Chapter 3

Notes from Ch. 3

Why Read?

  • Every time you read a piece of writing, you should take notice to how the argument exhibits the choices of its author, and how well or not so well it achieves its purpose.
  • The skills we use to skim websites or text messages will also help with college level reading.
  • Reading requires high levels of concentration, engagement, and a quiet mind, which are difficult to achieve with society that has high technology, multitasking, and immediacy values.
  • Practicing reading can train your brain to slow down and to focus more-also move into more than a surface level of thinking.

Reading Strategies

  • Lesson #1- have a clear, specific purpose in mind every time you read.
    • Am I reading to get a basic idea of what this is about?
    • Am I reading to learn and fully understand a concept?
    • Am I reading to analyze or criticize something?

*Lesson #2- You shouldn't read everything the same way.


  • Before you read something, scan the table of contents, headings, tables, images, and key words.
    • Review these questions and determine whether or not you can answer them
      • What are the main ideas?
      • What is the write trying to accomplish?
      • How does this reading connect to the course I'm taking?

*Then, skim over the whole text
* Move through the information that you know well, and slow down through the information that you may not know or be too familiar with. Review what you've skimmed over every couple of minutes.


  • If you encounter a confusing paragraph, stop reading.
    • Write down the parts that you understand, and skim through other sections that you may not understand; reviewing them frequently.
  • Take notes while reading
    • Create an outline, or write down key words that you come across.
  • Write down your reactions to the argument
    • Record questions and thoughts that you have while reading.


  • Stop reading and recall what you have just read.
  • Repetition needs to happen in fairly quick succession after you first learn new material.
  • Improve concentration by limiting distractions.

Reading Rhetorically

  • How is the argument designed?
  • What choices did the author make in designing the argument?
  • Why did they make those choices?

Identifying and Interpreting a Scholarly Argument's Elements

  • Catalyst—-Introduction
  • Thesis or Central Claim…The title, introduction, and conclusion
  • Support…Body paragraphs
  • Linkage…Near the end of all paragraphs and in the conclusion
  • Implications…The conclusion
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