Reading Academically

Description of this Guide

In this guide we shall examine your starting points, the skills you use and the way in which you go about research reading for academic purposes. We look at strategies and systems to improve your efficiency and effectiveness. We explore how you can improve your reading skills to become more critical. The chapter will help you to interact more effectively with texts and articles.

Learning Outcomes

. Identify what reading skills you currently use. !. "evelop your understanding of how to develop critical reading skills . #. Introduce you to a system $%uasar &ethod' for greater interactivity with texts and articles. (. "evelop strategies for monitoring your reading styles.

Contents
.) Introduction to the %*A+AR method , an explanation of a method to increase interactivity and develop critical reading skills . Am I an interactive reader- A self audit of how reading is tackled. .! .haracteristics of /surface and deep0 approaches to reading Reflecting on your reading style now !. 1ind out if you need to increase your efficiency !.! 1ind out how to improve interactivity with text !.# 1ind out how to improve critical reading skills 2eing #. #.! #.# #.( Active (. (.! (.# an efficient reader 3ow fast do I read4etting information from text 5uickly 1inding your way around texts Is the text suitable for my purposesreading 2eing an active reader "eveloping reading strategies Reading 6ournal articles

!.)

#.)

(.)

7.) 8.)

2eing a critical reader Taking reading skills forward

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The material in this guide is copyright 9 !))# the *niversity of +outhampton. :ermission is given for it to be copied for use within the *niversity of +outhampton. All other rights are reserved.

Reading academically

Skills

Reading Academically
1.0Introduction to the QUASAR ethod
Reading for academic and research purposes is very different from leisure reading. It is important that you develop and improve your skills for reading academically so that you are more efficient and can pick out relevant information more effectively. All your tutors will emphasise the need to R;A" .RITI.A<<=. In other words they want you to consider what you are reading and weigh up what is being said with what other people have written. The key to success is being an A.TI>; reader rather than someone who passively lets the information flow over them? If you wish to improve your academic reading skills, you will first need to take stock of how you go about reading now. This section will introduce a system for improving your skills, called the %*A+AR ATTA.@ method.

QUASAR is a method which will help you to improve/increase your critical reading skills and stands for: Q U A S A R Question ( e! Active "ystems Analyse Reflect

How will it help?

Efficient Reader

Active Reader

Critical Reader

To find out more and to see if any part of the %uasar &ethod would help you, you might like to fill in the 5uestionnaires to find out what skills you already use.

Reading academically

Skills
1.1 Am I an interacti!e reader"
This is a self audit of how you tackle your reading.

Answer the following 5uestionsA #es$no

I tend to read very little beyond what is actually re5uired to pass the assignment

! # ( 7 8 C D F )

I concentrate on memorising a good deal of what I read I try to relate ideas I come across in other topics to what I read When I read an article or book, I try to find out exactly what the author means Bften I find myself 5uestioning what I read When I read I concentrate on learning 6ust those bits of information I need to pass the assignment. When I am reading, I stop from time to time to reflect on what I0m trying to learn from it When I read, I examine the details carefully to see how they fit in with whatEs being said I like books which challenge me and provide explanations which go beyond the lectures and seminars I like books which give definite facts and information which can be easily understood I read an article straight through from start to finish I note down all the facts and figures I note the author0s main arguments I think about whether the facts supported these arguments I make summary notes to use later

! # ( 7

2ased upon the ASSIST Approaches to Studying Inventory by Goel ;ntwistle.

#f you have answered $yes% to all or most of &uestions: '()(*('+(''(')(', you are adopting a "-R.ACE A//R0AC1 to your learning2 3ou are organising your learning in order to e a le to remem er facts and figures to use in written assignments or dissertation work2 #f you have answered $yes% to all or most of &uestions: 4( 5( ,( 6( 7( 8( '4( '5 you are adopting a 9EE/ A//R0AC1 to your learning2 3ou are thinking critically a out the information you read and trying to make sense of it in the wider conte:t of your studies2 ;his approach to learning and studying shows initiative and understanding2

1.% Characteristics of surface and deep approaches to reading

.an you see the difference between the two approaches+urface approach "eep approach &;&BRI+ATIBG *G";R+TAG"IG4

