Week 1: Reading skills for university study

Introduction

A good deal of a student’s time is spent reading textbooks, academic books, journals, encyclopaedias, newspapers, magazines and websites. These are the sources of information and ideas that are needed to understand a subject.

Watch the introductory video from the author, Anna Calvi, as she introduces the course and this week:

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Transcript

Welcome to Week 1. This week you focus on the reading skills that are needed to make the most of a university education. You will look at the different sources of information university students normally read.

University readings can be long and approaching them can be daunting. You will consider some of the challenges students sometimes face when approaching these readings and learn an active reading method which allows you to break a reading task in to small manageable steps. For some activities you will need access to a printer.

Finally, you will learn a range of techniques to produce well organised notes that can be used when writing an assignment.

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If you decide to go to university, you will have to prepare for exams and research essays. In order to do this, you will need to be able to read the most appropriate sources and use some of the theories and information they contain in your essays. You will learn to do this during the first two weeks of this course.

This week you start by looking at the different texts that university students read. You will then learn to follow an active reading method that will help you read academic texts and make notes in the most effective way. For some activities this week, and throughout the course, you will need access to a printer.

By the end of this week, you will be able to:

• identify different texts university students read
• understand the most effective reading strategies
• actively read an academic text
• make useful notes.

The Open University would really appreciate a few minutes of your time to tell us about yourself and your expectations for the course before you begin, in our optional start-of-course survey. Participation will be completely confidential and we will not pass on your details to others.

1 Getting started: looking at academic and specialist sources

Figure 1 University students read print and online texts

In this section, you will consider first the texts you are already familiar with and then the key resources university students need to read when studying.

These resources provide the information, data, theories and evidence necessary to explore and write about your subject. For this reason, they are commonly referred to as ‘sources’. These may include written or audio-visual materials, but in this section you will focus specifically on written sources.

In order to read and use these sources effectively, it is important to know which types of source they are, what they look like and where they can be found.

1.1 What do you read?

Reading is an activity many of us are familiar with both at home and at work. Reading is fundamental to modern life and this means that we are surrounded by texts; that is, pieces of writing such as magazines, text messages and advertisements. The next activity helps you to consider the different texts people read every day.

Activity 1

Timing: Allow approximately 5 minutes

Shown below are various people’s reading habits (Figure 2). Which of these reading habits are similar to your own? Make some notes in the box and then read my comment.

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Figure 2 People's reading habits

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An image of people’s reading habits contained in speech bubbles. The bubbles contain the following text: I read Facebook posts, Twitter, text messages. I read work emails and reports. I always read to my children stories, nature, and history books. I mainly read novels but also non-fiction books. I like reading websites, forums and blogs about music. I read the news on my phone. I read sports newspapers and magazines. I’m building my own motorbike. I’m reading a manual!

Figure 2 People's reading habits

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Comment

The answer is personal to you, but you are likely to read one or more of the text types mentioned above. Reading is likely to already be part of your life and you already know strategies that help you to read a variety of texts. This week you will learn that many of these strategies can be exploited to read university texts and help you to become a more effective reader in general.

1.2 What do university students have to read?

University students read textbooks as well as other printed or online material. The type of material they read depends on the subject they are studying.

Below are five examples of texts a university student is likely to read. They are often available both in print and online.

• Academic journal: Journal of Political Ecology
• Academic book: 'Democracy and Moral Development' by David L. Norton
• Newspapers and magazines: The Guardian, Financial Times and The Economist
• Reference material: Encyclopaedia Britannica and the Oxford English Dictionary
• Specialist organisations’ websites: OECD (Organisation for Economic Co-operation and Development), the UK government’s Environment Agency and the UK Food Standards Agency

You may already be familiar with some or all of these types of text. Test your knowledge in the next activity.

1.3 What academic sources look like

Academic and specialist sources, such as the ones you have just considered, may have different purposes and contain different kinds of information but they all aim to present content in a clear way. This is why they all follow a clear and predictable structure.

