Unit 2 Assignment 1 Text Analysis

In the past two months i fell like i have accomplished a great deal. As i focus on it more i realize i have become a better reader. I did this by concentrating on my readings and take my time to read them. With the help of my professor and classmates i began to analyze what i read.

Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features

In Christina Haas and Linda Flower’s article “Rhetorical Reading Strategies and the Construction of Meaning”, they point out, and break down, the three reading strategies that are used by students when reading a passage, or paper. An experiment was constructed to show what each of these strategies are like while being used and what the reader may ask, or get out of, a certain excerpt.

In Christina Haas and Linda Flower’s article “Rhetorical Reading Strategies and the Construction of Meaning”, they present three different strategies readers use when reading a paper or an article, and the importance of each. An experiment was constructed to show those strategies in action, and what each type of reader does while using the strategies.

. What narrative structure does the author use to tell the story? John Boyne uses imagery in his book.

A text is the content in a message or any printed material. There are basic ways that are used in reading to make the learner gain, retain, and understand the content. For instance, one way is by applying the top, down, and bottom up strategy; which people use in their native language. Reading involves, previewing, predicting, skimming and scanning, guessing and paraphrasing (Tsai 120).

I feel that the tools listed in the article “Read Like a Graduate Student, not a Mystery Fan” are going to help me immensely as I continue my course of education. The first chapter I read, for another course that I am currently enrolled in, I read from front to back like I would normally read a chapter for enjoyment. Upon completing the reading assignment, I felt like I had retained very little information. After reading the first discussion questions required for the course, I had to re-read portions of the first chapter in order to address the topics from discussion questions. I did not read the chapter from front to back but read the introduction, then the summary and finally the content. The second reading,

The College Reading Tips handout suggested that someone should skim what they’re reading before actually reading it thoroughly. I found that this piece of advice was very helpful to me and allowed me to understand readings much more easily. Therefore, I began to regularly skim texts before reading them thoroughly. The College Reading Tips handout also suggested annotation of texts, and I therefore regularly began to annotate texts I read: highlighting parts I found notable or wanted to remember, writing questions and comments about the text in the margins, and circling vocabulary words to lookup later, then adding in the vocabulary words’ definitions. Taking these actions caused me to understand texts I read better, and furthermore, beyond understanding them, be able to better analyze texts.

As far as organization goes for this piece of writing, I would give Kim a 2 for many different reasons. She does have a title (not shown in picture) and shows logic when putting her sentences together. She also has an awesome hook that keeps me interested but her pacing feels extremely awkward. Kim tends to jump from topic to topic in this paragraph and it feels weird reading it aloud. It is easy to tell what the main point is for this writing piece but she should have reread her writing and organized it

use of Iwona font, by Janusz M. Nowacki, for the titles of the sec- tioning units of the document (chapters, sections, subsections, sub- subsections, paragraphs and subparagraphs), for the labels of descrip- tion lists, for the headlines and the label of the captions (ClassicThesis does not use any sans serif

How does the participant construct the meaning of an academic text after participating in the reading support sessions?

For this assignment I decided to analyze a sculpture that is currently standing on SIUE’s campus. The sculpture is located near Peck Hall, and can be described as a large iPhone that appears to have a cracked home screen. I decided to use this sculpture for a facet of reasons. The first reason being that it illustrates the issues humanity has with using technology. Another reason I decided to use this image is it what the first sculpture on campus that lead me to think critically about how it represents the culture on campus. The final reason behind my selection of this image is that this is one of the more popular sculptures on campus among my peers. Throughout this essay I will be explaining how the sculpture I chose relates to the reasons

Read more- Reading would help you train your brain to read and understand the main idea behind the passage. This can be done by reading a book, novel or a

What I learned in terms of reading and text-comprehension was from the book, The Well Educated Mind, by Susan Wise Bauer. In it she teaches students to write down a sentence or two after each chapter of a new book to construct a broad outline. She also teaches how to ask questions like, “Why did the author write this book?” and “How well did they succeed?” In past school-work I began to skim read texts and as I got older I slipped into lazy mindedness. If I wasn’t

Learn to listen for signal words that indicate different part of the passage - introduction, major steps, examples, conclusions, etc.