Reading For Results
ISBN: 9780495802457 | 049580245X
Edition: 11thFormat: Paperback
Publisher: Cengage Learning
Pub. Date: 1/13/2010
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READING FOR RESULTS, 11e, is the mid-level book in the ever-popular reading series by Laraine Flemming, which includes READING KEYS (beginning level) and READING FOR THINKING (advanced level). This hallmark developmental reading book is filled with stimulating readings that range in length from single paragraphs to book excerpts. Chapters and explanations are carefully structured so that each skill builds on the previous one until users are ready to tackle longer, multi-paragraph selections. By Chapter 11, "More on Purpose, Tone, and Bias," users are ready to think about the basic structure of an argument and lay the foundations for critical thinking. The 11th edition features a wealth of enhancements. A new Chapter 7, "Drawing Inferences from Visual Aids," shows users how to read and interpret charts and graphs, as well as how such visuals connect to the book. The 11th edition also includes increased emphasis on vocabulary building, with over two hundred new words – many drawn from academic books – which are introduced in context and defined in footnotes. A new "Summing Up the Key Points" box presents the chapter's key concepts; a few pages later, a brief "Check Your Understanding" quiz asks users to recap those key concepts. And techniques of outlining and diagramming are presented with visual examples for students to follow as well as diagrams to complete.
| Preface | |
| Strategies for Textbook Learning | |
| Introducing SQ3R: Survey, Question, Read, Recall, Review | |
| S: Survey to Get a General Overview and Make Predictions | |
| Q: Ask and Answer Questions While Reading | |
| R1: Read Difficult Material in Sections or Chunks | |
| R2: See How Much You Can Recall Right After Reading | |
| R3: Review Right After Completing the Assignment | ... MORE |
| Writing While Reading | |
| Selectivity Is the Key | |
| Recognizing Your Learning Style | |
| The Importance of Varying Your Reading Rate | |
| Mining the Web for Background Knowledge | |
| The World Wide Web Makes a Difference | |
| Why Bother with the Web? | |
| Google and More | |
| Comparing Websites | |
| A Note on Blogs | |
| Vocabulary Check | |
| Digging Deeper: Memories are Made of This | |
| Vocabulary Review | |
| Vocabulary Review | |
| Building Word Power | |
| Using Context Clues | |
| Example Clues | |
| Contrast Clues | |
| Restatement Clues | |
| General Knowledge Clues | |
| Context and Meaning | |
| Defining Words from Their Parts | |
| Learning Roots, Prefixes, and Suffixes | |
| Combine Forces: Use Context Clues and Word Parts | |
| More Pointers About Specialized Vocabulary | |
| Recognizing Key Terms | |
| Paragraphs Devoted to Definitions | |
| Checking the Glossary | |
| Connotations and Denotations of Words | |
| Connotation, Denotation, and Context | |
| Turning to the Dictionary | |
| The Difference Between Reading and Writing Vocabularies | |
| A Personal Note on Web-Based Dictionaries | |
| Digging Deeper: Word Lovers and Word Histories | |
| Using Context Clues | |
| Using Context Clues | |
| Using Context Clues | |
| Word Analysis and Context Clues | |
| Word Analysis and Context Clues | |
| Word Analysis and Context Clues | |
| Connecting the General to the Specific in Reading and Writing | |
| General and Specific Words | |
| Putting the Terms General and Specific into Context | |
| Understanding the Difference Between General and Specific Sentences | |
| General and Specific Sentences in Textbooks | |
| The Reader's Role | |
| Connecting General and Specific Sentences in Paragraphs | |
| General Sentences in Last Position | |
| Vocabulary Check | |
| Digging Deeper: Going Global | |
| Vocabulary Review | |
| Distinguishing Between General and Specific Sentences | |
| Distinguishing Between General and Specific Sentences | |
| Recognizing the Most General Sentence | |
| Recognizing the Most General Sentence | |
| Identifying General Sentences in Paragraphs | |
| from Topics to Topic Sentences | |
| Determining the Topic | |
| Reference Through Examples | |
| Reference Through Pronouns | |
| Phrasing the Topic | |
| from Topic to Main Idea | |
| Using the Topic as Stepping Stone | |
| Topic Sentences and Main Ideas | |
| More on Topic Sentences | |
| On the Alert for Reversal Transitions | |
| Following the Author's Train of Thought | |
| Locating Topic Sentences | |
| Transitional Sentences | |
| Topic Sentence at Mid-Point | |
| Topic Sentence in Last Position | |
| Doubling Up on Topic Sentences | |
| Question and Answer | |
| Vocabulary Check | |
| Paraphrasing to Test Comprehension | |
| Reading versus Writing Paraphrases | |
| Vocabulary Check | |
| Digging Deeper: Jury Dodgers Beware | |
| Vocabulary Review | |
| Vocabulary Review | |
| Vocabulary Review | |
| Vocabulary Review | |
| Identifying Topics and Topic Sentences | |
| Recognizing Topics and Topic Sentences | |
| Recognizing Topics, Topic Sentences, and Transitions | |
| Recognizing Topic Sentences | |
| Recognizing an Accurate Paraphrase | |
| Recognizing the Most Accurate Paraphrase | |
| Focusing On Supporting Details | |
| Supporting Details Develop Topic Sentences | |
