Active reading

 labels — week 3

Reading the Paper: " Using student-constructed questions to encourage active reading" of Balajthy, E (1984) give me some experience. In my way, I try to read twice time. In the first time, I have read this passage from beginning to end reading all the details. But for me, this experience was quite bad because I am not an avid reader and do not have the habit of spending time every day reading. So, it makes me feel sleepy and boring and I cannot attention 100% on reading that. And especially English is not my mother language, so I still have some challenges   like still have some words do not know meaning. Each time, it blocks the flow of my emotion and takes time to look up to can understand fully. So absolutely it reduces my productivity reading comprehension and thought flow with this reading. Moreover, I spend more time reading the paper. But in the second time, when I read the article, I use critical reading techniques. So before reading the paper, I must make sure why I am reading this article and what I am going to get out of it. The main purpose of reading this article is to be able to absorb information as well as experience to help me study and research better. And another thing is that I have enough information to write a blog about this article. After that, I quickly scan it to get an overview of what it contains. In this section, I am not trying to understand it all in detail but simply, knowing how many parts this article has in all, as well as which parts I should focus on spending more time reading and which parts have can be read quickly. I finally took the time to read it more carefully and thoroughly.  This is the most important step and takes the most time to do. I must take note, highlight important things, add margin comment. One knowledge that I found in this article is an extremely effective study method that is to use word suggestions for exam questions. 1. Specific- who, what, where, when, define, describe, list, show, tell, write and identify. 2. understand- what is the cause (effect), compare, contrast, distinguish, explain, and prove (why). 3. Analysis (comprehension of parts) -analyze, classify, classify, distinguish, compare, contrast. 4. Synthesize (understand the whole) -create, make up, suggest, infer. 5. Evaluation - decide, choose, evaluate and judge, what do you think and what you would do if (Balajthy, E. 1984).

                                   

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 References

1.The Right Way to Write: an Academic Writing Guide for First Year Undergraduates

2.TU Dublin Academic Writing Centre

3.Balajthy, E. (1984). Using Student-Constructed Questions to Encourage Active Reading. Journal of Reading, 27(5), 408–411. http://www.jstor.org/stable/40032565