Completing reading assignments is one of the biggest challenges in academia. However, are you managing your reading efficiently? Consider this cooking analogy, noting the differences in process:<\/p>\r\n\r\n
Taylor\u2019s process was more efficient because his purpose was clear. Establishing why you are reading something will help you decide how to read it, which saves time and improves comprehension. This guide lists some purposes for reading as well as different strategies to try at different stages of the reading process.<\/span><\/p>\r\n\r\n People read different kinds of text (e.g., scholarly articles, textbooks, reviews) for different reasons. Some purposes for reading might be<\/span><\/p>\r\n\r\n Strategies differ from reader to reader. The same reader may use different strategies for different contexts because their purpose for reading changes. Ask yourself \u201cwhy am I reading?\u201d and \u201cwhat am I reading?\u201d when deciding which strategies to try.<\/span><\/p>\r\n\r\n Sample pre-reading guides<\/b><\/span> \u2013 <\/i>K-W-L guide<\/i><\/span><\/a> <\/i>\u00b7<\/i><\/b> <\/i>Critical reading questionnaire<\/i><\/span><\/a>\r\n<\/span><\/p>\r\n (http:\/\/writingcenter.unc.edu\/files\/2014\/06\/K-W-L.docx) and (http:\/\/writingcenter.unc.edu\/files\/2014\/06\/Critical-Reading-Questionnaire.docx)<\/p>\r\n\r\n Sample annotated texts<\/b><\/span> \u2013 <\/i>Journal article<\/i><\/span><\/a> <\/i>\u00b7<\/i><\/b> <\/i>Book chapter excerpt<\/i><\/span><\/a>\r\n<\/span><\/p>\r\n (http:\/\/writingcenter.unc.edu\/files\/2014\/06\/annotated-article.pdf) and (http:\/\/writingcenter.unc.edu\/files\/2014\/07\/annotated-book.pdf)<\/p>\r\n\r\n Sample graphic organizers<\/b><\/span> \u2013 <\/i>Concept map<\/i><\/span><\/a> <\/i>\u00b7<\/i><\/b> <\/i>Literature review matrix<\/i><\/span><\/a>\r\n<\/span><\/p>\r\n (http:\/\/writingcenter.unc.edu\/files\/2014\/06\/concept-map.pdf) and (http:\/\/writingcenter.unc.edu\/files\/2014\/06\/Literature-Review-Matrix.docx)<\/p>\r\n\r\n Grabe, W., & Stoller, F. L. (2002). Teaching and researching reading.<\/i> Harlow: Longman.<\/span><\/p>","rendered":" Completing reading assignments is one of the biggest challenges in academia. However, are you managing your reading efficiently? Consider this cooking analogy, noting the differences in process:<\/p>\n Taylor\u2019s process was more efficient because his purpose was clear. Establishing why you are reading something will help you decide how to read it, which saves time and improves comprehension. This guide lists some purposes for reading as well as different strategies to try at different stages of the reading process.<\/span><\/p>\n People read different kinds of text (e.g., scholarly articles, textbooks, reviews) for different reasons. Some purposes for reading might be<\/span><\/p>\n Strategies differ from reader to reader. The same reader may use different strategies for different contexts because their purpose for reading changes. Ask yourself \u201cwhy am I reading?\u201d and \u201cwhat am I reading?\u201d when deciding which strategies to try.<\/span><\/p>\n Sample pre-reading guides<\/b><\/span> \u2013 <\/i>K-W-L guide<\/i><\/span><\/a> <\/i>\u00b7<\/i><\/b> <\/i>Critical reading questionnaire<\/i><\/span><\/a> (http:\/\/writingcenter.unc.edu\/files\/2014\/06\/K-W-L.docx) and (http:\/\/writingcenter.unc.edu\/files\/2014\/06\/Critical-Reading-Questionnaire.docx)<\/p>\n Sample annotated texts<\/b><\/span> \u2013 <\/i>Journal article<\/i><\/span><\/a> <\/i>\u00b7<\/i><\/b> <\/i>Book chapter excerpt<\/i><\/span><\/a> (http:\/\/writingcenter.unc.edu\/files\/2014\/06\/annotated-article.pdf) and (http:\/\/writingcenter.unc.edu\/files\/2014\/07\/annotated-book.pdf)<\/p>\n Sample graphic organizers<\/b><\/span> \u2013 <\/i>Concept map<\/i><\/span><\/a> <\/i>\u00b7<\/i><\/b> <\/i>Literature review matrix<\/i><\/span><\/a> (http:\/\/writingcenter.unc.edu\/files\/2014\/06\/concept-map.pdf) and (http:\/\/writingcenter.unc.edu\/files\/2014\/06\/Literature-Review-Matrix.docx)<\/p>\n The following video presents another perspective on the academic reading process, including time management strategies. The speaker is from Aarhus University in Denmark, so the examples in the video are in Danish.\u00a0That gives us the advantage of\u00a0getting to ignore the specific texts, and instead focus on the tips she offers.<\/p>\n https:\/\/youtu.be\/J1yVoPJ7Q6w<\/p>\n Grabe, W., & Stoller, F. L. (2002). Teaching and researching reading.<\/i> Harlow: Longman.<\/span><\/p>\n\n\t\t\t Purposes for Reading<\/h2>\r\n
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Strategies<\/h2>\r\n
Before Reading<\/span><\/h3>\r\n
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During Reading<\/span><\/h3>\r\n
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After Reading<\/span><\/h3>\r\n
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Active Academic Reading<\/h2>\r\nThe following video presents another perspective on the academic reading process, including time management strategies. The speaker is from Aarhus University in Denmark, so the examples in the video are in Danish.\u00a0That gives us the advantage of\u00a0getting to ignore the specific texts, and instead focus on the tips she offers.\r\n\r\nhttps:\/\/youtu.be\/J1yVoPJ7Q6w\r\n
Works Consulted<\/b><\/span><\/h2>\r\n
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Purposes for Reading<\/h2>\n
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Strategies<\/h2>\n
Before Reading<\/span><\/h3>\n
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\nglossary, etc.
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\n<\/span><\/p>\nDuring Reading<\/span><\/h3>\n
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\n<\/span><\/p>\nAfter Reading<\/span><\/h3>\n
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\n<\/span><\/p>\nActive Academic Reading<\/h2>\n
Works Consulted<\/b><\/span><\/h2>\n
Candela Citations<\/h3>\n\t\t\t\t\t