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Re: Hi! You Can Post Your Assignments and Ideas Here!
— by Jennifer O'Grady Jennifer O'Grady
I am going to incorporate textbook

reading strategies into the compostion

textbook reading. My students often

share that they don't remember what

they have read when they read

textbooks. They also report that they

do not know how to study a text to

prepare for a test. I am going to show

the students how to read a text and

how to prepare materials while reading

the text that can be used to prepare for

a test. For each of the four rhetorical

mode chapters (narrative, analysis, argument,

evaluation) that I assign in the textbook, I will

have the students complete a textbook reading

strategy. For example,

1. For the personal narrative chapter, I will

have each student read the chapter and prepare

five short-answer quiz questions based on the

reading from the chapter. Then in class I will break

the students into groups of four. Each student will

read his/her questions and answers. Each group

will then select the five best questions. Once each

group has selected question, the groups will quiz each

other. If the group stumps the other group, then the group

gets a point. If the group can answer the question, then the

group that answered the questions gets a point. The group

with the most points wins a small prize. This is a way for

students to actively read textbooks for other classes

because they are anticipating what material is important

and developing questions and answers. These questions

and answers can be used as a study aide before a test.

2. For the analysis chapter, I will have students outline the

entire chapter. In class I will break students into groups

and then have each student share his/her outline

with the group. I will assign a section of the book

to each group and then each group will have to

write an outline for that section utilizing their

homework outlines. Each group will write an outline

for their section on the board.

It is useful for students to learn how to

outline material and how the outline can be used to

study for a test later. Students can also learn how to utlize

outlines in their own writing.

3. For the evaluation chapter, I will have each student

turn the subject headings of each chapter into questions

and then answer the questions. This is another way for students

actively read a textbook and then use this as a study resource.

4. For the argument chapter, I will break the class into groups

and assign ten pages to each group. Each group will have to

teach the class their ten pages. This is a way to teach the

idea that if you can explain a concept to someone, then

you have a working knowledge of the idea.

For each of these ideas will show students how these

techniques can be applied to other classes. These

techniques also put the students in charge of

disseminating the information, so that I do not become

the sage on the stage. I can provide my input and

guidance, but the students drive the discussion.