New Worlds: An Introduction to College Reading

Title
Contents
PART ONE A New World of Learning: Reading and Studying in College
	CHAPTER 1 Introduction to Reading and Studying: Being Successful in College
		What Do You Need to Know about the Reading and Studying Process?
		What Are the Keys to Studying College Textbooks?
		What Is Comprehension Monitoring, and Why Is It Important?
			How Can You Be Selective as You Read and Study?
			How Can You Organize as You Read and Study?
			How Can You Rehearse Information to Remember It?
		What Is the SQ3R Study System?
		How Can You Adjust Your Reading Rate When You Study?
			How Can You Improve Your Reading Speed?
		What Do You Need to Do to Be Successful in College?
		Why Is It Important to Set Goals?
		What Are Learning Styles?
		Creating Chapter Review Cards
		Readings Selection 1-1 “A Mother’s Answer” Nonfi ction from The Big Picture: Getting Perspective on What’s Really Important by Ben Carson with Gregg Lewis
		Selection 1-2 “Yes, You Can Strengthen Your Memory Skills!” Student Success from Peak Performance: Success in College and Beyond by Sharon Ferrett
		Selection 1-3 “Wise Up! The When and How of Preparing for Tests” Study Skills from P.O.W.E.R. Learning: Strategies for Success in College and Life by Robert S. Feldman
	CHAPTER 2 Developing a College-Level Vocabulary: A New World of Words
		Why Is It Important to Develop a College-Level Vocabulary?
		What Are Context Clues, and How Do You Use Them?
		What Are Word-Structure Clues, and How Do You Use Them?
		How Do You Use a Dictionary Pronunciation Key?
		What Is Figurative Language, and How Do You Interpret Figures of Speech?
		Other Things to Keep in Mind When Developing a College-Level Vocabulary
			• Certain punctuation marks in a sentence can signal a defi nition.
			• The most common and helpful roots, prefi xes, and suffi xes in English come from Latin and ancient Greek.
			• A word’s etymology (origin and history) indicates the word parts it was created from, including Latin or Greek ones.
		Creating Chapter Review Cards
		Test Your Understanding: Context Clues
		Test Your Understanding: Word-Structure Clues
		Test Your Understanding: Figurative Language
		Readings Selection 2-1 “Should Teenagers Work Part-Time?” Human Development from Human Development by Diane Papalia and Sally Olds
		Selection 2-2 “McDonaldization: The Sun Never Sets on the Golden Arches” Business from Understanding Business by William Nickels, James McHugh, and Susan McHugh
		Selection 2-3 “Rage on the Road: The Danger of Aggressive Driving” Health from Understanding Your Health by Wayne Payne and Dale Hahn
PART TWO A New World of Understanding: Using Core Comprehension Skills When You Read College Textbooks
	CHAPTER 3 Determining the Topic
		What Is the Topic of a Paragraph, and Why Is It Important?
		What Are the Clues for Determining the Topic of a Paragraph?
			Clue 1: Look for a Heading or Title That Indicates the Topic
			Clue 2: Look for a Word, Name, or Phrase in the Paragraph That Appears in Special Print
			Clue 3: Look for a Word, Name, or Phrase That Is Repeated throughout the Paragraph
			Clue 4: Look for a Word, Name, or Phrase Referred to throughout the Paragraph by Pronouns or Other Words
		Other Things to Keep in Mind When Determining the Topic
			• You should use a name, word, or phrase, but never a sentence, to express the topic. This means you must know the difference between a phrase and a sentence.
			• You must know the difference between “general” and “specifi c.”
			• A longer passage has an overall topic.
		Creating Chapter Review Cards
		Test Your Understanding: Determining the Topic, Part One
		Test Your Understanding: Determining the Topic, Part Two
		Readings Selection 3-1 “Is There a Better Way to Parent? A Look at Three Parenting Styles” Human Development McGraw-from Human Development by Diane Papalia and Sally Olds
		Selection 3-2 “Giving a Speech? If You’re Nervous, You’re Normal!” Speech Communication from Public Speaking for College and Career by Hamilton Gregory
		Selection 3-3 “Better Sleep Is Big Business, but Are Restless Nights or Advertisements Fueling the Need?” Business Copyright from Sunday Gazette-Mail by Fawn Vrazo
	CHAPTER 4 Locating the Stated Main Idea
		What Is a Stated Main Idea Sentence, and Why Is It Important?
		What Is the Method for Identifying the Stated Main Idea Sentence?
		Which Sentence in a Paragraph Can Be the Stated Main Idea Sentence?
			First Sentence of the Paragraph
			Last Sentence of the Paragraph
			A Sentence within the Paragraph
		Other Things to Keep in Mind When Locating the Stated Main Idea Sentence
			• All stated main idea sentences have certain characteristics in common.
			• Avoid these three common mistakes when locating the stated main idea.
			• Signal words or phrases can help you locate a stated main idea and locate a stated main idea that is presented as a conclusion.
			• A longer passage often has an overall main idea that is stated, too.