The structure of each type of source depends on its purpose. For example, to help readers to find a specific term easily and quickly, dictionaries arrange words and their definitions in alphabetical order. Once readers understand the way the words are listed, looking up a word is not difficult.

Academic articles or book chapters also follow a clear and predictable structure. They normally contain an introduction, several paragraphs and a conclusion. Paragraphs may also be grouped into sections. This is their typical structure:

Figure 3 The typical structure of a journal article or a book chapter

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The image shows a table containing five sections. The top section is labelled ‘introduction’. Below the introduction are three more sections each labelled ‘paragraph’. These paragraphs are also labelled ‘main body of the text’. The bottom section is labelled ‘conclusion’.

Figure 3 The typical structure of a journal article or a book chapter

In this section you have seen how dictionaries, chapters and journal articles are organised. Other texts such as newspaper articles, web pages and fact sheets are organised differently. If you enrol on a university course, you will gradually learn to recognise the specific structure of different texts and this knowledge will help you when you read academic texts.

1.4 Where information sources are located

So far in this section you have looked at different types of information. If you go on to study at university, in your first year you will generally be provided with the required books and articles and other resources. Later on, you may be required to search for more information or you may simply be interested in finding out more about a specific topic.

To be able to do this, you need to know where to find sources that are relevant to you. In the next activity, you are shown different types of information source and asked to decide where they are most likely to be found.

2 Challenges and strategies

Finding the most appropriate texts is very important, but even more important is to make the most of them by reading them in an efficient and effective way.

In this section you will consider the main challenges that reading can pose and you will be introduced to some effective strategies.

2.1 The main challenges

Reading textbooks and other academic and specialist sources can be difficult for a range of reasons. In the following activity, you will consider the main challenges.

Academic and specialist texts may take longer to read than the texts you read every day and may contain a great deal of information about unfamiliar topics. They may also be structured differently from the texts you normally read. Therefore engaging with pieces of extended writing can be challenging unless you employ useful strategies. The next few activities will help you discover strategies to make reading easier.

2.2 Effective reading strategies

You are likely to already use some effective reading strategies in your day-to-day life. In this section you will read what some students say about their reading strategies and then compare them to your own.

Making use of reading strategies can help to overcome the challenges faced when reading long and complex texts and, in particular, academic and specialist sources. They can also help you to read more actively. Through the next few activities you will learn and practise an active learning method.

3 Reading actively

Being active as a reader is a good way to become more proficient and be able to take on more demanding texts.

In this section you will learn how to follow an active reading method consisting of five steps:

1. Skimming the text.
2. Recalling your background knowledge about its topic.
3. Scanning for specific information.
4. In-depth reading to find the key points.
5. Making sense of texts containing difficult words.

These steps are outlined in the next five subsections and each has an activity associated with it. Some of these activities are based on the same piece of text. You will need access to a printer to print out that text in order to work on it.

3.1 Skimming the text

This reading strategy consists of reading the text quickly in order to find out what it is about and how it is organised. This can be done by reading its introduction as this is likely to briefly say what the text will be about. Titles, headings and subheadings also need to be read because they introduce the text and its sections and subsections. Visual representations of the content, such as images, diagrams and tables, can be used for the same purpose.

Finally, it is also very useful to read the first sentence of each paragraph. This sentence, which is called the topic sentence, is normally the first sentence of each paragraph and announces its topic.

Therefore, to quickly obtain information about the text, you can:

• read the title, the introduction, any headings and subheadings, and the conclusion
• read the first sentence of each paragraph (the topic sentence)
• read the concluding sentence of each paragraph
• read the words highlighted in bold
• look at illustrations (pictures, diagrams, tables).

As texts differ, you may not be able to follow all these strategies all of the time when skimming a text. For example, not all texts have illustrations or headings, and some short texts and extracts may not end with a conclusion.

To practise skim reading you are going to read a text taken from the Open University course KG004 Improving health and wellbeing. Download  the text now.