All students use both approaches at some time. If you understand your sub6ect material fully you will be able to apply it successfully in your reading approach and your written work. .haracteristics of a Surface Approach to Reading Intention to complete task re5uirements &emorise information needed for assessments 1ailure to distinguish principles from examples Treats task as an external imposition 1ocus on discrete elements without integration *nHreflectiveness about purpose or strategies

.haracteristics of a Deep Approach to Reading Intention to understand >igorous interaction with content Relate new ideas to previous knowledge Relate concepts to everyday experience Relate evidence to conclusions ;xamine the logic of the argument

*ndergraduate as well as postgraduate students are expected to become critical readers and develop a /deep0 approach to reading. If you want to become a /deep0 reader or improve these skills you might like to look at +ection (.B to find out how to improve interactivity with text and +ection 7.) to find out how to improve your critical reading skills

%.0Ref&ecting on #our Reading St#&e 'o(

=ou are expected to do a considerable amount of reading at *niversity. Go one 5uestions your ability to read at *niversity but you may be using techni5ues and strategies that, although they have been successful in the past, are not the most appropriate or the most efficient for reading now. In this section you will be asked to reflect on how efficient you are when reading and the degree of interactivity you have with the text you read. =ou can then find out more about improving these aspects of your reading by consulting the other sections.

Reading academically

%.1 )ind out if #ou need to impro!e #our efficienc#.

Skills

<ook at these 5uestions to find out more about the way you tackle background reading, reading for assignments, reading for literature reviews and reading to increase knowledge and understanding. Tick those 5uestions to which you answer Yes. tic*
"o you read a chapter or 6ournal article from start to finish and have a fuIIy idea of what was said-

! # ( 7 8 C D

"oes it take you a long time to do the necessary reading for your course"o you find that the chapters or books or articles seem to go above your head"o you read word by word"o you /say0 the words silently to yourself in your head as you read"o you have to read and reHread sections"o you read advanced texts and 6ournal articles infre5uently"o you vary the pace of your reading-

#f you have ticked four or more of these o:es( you need to improve your reading efficiency2 <o to "ection 42+ =eing an efficient reader2

%.% )ind out if #ou need to impro!e ho( #ou are interacting (ith te+t

Tick the boxes which apply to youA tic* "o you know exactly what you are looking for! # .an you select important andJor relevant information for your purpose.an you pick out key words andJor information-

( 7 8 C D

"o you vary your style of reading depending on the nature of the taskWhen you absorb information do you know what to do with it"o you regularly monitor your own understanding of the texts you are reading"o you know how to improve your reading comprehension"o you try to anticipate what is coming next#f you have ticked four or less of these o:es( you need to e a more active reader2 <o to "ection 52+ =eing an Active Reader and/or section 42+ =eing an Efficient Reader2

%., )ind out if #ou need to impro!e #our critica& reading s*i&&s

Tick the boxes which apply to youA tic*

"o you think about what you are reading and 5uestion what the author has written-

! # ( 7 8 C D

"o you try to assess the stance of the author"o you challenge the ideas as you are readingAre you able to distinguish different kinds of reasoning usedAre you able to synthesise the key information and make connections between what one author and others are saying.an you make 6udgements about how the text is argued.an you evaluate how the information could be better or differently supported.an you spot assumptions which have not been well argued-

#f you have ticked four or less of these o:es( you need to improve your critical reading skills2 <o to "ection ,2+ Critical Reading2

Reading academically

Skills
,.0-fficient Reading
To help you to be more efficient and effective as an academic reader, you might need to consider one or all of the followingA . Increasing your reading speed !. 1inding your way around texts , i.e. gaining knowledge of how the text for your sub6ect is put together , the hidden rules for writing in your sub6ect #. &aking decisions about suitability of text

QUASAR Attack
Q U A S A R Question (=e! Active "ystems Analyse Reflect

"ystems

*R2AG &=T3+ A2B*T R;A"IG4 K If I read more slowly it will help me to understand difficult concepts and texts which seem inaccessible because of the way they are written.L +ometimes reading slowly can impair your understanding. +low readers are more likely to miss the point or get bogged down with minute detail. K If I read a chapterJarticleJsection of text over and over again I will be able to understand the concepts.L :erhaps you are tackling a text which is too difficult initially for you or that you have no clear idea of what it is that you want to get out of the text and are simply reading as a large sponge?