		Creating Chapter Review Cards
		Test Your Understanding: Locating the Stated Main Idea, Part One
		Test Your Understanding: Locating the Stated Main Idea, Part Two
		Readings Selection 4-1 “Good Boss? Bad Boss? Three Leadership Styles” Business from Understanding Business by William Nickels, James McHugh, and Susan McHugh
		Selection 4-2 “Engagement and Marriage: The Same—Yet Different—Worldwide” Human Development from Human Development by Diane Papalia, Sally Olds, and Ruth Feldman
		Selection 4-3 “Smokers versus Nonsmokers: A Question of Rights” Health from Understanding Your Health by Wayne Payne, Dale Hahn, and Ellen Mauer
	CHAPTER 5 Formulating an Implied Main Idea
		What Is an Implied Main Idea, and Why Is It Important?
		Three Formulas for Using Information in a Paragraph to Formulate an Implied Main Idea
			Formula 1: Add an Essential Word or Phrase to a Sentence in the Paragraph That Almost States the Main Idea
			Formula 2: Combine Two Sentences from the Paragraph into a Single Sentence
			Formula 3: Summarize Important Ideas into One Sentence or Write One Sentence That Gives a General Inference Based on the Details
		Other Things to Keep in Mind When Formulating an Implied Main Idea Sentence
			• You must always use a sentence—not just a phrase—to express a formulated main idea. This means you must know the difference between a sentence and a phrase.
			• All formulated (implied) main idea sentences have certain characteristics.
			• A longer passage often has an implied overall main idea that you must formulate, too.
		Creating Chapter Review Cards
		Test Your Understanding: Formulating Implied Main ideas, Part One
		Test Your Understanding: Formulating Implied Main Ideas, Part Two
		Readings Selection 5-1 “Two Artistic Tributes: The Vietnam Memorial and the AIDS Quilt” Art Appreciation from Living with Art by Rita Gilbert
		Selection 5-2 “Avian Flu: A Coming Pandemic” Biology from Biology by Sylvia Mader
		Selection 5-3 “Why Relationships Develop and What Makes Them Last” Psychology from Essentials of Psychology by Benjamin Lahey
	CHAPTER 6 Identifying Supporting Details
		What Are Supporting Details, and Why Are They Important?
		What Is the Method for Identifying Supporting Details?
		Major and Minor Details
		Other Things to Keep in Mind When Identifying Supporting Details
			• Watch for clues that indicate a list of details.
			• Avoid overmarking your textbook by numbering the supporting details in a paragraph rather than high-lighting or underlining them.
			• Listing the details on separate lines in your study notes or on review cards can help you learn the infor-mation more effi ciently.
		Creating Chapter Review Cards
		Test Your Understanding: Identifying Supporting Details, Part One
		Test Your Understanding: Identifying Supporting Details, Part Two
		Readings Selection 6-1 “‘Hold It! You Can Recycle That!’ Recycling: A Twenty-First Century Necessity” Environmental Science from Environmental Science: A Study of Interrelationships by Eldon D. Enger and Bradley F. Smith
		Selection 6-2 “The Life of Buddha: The Path to Nirvana” History from The 100: A Ranking of the Most Infl uential Persons in History by Michael Hart
		Selection 6-3 “The New Immigrants: Asian Americans and Latinos” History from Nation of Nations: A Narrative History of the American Republic by James Davidson et al.
	CHAPTER 7 Recognizing Authors’ Writing Patterns
		What Are Authors’ Writing Patterns, and Why Are They Important?
		Transition Words That Signal the Relationship of Ideas within Sentences and between Sentences
		Five Common Writing Patterns
		Defi nition Pattern
			List Pattern
			Sequence Pattern
			Comparison-Contrast Pattern
			Cause-Effect Pattern
		Additional Paragraph Patterns
			Defi nition and Example Pattern
			Generalization and Example Pattern
			Location or Spatial Order Pattern
			Summary Pattern
			Classifi cation Pattern
			Addition Pattern
			Statement and Clarifi cation Pattern
		Other Things to Keep in Mind When Recognizing Authors’ Writing Patterns
			• Lists and sequences differ in an important way.
			• Avoid identifying every paragraph as having a list pattern.
			• Authors often mix patterns in the same paragraph.
			• A longer selection may contain several patterns and have an overall pattern as well.
		Creating Chapter Review Cards
		Test Your Understanding: Recognizing Authors’ Writing Patterns, Part One
		Test Your Understanding: Recognizing Authors’ Writing Patterns, Part Two
		Readings Selection 7-1 “Achoooo! You’ve Caught Another Cold!” Health from Understanding Your Health by Wayne Payne and Dale Hahn
		Selection 7-2 “The Right to Vote: Valued But Under Utilized” Government from We the People: A Concise Introduction to American Politics by Thomas E. Patterson
		Selection 7-3 “Would You Eat ‘Frankenfood’?” Health from Understanding Your Health by Wayne Payne, Dale Hahn, and Ellen Mauer
PART THREE A New World of Reading and Thinking Critically
	CHAPTER 8 Reading Critically
		What Is Critical Reading, and Why Is It Important?
