Problem: “Sometimes I put my reading off or don’t have time to do it, and then when I do have time, well, I’m out of time.”

Suggestions: That’s a problem, for sure. I always suggest to students that rather than trying to do a bunch of
reading at once, they try to do a little bit every day. That makes it easier.
If you’re stuck up against a deadline with no reading done, one suggestion is to do some good pre-reading.
That should at least give you the idea of the main topic.
Another idea is to divide the total pages assigned by the number of available days, figuring out how many
pages you’ll need to read each day to finish the assignment. Sometimes approaching the text in smaller
pieces like this can make it feel more doable. Also, once you figure out how long it takes you to read, say, five pages, you can predict how much time it will take to read a larger section.

Problem: “If I don’t understand some part of the reading, I just skip over it and hope someone will explain it later in class.”

Suggestions: Not understanding reading can be frustrating—and it can make it hard to succeed on your
assignments. The best suggestion is to talk with your teacher. Let them know you don’t understand the reading, and they should be able to help.
Another suggestion is to read sentence by sentence. Be sure you understand each word—if you don’t, look
them up. As you read, master each sentence before going on to the next one, and then, at the end of a paragraph, stop and summarize the entire paragraph, reflecting on what you just read.
Yet another idea: use the Web and do a search for the title of the reading followed by the word ‘analysis.’
Reading what other people have said about the text may help you get past your stuck points. If you’re in a
face-to-face classroom, asking a question in class will encourage discussion and will also help your fellow
students, who may have the same confusions.

Problem: “I really don’t like to read that much, so I read pretty fast and tend to stick with the obvious meanings. But then the teacher is always asking us to dig deeper and try to figure out what the author really meant. I get so frustrated with that!”

Suggestions: College-level writing tends to have multiple layers of significance. The easiest way to think
about this is by separating the “obvious or surface meaning” from the “buried treasure meaning.” This can
actually be one of the most fun parts of a reading—you get to play detective. As you read, try to ask questions of the text: Why? Who? Where? For what reason? These questions will help you think more deeply
about the text.

Problem: “Sometimes I jump to conclusions about what a text means and then later find out I wasn’t understanding it completely.”

Suggestions: This usually happens when we read too quickly and don’t engage with the text. The best way
to avoid this is to slow down and take time with the text, following all the guidelines for effective and critical
reading.

Problem: “When a text suggests an idea I strongly disagree with, I can’t seem to go any further.”

Suggestions: Aristotle was known for saying, “It is the mark of an educated mind to be able to entertain a
thought without accepting it.” As a college student, you must be ready to explore and examine a wide range
of ideas, whether you agree with them or not. In approaching texts with an open and willing mind, you leave
yourself ready to engage with a wide world of ideas—many of which you may not have encountered before.
This is what college is all about.

Problem: “I’m a slow reader. It takes me a long time to read material, and sometimes the amount of assigned reading panics me.”

Suggestions: Two thoughts. One, the more you read, the easier it gets: like anything, reading improves with
practice. And two, you’ll probably find your reading is most effective if you try to do a little bit every day
rather than several hours of reading all at one time. Plan ahead! Be aware of what you need to read and
divide it up among the available days. Reading 100 pages in a week may seem overwhelming, but reading
15 pages a day will be easier. Be sure to read when you’re fresh, too, rather than at day’s end, when you’re
exhausted.

Problem: “Sometimes the teacher assigns content in an area I really know nothing about. I want to be an accountant.
Why should I read philosophy or natural history, and how am I supposed to understand them?”

Suggestions: By reading a wide variety of texts, we don’t just increase our knowledge base—we also make
our minds work. This kind of “mental exercise” teaches the brain and prepares it to deal with all kinds
of critical and innovative thinking. It also helps train us to different reading and writing tasks, even when
they’re not familiar to us.

Problem: “When I examine a text, I tend to automatically accept what it says. But the teacher is always encouraging
us to ask questions and not make assumptions.”

Suggestions:What you’re doing is reading as a reader—reading for yourself and making your own assumptions.
The teacher wants you to reach for the next level by reading critically. By engaging with the text and
digging through it as if you’re on an archaeological expedition, you’ll discover even more about the text.
This can be fun, and it also helps train your brain to explore texts with an analytic eye.

Problem: “I really hate reading. I’ve found I can skip the readings, read the Sparks Notes, and get by just fine.”

Suggestions: First, if you aren’t familiar with Sparks Notes, it’s an online site that provides summary and
analysis of many literary texts and other materials, and students often use this to either replace reading or
to better understand materials. You may be able to get by, at least for a while, with reading Sparks Notes
alone, for they do a decent basic job of summarizing content and talking about simple themes. But Sparks
isn’t good at reading texts deeply or considering deep analysis, which means a Sparks-only approach will
result in your missing a lot of what the text includes.