Elder O Cortina O p p e e n n i n Janet Elder Joe Cortina g i n Powered by Connect Reading, students gain access to our groundbreaking personalized learning plan, which supports D g differentiated instruction. This continually adaptive program, in o conjunction with time management features, keeps students on o track to be successful in the course and beyond. Built around r D common national learning objectives and designed to increase s student readiness, motivation, and confidence, Connect C U Reading may be used in conjunction with any course material. o n o l d l e e g r e s R ta o M D e n D a d A d in LIM in g r # g 122 s 09 2 1 1 2 Seventh /1 8 /1 Edition 2 C Y Understanding A N M A ISBN 978-0-07-351351-5 College G MHID 0-07-351351-2 Y E 90000 L O EA Reading BL N K 9 780073 513515 www.mhhe.com Seventh Edition ASSignmEnT ShEET And ProgrESS rEcord, PArT TWo READING SKILLS AND COMPETENCIES PRESENTED IN OPENING DOORS ESSENTIAL SKILLS REVIEw TESTS AND READING SELECTIONS Competencies Direct Instruction Application Skills (Learning Outcomes) (Page Numbers) (Activities & Quizzes) COMPREhENSION Due Date Essential Skills Review Tests (10 items each) SCORE Predicting and Anticipate what is coming next in a selection; evaluate your Predicting: 71 ________ TEST 1 “Credit Scores” pp. 783–85 ________ Comprehension understanding as you read. Comprehension Monitoring monitoring: 71–72 ________ TEST 2 “Green Economy” pp. 787–89 ________ ________ TEST 3 “Toothbrushes” pp. 791–93 ________ Stated Main Ideas Identify topic and stated main idea in paragraphs and multi- Topic: 207–11 Checkpoint paragraph selections. Stated main idea: 212–17 Test Your Understanding ________ TEST 4 “ATM Robberies” pp. 795–96 ________ Implied Main Ideas Identify topic and implied main idea in paragraphs and multi- 275–84 Checkpoint ________ TEST 5 “Types of Support in Speeches” pp. 797–98 ________ paragraph selections. Test Your Understanding ________ TEST 6 “Neat Versus Sloppy People” pp. 799–01 ________ Supporting Details; Identify specific information in paragraphs and multi-paragraph Supporting details: 343–50 Checkpoint ________ TEST 7 “Lifeboat Ethics” pp. 803–05 ________ Major and Minor Details selections. Distinguish major from minor details. Major and minor details: 350–52 Test Your Understanding ________ TEST 8 “The Power of Party Loyalties” pp. 807–09 ________ Organizational Patterns Determine primary and secondary organizational patterns in Basic patterns: 413–33 Checkpoint ________ TEST 9 “Mistaken Opinions” pp. 811–13 ________ paragraphs and multi-paragraph selections. Other patterns: 438–43 Test Your Understanding ________ TEST 10 “Internet Pornography” pp. 815–17 ________ Sentence Relationships Identify relationships between and within sentences. 447–51 Checkpoint Author’s Purpose Determine the author’s primary purpose for writing. 516–22 Checkpoint Comprehension Vocabulary Reading Skills TOTAL PERCENT Test Your Understanding Questions in Context Application SCORE SCORE Author’s Intended Determine the author’s intended audience for paragraphs and multi- 516–22 Checkpoint Due Date Reading Selections 10 10 5 25 Audience paragraph selections. Test Your Understanding Author’s Tone Analyze the author’s tone & support with examples, including 524–31 Checkpoint ________ 1.1: “Why Go to College?” (Student Success) pp. 27–39 _________ _________ _________ _________ ________ denotative, connotative meaning, and figurative language. Test Your Understanding ________ 1.2: “Getting Ready for Prime Time” (Business) pp. 40–54 _________ _________ _________ _________ ________ Author’s Point of View Determine the author’s position on an issue; detect an author’s bias. 522–24 Checkpoint ________ 1.3: “Saved” (Literature) pp. 55–66 _________ _________ _________ _________ ________ and Bias Test Your Understanding ________ 2.1: “Becoming a Peak Performer” (Student Success) pp. 105–16 _________ _________ _________ _________ ________ Interpreting Graphs and Interpret graphs, diagrams, images, and other visual representations Graphs: 707–16 Exercises ________ 2.2: “Terrorism in a Global Age” (History) pp. 117–30 _________ _________ _________ _________ ________ Visual Aids of information. Visual aids: 717–28 ________ 2.3: “A Whale of a Survival Problem” (Biology) pp. 131–41 _________ _________ _________ _________ ________ VOCABULARY ________ 3.1: “Struggle for Equality” (Government) pp. 161–74 _________ _________ _________ _________ ________ Vocabulary in Context Identify and use context clues to deduce the meaning of words. 