,.1 .o( fast do I read"

The Speed Test

.hoose a passage to read which is unfamiliar to you. Time yourself for ten minutes. .ount how many words your have read in this time. "ivide your total by ). =our answer will tell you how many words per minute you can read comfortably.
#. #; #" >E"" ;1A? )++ @0R9" /ER A#?-;E 30- ?EE9 ;0 @0RB 0? ;1#" "B#>>2

Try this piece of software online that can assess your reading speedA httpAJJwww.uvreader.comJtest.php

Increasing Reading Speed

If you are determined and prepared to practise, then you should be able to train yourself to read faster and improve your concentration and level of comprehension. Bur eyes move, pause and recognise characters. ;very time the eye stops it is called a fixation. $The period in which reading matter is recognised, understood and stored in memory.' The siIe and length of the fixation is the important factor. The slower reader reads the text word by word. The average reader links together unimportant words with key words so that there are fewer fixations , this increases reading speed. The fast reader is the most efficient and reads whole phrases at a time. =ou can train yourself to read larger chunks of text at each fixation but you will need to practise this skill. Avoid /ac*trac*ing when reading. 2acktracking is when you read a few words and then go back over them because you have not understood the point properly. 2y doing this you are interrupting the flow of reading and confusing your understanding rather than clarifying it. It is far better to get to the end of a section by reading it straight through and then reHreading it if necessary. A difficult section is often better read 5uickly twice than once slowly? Avoid /sounding out0 words in your head as you read. This slows you down. =ou need to vary your reading style and speed according to the material you are reading. Remember reading improves with practice, and the more you are familiar with advanced reading texts the more 5uickly you will be able to get access to the information. There are some web sites which you can visit which will help you to improve and increase your reading speed. www.mindtools.comJpagesJarticleJnewI++M)#.htm www.rapidreading.co.uk

,.% Getting information from te+t

+kimming is a particular style of reading. It is a way of gathering as much information as possible from text in the shortest time possible. +kimming is a visual activity and is used for getting the gist or impression of a chapterJsection of text. =ou are not reading the whole page and your eyes do not move from left to right along the line as they do when reading a whole text.

Reading academically +canning is another style of reading. This is most useful when you are searching for something specific in the text , like a word or phrase. An example of use is when you are looking in a telephone directory for a particular person0s name or when you look in the index of a book to see which page contains the information you want.

Skills

0-+amp&e of e#e mo!ements during s*imming1

.o( to s*im te+t

,., )inding #our (a# around te+ts

QUASAR Attack
Q U A S A R Question (=e! Active "ystems Analyse Reflect

Analyse ;e:t

=ou can increase your reading speed and improve your comprehension by being familiar with the way text is written for your sub6ect. This is called /genre0 or the style of the text. =ou might also examine how the text is organi2edN and how the author has analysed $broken down' the material in order to set up an argument. 2e aware that different

disciplines $e.g., sociology, philosophy, psychology, neurology etc.' will have different ways of arguing so the text may be set out in a different format and adhere to different /conventions0. 3ere are some things for you to think about when examining text to find your way around more efficiently. 1inding the answers to the above points will mean that you have to examine the way text is put together for your sub6ect, and this will help with comprehension and speed of access to information. Where are chapter summaries usually found , at the beginning or the end of a chapterAre the chapters broken down into appropriate subHheadings"o the subHheadings give me an overview of the structure of the chapterIs there are revision section at the end of a chapter3ow is key terminology presented , bold, underlined, separate glossary"oes each section contain a summary statement at the beginning or the end"oes each section have subsidiary and supporting material or evidence or examples after summary statementsAre diagrammatic features used to explain prose textAre tables and graphs used to explain prose textIs the se5uencing of the information obvious in the text layout "oes the text rely upon fairly simple or complex sentences- $If the latter you will need to practise unHpicking these to make sense of them 5uickly'.