Through skim reading you have learned a quick way to discover what the text is about and how it is organised. This information will help you decide what to read: all the text or only some sections. You will also be able to decide how you want to read the text.

3.2 Recalling your background knowledge about its topic

So far, you have gained information about the overall topic and organisation of the text. If your aim is to study this text in depth, you will now be able to recall your personal knowledge about its topic and think of questions you hope the text will answer for you.

3.3 Scanning for specific information

Having learned what the text is about and how it is organised, you may decide not to read it in depth but to just record some of the very specific information it contains. One reason for doing this may be because you are already familiar with the theme of the text and just need some details. In order to find this specific information, you need to scan the text.

Scanning consists of letting your eyes move quickly through the text until you find what you are looking for. As long as you know how the text is organised, this can be done quickly and without reading every word.

This is a technique many of us use every day. For example, I may scan the telephone directory to find a name. Or when I go to a restaurant, I scan the menu to find the vegetarian options.

Scanning texts is easy if you are familiar with their organisation. For example, I know that the menu of my favourite restaurant lists the main course under the heading ‘Mains’, so I scan this list looking for the word ‘vegetarian’, ‘vegetable’ or simply ‘V’.

In academic texts information is often grouped under headings, so to find a specific detail, you need to first locate the appropriate heading. If there are no headings, remember that the topic sentence of each paragraph is like a heading, as it tells you what the paragraph is about. In a paragraph, details can usually be found in the sentences that follow the topic sentence so this is where you need to look.

When you think you have found the relevant section or paragraph, look for key words or figures.

You will practise this skill in the following activity.

3.4 In-depth reading to find the key points

If, after skimming the text, you decide to read it more closely and gain an in-depth understanding of its topic, the next step consists of reading the full text and identifying the key points. An effective way to identify key ideas is to highlight important parts of the text by underlining or using a highlighter pen.

This approach is designed to select and focus only on the core meanings of an extract. Highlighting involves making judgements about what is important. It is not about capturing every detail but getting a general overview of the key ideas.

Therefore, it is important to highlight only very few words and phrases in each paragraph. Paragraphs usually focus on one key point and, while they may include an illustrative example that may be useful, it is the main point that you need to identify first and foremost.

To illustrate this technique, I have highlighted the first two paragraphs of the text on malnutrition. (To be readable on screen, they are shown in bold rather than actually ‘highlighted’.)

As you can see, in the first paragraph I have only highlighted the word ‘malnutrition’ and words that help to define it. In the second paragraph, I have highlighted words that refer to the location of under-nutrition (poor countries, industrialised countries), information about under-nutrition in industrialised countries (young people, eating disorders) and a definition of under-nutrition. I have not highlighted the examples.

You will find that more words and phrases need to be highlighted if a paragraph contains a great deal of core information. This is why several words and phrases are highlighted in paragraph 2.

The next activity gives you the opportunity to practise highlighting a text. You will need to print out the text and have a pen or highlighter pen handy.

3.5 Making sense of texts containing difficult words

An academic text may contain many words you don’t know, but it may still be possible to understand its content by following a range of strategies. You may already be familiar with these strategies as it is quite common, when coming across new words in everyday life, to try to work out their meaning from the context in which they are used. This context may include, for example, the pictures and other words that surround the text.

The advert shown in Figure 5, for example, contains terms I don’t fully understand, such as emphysema, but the other words in the list, the picture and my general knowledge about smoking help me understand that it must be a deadly disease. This contributes to my overall understanding of the message conveyed by the advert.

Figure 5 Anti-smoking advert

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This is an advert that shows two hands loading a gun with cigarettes. Below the image is the question: Smoking kills…so why bother starting? Next to the image is the following list: major cause of stroke, very addictive, raises blood pressure, suppresses immune function, dulls senses of smell and taste, reduces stamina, wrinkles your skin, leads to depression and fatigue, may cause fatal heart attacks, may cause emphysema, may cause gum disease, may cause cancer.