		What Is Author’s Point of View, and How Can You Determine It?
		What Is Author’s Purpose, and How Can You Determine It?
		What Is Author’s Intended Audience, and How Can You Determine It?
		What Is Author’s Tone, and How Can You Determine It?
		Other Things to Keep in Mind When Reading Critically
			• You should avoid seeing the purpose of everything you read as to inform.
			• If the author’s purpose is to persuade you to adopt his or her point of view, you should determine which side of an issue he or she favors.
			• Understanding the author’s tone will enable you to grasp the true or intended meaning, even when the author’s words may appear to be saying something different.
			• There are two forms of irony: irony in tone and irony in situations.
			• Sarcasm and irony are not the same thing.
		Creating Chapter Review Cards
		Test Your Understanding: Critical Reading, Part One
		Test Your Understanding: Critical Reading, Part Two
		Readings Selection 8-1 From For One More Day Fiction by Mitch Albom
		Selection 8-2 “I Never Made It to the NFL” Memoir from The Last Lecture by Randy Pausch with Jeffrey Zaslow
		Selection 8-3 “Dispelling the Myths about Millionaires” Business from Understanding Business by William Nickels, James McHugh, and Susan McHugh and “How to Become a Millionaire in 7 Easy (hah!) Steps” by Laura Bruce
	CHAPTER 9 Thinking Critically
		What Is Thinking Critically, and Why Is It Important?
		What Are Facts and Opinions, and Why Is It Important to Be Able to Distinguish between Them?
		What Are Inferences, and Why Is It Important to Make Them?
		Other Things to Keep in Mind When Thinking Critically
			• Facts and opinions may or may not appear together.
			• Authors sometimes present opinions in such a way that they appear to be facts.
			• Other critical thinking skills, such as recognizing propaganda devices and recognizing fallacies, can also be used to evaluate written material.
		Creating Chapter Review Cards
		Test Your Understanding: Critical Thinking: Fact and Opinion
		Test Your Understanding: Critical Thinking: Making Logical Inferences
		Selection 9-1 “‘It’s Your Turn to Feed the Baby!’ How Infants Affect Marriage” Child Development from Childhood by Laurence Steinberg and Roberta Meyer
		Selection 9-2 “Planet Under Stress: Curbing Population Growth” Biology from The Living World: Basic Concepts by George B. Johnson
		Selection 9-3 “Is It Really Worth It? How Dual-Earner Couples Cope” Human Development reserved. from Human Development by Diane Papalia and Sally Olds
PART FOUR A New World of Studying: Effective and Effi cient Study Techniques
	CHAPTER 10 Studying College Textbooks and Interpreting Visual Companies, and Graphic Aids
		What Is the Three-Step Process for Studying College Textbooks?
			Step 1: Prepare to Read
			Step 2: Ask and Answer Questions to Guide Your Reading
			Step 3: Review by Rehearsing Your Answers
		What Are Textbook Features?
			Chapter Introductions and Chapter Objectives
			Chapter Outlines
			Vocabulary Aids and Glossaries
			Boxes
			Chapter Summaries
			Study Questions and Activities
			Other Textbook Features
		How Can You Interpret Visuals and Graphic Aids?
		How Can You Interpret Visual Aids?
			Photographs
			Diagrams
			Maps
			Cartoons
		How Can You Interpret Graphic Aids?
			Line Graphs
			Pie Charts
			Bar Graphs
			Flowcharts
			Tables
		Other Things to Keep in Mind When Studying Textbook Material
			• You will benefi t from examining the features in all of your textbooks at the beginning of the semester.
		Creating Chapter Review Cards
		Test Your Understanding: Interpreting Graphic Aids
		Reading Selection 10-1 “Living with Stress” Student Success from P.O.W.E.R. Learning: Strategies for Success in College and Life by Robert Feldman
	CHAPTER 11 Preparing for Tests: Study-Reading, Rehearsal, and Memory
		How Are Rehearsal and Memory Related?
		How Can You Underline, Highlight, and Annotate Your Textbooks?
		How Can You Take Notes from Textbooks?
			Guidelines for Outlining
			Guidelines for Mapping
			Guidelines for Summarizing
		How Can You Follow Directions?
		Other Things to Keep in Mind as You Prepare for Tests by Applying Core Comprehension Skills
			• When you study, choose the study techniques (underlining, highlighting, annotating, outlining, mapping, summarizing, making review cards or test review sheets) that (a) are appropriate to the type of material you are studying; (b) correspond with how you will be tested on the material, and (c) best suit your learning style.
			• Learn how to handle outline, summary, and mapped notes questions on standardized reading tests.
		Creating Chapter Review Cards
		Reading Selection 11-1 “Information Technology, the Internet, and You” Information Technology from Computing Essentials by Timothy O’Leary and Linda O’Leary
Appendix 1 Glossary of Key Terms
Appendix 2 Master Vocabulary List
Appendix 3 Maps of the World and the United States
Index