"The original owner had highlighted the entire bookliterally. Every line on every page had been drawn through with a bright green Magic Marker. It was a terrifying example of a mind that had lost all power of discrimination." -Florence King
Being a student requires readingand a lot of it. Some love it, some hate it. Nonetheless, we can't escape it. Reading is part of a student's life, and the length of time spent on it defines the kind of student one is. It is a challenge to even start going through the first page, all the more to finish it until the end. And yet, to understand is completely a different story. Reading has been described as a gateway to explore new worlds, a key to unlock the treasure of infinite knowledge, or an escape door from reality. The way you describe it reflects your value for it. It needs to transcend the sense of sight in order to penetrate the brain. Words read with the eyes do not mean the same as to words read with the mind. And as a student steps higher in the ladder of education, reading comprehension matures with the increase in the level of critical thinking. Students are exposed to different reading materials. At present, the internet has become the most popular source of information due to its availability and ease of use. With just a single click, one is exposed to a wide array of information. Scholarly journals are considered to be the most reliable source of research-based information because articles are editor and peer-reviewed by academics in their field (Trembay Jr., 5). This is seldom used, however, very useful. Books, on the other hand, are the reading material that students are most exposed to. Since every course or subject they enrol in has a reference textbook, it is not a surprise that after getting a college diploma, he/she has already come across at least 100 textbooks. This paper focuses on how a student could be a critical reader when studying textbooks. It recognizes the process students go through in line with their reading assignmentstarting to read, reading the textbook per se, and evaluating the information delivered in order to translate the data read into meaningful bits of knowledge for the student.
II. Strategies/ Skills
A. Preparing to Study
Before even beginning to start a reading assignment, a student should be ready or at least be aware of how he/she would effectively absorb what he/she would be reading. There are a number of ideas and tips to get the ball rolling on studying. Some might like to study alone in a quiet place; some do it while listening to music; while others study in front of the television. Although people have different ways of studying, it is important that they become perceptive to various techniques that are available for them to possibly improve their academic performance. Knowing more about how you learn will help you understand more from your textbook reading (Rasool, 33). For what is effective for one might not be for another, it is important to discover for yourself your own formula for learning.
First of all, we need to stimulate ourselves for the "information rush" in a manner that sufficient time has been allocated for studying and a conducive study place is achieved for all academic-related activities. For everything that you read, be sure to have a purpose on itwhether it is simply to have a clue on what the pages are about, to memorize in preparation for a quiz, to criticize the points given in a text, or others. Definition of the purpose would help in your selection to where you should focus your attention and to those that you could get through without. For students, this is a very notable advice. Often, reading assignments cover one chapter of a book or a more than 3-paged short story. In connection with that, here's a surprise lesson in reading: Don't always read everythingskim, scan, glance and skip (Johnson, 447). Yes, this is true. Believe it. Now before teachers and professors begin to...