Table Of ContentWhat You Need to Know to Be a Successful Reader and Writer
1. Writers can’t do it alone. stumbling is a sentence that needs to be
reworked to make it smoother and more
“As writers, we rely on our readers to fin-
fluent.”
ish our thoughts and our sentences. Every
word I write can only be unlocked by the novelist francine prose
eye and mind of a reader.”
7. Pronouns are powerful.
writer ruth ozecki
“In many situations, people use the word
2. Reading to understand often means read- we when they mean you. It serves as a po-
ing twice. lite form to order others around.”
“Do people tell you they have to keep go- psychologist and author james w.
ing over the words sometimes?” pennebaker
talk show host oprah winfrey 8. Tone is a critical tool of persuasion.
“That, my dear, is called reading.” “The idea is to write it so that people hear
it, and it slides through the brain and goes
pulitzer-prize winning novelist
straight to the heart.”
toni morrison
poet, writer, dancer, actress, civil
3. Inferences are essential to understanding rights activist maya angelou
the writer’s point.
9. Irony is everywhere.
“The reader’s mind is constantly inferring
“Avoid run-on sentences they are hard to
meanings that are not directly stated by
read.”
the words of a text but are nonetheless
part of the essential content.” journalist and author william safire
author and cultural critic
10. Let patterns be your guide.
e. d. hirsch
“The paragraph has . . . a structure defin-
4. Writing while reading is the key to able and traceable as that of the sentence
comprehension. and it can be analyzed in the same way.”
“I write entirely to find out what I’m think- influential composition researcher
ing, what I’m looking at, what I see and francis christenson
what it means.”
11. Reading leads to writing and vice versa.
novelist and essayist joan didion
“I consider my [writing] workshop a close
5. Sentence openings are important for the reading class.”
writer who wants to communicate as well novelist chang-rae lee
as the reader who wants to understand.
12. Good writers are likely to be heavy readers.
“We [writers] should use the beginning of
“I always tell people that I became a writer
a sentence to orient a reader to what
not because I went to school but because
follows.”
my mother took me to the library.”
legendary writing instructor
novelist sandra cisneros
joseph williams
13. Writers make their best effort.
6. Good writers read their work aloud.
“The thing is, you try your best, and what
“Read your work aloud, if you can, if you
else you got? You try your best, really, that’s
aren’t too embarrassed by the sound
all you can do.”
of your voice ringing out when you are
alone in a room. Chances are that the sen- pulitzer-prize winning writer
tence you can hardly pronounce without junot di´az
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# 156876 Cust: Cengage Au: Flemming Pg. No. 2 C/M/Y/K S4DCESIGAN SRERVLICIESS OLF E
Title: Reading for Results, 13/e Short / Normal Publishing Services
Reading for Results
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Reading for Results
Thirteenth Edition
Laraine E. Flemming
Jordan Fabish, Long Beach City College
Contributing Consultant
“It is not true that we have only one
life to live; if we can read, we can
live as many more lives and as many
kinds of lives as we wish”
—s.i. hayakawa
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
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Contents
Preface: Reading for Results 13 xiii
1
Strategies for Learning from Textbooks 1
Introducing SQ3R: Survey, Question, Read, Recall, Review
2
S: Survey to Get a General Overview and Make Predictions 2
Don’t Skip Those Visual Aids 5
Q: Ask and Answer Questions While Reading 10
R1: Read in Sections or Chunks 17
R2: Recall Right After Reading 23
R3: Review Right After Completing the Assignment 29
Writing and Reading
32
Putting the Spotlight on Paraphrasing
38
Paraphrase to Check Comprehension 39
Paraphrase to Remember 39
Pointers on Paraphrasing for Reading
40
Be Selective 41
Use Language That Is Equally General or Equally Specific 41
Accept the Fact That Some Words Don’t Translate 41
Feel Free to Change the Order of Ideas 41
Look Away from the Text When You Paraphrase 42
Don’t Confuse Paraphrasing for Reading Notes with Paraphrasing for Term Papers 42
Mining the Web for Background Knowledge
47
The Web Makes a Difference 47
Build Background Knowledge Before Reading 48
Your Timing Matters 48
Be a Savvy Searcher 48
Evaluating Websites 52
Screen Reading
60
DIGGING DEEPER: Long-Term Memory: Preserving the Past 64
TEST 1: Reviewing Key Concepts 68
TEST 2: Understanding Bar Graphs 70
TEST 3: Paraphrasing 71
v
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vi ● Contents
2
Building Word Power 75
Making the Meanings “Automatic”
75
Active Reviews and Memory Pegs 76
Using Context Clues
77
Developing Approximate Definitions 78
Example Clues 78
Contrast Clues 79
Restatement Clues 79
Mobilize Your Vocabulary Reviews 81
General Knowledge Clues 81
Context and Meaning
90
Defining Words from Their Parts
92
Learning Roots, Prefixes, and Suffixes 92
Combine Forces: Use Context Clues and Word Parts
94
Learn Word History to Expand Your Vocabulary
98
Connotations and Denotations of Words
101
Matching Up Connotation with Context 101
Changing the Connotation with the Context 101
Looking Up Words While You Read
104
Looking Up Words Online 105
Use a Print Dictionary for Writing 105
A Note on Dictionaries and Writing 106
Getting Down the Basics: Syllable Count, Pronunciation Guide,
and Parts of Speech 106
Sorting Through Multiple Meanings 108
Figurative and Literal Word Meanings 110
Evaluating Websites About Words 113
DIGGING DEEPER: Scrabble for the Internet Age 114
TEST 1: Reviewing Key Concepts 117
TEST 2: Using Context Clues 118
TEST 3: Using Context Clues 121
TEST 4: Using Context Clues 123
TEST 5: Using Word Analysis and Context Clues 125
TEST 6: Using Word Analysis and Context Clues 127
TEST 7: Using Word Analysis and Context Clues 129
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Contents ● vii
3
Looking for Specific Topics and General Main Ideas 133
Starting with General and Specific Words
134
Identifying the Author’s Specific Topic
136
Phrasing the Topic 137
Following the Topic References 139
Constructing the Topic with the Author
145
Moving on to General and Specific Sentences
150
Recognizing Different Levels of General and Specific Sentences
158
Why Recognizing Shifts in Level Is Important 160
Three Common General and Specific Patterns in Paragraphs
163
Explanatory Pattern 1: Starting Off with the Topic Sentence 163
Explanatory Pattern 2: Starting with an Introductory Sentence
and a Reversal Transition 167
Explanatory Pattern 3: Ending with the Topic Sentence 171
DIGGING DEEPER: When Wheelchairs Are Cool 177
TEST 1: Reviewing Key Concepts 182
TEST 2: Recognizing the Most General Sentence 184
TEST 3: Clarifying General Sentences 186
TEST 4: Locating Topic Sentences 188
4
Getting to the Point of Paragraphs 191
Additional Ways Authors Introduce Topic Sentences
191
“That Was Then, This Is Now” Introduction 192
Line Graphs Illustrating “Then and Now” 193
When Lines on a Graph Double Up 194
Moving Toward the Middle 196
Doubling Up on Topic Sentences 198
Introductory Questions Can Replace Introductory Sentences
204
The Answers Don’t Always Arrive Right After the Question 204
Working with the Writer to Construct the Topic and Main Idea
213
Tracking Repetition and Reference to Identify the Topic 213
Topics Are Implicit as Well as Explicit 214
From Topic to Main Idea via Repetition and Reference
215
Different Texts Require Different Approaches 216
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