74–76 Test Your Understanding ________ 3.2: “Parenthood” (Human Development) pp. 175–88 _________ _________ _________ _________ ________ 270 items with the 27 reading selections ________ 3.3: “Art in the Service of Religion” (Art Appreciation) pp. 189–201 _________ _________ _________ _________ ________ Word-Structure Clues Use word-structure (structural analysis) clues to determine the 74–75, 77 Test Your Understanding ________ 4.1: “Plagiarism, Term Papers & Web Research” (Information meaning of words. Technology) pp. 235–46 _________ _________ _________ _________ _________ Figurative Language Interpret an author’s use of figurative language. 78–80 Test Your Understanding ________ 4.2: “Classes without Walls” (Student Success) pp. 247–59 _________ _________ _________ _________ ________ Denotative and Distinguish between connotative and denotative meaning. 77–78 Test Your Understanding ________ 4.3: “Muhammad” (History) pp. 261–71 _________ _________ _________ _________ ________ Connotative Meaning ________ 5.1: “Identity Theft” (Personal Finance) pp. 301–14 _________ _________ _________ _________ ________ M D CRITICAL READING ________ 5.2: “Violence in Television and Video Games” (Psychology) DA Fact and Opinion Distinguish between facts and opinions. 595–98 Checkpoint pp. 315–26 _________ _________ _________ _________ ________ L Test Your Understanding ________ 5.3: “Demography, the Study of Population” (Sociology) IM #12 ICnofenrcelunscieosn sand Logical Scoynncthluessiioznes i nbfaosrmeda otino nd etota milsa kine pinafreargernacpehss aanndd dmrauwlti -lopgaircaagl raph 603–04 CTehsetc Ykopuori nUtnderstanding ________ 6.1: “pTph. e3 2M7i–ll4en0nial Generation” (Health) pp. 371–84 __________________ __________________ __________________ __________________ ________________ 20 selections. ________ 6.2: “Quacks and Quackery” (Health) pp. 385–96 _________ _________ _________ _________ ________ 9 21 Reasoning and Determine if an argument is logical, relevant, and adequate. 609–13 Exercises ________ 6.3: “Helping Third World Countries” (Economics) pp. 397–409 _________ _________ _________ _________ ________ 1 Argument 2/1 Deductive versus Distinguish between deductive and inductive reasoning in 608–09 Exercises ________ 7.1: “E-Commerce? It’s E-Normous!” (Business) pp. 467–79 8/1 Inductive Reasoning paragraphs and multi-paragraph selections. ________ 7.2: “The Development of Rock Music” (Music Appreciation) 2 C Propaganda Devices Identify propaganda devices used by authors. 617–21 Exercises pp. 481–97 _________ _________ _________ _________ ________ Y ________ 7.3: “Reactions to Impending Death” (Psychology) pp. 499–511 _________ _________ _________ _________ ________ AN STUDY SKILLS ________ 8.1: “Prologue” From The Invisible Man (Literature) pp. 551–61 _________ _________ _________ _________ _________ MA SSQys3tRem Study-Reading Umsaet eSruiarlv.ey, Question, Read, Recite and Review steps with textbook STeQx3tbRo: o1k4s5: –65920–91 ________ 8.2: “Public Speaking in a Multicultural World” G (Speech Communication) pp. 563–77 _________ _________ _________ _________ ________ YE Manadr kCinogrn, eAlnl nNoottaet-intagk, ing Unontdee-rtlainkein, gh imgheltihgohdt,. and make marginal annotations; use the Cornell MCoarrnkeinllg m aentdh oadn:n 6o9ta8t–in7g0:2 694–97 ________ 8.3: From The Things They Carried (Literature) pp. 579–89 _________ _________ _________ _________ _________ LO Outlining, mapping, and Organize main ideas and supporting details in formal and informal Outlining: 697–98 Exercises ________ 9.1: “Improving Social Welfare through Public Education” B summarizing ways to show relationships among them. Mapping: 704–05 (Government) pp. 643–57 _________ _________ _________ _________ ________ L K Summarizing: 706 ________ 9.2: “Your Financial Wellness” (Health) pp. 659–70 _________ _________ _________ _________ _________ BA Preparing for Tests Create test review cards and test review sheets. Test preparation: 765–69 Exercises ________ 9.3: “Do We Consume Too Much?” (Environmental Science) C Review cards: 769–71 pp. 671–84 _________ _________ _________ _________ ________ K Review sheets: 771–74 _UP Textbook Features Recognize and use textbook features. 