a) The major differences between professors and average readers are professors have acquired a “language of reading.” This “language of reading” consists of memory, symbol, and pattern.Like any skill, reading requires practice, after employing these conventions in everyday reading, one can gain a more in depth understanding of literature.
I feel that the tools listed in the article “Read Like a Graduate Student, not a Mystery Fan” are going to help me immensely as I continue my course of education. The first chapter I read, for another course that I am currently enrolled in, I read from front to back like I would normally read a chapter for enjoyment. Upon completing the reading assignment, I felt like I had retained very little information. After reading the first discussion questions required for the course, I had to re-read portions of the first chapter in order to address the topics from discussion questions. I did not read the chapter from front to back but read the introduction, then the summary and finally the content. The second reading,
Everybody has some sort of purpose for reading a book, or many books. Some people may read books because it is for a project for school. Others may do it for entertainment purposes. Sherman Alexie from ¨Superman and Me¨ and Charles Blow from ¨Reading Books is Fundamental¨ both have their own reasons for reading and have some sort of a view on books. How Alexie and Blow view reading and writing may resemble each other in some ways but may also have some differences.
I open up a short story called “The Things They Carried” and begin reading it, feeling never more confused than ever. Its endless military jargon and list of unfamiliar items prompt my urge to skim over the section. As a STEM major, I’m the type of person who likes straightforward, definite answers to questions through a conventional means of achieving them, and I tend to only see something as it appears. I can simply acquire clear cut explanations. Being this way, I initially found no meaningful reason to read literature, as it is obviously unrelated to my studies. However, it’s easy to be delved into too much confusion, and reading opens its doors to many other possibilities: to allow us to empathize and feel again.
However, when given an article to read off of a computer screen, 21% of people read the text roow by row and word by word, and 79% of scanned the page. Of those 79%, only 3% could name specific facts written in the online article. However, of the 21% that thoroughly read the article, 19% could name those specific facts - and all test subjects were given the same series of questions following their reading. This suggests that the style of reading is different when the medium of the reading is
Why was it confusing? I did not find anything particularly confusing. This was due to the fact that the concepts were rather straightforward and it built upon concepts I had already learned previously in class and things I had learned in high school. Reflection 12/9 1. What is the assigned reading from the Gilbert text?
Since this is the first discussion reflection, I honestly did not know what to say or expect. In reviewing the discussion board I find that many of my answers were similar to my peers however, there were those that were familiar with MIS and shared their work experiences that were a little different from what is in the book. It does not confuse
What does it mean to read independently? Especially at the early levels, “Reading with books and working with books are two different things.” What does it look like, sound like? I think the reminder for me here is that Debbie Miller says, “ This continues throughout the year in different iterations and contexts. As students need reminders, or as their reading needs change, it is important to review the principles of what it means to read independently.
One different is different type of homework. Acceding to the text, adult educational class’s workbook provides comprehension question and fill in blank question, but Purcell-Gates request Jenny to write journal entry of her day and read her journal entries out loud. Although, adult educational workbook promoted memorize the part of speech and punctuation rules, but Purcell-Gate promoted practical applying and practice reading and writing. For example, Jenny stated that “she able to read words in workbook if someone helps.” Based on this, Jenny memorize the content of the workbook and able to repeat, but she was not able to apply knowledge to another text.
4) Summarize the key points of Chapters 3, 4, & 5 (McHale). What did you learn that you will use as an employee and/or as an employer?