Professional Documents
Culture Documents
This question is decidedly more complex than the previous one, where you are ONLY asked to
report what year he became King. This new question about how he wielded his power would force you
to understand more than the date that he became King. Do you see this dramatic difference?______
Knowing the hows and whys behind this level of understanding is obviously a much deeper or
profound level of thinking. Interestingly, it is this level of comprehension that college instructors will
most likely expect you to get to in their courses. Of course they want you to memorize dates, facts,
details, but they also want you to be able to understand how that information relates to and is connected to
the bigger picture of what you are studying.
Now, refer to the math formula problem from the literal level section again. At the interpretive
level, you would be able to understand this formula pi r squared and know how it could be proven or
perhaps be aware of its implication to you the math student. The levels of reading comprehension have
implications for learning that stretch across disciplines, across ways of learning, and can allow us access
to information when we are trying to build our learning curve.
Your ability to address the question from the King Henry VIII problem is hinged on your ability
to make your learning curve grow! As you study and learn the facts, then and only then, can you
explain yourself when it comes time for a test or an exam. Then and only then, can you see the
implications about a certain concept. Then and only then, can you prove that pi times the radius squared
does indeed equal the area of a circle!
Understanding the implications of an idea is like reading between the lines, as has already been
mentioned. Seeing what the author has implied in his/her written work or what the instructor has
said is like trying to understand what they meant even though they did not directly state it! This last
sentence is MOST important. Re-read it again!
Applied Level
The last level is called the applied level. At this level the reader or student can attempt to answer
this question: Question: How would the authors message apply to other situations given what you
memorized and understood at the other two levels?
At this level, you are attempting to elevate or raise your thinking one more notch or level to a
more critical, analyzing level. This presumes that you have already reached the previous two levels. At
this level, you are reading between the lines and then examining the message from the author and
attempting to apply that message to other settings.
For example, still following the ideas about King Henry VIII, what if the history professor
lectured on power, the power that monarchs have, assume, take control of, etc. In that discussion, if
s/he asked you to consider this question, think about how you would respond:
How does power affect a person?
In this pretend scenario from history, a student started at the literal level memorizing dates from
history. At the interpretive level, the student would have examined the implications of those dates...what
else was going on, what impact King Henry might have had on England, on the politics of the time, etc.
At the applied level, the student has now spent a fair amount of time building his/her learning curve and is
now more able to see the larger implications of people who either are born powerful by their lineage of
birth or have assumed power like someone elected into office. Either way, if an instructor asks you to
write an essay explaining how people are affected (controlled or influenced) by power and you responded
appropriately...you would be at the applied level of comprehension.
For a more thorough discussion of each of these topics, please consider enrolling in RD 075 (Study Skills). It is a 1
credit hour course that meets at various times throughout the year. Please consult your current Schedule Planner on
the WAVE for dates and times. Or contact Professor James Berry at SC4. jberry@sc4.edu or 810-989-5559
(www.sc4.edu)