Opening Doors

<h3>* - New reading selections for this edition<H3>To the Instructor: Getting Started in Opening Doors<h3>To the Student<H2>PART ONE: ORIENTATION: PREPARING AND ORGANIZING YOURSELF FOR SUCCESS IN COLLEGE<br><br><H2>CHAPTER ONE: MAKING YOURSELF SUCCESSFUL IN COLLEGE<H3>Skills<h4>Doing What Successful Students Do<H4>Motivating Yourself<H4>Setting Your Goals<h4>Identifying How You Prefer to Learn <h4>Mananging Your Time<h5>Setting Up a Weekly Study Schedule <h5>Making the Most of Your Study Time<h5>Planning Further Ahead: Creating a Monthly Assignment Calendar and Using a Daily To Do List<H3>Creating Your Summary: Developing Chapter Review Cards<H3>Readings <H4>*Selection 1-1 “Why Go to College" from P.O.W.E.R. Learning: Strategies for Success in College and Life by Robert S. Feldman (Student Success)<H4>*Selection 1-2 “Getting Ready for Prime Time: Learning the Skills Needed to Succeed Today and Tomorrow” from Understanding Business by William Nickels, James McHugh, and Susan McHugh(Business)<H4>*Selection 1-3 “Saved” from The Autobiography of Malcom X, as told to Alex Haley (Literature)<BR><BR><H2>CHAPTER TWO: APPROACHING COLLEGE READING AND DEVELOPING A COLLEGE-LEVEL VOCABULARY<H3>Skills <H4>Understanding the Reading Process<H4>Improving Your Reading<H5>Predicting as You Read<H5>Monitoring Your Comprehension <H5>Adjusting Your Reading Rate<H4>Developing a College-Level Vocabulary<H5>Using Context Clues<H5>Using Word-Structure Class<H5>Using a Dictionary Pronunciation Key<h5>Understanding Denotations and Connotations of Words<h5>Understanding Figurative Language<h4>A Word about Standardized Reading Tests: Context Clues and Figurative Language<h4>Creating Your Summary: Developing Chapter Review Cards<H4>Test Your Understanding: Context Clues, Part 1<H4>Test Your Understanding: Context Clues, Part 2<H4>Test Your Understanding: Word-Structure, Part 1<H4>Test Your Understanding: Word-Structure, Part 2<H4>Test Your Understanding: Figurative Language, Part 1<H4>Test Your Understanding: Figurative Language, Part 2<H3>Readings<H4>*Selection 2-1 “Making It Happen: Creating Positive Change to Become a Peak Perfomer” from Peak Performance: Success in College and Beyond by Sharon K. Ferrett (Student Success) <h4>*Selection 2-2 “Terrorism in a Global Age” from Nation of Nations: A Narrative History of the American Republic by James Davidson et al. (History)<H4>*Selection 2-3 “A Whale of a Survival Problem” from The Nature of Life by John Postlehwait and Janet Hopson (Biology)<br><br><H2>CHAPTER THREE: APPROACHING COLLEGE ASSIGNMENTS: READING TEXTBOOKS AND FOLLOWING DIRECTIONS<H3>Skills<H4>College Textbooks: Methods for Reading and Studying Effectively<H4>The SQ3R Study System<H4>The Three-Step Process for Reading and Studying Textbooks<h5>Step 1: Prepare to Read<h5>Step 2: Ask and Answer Questions to Enhance your Reading<h5>Step 3: Review by Rehearsing the Answers to Your Questions <h4>Following Directions in Textbooks and on Tests<H5>Guidelines for Following Directions<h4>Creating Your Summary: Developing Chapter Review Cards<H3>Readings<H4>*Selection 3-1 “African Americans: The Struggle for Equality” from The American Democracy by Thomas E. Patterson(Government)<H4>*Selection 3-2 “Parenthood: Now, Later,...Never?” from Human Development by Diane E. Papalia, Sally Wendkos Olds, and Ruth Feldman(Human Development)<H4>*Selection 3-3 “Art in the Service of Religion” from Living with Art by Rita Gilbert (Art Appreciation)<br><br><h2>PART TWO: COMPREHENSION: UNDERSTANDING COLLEGE TEXTBOOKS BY READING FOR IDEAS<H2>CHAPTER FOUR: DETERMINING THE TOPIC AND THE STATED MAIN IDEA<h3>Skills<H4>The Topic of a Paragraph<H5>What is the Topic of a Paragraph, and why is it important?