692–93 ________________ 1110..11:: ““CThuelt uArgael Doifv Gelrosbitayl”i z(aMtiaornri”a (gHei satnodry F) apmp.i l7y4) 5p–. 76729 and Online _________ _________ _________ _________ _________ Additional skills include reading rates, goal setting, following directions, online search techniques, and time management. Learning Center _________ _________ _________ _________ ________ ASSignmEnT ShEET And ProgrESS rEcord, PArT TWo READING SKILLS AND COMPETENCIES PRESENTED IN OPENING DOORS ESSENTIAL SKILLS REVIEw TESTS AND READING SELECTIONS Competencies Direct Instruction Application Skills (Learning Outcomes) (Page Numbers) (Activities & Quizzes) COMPREhENSION Due Date Essential Skills Review Tests (10 items each) SCORE Predicting and Anticipate what is coming next in a selection; evaluate your Predicting: 71 ________ TEST 1 “Credit Scores” pp. 783–85 ________ Comprehension understanding as you read. Comprehension Monitoring monitoring: 71–72 ________ TEST 2 “Green Economy” pp. 787–89 ________ ________ TEST 3 “Toothbrushes” pp. 791–93 ________ Stated Main Ideas Identify topic and stated main idea in paragraphs and multi- Topic: 207–11 Checkpoint paragraph selections. Stated main idea: 212–17 Test Your Understanding ________ TEST 4 “ATM Robberies” pp. 795–96 ________ Implied Main Ideas Identify topic and implied main idea in paragraphs and multi- 275–84 Checkpoint ________ TEST 5 “Types of Support in Speeches” pp. 797–98 ________ paragraph selections. Test Your Understanding ________ TEST 6 “Neat Versus Sloppy People” pp. 799–01 ________ Supporting Details; Identify specific information in paragraphs and multi-paragraph Supporting details: 343–50 Checkpoint ________ TEST 7 “Lifeboat Ethics” pp. 803–05 ________ Major and Minor Details selections. Distinguish major from minor details. Major and minor details: 350–52 Test Your Understanding ________ TEST 8 “The Power of Party Loyalties” pp. 807–09 ________ Organizational Patterns Determine primary and secondary organizational patterns in Basic patterns: 413–33 Checkpoint ________ TEST 9 “Mistaken Opinions” pp. 811–13 ________ paragraphs and multi-paragraph selections. Other patterns: 438–43 Test Your Understanding ________ TEST 10 “Internet Pornography” pp. 815–17 ________ Sentence Relationships Identify relationships between and within sentences. 447–51 Checkpoint Author’s Purpose Determine the author’s primary purpose for writing. 516–22 Checkpoint Comprehension Vocabulary Reading Skills TOTAL PERCENT Test Your Understanding Questions in Context Application SCORE SCORE Author’s Intended Determine the author’s intended audience for paragraphs and multi- 516–22 Checkpoint Due Date Reading Selections 10 10 5 25 Audience paragraph selections. Test Your Understanding Author’s Tone Analyze the author’s tone & support with examples, including 524–31 Checkpoint ________ 1.1: “Why Go to College?” (Student Success) pp. 27–39 _________ _________ _________ _________ ________ denotative, connotative meaning, and figurative language. Test Your Understanding ________ 1.2: “Getting Ready for Prime Time” (Business) pp. 40–54 _________ _________ _________ _________ ________ Author’s Point of View Determine the author’s position on an issue; detect an author’s bias. 522–24 Checkpoint ________ 1.3: “Saved” (Literature) pp. 55–66 _________ _________ _________ _________ ________ and Bias Test Your Understanding ________ 2.1: “Becoming a Peak Performer” (Student Success) pp. 105–16 _________ _________ _________ _________ ________ Interpreting Graphs and Interpret graphs, diagrams, images, and other visual representations Graphs: 707–16 Exercises ________ 2.2: “Terrorism in a Global Age” (History) pp. 117–30 _________ _________ _________ _________ ________ Visual Aids of information. Visual aids: 717–28 ________ 2.3: “A Whale of a Survival Problem” (Biology) pp. 131–41 _________ _________ _________ _________ ________ VOCABULARY ________ 3.1: “Struggle for Equality” (Government) pp. 161–74 _________ _________ _________ _________ ________ Vocabulary in Context Identify and use context clues to deduce the meaning of words. 