Reading at University: How to Improve Your Focus and Be More Critical

Contents
Acknowledgements
Introduction
It’s not about speed reading…
…It’s about being an active, purposeful reader
Whom this book is for
How this book is organized
How to use this book
And remember: it takes time to become a strong reader
Terminology
Part 1: Before You Read
	Chapter 1: Twelve Dubious Assumptions About Reading at University
		Introduction
		The assumptions
			Assumption 1: You read an academic source as you would a novel
				The facts
				The ‘T’ model: breadth of understanding versus depth of understanding
				So, what’s the difference between novels and academic sources?
			Assumption 2: As long as the words pass through my brain, it is good
				The facts
			Assumption 3: If I skip something, especially on the reading list, I will miss valuable information
				The facts
			Assumption 4: Academic readings have one meaning and this meaning is correct
				The facts
			Assumption 5: I do not have the right to have an opinion about what I read
				The facts
			Assumption 6: I need to remember what I have read
				The facts
			Assumption 7: First I read, then I write
				The facts
			Assumption 8: I need to be a fast reader
				The facts
			Assumption 9: I need to understand everything I read
				The facts
			Assumption 10: All information is created equal
				The facts
			Assumption 11: Reading will solve all my problems
				The facts
			Assumption 12: Being aware of my dubious assumptions is enough to escape these assumptions
				The facts
		Conclusion
	Chapter 2: The Purpose of Universities, the Nature of Academic Publishing and What This Means for Your Reading
		Introduction
		The purpose of universities and how this relates to reading
		The journey to a published article
			Stage 1: Developing the article
			Stage 2: Selecting the journal
			Stage 3: The review process
			Stage 4: Dissemination by the broader research community
		Conclusion: so how does understanding the purpose of universities and the publishing process help me read at university?
	Chapter 3: Marking Criteria Related to Reading
		Introduction
		The marking criteria
		Conclusion
	Chapter 4: The Different Sources Encountered at University
		Introduction
		Thinking about the authority of sources
			Authoritative sources
				The place of opinions within the university
			Sources as objects of study
			What you need to take away from this discussion
		Standard academic sources
			Articles in academic journals
				How do I find articles in academic journals?
				What does the full reference for a journal article look like?
			How do I find monographs?
			Where do I find chapters in edited collections?
		Non-peer-reviewed sources and ‘grey literature’
			Establishing the credibility of and using non-standard sources
				How do I find non-standard sources?
		Are there sources I should never use?
		Conclusion
	Chapter 5: Optimizing the Environment in Which You Read
		Introduction
		Where and when to read
			Your ideal reading environment
			Managing reading sessions and working out when you are at your best
		Reading and technology: to screen or not to screen
		Maintaining concentration while reading
		Conclusion
Part
2: Reading for Your Classes and Assignments
	Chapter 6: Making Notes When You Read
		Introduction
		The tragic characters of the bad-note-making world
			No Notes
			The Copying Martyr
			The Highlighter
			The Summarizer
			The Abstract Expressionist
			The Bad Housekeeper
		What do good notes help you achieve?
			Good notes assist memory
			Good notes help you develop your ideas
			For your assignments, good notes make a bridge from your reading to your writing
			Good notes help you get more marks in less time
			Good notes help you avoid plagiarism
		Note-making in different contexts
		Making notes for your assignments
			How many notes should you make?
			What should my notes look like?