<h5>Determining and Expressing the Topic <H4>The Stated Main Idea of a Paragraph<H5>What is a stated main idea, and why is it important? <H5>Locating the Stated Main Idea Sentence<H5>How to tell if you have identified the stated main idea sentence<h5>How to avoid two common errors in locating a stated main idea<h5>Stated Overall Main Ideas in Longer Passages<h4>A Word about Standardized Reading Tests: Topics and Stated Main Ideas<h4>Checkpoint: Locating the Stated Main Idea<h4>Creating your Summary: Developing Chapter Review Cards<H4>Test Your Understanding: Determining the Topic and the Stated Main Idea, Part 1<H4>Test Your Understanding: Determining the Topic and the Stated Main Idea, Part 2<H3>Readings<H4>*Selection 4-1 "A Warning to Students: Plagiarism, Term Papers, and Web Research” from Using Information Technology: A Pratical Introduction to Computers and Communication by Brian K. Williams and Stacy C. Sawyer(Information Technology)<H4>*Selection 4-2 “Classes without Walls: Distance Learning” from P.O.W.E.R. Learning: Strategies for Success in College and Life by Robert S. Feldman(Student Success)<H4>*Selection 4-3 “Muhammad” from The 100: A Ranking of the Most Influential Persons in History by Michael K. Hart (History)<br><br><H2>CHAPTER FIVE: FORMULATING IMPLIED MAIN IDEAS<H3>Skills <H4>Implied Main Ideas in Paragraphs<H5>What is an Implied Main Idea?<h5>Why is formulating implied main ideas important?<H4>Formulating an Implied Main Idea<H5>Steps to Follow<H5>Three Formulas for Using Information in a Paragraph to Formulate the Main Idea<H5>Requirements for Correctly Formulated Main Idea Sentences<h5>Implied Overall Main Ideas in Longer Passages<h4>A Word about Standardized Reading Tests: Implied Main Ideas<H4>Checkpoint: Formulating Implied Main Ideas<H4>Creating Your Summary: Developing Chapter Review Cards<H4>Test Your Understanding: Formulating Implied Main Ideas, Part 1<H4>Test Your Understanding: Formulating Implied Main Ideas, Part 2<H3>Readings<H4>*Selection 5-1 “Identity Theft: You are at Risk” from several internet sources (Personal Finance)<H4>*Selection 5-2 “Violence in Television and Video Games: Does the Media's Message Matter?” from Esentials of Understanding Psychology by Robert S. Feldman (Psychology)<br><br><H2>CHAPTER SIX: Identifying Supporting Details<H3>Skills <h4>Supporting Details in Paragraphs<h5>What are Supporting Details?<h5>Why are Supporting Details important?<h4>Identifying and Listing Supporting Details <h4>Major and Minor Detail, and How to Tell the Difference<h4>A Word about Standardized Reading Tests: Supporting Details<H4>Checkpoint: Identifying Supporting Details<H4>Creating Your Summary: Developing Chapter Review Cards<H4>Test Your Understanding: Identifying Supporting Details, Part 1<H4>Test Your Understanding: Identifying Supporting Details, Part 2<H3>Readings<H4>*Selection 6-1 “Shaping Your Health: The Millennial Generation and Early Adulthood” from Understanding Your Health by Wayne A. Payne, Dale B. Hahn, and Ellen B. Lucas (Health)<H4>*Selection 6-2 “Quacks and Quackery” from Concepts of Fitness and Wellness by Charles Corbin, Greg Welk, William Corbin, and Karen Welk (Health)<H4>*Selection 6-3 “What Can Be Done to Help Third World Countries” from A Beginner's Guide to the World Economy by Randy Charles Epping (Economics)<br><br><H2>CHAPTER SEVEN: Recognizing Authors’ Writing Patterns<H3>Skills <H4>Patterns of Writing <H5>What are authors' writing patterns?<H5>Why is recognizing writing patterns important?<H4>Recognizing Author's Writing Patterns <h5>List Pattern<h5>Sequence Pattern<h5>Definition Pattern<h5>Comparison-Contrast Pattern<h5>Cause-Effect Pattern<h5>Spatial Order Pattern<h5>Avoid Seeing Everything as a List Pattern<h4>Checkpoint: Recognizing Authors’ Writing Patterns<h4>Other Writing Patterns<h5>Addition Pattern<h5>Generalization and Example Pattern<h5>Statement and Clarification Pattern<h5>Summary Pattern<h5>Mixed Pattern<h4>Checkpoint: Other Writing Patterns<h4>Relationships within and between Success<h5>1.Clarification<h5>2.Example<h5>3.Addition<h5>4.Sequence<h5>5.Comparison<h5>6.Contrast<h5>7.Cause-Effect<h5>8.Problem-Solution<h5>9.Spatial Order<h5>10.Summary/Conclusion<h5>11.Concession<h4>A Word about Standardized Reading Tests: Authors' Writing Patterns<h4>Checkpoint: Relationships within and between Sentences<h4>Creating