,.3 Is this te+t suita/&e for m# purposes"

Q U A S A R

Question (=e! Active "ystems Analyse Reflect

QUASAR Attack

Question C Analyse
;e:t

Is this suitable for ME?

+uitability of text is not 6ust about choosing the right book for the assignmentN it is also about choosing the right book for you at your stage in the learning process or your conceptualisation of ideas. 2ooks placed by your tutor in the Reserve .ollection or on +hort Term <oan are clearly important for your studies, but make sure that you are ready

Reading academically to access that particular reading resource before doing so. +ome students forget that one of the elements of successful reading is the knack of matching your level of understanding with the relevant resources for the activity in which you are involved. +ome students become disheartened when they cannot understand a text on the /book list0. This may be because you are still grappling at an early stage of understanding, both of the new concepts and the new terminology. +ome books are, therefore, at too high a level at this stage and are more like reading a second language where you have to look up all the new terminology to help you link the vocabulary with the meaning? If this applies to you, you should begin with a text which gives you more help and briefer, more broadHstroke, explanations. If the sub6ect is new to you, the Idiot0s 4uides on the market are a /must0? 3owever, there may be some excellent /A0 level text books which serve this purpose as a bridge to exploring more complex 6ournal articles, for example. It is important that you seek advice from your departments, tutors, postHgraduate students about what is available.

Skills

Is this text suitable for

y studies?

The 5uestion you need to ask yourself is /"oes this book or chapter or article contain the information or evidence I need for my assignment or task-0 If it does then it is worth usingN if some of it is useful, use those sections in particularN if not, then it may not be what you need for your particular work and may be useful only for background information or interest or developing your concepts. Remember the books or chapters or articles have not been written especially so that you can answer the 5uestion posed by your tutor. They may go into a lot of complicated depth which is not relevant to your current needs. $+ee +ection (.) 2eing an Active Reader'

Is it suitable and credible?

=ou should consider the date when the book or article was written and ask yourself if this is the latest information and research or is it now outHofHdate. That said, books published many years ago can still be extremely valuable. *ltimately, it is the content not the date of publication which is crucial.

4.0

Acti!e Reading

It is very important to be an A.TI>; reader as this will help you retain information in a text and help you make the right kind of notes , it is essentially reading for a purpose rather than 6ust browsing.

3.1 5eing an acti!e reader

Q U A S A R

Question (=e! Active "ystems Analyse Reflect

QUASAR Attack

Question C (=e ! AC;#DE

3ave you ever considered doing things to ensure that your reading is effective and that you become more efficient in the process-

5-)OR- R-ADI'G

Ask yourself some questions.

2efore you launch into reading a chapter or section or 6ournal article, you may need to ask yourself to 6re!ie( and 6redict. "o this by asking yourself the followingA Why Am I Reading ThisWhat do I Want to 1indWhat information do I already know and will the text /fill in the gaps0 for meIs this the most appropriate text for my purpose-

When you start to read you should be asking yourself what type of information you needJwant. This can fall into three categoriesA <iteral, Inferential or .ritical. Litera& 1or exampleAH o Who was responsible for making <aws Inferentia& 1or exampleAH o .an you find evidence in your reading that a specific <aw is effectiveo What do different people say- Whose arguments are stronger Critica& 1or exampleAH o 3as the author given enough evidence to be convincing- $think of your own reading of a topic' o Are the results reliable and valido Is the author0s interpretation sound-

DURI'G R-ADI'G

Use colour effectively

&any students find that it is useful to co&our code information. To do this most effectively you will need to photocopy sections of text which you think are most relevant and crucial to your work. As you are reading you will have to make decisions about what sort of information it is in order to code it. This means that you will be interacting more with the text rather than being a surface reader. "ecisions about colour coding can only be made effectively if you know your purpose for reading and what it is that you are looking for. 1or example, you may want to code the main ideas in one colour in a section or paragraph and the evidence or examples or subsidiary information in another colour. =ou may want to pick out key references and names and use codes to categorise these. +ome students find that they like to code the author0s opinions in one colour and the inferred information in another. As you can see there are many ways in which you can be creative to make you 5uestion what you are reading and to help you make more effective notes.

