Revisiting effective reading techniques

Feedback from last week’s Reflection

Grammar:1. I learned what is valuable qualities for a person studying in BE.2. I learned quite a number of understanding and some basic informations.3. I will gain more confident. cf4. I will be more confident when offering my thoughts to others.

Writing Style:5. I learned some basic information about how to perform in my new course.6. A set of expectations were raised and discussed about this course. In particular the expectations concerned the need to focus on analysis, critical thinking when reading and interpreting information for our readers.

• the nature of the content, • familiarity with the subject matter and •language competency

When texts are abstract and complex; when you have little background knowledge about the topic and lack of experience in reading English, then you need to be a proactive reader!

(Adapted from Edith Cowan University ‘Reading Effectively’ Academic Tip Sheet)

Reading is influenced by:

Helen Farrell The Learning Centre 2011

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Bloom’s taxonomy

Creating

Evaluating

Analysing

Applying

Understanding

Remembering

Performing Higher order reading techniques

Seek to understand main points, key concepts, conclusions

Seek to evaluate the current state of knowledge , range of views /possibilities

Checks understanding by revision and note making – narrow focus

Makes links with other readings to build a composite picture. All reading material is interconnected – wider and deeper frame of reference.

May raise questions/ hypotheses Be prepared to debate, present a case and defend it

Follow the recommended reading list only

Reads widely follows up on interests.

How the reader thinks about the reading material

Helen Farrell The Learning Centre 2011

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Whatever your course, reading at uni requires:

Two bundles of skills

Comprehension Critical reading

Bundle 1: Related to comprehension

Purpose:•Take part in discussion•Identifying structure of the text•Developing confidence within the discipline of BE

Be an active reader:• How is this achieved?

SQ3R:Survey, Question, Read, Recite, ReviewThe quality of your memory is related to the quality of your interaction with what you are trying to remember! (University of Canberra)

What is going to be important?Your understanding of key ideasYour reaction to these key ideas: evaluating the author’s POV?

Turn headings into questionsIdentify main ideas + supporting informationIdentify the type of textIdentifying meanings from the context

Helen Farrell The Learning Centre 2011

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Occupational Health and Safety (OH&S)

1. Due to many workplace deaths and serious workplace accidents annually in Australia, the Federal government has recently released an updated National OH&S Strategy (2001) which is aimed at reducing workplace injuries and deaths. 2. This national OH&S strategy which covers the decade to 2012 is a significant step in cooperation between governments, both state and federal; private enterprise and the Unions to achieve lower morbidity and mortality rates in the workplace. 3.The goal of the National Occupational Health and Safety Commission (2002) is to reduce workplace deaths by 20% by 2012 and to reduce workplace injuries by 40%. 4. The NSW government is so serious about its responsibilities that it has developed its own initiatives including public information sessions and consultative workshops (Workcover NSW, 2005). 5.These initiatives are particularly welcomed by the Australian Council of Trade Unions and by workers themselves who recognise their vulnerability to accident and death on many work sites around Australia.

1= thesis statement 2= Explanation 3= Example/ Evidence 4= Explanation 5= Interpretation

Bundle 1: Related to comprehension: Identifying meanings from the context

Levin differentiates between two modes of vision: ‘the assertoric gaze’ and ‘the aletheic gaze’. In his view, the assertoric gaze is narrow, dogmatic, intolerant, rigid... and exclusionary, whereas the aletheic gaze... tends to see from a multiplicity of standpoints and perspectives and is multiple, democratic and inclusionary.

Pallasma, J. (2005). The Eyes of the Skin. p.36)

Bundle 1: Related to comprehension: Identifying meanings from the context

...This view based on medical evidence confirms the primacy of the haptic realm:The skin is the oldest and most sensitive of our organs, our first medium of communication, and our most effective protector... Touch is the parent of our eyes, ears, nose and mouth. It is the sense ...which seems to be recognised in the age-old evaluation of touch as ‘the mother of the senses’.

(Pallasma, J. (2005). The Eyes of the Skin. P.11)

• Integrate the ideas of the text in a logical way

• Think about the significance of the information

Bundle 2: Critical reading

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A critical approach to reading at university

What does this involve?The ability to:• Appraise• Evaluate • Make judgments• Analyse

Helen Farrell The Learning Centre 2010

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Reading critically: Some important starting points

• Recognising the writer’s purpose• Recognising patterns of argument• Linking the ideas in the text to other ideas and

texts• Exploring alternative ideas to the stated idea• Recognise the writer’s/ your assumptions and

underlying values

Helen Farrell The Learning Centre 2010

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So… a critical approach to reading is:

“analytical habits of thinking and reading…to go beneath surface impressions and...

• understanding the social contexts and consequences of any subject matter;

• discovering the deep meaning of any event, text, image or situation; [and]

• applying that meaning to your own context”.

(Adapted from Shor 1993)

Hong, Xu

Huang, Xianju

Li, Yingyi

Liao, Yanjia

Lim, Li Chi

Suganda, Kevin

Tandean, Charissa Nora

Taylor, Kieran

Sandali, Christopher

Huang, Xianju

Ding, Xiaoran

Hao Shixiao

Heleana’s Group Dodie’s Group

Chen, Ling

Guo, Keyan Yan

Hartono, Jeremy

Ho, Gilbert Pak Yan

Lim, Winjing

Liu, Ka Fung

Muliawan, Jacqueline

Tor, Jiajun

Wang, David

Wei, Wei

Zheng, Chloe Yifan

Xu, Hong

Fung