Figure 5 Anti-smoking advert

Rather than looking up every word in the dictionary, experienced readers make sense of new words by drawing on the following strategies:

• their background knowledge about the topic
• the context in which a word is used: the words, sentences and examples that follow it
• their understanding about the way in which words are constructed in English
• their knowledge of other languages. Many academic words will be familiar if you have some knowledge of French or another language derived from Latin.

You will practise these strategies in the following activity.

The ability to use these strategies comes with practice. You may want to read regularly and use a paper or an online dictionary to look up only essential and key terms. If English is not your first language, it is also useful to read online news and good quality English language newspapers regularly. For example, you could try reading the news from one of the following websites:

• BBC News
• The Guardian
• The Telegraph
• The Independent
• EuroNews

In this section you have looked at an active reading method consisting of five steps. If your purpose for reading is to identify useful information that can be used in an essay or revised before an exam, you will also need to make notes. Note-making techniques are explained in the next section.

4 Making notes

Once you have identified the key ideas in a piece of text you are in a position to make some brief notes or jottings to prepare for an essay or to remember what you have learned from the article. Indeed, you may find that highlighting on its own may not help you to remember the ideas that you identified. Rather than returning to the highlighted text every time you want to revisit these ideas, only to find that what you have marked does not make sense to you any more, it is useful to develop a form of note taking.

The next activities give you an opportunity to practise note taking by:

• adding short notes into the margins of the highlighted text
• making notes in a notebook.

4.1 Adding short notes in the margins of highlighted texts

This type of note making can be used while reading and underlining the text. However, to gain a better understanding of the text, you may want to read it again and use this opportunity to add notes in the margin. These notes can consist of:

• key words
• definitions
• translations of new words
• comments
• reference to related resources
• questions.

When making short notes you need to be concise. Trying to get everything down is very time consuming and can result in notes as long as the article itself. One way to save time and keep your notes as short as possible is to make use of symbols, shorthand and abbreviations. You probably already know some short forms and you can add any others that you make up. A whole range of symbols and abbreviations can be used, some of which are reproduced below (Figure 6).

Figure 6 Examples of symbols and abbreviations that can be used for note making

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Note making symbols and abbreviations

= equals

in+ in addition

> – greater than

↑ – increase

↓ – down decrease

Cf. – compared with

C – with

e.g. – for example

i.e. – that is

// – in parallel to

i.r.t – in relation to

re. – regarding

(Three dots forming a triangle) – therefore

→ – leading to/result in

Figure 6 Examples of symbols and abbreviations that can be used for note making

In addition, you can use your own form of shorthand, which sometimes entails leaving out vowels or cutting off the ends of words. This method is particularly effective where longer words are concerned. For example, concentrated becomes conc., advantage and disadvantage become adv. and disadv. respectively, and consequently becomes consq. Developing your own shorthand that makes sense to you can be extremely time efficient and after a while it becomes a language of your own that flows easily from the pen.

Figure 7 shows an annotated paragraph. The annotations reproduce the highlighted text using abbreviations. For example, NRG has been used to abbreviate energy and cntry to abbreviate countries.

Figure 7 Example of an annotated paragraph

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The following paragraph appears: [P5] Over-nutrition is usually associated with industrialised countries, although it is now also a problem among affluent people in developing countries. The main problem is that the amount of energy consumed in food is greater than the needs of the body and this can result in people becoming overweight or obese. As with under-nutrition, this may lead them to become lethargic, less active and less able to concentrate.

The following annotations accompanying the paragraph: Over-n.  – developed+developing cntry

Over-n.=NRG in food

Over-n.→lethargy,↓activity,↓conc.

Figure 7 Example of an annotated paragraph

As you read, you may also want to add annotations that help to define new words, ask questions or refer to specific pages in other sources. In addition, while making sense of the text, some readers may add annotations that help to explain ideas and relationships, or add an example that they may not highlight but that still needs to be understood or may be useful at a later date. This is illustrated in Figure 8.

