9780073513515

CONNECT READING provides a personalized learning plan for each student, continually developed and refined as students achieve mastery. Each student plan is created through an individualized diagnostic that evaluates skills from 7th-grade level through college-readiness, for second-language learners, international students, adult students, and traditional high-schoolers. Offered completely online, CONNECT READING can be used in conjunction with NEW WORLDS or OPENING DOORS, which provide a printed experience that teaches critical reading skills through close reading of anthologized chapters from best-selling undergraduate texts in Psychology, Sociology, Business, and more.

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* - New reading selections for this edition
To the Instructor: Getting Started in Opening Doors
To the Student
PART ONE: ORIENTATION: PREPARING AND ORGANIZING YOURSELF FOR SUCCESS IN COLLEGE

CHAPTER ONE: MAKING YOURSELF SUCCESSFUL IN COLLEGE
Skills
Doing What Successful Students Do
Motivating Yourself
Setting Your Goals
Identifying How You Prefer to Learn
Mananging Your Time
Setting Up a Weekly Study Schedule
Making the Most of Your Study Time
Planning Further Ahead: Creating a Monthly Assignment Calendar and Using a Daily To Do List
Creating Your Summary: Developing Chapter Review Cards
Readings
Selection 1-1 “Why Go to College" from P.O.W.E.R. Learning: Strategies for Success in College and Life* by Robert S. Feldman (Student Success)
Selection 1-2 “Getting Ready for Prime Time: Learning the Skills Needed to Succeed Today and Tomorrow” from Understanding Business* by William Nickels, James McHugh, and Susan McHugh(Business)
Selection 1-3 “Saved” from The Autobiography of Malcom X, as told to Alex Haley (Literature)

CHAPTER TWO: APPROACHING COLLEGE READING AND DEVELOPING A COLLEGE-LEVEL VOCABULARY
Skills
Understanding the Reading Process
Improving Your Reading
Predicting as You Read
Monitoring Your Comprehension
Adjusting Your Reading Rate
Developing a College-Level Vocabulary
Using Context Clues
Using Word-Structure Class
Using a Dictionary Pronunciation Key
Understanding Denotations and Connotations of Words
Understanding Figurative Language
A Word about Standardized Reading Tests: Context Clues and Figurative Language
Creating Your Summary: Developing Chapter Review Cards
Test Your Understanding: Context Clues, Part 1
Test Your Understanding: Context Clues, Part 2
Test Your Understanding: Word-Structure, Part 1
Test Your Understanding: Word-Structure, Part 2
Test Your Understanding: Figurative Language, Part 1
Test Your Understanding: Figurative Language, Part 2
Readings
Selection 2-1 “Making It Happen: Creating Positive Change to Become a Peak Perfomer” from Peak Performance: Success in College and Beyond by Sharon K. Ferrett (Student Success)
Selection 2-2 “Terrorism in a Global Age” from Nation of Nations: A Narrative History of the American Republic* by James Davidson et al. (History)
Selection 2-3 “A Whale of a Survival Problem” from The Nature of Life* by John Postlehwait and Janet Hopson (Biology)

CHAPTER THREE: APPROACHING COLLEGE ASSIGNMENTS: READING TEXTBOOKS AND FOLLOWING DIRECTIONS
Skills
College Textbooks: Methods for Reading and Studying Effectively
The SQ3R Study System
The Three-Step Process for Reading and Studying Textbooks
Step 1: Prepare to Read
Step 2: Ask and Answer Questions to Enhance your Reading
Step 3: Review by Rehearsing the Answers to Your Questions
Following Directions in Textbooks and on Tests
Guidelines for Following Directions
Creating Your Summary: Developing Chapter Review Cards
Readings
Selection 3-1 “African Americans: The Struggle for Equality” from The American Democracy* by Thomas E. Patterson(Government)
Selection 3-2 “Parenthood: Now, Later,...Never?” from Human Development* by Diane E. Papalia, Sally Wendkos Olds, and Ruth Feldman(Human Development)
Selection 3-3 “Art in the Service of Religion” from Living with Art* by Rita Gilbert (Art Appreciation)