74–76 Test Your Understanding ________ 3.2: “Parenthood” (Human Development) pp. 175–88 _________ _________ _________ _________ ________ 270 items with the 27 reading selections ________ 3.3: “Art in the Service of Religion” (Art Appreciation) pp. 189–201 _________ _________ _________ _________ ________ Word-Structure Clues Use word-structure (structural analysis) clues to determine the 74–75, 77 Test Your Understanding ________ 4.1: “Plagiarism, Term Papers & Web Research” (Information meaning of words. Technology) pp. 235–46 _________ _________ _________ _________ _________ Figurative Language Interpret an author’s use of figurative language. 78–80 Test Your Understanding ________ 4.2: “Classes without Walls” (Student Success) pp. 247–59 _________ _________ _________ _________ ________ Denotative and Distinguish between connotative and denotative meaning. 77–78 Test Your Understanding ________ 4.3: “Muhammad” (History) pp. 261–71 _________ _________ _________ _________ ________ Connotative Meaning ________ 5.1: “Identity Theft” (Personal Finance) pp. 301–14 _________ _________ _________ _________ ________ M D CRITICAL READING ________ 5.2: “Violence in Television and Video Games” (Psychology) DA Fact and Opinion Distinguish between facts and opinions. 595–98 Checkpoint pp. 315–26 _________ _________ _________ _________ ________ L Test Your Understanding ________ 5.3: “Demography, the Study of Population” (Sociology) IM #12 ICnofenrcelunscieosn sand Logical Scoynncthluessiioznes i nbfaosrmeda otino nd etota milsa kine pinafreargernacpehss aanndd dmrauwlti -lopgaircaagl raph 603–04 CTehsetc Ykopuori nUtnderstanding ________ 6.1: “pTph. e3 2M7i–ll4en0nial Generation” (Health) pp. 371–84 __________________ __________________ __________________ __________________ ________________ 20 selections. ________ 6.2: “Quacks and Quackery” (Health) pp. 385–96 _________ _________ _________ _________ ________ 9 21 Reasoning and Determine if an argument is logical, relevant, and adequate. 609–13 Exercises ________ 6.3: “Helping Third World Countries” (Economics) pp. 397–409 _________ _________ _________ _________ ________ 1 Argument 2/1 Deductive versus Distinguish between deductive and inductive reasoning in 608–09 Exercises ________ 7.1: “E-Commerce? It’s E-Normous!” (Business) pp. 467–79 8/1 Inductive Reasoning paragraphs and multi-paragraph selections. ________ 7.2: “The Development of Rock Music” (Music Appreciation) 2 C Propaganda Devices Identify propaganda devices used by authors. 617–21 Exercises pp. 481–97 _________ _________ _________ _________ ________ Y ________ 7.3: “Reactions to Impending Death” (Psychology) pp. 499–511 _________ _________ _________ _________ ________ AN STUDY SKILLS ________ 8.1: “Prologue” From The Invisible Man (Literature) pp. 551–61 _________ _________ _________ _________ _________ MA SSQys3tRem Study-Reading Umsaet eSruiarlv.ey, Question, Read, Recite and Review steps with textbook STeQx3tbRo: o1k4s5: –65920–91 ________ 8.2: “Public Speaking in a Multicultural World” G (Speech Communication) pp. 563–77 _________ _________ _________ _________ ________ YE Manadr kCinogrn, eAlnl nNoottaet-intagk, ing Unontdee-rtlainkein, gh imgheltihgohdt,. and make marginal annotations; use the Cornell MCoarrnkeinllg m aentdh oadn:n 6o9ta8t–in7g0:2 694–97 ________ 8.3: From The Things They Carried (Literature) pp. 579–89 _________ _________ _________ _________ _________ LO Outlining, mapping, and Organize main ideas and supporting details in formal and informal Outlining: 697–98 Exercises ________ 9.1: “Improving Social Welfare through Public Education” B summarizing ways to show relationships among them. Mapping: 704–05 (Government) pp. 643–57 _________ _________ _________ _________ ________ L K Summarizing: 706 ________ 9.2: “Your Financial Wellness” (Health) pp. 659–70 _________ _________ _________ _________ _________ BA Preparing for Tests Create test review cards and test review sheets. Test preparation: 765–69 Exercises ________ 9.3: “Do We Consume Too Much?” (Environmental Science) C Review cards: 769–71 pp. 671–84 _________ _________ _________ _________ ________ K Review sheets: 771–74 _UP Textbook Features Recognize and use textbook features. 