Your Summary: Developing Chapter Review Cards<h4>Test Your Understanding: Basic Writing Patterns, Part 1<h4>Test Your Understanding: Recognizing Authors’ Writing Patterns, Part 2<H3>Readings<H4>*Selection 7-1 “E-Commerce? It's E-Normous” from Understanding Business by William Nickels, James McHugh and Susan McHugh(Business) <H4>*Selection 7-2 “The Development of Rock Music and Rock in American Society” from Music: An Appreciation by Roger Kamien (Music Appreciation)<H4>*Selection 7-3 “Reactions to Impending Death” from Essentials of Psychology by Dennis Coon (Psychology) <br><br><H2>CHAPTER EIGHT: Reading Critically<H3>Skills <H4>What Is Critical Reading?<H4>Critical Reading Skills<h5>Determining an Author's Purpose and Intended Audience<h5>Determining an Author's Point of View, Tone, and Intended Meaning<H4>A Word about Standardized Reading Tests: Critical Reading<H4>Checkpoint: Reading Critically<H4>Creating Your Summary: Developing Chapter Review Cards<H4>Test Your Understanding: Reading Critically, Part 1<H4>Test Your Understanding: Reading Critically, Part 2<H3>Readings<H4>*Selection 8-1 "Prologue" from The Illustrated Man by Ray Bradbury (Literature)<H4>*Selection 8-2 “Think Before You Speak: Public Speaking in a Multicultural World” from The Art of Public Speaking by Stephen E. Lucas (Speech Communication) <H4>*Selection 8-3 From The Things They Carried by Tim O'Brien (Literature) <br><br><H2>CHAPTER NINE: Thinking Critically<H3>Skills <H4>What Is Thinking Critically, and Why Is It Important? <H4>Critical Reading Skills<H5>Why Readers Fail to Think Critically<H
5>Distinguishing Facts from Opinions and Determining Whether Opinions are Well Supported<H5>Evaluating an Author's Agreement<H5>Identifying Propaganda Devices<H4>A Word about Standardized Reading Tests: Critical Thinking<h4>Checkpoint: Thinking Critically<h4>Creating Your Summary: Developing Chapter Review Cards <h4>Test Your Understanding: Thinking Critically, Part 1<h4>Test Your Understanding: Thinking Critically, Part 2<H3>Readings<H4>*Selection 9-1 “Poverty in America and Improving Social Welfare through Public Education” from The American Democracy by Thomas E. Patterson(Government)<h4>*Selection 9-2 “Your Financial Wellness” from Connect Core Concepts in Health by Paul Insel and Walton Roth(Health) <H4>*Selection 9-3 “Our Ecological Footprint: Do We Consume Too Much” from Environmental Science" A Study of Interrelationships by Eldon Enger and Bradley Smith (Environmental Science) <br><br><H2>PART THREE: SYSTEMS FOR STUDYING TEXTBOOKS: DEVELOPING A SYSTEM THAT WORKS FOR YOU <br><br><H2>CHAPTER TEN: SELECTING AND ORGANIZING TEXTBOOK INFORMATION<H3>Skills <H4>Studying Better Rather than Harder<H4>Three Keys to Studying College Textbooks<h5>Key 1: Selectivity<H5>Key 2: Organization<H5>Key 3: Rehearsal<H4>Making Textbooks: Underlining, Highlighting, and Annotating<H5>Taking Notes from Textbooks: Outlining, Mapping, and Summarizing<H5>Taking Notes on a Laptop<H5>Guidelines for Outlining<H5>Guidelines for the Cornell Method of Note-Taking<H5>Guidelines for Mapping<H5>Guidelines for Summarizing<H4>Guidelines for Interpreting Graphs and Visual Aids<H4>How Can You Interpret Visual Aids?<H5>Bar Graphs <H5>Line Graphs <H5>Pie Charts<H5>Tables<H5>Photographs<H5>Diagrams<H5>Maps<H5>Cartoons<h4>Creating Your Summary: Developing Chapter Review Cards<H3>Reading <H4>*Selection 10-1: “The Age of Globalization” from American History: A Survey by Alan Brinkley(History) <br><br><H2>CHAPTER ELEVEN: REHEARSING TEXTBOOK INFORMATION AND PREPARING FOR TESTS<H3>Skills <H4>Rehearsal and MemorY<H4>Studying for Tests<H5>General Guidelines<H5>Five-Day Test Review Plan<H5>Creating Review Cards to Prepare for a Test<H4>Creating Test Review Sheets<H4>Creating Your Summary: Developing Chapter Review Cards<br><br><H3>ESSENTIAL SKILLS REVIEW TESTS 1-10<H3>Appendix 1 Glossary of Key Reading and Study Skills Terms<H3>Appendix 2 A List of Word Parts: Prefixes, Roots, and Suffixes<H3>Appendix 3: Master Vocabulary List<br><br><H3>Credits<H3>Index