| Supporting Details in Paragraphs | |
| Topic Sentences Can't Do it All | |
| Understanding the Difference Between Major and Minor Details | |
| The Role of Minor Details | |
| Evaluating Minor Details | |
| Topic Sentences Help Identify Major Details | |
| Transitions and Major Details | |
| Vocabulary Check | |
| Reader-Supplied Supporting Details | |
| Readers Working with the Author | |
| Concluding Sentences and Supporting Details | |
| Vocabulary Check | |
| Digging Deeper: Debating Private Prisons | |
| Vocabulary Review | |
| Vocabulary Review | |
| Recognizing Supporting Details | |
| Identifying Topic Sentences and Supporting Details | |
| Distinguishing Between Major and Minor Details | |
| Recognizing Topic-Sentence Clues to Major Details | |
| Recognizing Supporting Details and Concluding Sentences | |
| Topics, Topic Sentences, and Inferring Supporting Details | |
| More About Inferences | |
| Inferences in Everyday Life. Cartoons | |
| Quips and Quotes | |
| Idioms | |
| Drawing Inferences to Construct Topic Sentences | |
| Inferring Main Ideas | |
| Five Types of Paragraphs Likely to Imply the Main Idea | |
| Just the Facts | |
| Question and Answer | |
| Competing Points of View | |
| Comparison and Contrast Results of Research | |
| Vocabulary Check | |
| More on Evaluating Your Inferences | |
| Illustrating Logical and Illogical Inferences | |
| Vocabulary Check | |
| Digging Deeper: Black Baseball | |
| Vocabulary Review | |
| Vocabulary Review | |
| Recognizing the Implied Main Idea | |
| Recognizing the Implied Main Idea | |
| Recognizing the Implied Main Idea | |
| Recognizing the Implied Main Idea | |
| Drawing Inferences from Visual AIDS | |
| Pie Charts | |
| Doubling Up | |
| Line Graphs | |
| Doubling Up for Comparison | |
| Bar Graphs | |
| Vertical Bar Graphs | |
| Horizontal Bar Graphs | |
| Expanding the Main Idea | |
| Double-Bar Graphs | |
| Interpreting Drawings and Cartoons | |
| Drawing a Chain of Inferences | |
| Digging Deeper: Voting Goes High-Tech | |
| Reviewing Visual Aids | |
| Reading Charts and Graphs | |
| Understanding Visual Aids | |
| Beyond the Paragraph: Reading Longer Selections | |
| Moving Beyond the Paragraph | |
| Titles and Headings are Tip-offs | |
| One Main Idea Controls and Unifies the Others | |
| Topic Sentences versus "Thesis Statements" | |
| Double Vision Is Essential | |
| Implied Main Ideas are Slow to Emerge | |
| Major Supporting Details Expand Their Territory | |
| Concluding Paragraphs Fulfill More Functions | |
| The Writer's Purpose Becomes Clearer | |
| Diagramming Major and Minor Details | |
| Implied Main Ideas in Longer Readings | |
| Monitoring Comprehension with Informal Outlines | |
| Making a Sentence Outline | |
| Vocabulary Check | |
| Taking Notes with Informal Outlines | |
| Making an Informal Outline | |
| More on Diagramming | |
| Digging Deeper: Legal Rights for Animals | |
| Vocabulary Check | |
| Vocabulary Review | |
| Vocabulary Review | |
| Vocabulary Review | |
| Recognizing Controlling Main Ideas and Supporting Details | |
| Recognizing the Main Idea, Supporting Details, and Author's Purpose | |
| Recognizing Patterns of Organization in Paragraphs | |
| Definition | |
| Time Order | |
| Sequence of Dates and Events | |
| Process | |
| Simple Listing | |
| Comparison and Contrast | |
| Cause and Effect | |
| Classification | |
| Identifying the Primary Pattern | |
| Vocabulary Check | |
| Digging Deeper: Types of Love | |
| Vocabulary Review | |
| Vocabulary Review | |
| Recognizing Primary Patterns | |
| Recognizing Primary Patterns | |
| Recognizing Primary Patterns | |
| Recognizing Primary Patterns | |
| Combining Patterns in Paragraphs and Longer Readings | |
| Combining Patterns in Paragraphs | |
| Not All Patterns are Equal | |
| Seeing Patterns in Longer Readings | |
| Taking Notes on Mixed Patterns | |
| Vocabulary Check | |
| Digging Deeper: the Development of Self in Childhood | |
| Vocabulary Review | |
| Identifying Main Ideas and Patterns of Organization | |
| Identifying Main Ideas and Patterns of Organization | |
| More on Purpose, Tone, and Bias | |
| Why Think About Purpose? | |
| The Signs of Informative Writing | |
| Persuasive Writing | |
| On the Meaning of "Primary Purpose" | |
| Separating Fact and Opinion. Facts | |
| Opinions | |
| Combining Opinions with Facts | |
| Evaluating Bias in Persuasive Writing | |
| When Bias Goes Overboard | |
| An Example of Acceptable Bias | |
| Sound Opinions Need Solid Reasoning | |
| Shaky Arguments | |
| Vocabulary Check | |
| Digging Deeper: Critical Thinking and Pseudo-Psychologies--Palms, Planets, and Personality | |
| Vocabulary Review | |
| Fact, Opinion, or Both | |
| Identifying Tone | |
| Recognizing Tone and Excessive Bias | |
| Locating Errors in Logic | |
| Putting it All Together | |
| Beyond Time Management | |
| Arriving at a Crossroads | |
| Marla Ruzicka: Activist Angel | |
| The Altruistic Personality | |
| Where Does Free Speech End? | |
| Is Facebook Growing Up Too Fast Reading 7: Memory, Perception, and Eyewitness Testimony | |
| Is a Monster Pandemic Around the Corner? | |
| Whaddya Have to Do to Get a Kidney Around Here? | |
| Debating Parental Notification Laws | |
| Index | |
| Table of Contents provided by Publisher. All Rights Reserved. |