692–93 ________________ 1110..11:: ““CThuelt uArgael Doifv Gelrosbitayl”i z(aMtiaornri”a (gHei satnodry F) apmp.i l7y4) 5p–. 76729 and Online _________ _________ _________ _________ _________ Additional skills include reading rates, goal setting, following directions, online search techniques, and time management. Learning Center _________ _________ _________ _________ ________ Opening Doors Understanding College Reading SEVENTH EDITION Janet Elder Joe Cortina Richland College Dallas County Community College District ccoorr1133551122__ffmm__ii--xxxxiivv..iinndddd ii 2211//1122//1122 99::2266 PPMM Janet Elder, Joe Cortina, Opening Doors, 7e OPENING DOORS Published by McGraw-Hill, a business unit of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY, 10020. Copyright © 2014 by The McGraw-Hill Companies, Inc. All rights reserved. Printed in the United States of America. Previous editions © 2011, 2008, 2005, 2002, 1998, and 1995. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. Some ancillaries, including electronic and print components, may not be available to customers outside the United States. This book is printed on acid-free paper. 1 2 3 4 5 6 7 8 9 0 QTN/QTN 1 0 9 8 7 6 5 4 3 ISBN: 978-0-07-351351-5 (Student edition) MHID: 0-07-351351-2 (Student edition) ISBN: 978-0-07-753138-6 (Instructor’s edition) MHID: 0-07-753138-8 (Instructor’s edition) Senior Vice President, Products & Markets: Senior Production Editor: Carey Eisner Kurt L. 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Library of Congress Cataloging-in-Publication Data Elder, Janet. Opening doors / Janet Elder, Joe Cortina. — 7th ed. p. cm. Includes bibliographical references and index. ISBN-13: 978-0-07-351351-5 (alk. paper) ISBN-10: 0-07-351351-2 (alk. paper) ISBN-13: 978-0-07-753138-6 (alk. paper) 1. College readers. 2. Reading (Higher education) I. Cortina, Joe. II. Title. PE1122.C637 2014 428.6—dc23 2013045075 The Internet addresses listed in the text were accurate at the time of publication. The inclusion of a website does not indicate an endorsement by the authors or McGraw-Hill, and McGraw-Hill does not guarantee the accuracy of the information presented at these sites. www.mhhe.com ccoorr1133551122__ffmm__ii--xxxxiivv..iinndddd iiii 2211//1122//1122 99::2266 PPMM About the Authors Janet Elder and Joe Cortina began their writing collaboration as colleagues in the Human and Academic Develop- ment Division at Richland College, a member of the Dallas County Commu- nity College District. Professor Elder now writes full time; professor Cortina currently teaches both developmental reading and honors English courses at Richland, and serves as the develop- mental reading program coordinator. Both are trained reading specialists and Janet Elder Joe Cortina are highly experienced in teaching basic and advanced reading improvement and study skills courses. Their combined teaching experience spans elementary, secondary, and undergraduate levels, as well as clinical remediation. D r. Elder and Dr. Cortina began collaborating in 1985. Their fi rst textbook was Comprehending College Textbooks: Steps to Understanding and Remembering What You Read. Their beginning-level textbook, New Worlds: An Introduction to College Reading , is now in its fi fth edition. Dr. Elder is also the author of an introductory-level text, E ntryways into College Reading and Learning , and an intermediate- to upper-level college reading improvement textbook, Exercise Your College Reading Skills: Developing More Powerful Comprehension, second edition. Both authors are long-standing members of the College Reading and Learning Association (CRLA) and the National Association for Developmental Education (NADE). Dr. Cortina is also a member