Figure 8 Example of an annotated text

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The following paragraph appears: When people suffer from under-nutrition, they are often deficient in vitamins and minerals needed by the body. For example, they may not have enough Vitamin A. If this deficiency is not tackled, eyesight may be permanently damaged. Lack of iron is another very common form of deficiency. This helps explain why about 50 % of women in India suffer from some degree of anaemia.

The following annotations accompanying the paragraph:

Are deficient= lack

↓VitA→eyesight↓

iron↓→anaemia↑

Iron- in what foods?

Pg.127

Figure 8 Example of an annotated text

If you don’t mind writing on hard copy or in books, this method of note making can be effective. As space is limited, this technique encourages you to be selective and reduce the key information to just a few words and/or symbols. Thinking of and recording questions helps you to predict and prepare for the content of the following paragraphs and therefore process the information they contain.

4.2 Making notes in a notebook

Getting key ideas down in shorthand form is also useful when making notes in a notebook. You will practise this technique in the following activity.

Activity 12

Timing: Allow approximately 10 minutes

Read the 'Improving health and wellbeing' text again and make some brief notes. Try to write as concisely as you can. For example, these are the notes I made after reading the first paragraph (Figure 9).

Figure 9 Author's notes against paragraph 1 of practice text

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The notes the author made against the first paragraph of the practice text: malnutrition: under-nutrition – over-nutrition → health risks

Figure 9 Author's notes against paragraph 1 of practice text

After you finish making your notes compare them with mine.

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Answer

Figure 10 shows the notes I made on the text.

Figure 10 Author's notes on the practice text

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Malnutrition: under-nutrition –over-nutrition →health risks

Under-nutrition

Mainly poor countries+ ind.c.

Industr. ,countries: young people eating disorders →food energy

Low energy diets→weight↓→activity↓concentration↓→→death

Under-n ↔↓Vit+miner VitA↓→sight↓ Fe↓→anaemia eg India

Over-nutrition

Rich(mainly)+poor countries

food energy > body needs→obesity→lethargy↓activity↑,concentration↓

Diet+saturated fats↑→ cholest↑→heart disease

obesity→heart disese+diseases+cancer

Type2 diabetes= metabolic disorder insulin /sugar adults+children

Figure 10 Author's notes on the practice text

This strategy is effective because it forces you to select the most important information and, in particular, the information that will help you to write your essay or prepare for an exam.

The drawback with this strategy is that these notes just reproduce the key ideas in the order followed by the original text. To gain a deeper understanding of the text and to remember the key information it contains, you need to reorganise your notes in a way that is meaningful and memorable to you.

5 Reorganising notes

To remember the content of your notes, it is useful to process and reorganise the ideas they contain. This is particularly useful for those notes that you will be drawing upon for planning and writing assignments. They can be reworked and key concepts and ideas can be applied to different types of question and issue.

Ways of processing and regrouping ideas include:

• organising information into subtopics
• using a mind map
• using a table.

Each person finds the ways that are most useful for them and that best fit each text they read. You may need to experiment with different methods to find the ones that suit you. The activities contained in the next three sections provide opportunities to do this. If you have time attempt all three; otherwise try the method you are least familiar with and simply look at my answers to the other two activities.

5.1 Organising information into subtopics

Rather than writing notes that list the information in the order followed by the source text, you may decide to use your own organisation. You will practise this in the following activity.

5.2 Using a mind map

If you prefer to create a visual representation of the key ideas contained in the texts you read, you can use a mind map. A mind map is a diagram showing a key idea and other associated ideas and information. The key idea is at the centre of the diagram and the other concepts stem from it.

Activity 14

Timing: Allow approximately 20 minutes

Below is a mind map whose branches show the main topics dealt with by the 'Improving health and wellbeing' text. As you can see, there are two main branches that relate to the two main topics: over-nutrition and under-nutrition. From each of these branches stem three sub-branches that relate to the three main subtopics: causes, effects and location.

Download  a PDF of this mind map then print it out. Populate this mind map by adding more branches to the three sub-branches. You can reuse the same words used in the answer to Activity 13 or your own words. However, as space is limited, you will need to be very concise and you may want to omit some less essential information.

