Academic Reading

PART ONE Fundamental Reading Strategies <p></p> <p>&nbsp;</p> <p></p> <p></p> <p></p> <p></p> <p></p> <p>CHAPTER 2 Fundamental Comprehension Skills </p> <p>Finding the Main Idea </p> <p>Identifying Topic Sentences </p> <p>Finding an Implied Main Idea </p> <p>Recognizing Primary and Secondary Details </p> <p>Adjusting Your Rate to Meet Comprehension Demands </p> <p>Self-Test Summary </p> <p>SOCIOLOGY READING: Diversity in U.S. Families </p> <p></p> <p>&nbsp;</p> <p>CHAPTER 3 Essential Vocabulary Skills </p> <p>Techniques for Vocabulary Development </p> <p>Using a System for Learning New Vocabulary </p> <p>Using Context Clues </p> <p>Learning Word Parts: The Multiplier Effect </p> <p>Using Word Mapping to Expand Your Vocabulary </p> <p>Learning Specialized and Scientific Vocabulary </p> <p>Self-Test Summary </p> <p>Interpersonal Communication Reading: Principles of Verbal Messages </p> <p></p> <p>&nbsp;</p><p>PART TWO Critical Reading Strategies </p> <p></p> <p>&nbsp;</p> <p>CHAPTER 4 Evaluating the Author’s Message </p> <p>Make Inferences as You Read </p> <p>Assessing the Author’s Qualifications </p> <p>Distinguishing Between Fact and Opinion </p> <p>Identifying the Author’s Purpose </p> <p>Evaluating the Data and Evidence </p> <p>Analyzing the Writer’s Tone </p> <p>Annotating as You Read </p> <p>Synthesizing Your Ideas </p> <p>Self-Test Summary </p> <p>EDUCATION READING: His Name Is Michael </p> <p></p> <p>&nbsp;</p> <p>CHAPTER 5 Evaluating the Author’s Techniques </p> <p>Does the Writer Use Connotative Language? </p> <p>Does the Writer Use Figurative Language? </p> <p>Is the Author Fair or Biased? </p> <p>What Isn’t the Author Telling Me? </p> <p>Does the Author Make and Support Generalizations? </p> <p>What Assumptions Is the Author Making? </p> <p>Does the Author Use Manipulative Language? </p> <p>Self-Test Summary </p> <p>Public Relations READING: Women Mobilize Against Scruffy-Faced Men </p> <p></p> <p>&nbsp;</p> <p>CHAPTER 6 Reading and Evaluat ing Arguments </p> <p>What Is an Argument? </p> <p>Parts of an Argument </p> <p>Inductive and Deductive Arguments </p> <p>Strategies for Reading an Argument </p> <p>Strategies for Evaluating Arguments </p> <p>Errors in Logical Reasoning </p> <p>Self-Test Summary </p> <p>PAIRED TECHNOLOGY READING: </p> <p>Should Online Sites Ban Postings by Groups the Government Identifies as Terrorists (Pro) </p> <p>Should Online Sites Ban Postings by Groups the Government Identifies as Terrorists (Con)</p> <p></p> <p>&nbsp;</p><p>PART THREE Academic Reading Strategies </p> <p></p> <p>&nbsp;</p> <p>CHAPTER 7 Patterns of Academic Thought </p> <p>Patterns: A Focus for Reading </p> <p>The Definition Pattern </p> <p>The Classification Pattern </p> <p>The Order of Sequence Pattern </p> <p>The Cause and Effect Pattern </p> <p>The Comparison and Contrast Pattern </p> <p>The Listing/Enumeration Pattern </p> <p>Mixed Patterns</p> <p>Other Useful Patterns of Organization </p> <p>Self-Test Summary </p> <p>HISTORY READING: The Rise of African Americans </p> <p></p> <p>&nbsp;</p> <p>CHAPTER 8 Reading and Evaluating Graphics and Online Sources </p> <p>How to Read Graphics </p> <p>Types of Graphics </p> <p>Understanding Visuals </p> <p>Evaluating Internet Sources </p> <p>Avoiding Plagiarism </p> <p>Self-Test Summary </p> <p>BIOLOGY READING: Biodiversity Loss and Species Extinction </p> <p>CHAPTER 9 Using Writing to Learn </p> <p>Writing to Assess and Strengthen Comprehension </p> <p>Highlighting and Annotating Textbooks </p> <p>Note Taking to Organize Ideas </p> <p>Mapping to Show Relationships </p> <p>Summarizing to Condense Ideas </p> <p>Self-Test Summary </p> <p>CRIMINAL JUSTICE READING: New Ways of Administering Justice and Punishment </p> <p></p> <p>&nbsp;</p><p>PART FOUR Strategies for Specific Disciplines </p> <p></p> <p>&nbsp;</p> <p>CHAPTER 10 Reading in </p>