of the Texas counterparts of these national organizations, Texas- CRLA and TADE, and Dr. Elder has given numerous presentations at their conferences over the years. J anet Elder was graduated summa cum laude from the University of Texas in Austin with a B.A. in English and Latin, and is a member of Phi Beta Kappa. She was the recipient of a government fellowship for Southern Methodist University’s Reading Research Program, which resulted in a master’s degree. Her Ph.D. in curriculum and instruction in reading is from Texas Woman’s University where the College of Education presented her the Outstanding Dissertation Award. After teaching reading and study skills courses at Richland for several years, she implemented the college’s Honors Program and directed it for six years before returning to teaching full time. She was a three-time nominee for excellence in teaching awards. D isability Services students also selected her three times as the recipient of a special award for “exceptional innovation, imagination, and consideration in working with students with disabilities.” She is a recipient of the National Institute for Staff and Organizational Development’s Excellence Award. In fall 2004, she left teaching in order to write full time, but she continues her affi liation with Richland as a professor emerita. J oe Cortina earned his B.A. degree in English from San Diego State University and his master’s degree and doctoral degree in curriculum and instruction in reading from the University of North Texas. He has taught undergraduate teacher education courses in reading at the University of North Texas and Texas Woman’s University. In 2010 Dr. Cortina received Richland College’s Excellence in Teaching Award for Full-Time Faculty. In 1994, 2009, and 2011 he was a recipient of the Excellence Award given by the National Institute for Staff and Organizational Development. And in 1992 he was selected as an honored alumnus by the Department of Elementary, Early Childhood and Reading Education of the University of North Texas. In addition to teaching, Dr. Cortina conducts in-service training and serves as a mentor to both new full-time and adjunct faculty at Richland College. ccoorr1133551122__ffmm__ii--xxxxiivv..iinndddd iiiiii 0033//0011//1133 1100::0011 AAMM Brief Contents Preface xvi PART ONE Orientation: Preparing and Organizing Yourself for Success in College 1 1 CHAPTER Making Yourself Successful in College 3 2 CHAPTER Approaching College Reading and Developing a College-Level Vocabulary 67 3 CHAPTER Approaching College Assignments: Reading Textbooks and Following Directions 1 43 PART TWO Comprehension: Understanding College Textbooks by Reading for Ideas 203 4 CHAPTER Determining the Topic and the Stated Main Idea 2 05 5 CHAPTER Formulating Implied Main Ideas 273 6 CHAPTER Identifying Supporting Details 3 41 7 CHAPTER Recognizing Authors’ Writing Patterns 4 11 8 CHAPTER Reading Critically 5 13 9 CHAPTER Thinking Critically 5 91 PART THREE Systems for Studying Textbooks: Developing a System That Works for You 685 10 CHAPTER Selecting and Organizing Textbook Information 6 87 11 CHAPTER Rehearsing Textbook Information and Preparing for Tests 7 63 Essential Skills Review Tests 7 81 1 APPENDIX Glossary of Key Reading and Study Skills Terms 818 2 APPENDIX A List of Word Parts: Prefi xes, Roots, and Suffi xes 822 3 APPENDIX Master Vocabulary List 8 29 Credits C-1 Index I-1 iv ccoorr1133551122__ffmm__ii--xxxxiivv..iinndddd iivv 2211//1122//1122 99::2266 PPMM Contents Preface xvi PART ONE Orientation: Preparing and Organizing Yourself for Success in College 1 1 CHAPTER Making Yourself Successful in College 3 Skills 5 Doing What Successful Students Do 5 Motivating Yourself 7 Setting Your Goals 9 Identifying How You Prefer to Learn 11 Managing Your Time 14 Setting Up a Weekly Study Schedule 14 Making the Most of Your Study Time 18 Planning Further Ahead: Creating a Monthly Assignment Calendar and Using a Daily To Do List 19 Creating Your Summary: Developing Chapter Review Cards 21 Readings 27 SELECTION 1.1 “Why Go to College?” Student Success from P.O.W.E.R. Learning: Strategies for Success in College and Life