When you have finished, compare your mind map with mine.

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Figure 11 Partially filled in mind map

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At the centre of this diagram is a bubble containing the text: malnutrition. From this bubble stem two branches. One branch is labelled under-nutrition and the other is labelled over-nutrition. From each branch stem three branches labelled in the same way. The labels are: causes, effects and where?

Figure 11 Partially filled in mind map

Answer

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Figure 12 Completed mind map

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At the centre of this diagram is a bubble containing the text: malnutrition. From this bubble stem two main branches. One branch is labelled under-nutrition and the other is labelled over-nutrition. [new paragraph] From the branch labelled under-nutrition stem three branches labelled : causes, effects and where? From the branch labelled ‘causes’ stem three more branches: scarcity of food (famine), low energy diet and eating disorders. From this last branch stem three branches labelled as: anorexia nervosa, bulimia and in developed countries. [new paragraph] From the branch labelled ‘effects’ stem six branches labelled as: lethargy, low activity, low concentration, stunted growth, weight loss, vitamin and mineral deficiency, long-term effects on children. From this last branch stem two branches labelled diseases and death. [new paragraph] From the branch labelled ‘where?’ stem two further branches labelled developed countries and developing countries (mostly).From the branch labelled over-nutrition stem three branches labelled causes, effects and where? From the branch labelled ‘causes’ stem two more branches labelled excessive food intake and saturated-fat rich diet. From this last branch stem three further branches labelled diary products, animal fats and oils. From the branch labelled oils, stem two further branches labelled coconut and palm.From the branch labelled ‘effects’ stem five branches labelled as lethargy, low concentration, low activity, weight gain/obesity, from obesity. From the branch labelled from obesity, stem six further branches labelled high blood pressure, type 2 diabetes, cancer, arthritis, gallstones, coronary heart disease. [new paragraph] From the branch labelled ‘where?’ stem two further branches labelled developed countries (mostly) and developing countries .

Figure 12 Completed mind map

Some people find diagrammatic representations, such as mind maps, can be more memorable, particularly when revising for exams. However, due to lack of space, it is not always possible to enter every detail in a mind map. For example, my mind map does not contain details about type 2 diabetes. I left it out because space was limited and I felt that this detail was not essential.

5.3 Using a table

Information taken from the texts you read can also be reorganised using a table. A table is particularly useful in reorganising the 'Improving health and wellbeing' text, because it allows you to easily compare the causes, the effects and the location of the two forms of malnutrition. Compared to a mind map, a table allows you to include more information.

This section has introduced you to three ways to reorganise information taken from the texts you read. The way you reorganise ideas depends on the content of the text. For example, the organisation and content of the practice text about malnutrition lent itself to all three methods.

Additional questions, ideas and examples can be added at a later date. For example, if you become a university student, you will want to make links to ideas presented elsewhere in your course materials, or something you have read in a newspaper might provide you with a useful illustration. It is a good idea, then, to get into the habit of revisiting your notes at intervals throughout your studies to develop links, introduce new questions and examples, and thus continually reprocess key ideas.

6 This week's quiz

Well done, you’ve just completed the last of the activities for this week's study before the weekly quiz.

7 Summary

This week you have looked at the types of text that university students need to read and at the most effective reading and note-making strategies.

These are the most important learning points:

• University students need to read books, journals, specialised websites and reference texts.
• Reading academic texts can be difficult and requires a strategic approach.
• It is important to have a reason for reading.
• The most effective strategy consists in reading actively.
• Skimming, scanning and predicting the content of the text are active reading techniques.
• Skimming helps to decide how you want to read a text.
• Underlining words and/or phrases helps you to select and focus on the key points in a text.
• Difficult words can sometimes be guessed from the context.
• Adding notes in the margin and writing brief jottings are useful note-making techniques.
• To remember the content of your readings, it is useful to reorganise your notes using headings, mind maps and tables.

You can now go to Week 2.

References

Acknowledgements

This course was written by Anna Calvi.

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Week 2