I’d recommend that you do a little of each of the following so that when we build in them in class you have something to work with.
- Report Structures
- Analyse McAfee, When Info is NOT the answer
- Eight Strategies for Using Sources
And be sure to bring your PC to class!
- Study and complete the exercises in Unit 88 Report Structures so you will understand the concept, structure, and some basic reporting verbs
- To use these verbs more precisely, to learn how to expand your vocabulary, and to learn about proper definitions: Choose three reporting verbs from the Adelaide Reporting Verbs handout and look them up using the four dictionaries you find on my Definitions page
Reflection and documentation are the better part of classwork and homework, at the very least to keep things from flying in one ear and out the other and at best to help you develop the powerful study skills you’ll need now to keep up with this class and your other classes: In your notebook, write up what you did and what you’ve found in terms that will help YOU remember: I will ask you about it, but the whole idea is to help you, so find your way, ok?
Eight Strategies for Using Sources
You’ll want to learn to identify each whenever you see it so you can, when appropriate, self-consciously shift from one form of argument to another.
What’s new about seeing these strategies?
I’m pretty sure some of you have had an “a-ha! experience”, I could see it in your eyes: so to help you remember, clarify your thought, and understand better: take a few moments to write up a couple of sentences about what you experienced learning these strategies. Write this up in somewhat personal terms, as if you are learning something important that you will want to remember.
Analyse McAfee, When Info is NOT the answer
Learning how to read, never mind write, takes years, lots of practice, and the mastery of all sorts of skills and knowledge, but if you do a little of each of the things below, which we will discuss in class next time, you’ll be well on your way!
- SKIM the text to get an idea of its overall shape, see how long it is, get a general idea of what is going on.
- SCAN to figure out the major sections as we began to do in class: you might think of a text as a machine, different parts have different functions, and they all work together: to figure out this machine (aka metaphor), identify the different parts then map to figure out how they fit together
- READ INTENSIVELY for the argument on two levels: 1) how does one challenge the research of someone else, what is the form of this blog post? 2) What is its content (what is this date/info issue?)
- Notation If you are a highlighter, then more power to you! I’d also like to train you to identify or make up keywords, put them in the margins, so that you have 3-4 keywords that are easy to remember, which you can use as sub-heads in your outline, and which will help you recall what they stand for in the text.
- Explain your findings to someone and write down what you said. This is different than “write a summary” in that I want to train you to talk/write, to view and develop your writing in specifically social (and constructivist, how the experts talk about knowledge that is created by people, voices, echoes … not simply ideas). So, draft 3-5 sentences based on a conversation you’ve had with anybody, or even with your dog (she will listen attentively).
So now you have learned A LOT, no doubt about that: good for you! When it comes to reading and note-taking, please take a moment to identify what is new here, what you’ve learned, and what you might like to know and do next.