		The benefits of making digital notes: accessibility, speed, searchability, reference assistance
			Accessibility
			Speed
			Searchability
			Referencing assistance
		Combining note-making techniques
		When it’s ok not to make notes
		Conclusion
	Chapter 7: Reading to Work Out What a Source Is Generally About
		Introduction
		When it is useful to read for the ‘bumps’
		The different structures of sources: scientific versus essayistic structures
		The ‘first pass’: six questions to help you work out what a source is about
		Worked examples of how to read for the bumps
		The ‘second pass’: overviewing
		Conclusion
	Chapter 8: Reading in Depth
		The central advice: read with a purpose
		Reading key sources: ease your way in by reading summaries, general analyses and secondary sources
		Begin by reading for the bumps and overviewing
		Read critically
		Reread
		Make notes
		A note about the challenges of reading theory or philosophy
		Conclusion
	Chapter 9: The Assignment-Production Process: Reading, Planning and Writing
		Introduction
		Some words of encouragement
		The research process: the dialectical relationship between reading and writing
		The assignment-production process
			Stage 1: Begin to establish topics for discussion: draw on what you’ve learned from class, set readings and what you already know
				What you should do at this stage
			Stage 2: Read generally to refine your topics for discussion: consult the internet
				What you should do at this stage
			Stage 3: Plan: transform your topics into a provisional ‘tree diagram’ or ‘skeleton’ of your assignment
				What you should do at this stage
			Stage 4: Do some rough-drafting: start to produce your paragraphs
				What you should do at this stage
			Stage 5: Find and read academic sources and make notes
				What you should do at this stage
			Stage 6: Refine your plan
				What you should do at this stage
			Stage 7: Produce a solid draft
				What you should do at this stage
			Stage 8: Read opportunistically to find additional sources
				What you should do at this stage
			Stage 9: Revise before submission
				What you should do at this stage
		An extended example illustrating the early stages of the assignment-production process
		Some additional questions you might have
			How do I know when I’m finished?
			How many sources should I include in an assignment (or: when do I stop reading)?
		Conclusion
	Chapter 10: Reading Critically (Part 1): Different Ways of Using Information in Your Writing, Including Critiquing
		Introduction
		Using information in your assignments
		A few more words about making evaluations or critiques
			Specific things to evaluate in a source
			But what is ‘analysis’?
			But I don’t have any opinions!
		Conclusion
	Chapter 11: An Extended Activity About How to Find, Evaluate and Use Information from a Single Source
		Introduction
		Activity instructions
		The article: ‘Three ways to accelerate science’ by Cori Bargmann
		Our responses to the questions
			The overview of the article
				What problem is being addressed by the article?
				Why is the problem significant?
				What is the solution?
				What is the structure of the article?
			The focus question: Is specialization beneficial?
				What is the significance of the question and what are your tentative responses?
				Which aspects of the article are relevant?
				How could the information be used?
	Chapter
12: Reading Critically (Part 2): Comparative Reading and Synthesis
		Introduction
		Comparative reading: identifying similarities
		Comparative reading: contrasting (and more evaluating)
		Synthesizing
		An extended worked example demonstrating synthesis
			Group bonding
			Laughter and mate selection
			Deeper evolutionary origins
			Laughter and power
			The synthesis
	Chapter 13: Reading to Understand Your Field
		Introduction
		What exactly is a ‘field’?
		How can I begin to understand the ‘shape’ of my field?
		Conclusion
	Chapter 
14: Reading to Write: Developing Your Own Academic Voice by Imitating Good Writers
		Introduction
		So, what does academic writing look like?
			Introductions
			In the body of a work
			Conclusions
		Your academic voice and plagiarism
			Having too much voice
			Having not enough voice: the problem of plagiarism
		Conclusion
	Chapter
15: Reading Widely to Enrich Your Studies and Life
		Introduction
		The benefits of reading widely
			Enriching your field by incorporating material from beyond it
			Meeting interesting people by being interesting
			The change in direction
		How to read (and watch) widely
Conclusion
Answers
	Activity 4.1 Answers
	Activity 7.1 Our analysis
	Answers for the Chapter 11 activity
		Focus question: What are some problems with the normal avenues of academic publishing? How could academic publishing be done differently?
		Focus question: Which is superior, youth or age?
	Activity 12.2 Our synthesis
	Activity 13.2 Our analysis
	Activity 14.1 Our analysis
	Activity 14.2 Our analysis
References
Index