In Tens Steps To Advancing College Reading Skills. Enjoy!
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This 7 page Class Notes was uploaded by Amanda Notetaker on Saturday August 27, 2016. The Class Notes belongs to REA0017 at St. Petersburg College taught by March in Fall 2016. Since its upload, it has received 8 views. For similar materials see Developmental Reading in Reading at St. Petersburg College.


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Date Created: 08/27/16
Mary P. Ms. March                              REA0007                                27 August 2016                Chapter Notes – Chapter 1 – Vocabulary in Context Context – the words surrounding the unfamiliar word – provides clues to the word’s meaning. (p. 17)  Types of Context Clues (p.18)  Four types of context clues: 1. Examples 2. Synonyms 3. Antonyms 4. General Sense of Sentence or Passage  Examples ­             If given an example that relates to an unknown word, you can often figure out its meaning. (p. 18)  Synonyms –             One or more words that mean the same or almost the same as the unknown words. (p. 22)  Antonyms –            A word or phrase that means the opposite of another word. (p. 24)  General Sense of the Sentence or Passage             Often, the context of a new word contains no examples, synonyms, or antonyms. In such cases,  you must do a bit of detective work; you’ll need to look at any clues provided in the information  surrounding the word. Asking yourself questions about the passage may help you make a fairly accurate  guess about the meaning of the unknown word. (p. 27)  An Important Point about Textbook Definitions (p.30)                       Textbook authors, then, often do more than provide context clues: they set off their definitions in  italic or boldface type. When they take the time to define and illustrate a word, you should assume that  the material is  important enough to learn. (p. 30) Mary P. Ms. March  Rea0007 27 August 2016 Chapter Notes­ Chapter 2­ Main Idea Main Idea­ or point, is the most important key to good comprehension. (pg. 55) Sometimes a main idea is immediately clear. (pg. 55) A good way to find an author’s point, or main idea is to look for a general statement. (pg. 56) Then decide if that statement is supported by most of the other material in the paragraph. (pg. 56) Supporting Details­ specific evidence such as examples, causes, reasons, or facts. (pg. 57) As you read through a passage, you must think as you read. (pg. 57) If you merely take in words, you will come to the end of the passage without understanding much of what  you read. (pg.57) Recognizing a Main Idea Steps (pg. 57) 1. Look for general versus specific ideas. 2. Use the topic to lead to the main idea. 3. Use keywords to lead you to the main idea. Topic­ is the general subject of a selection. (pg. 63) It can often be expressed in one or more words. (pg. 63) The next step after finding the topic is to decide what main point the author is making the topic. (pg. 63) Author often present their main idea in a single sentence. (pg. 63) This sentence is also known as main idea sentence or the topic of sentence. (pg. 63) Key words­ Verbal clues that are easy to recognizes. (pg. 69) One group of these is list words, which tell you a list of items will follow. (pg 69) Addition words­ are generally used right before supporting details. (pg. 70) Locations of the main idea (pg 71) 1. Distinguish between the general and the specific. 2. Identify tbe topic of a passage. 3. Using key words Main idea at the beginning (pg 71) It is very common for the main idea to be either the first or second sentence of the paragraph. (pg 71) Main idea in the middle (pg 73) The main idea at times appears in the middle of the paragraph. (pg 73) Main idea at the end (pg 73) Sometimes all the sentences im a paragraph will lead up to the main idea, which is presented at the end.  (pg 73) The central point (pg 76) Just as a paragraph may have a main idea, a longer selection may have a central point, akso known as a  central idea or thesis. (pg 76) Mary P. Ms. March  Rea0007 27 August 2016 Chapter Notes­ Chapter 3­ Supporting Details A closely related reading skill is locating supporting details­ the added information that is needed for you  make sense of a main idea. (pg 103)  This chapter describes supporting details and presents three techniques that will help you take study  notes on main ideas and their supporting details: Outline, Mapping, and Summarizing. (pg 103) Supporting details­ are reasons, examples, facts, steps, or other kinds of evidence that explain a main  idea. (pg 103) Outlining (pg 105) Preparing an outline of a passage often helps you understand and see clearly the relationship between a  main idea and its supporting details. (pg 105) Outlines start with a main idea, followed by by supporting details. (pg 105) Major details explain and develop the main idea. (pg 105) Minor details help fill out and make clear the major details. (pg 105) Summarizing (pg 113) Summary­ is the reduction of a large amount of information to its most important points. (pg 113) This length and kind of summary will depend upon one’s purpose as well as the material as in question.  (pg 113) A summary will consist of a main idea its major deatils.(pg 113) Mary P.  Ms. March Rea0007 27 August 2016 Chapter Notes­ Chapter 4­ Implied Main Idea Implied­ only suggested by the supporting details and not clearly stated in one sentence. (pg 145) The reader must figure out the implied main idea by considering the supporting details. (pg 145) Implied Main Ideas in Paragraphs (pg 146) Sometimes a selection lacks a sentence that directly states the main idea. (pg 146) The author has simply decided to let the details of the selection suggest the main idea. (pg 146) Putting Implied Main Ideas into your own words (pg 152) Infer­ figure out on your own­ author's unstated main idea. (pg 152) Implied Central Ideas in Longer Passages (Pg 155) More often than not, authors of essays, articles and textbook selections will state their central points or  ideas in much the same way as they state their main ideas in a single paragraph. (pg 155) However, the central point will be implied rather than stated directly. (pg 155) You can find a central point in the same way you find a main idea­ by looking for a topic and considering  the supporting material. (pg 155) The central idea that you come up with should cover all or most of the details in the passage. (pg 155) Mary P.  Ms. March  Rea0007 28 August 2016 Chapter Notes­ Chapter 5­ Relationship I Authors use town common methods to show relationships and make their ideas clear. (pg 185)  Transition and Patterns of organization(pg 185) ● Relationships that involve addition (pg 185) ● Relationships that involve time. (pg 185) Words that show addition words (pg 186) Furthermore and words like it are known as addition words. (pg 186) Addition words­ signal assed ideas. (pg 187)  These words tell you a writer is presenting one or more ideas that continue along the same line of thought as a previous idea. (pg 187) Like all transition words, additional words help writers organize their information and present it clearly to  readers. (pg 187) Time words­ indicate a time relationship; they tell us when something happened in relation to when  something else happened. (pg 189)  They help writers organize and make clear the order of events, stages, and steps in process. (pg 189) The words first, next, finally and then indicate when each of the events happened in the story. (pg 189) Patterns of organization (pg 191) Patterns of organization­ show the relationships between supporting details in paragraphs, essays and  chapters. (pg 191)  It helps to recognize the common patterns in which authors arrange information. (pg 191) You will then be better able to understand and remember what you read. (pg 191) ● The list of items pattern (Addition words are often used in this pattern of organization) ● The time of order pattern (time words are often used in this pattern of organization) List of items pattern  To get a sense of the list of items pattern, try to arrange the following sentence in a logical order. (pg 191) List of items­ refers to a serious of reasons, examples or other details that support the idea ( pg 192) The items have no time order, but are listed in whatever orders the author prefers. (pg 192) Addition words are often used in a list of items to tell us that other supporting point already mentioned.  (pg 192) Textbook authors frequently organize material into lost of items, such as a list of types of financial  institutions, symptoms of iron deficiency, or reasons for alcohol abuse by college students. (pg 192) The time order pattern (pg 195) To get a sense of time order pattern, try to arrange the following sentences in a logical order. (pg 195) Serious of steps (Directions)  When authors give directions, they use time order. (pg 199) They explain step 1, then step 2, and so on through the entire series of steps that must be taken toward a specific goal. (pg 199) Three Final Points  1. While many passages have just one pattern of organization, often the patterns are mixed. (pg 203) 2. You may have noted that when an author presents a series of events or stages or  steps  that series is itself a list of items.(pg 203) 3. Remember that all relationship between ideas are signaled by transitions.(pg 204)


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