by Robert S. Feldman 27 SELECTION 1.2 “Getting Ready for Prime Time: Learning the Skills Needed to Succeed Today and Tomorrow” Business from Understanding Business by William Nickels, James McHugh, and Susan McHugh 41 SELECTION 1.3 “Saved” Literature from The Autobiography of Malcolm X as told to Alex Haley 55 v ccoorr1133551122__ffmm__ii--xxxxiivv..iinndddd vv 2211//1122//1122 99::2266 PPMM vi Contents 2 CHAPTER Approaching College Reading and Developing a College-Level Vocabulary 67 CONNECT Reading 2.0 Personalized Learning Plan CORRELATION GUIDE Unit Topic in PLP Relevant Learning Objectives Unit 5: Study Techniques Flexible Reading Rates • Understand the skill of reading with fl exible reading rates • Understand the 5 reading rates and when to use each Unit 1: Vocabulary Skills Vocabulary: Context • Understand the skill of using context clues Clues • Recognize 6 types of context clues • Recognize clue words and signals for 6 types of context clues • Use context clues to determine a word’s meaning • Use context clues to select the appropriate dictionary defi nition Unit 1: Vocabulary Skills Vocabulary: Word- • Understand the skill of using word-structure clues Structure Clues • Identify and know the meaning of common prefi xes • Identify and know the meaning of common roots • Identify and know the meaning of common suffi xes • Use one or more word parts to unlock a word’s meaning Unit 3: Interpreting Author’s Tone and • Understand 4 common fi gures of speech and the skill of interpreting them Figurative Language • Interpret 4 common fi gures of speech Skills 69 Understanding the Reading Process 69 Improving Your Reading 71 Predicting as You Read 71 Monitoring Your Comprehension 71 Adjusting Your Reading Rate 71 Developing a College-Level Vocabulary 74 Using Context Clues 75 Using Word-Structure Clues 75 Understanding Denotations and Connotations of Words 77 Understanding Figurative Language 78 Creating Your Summary: Developing Chapter Review Cards 83 Test Your Understanding: Context Clues, Part 1 89 Test Your Understanding: Context Clues, Part 2 91 Test Your Understanding: Word Structure: Roots, Part 3 93 Test Your Understanding: Word Structure: Roots, Part 4 97 Test Your Understanding: Figurative Language, Part 5 101 Test Your Understanding: Figurative Language, Part 6 103 ccoorr1133551122__ffmm__ii--xxxxiivv..iinndddd vvii 2211//1122//1122 99::2266 PPMM Contents vii Readings 105 SELECTION 2.1 “Making It Happen: Creating Positive Change to Become a Peak Performer” Student Success from Peak Performance: Success in College and Beyond by Sharon K. Ferrett 105 SELECTION 2.2 “Terrorism in a Global Age” History from Nation of Nations: A Narrative History of the American Republic by James Davidson et al. 117 SELECTION 2.3 “A Whale of a Survival Problem” Biology from The Nature of Life by John Postlethwait and Janet Hopson 131 3 CHAPTER Approaching College Assignments: Reading Textbooks and Following Directions 143 CONNECT Reading 2.0 Personalized Learning Plan CORRELATION GUIDE Unit Topic in PLP Relevant Learning Objectives Unit 5: Study Techniques Using Textbooks • Understand the skill of using the SQ3R study technique Effectively Skills 145 College Textbooks: Methods for Reading and Studying Effectively 145 The SQ3R Study System 146 The Three-Step Process for Reading and Studying Textbooks 146 Step 1: Prepare to Read 147 Step 2: Ask and Answer Questions to Enhance Your Reading 149 Step 3: Review by Rehearsing the Answers to Your Questions 151 Following Directions in Textbooks and on Tests 152 Guidelines for Following Directions 152 Example: Directions for a Test 153 Creating Your Summary: Developing Chapter Review Cards 155 Readings 161 SELECTION 3.1 “African Americans: The Struggle for Equality” Government from The American Democracy by Thomas E. Patterson 161 SELECTION 3.2 “Parenthood: Now, Later, . . . Never?” Human Development from Human Development by Diane E. Papalia, Sally Wendkos Olds, and Ruth Feldman 175 SELECTION 3.3 “Art in the Service of Religion” Art Appreciation from Living with Art by Rita Gilbert 189 ccoorr1133551122__ffmm__ii--xxxxiivv..iinndddd vviiii 0033//0011//1133 1100::0011 AAMM