=ou will need a range of coloured highlighters and photocopies of the texts.

3.% De!e&oping reading strategies 7 the +%#R Reading +trategy

+ome of you may have heard of this but are not sure what it is or how it works. +%#R stands forA +*R>;= the text +kim the text to see if it is suitable for your needs and to get a general idea of what it is about.

Reading academically %*;+TIBG Ask yourself why you are reading the text and what you want to get out of it so that you read with a specific focus. =our comprehension improves if your mind is actively searching for answers to 5uestions. R;A" Read carefully, breaking up your reading into small sections, looking for main ideas. R;.A<< &entally go through the ideas you have 6ust read and pick out the main points. .heck that you can answer your initial 5uestions. .heck that you have assimilated and gathered the information you need. R;>I;W <ook back to see if the passage has answered everything you wanted. 3ow much can you remember-

Skills

3., Reading 8ourna& artic&es

&any students find reading 6ournal articles more difficult than text books and are daunted by the fact that 6ournal articles are written by current experts in their field of study and sometimes their own lecturers. It is useful to adopt a twoHfold approach to reading an articleA 4et a 5uick overview Read the a/stract which contains a summary of the article and should contain the rationale for the study as well as the main results and an interpretation of the results. Read the summar# and conc&usions. If the article does not have a summary, skim through the discussion section of the article. As you read ask yourself whether the information is relevant to your own reading purpose or research. Will it be useful for your assignment4o back and get the details Ask yourself 5uestions and search for the answers in order to focus your reading. Read the article critically and analyse and evaluate the findings.

4.0 5eing a Critica& Reader

.ritical approaches to study at *niversity are vital. &uch of this is to do with the way you interact with text , your own and others0. It is also about the sort of 5uestions you ask yourself. Reading .ritically is usually achieved when students have a working knowledge and understanding of the issues or theories or topics which they are studying.

!ritical Reading" #hat is it?

To read critically is to make 6udgements about ho$ a text is argued. This is a highly reflective skill re5uiring you to Kstand backL and gain some distance from the text you are reading. =ou might have to read a text through once to get a basic grasp of content before you launch into an intensive critical reading. These are the keysA "on0t read only for information $+urface Approach' Do read for (a#s of thin*ing about sub6ect matter $"eep Approach'

Getting Started 9 Ask yourself the follo$ing" .an I believe everything I readAre experts always rightWhat makes me take more notice of one academic writer and less of anotherWhat makes a scholarly, rigorous piece of research, and what makes research findings weak or strong-

:r# this for #ourse&f .hoose a chapter or an article and find out answers to the following 5uestionsWho is the author0s audienceWhat are the central claims of the textWhat is the main evidence3ow has the author analysed the material to set up an argument3ow is this substantiatedWhat assumptions lie behind the evidence or arguments"o you think the assumptions are founded on ade5uate proofWhat methodology was usedWhat are the general weaknesses or strengthsWhat do other leading thinkers or writers have to say about this-

:he *inds of e!idence used

=ou ought to be considering the kinds of evidence usedA :rimary or +econdary sources , these could be different for different sub6ect disciplines Is the evidence statistical Is it anecdotal 3ow does the author use this evidence to develop the argument 3ow is it connected with central ideas and themes-

Reading academically

;hat is #our e!a&uation "

Skills

=ou need to considerJdecide if the argumentsJevidence are strong or weak. "o you think it could have been done differently or differently supported.an you spot any gaps, unHargued assumptions or inconsistencies<ook at the conclusions and ask yourself if the evidence supports the conclusions.

<.0

:a*ing #our Reading S*i&&s )or(ard H Over to You

Take time now to reflect on what you have read and how you can take it forward. After this you may want to look at the #riting Effectively 4uide and %reparing Effectively for Exa inations 4uide. Acti!e Reading The %*A+AR &ethod will help you do this. 3ow will you take the %*A+AR method forward-

5ecoming and acti!e and efficient reader What do you have to do to become an active and efficient reader-

Identif#ing #our current reading st#&e .heck back at your answers in section !. &ake a note of your current style and the changes you want to make. Current style

Changes # need to make