PART TWO: COMPREHENSION: UNDERSTANDING COLLEGE TEXTBOOKS BY READING FOR IDEAS
CHAPTER FOUR: DETERMINING THE TOPIC AND THE STATED MAIN IDEA
Skills
The Topic of a Paragraph
What is the Topic of a Paragraph, and why is it important?
Determining and Expressing the Topic
The Stated Main Idea of a Paragraph
What is a stated main idea, and why is it important?
Locating the Stated Main Idea Sentence
How to tell if you have identified the stated main idea sentence
How to avoid two common errors in locating a stated main idea
Stated Overall Main Ideas in Longer Passages
A Word about Standardized Reading Tests: Topics and Stated Main Ideas
Checkpoint: Locating the Stated Main Idea
Creating your Summary: Developing Chapter Review Cards
Test Your Understanding: Determining the Topic and the Stated Main Idea, Part 1
Test Your Understanding: Determining the Topic and the Stated Main Idea, Part 2
Readings
Selection 4-1 "A Warning to Students: Plagiarism, Term Papers, and Web Research” from Using Information Technology: A Pratical Introduction to Computers and Communication* by Brian K. Williams and Stacy C. Sawyer(Information Technology)
Selection 4-2 “Classes without Walls: Distance Learning” from P.O.W.E.R. Learning: Strategies for Success in College and Life* by Robert S. Feldman(Student Success)
Selection 4-3 “Muhammad” from The 100: A Ranking of the Most Influential Persons in History* by Michael K. Hart (History)

CHAPTER FIVE: FORMULATING IMPLIED MAIN IDEAS
Skills
Implied Main Ideas in Paragraphs
What is an Implied Main Idea?
Why is formulating implied main ideas important?
Formulating an Implied Main Idea
Steps to Follow
Three Formulas for Using Information in a Paragraph to Formulate the Main Idea
Requirements for Correctly Formulated Main Idea Sentences
Implied Overall Main Ideas in Longer Passages
A Word about Standardized Reading Tests: Implied Main Ideas
Checkpoint: Formulating Implied Main Ideas
Creating Your Summary: Developing Chapter Review Cards
Test Your Understanding: Formulating Implied Main Ideas, Part 1
Test Your Understanding: Formulating Implied Main Ideas, Part 2
Readings
Selection 5-1 “Identity Theft: You are at Risk” from several internet sources (Personal Finance)
Selection 5-2 “Violence in Television and Video Games: Does the Media's Message Matter?” from Esentials of Understanding Psychology by Robert S. Feldman (Psychology)

CHAPTER SIX: Identifying Supporting Details
Skills
Supporting Details in Paragraphs
What are Supporting Details?
Why are Supporting Details important?
Identifying and Listing Supporting Details
Major and Minor Detail, and How to Tell the Difference
A Word about Standardized Reading Tests: Supporting Details
Checkpoint: Identifying Supporting Details
Creating Your Summary: Developing Chapter Review Cards
Test Your Understanding: Identifying Supporting Details, Part 1
Test Your Understanding: Identifying Supporting Details, Part 2
Readings
Selection 6-1 “Shaping Your Health: The Millennial Generation and Early Adulthood” from Understanding Your Health* by Wayne A. Payne, Dale B. Hahn, and Ellen B. Lucas (Health)
Selection 6-2 “Quacks and Quackery” from Concepts of Fitness and Wellness* by Charles Corbin, Greg Welk, William Corbin, and Karen Welk (Health)
Selection 6-3 “What Can Be Done to Help Third World Countries” from A Beginner's Guide to the World Economy* by Randy Charles Epping (Economics)

CHAPTER SEVEN: Recognizing Authors’ Writing Patterns
Skills
Patterns of Writing
What are authors' writing patterns?
Why is recognizing writing patterns important?
Recognizing Author's Writing Patterns
List Pattern
Sequence Pattern
Definition Pattern
Comparison-Contrast Pattern
Cause-Effect Pattern
Spatial Order Pattern
Avoid Seeing Everything as a List Pattern
Checkpoint: Recognizing Authors’ Writing Patterns
Other Writing Patterns
Addition Pattern
Generalization and Example Pattern
Statement and Clarification Pattern
Summary Pattern
Mixed Pattern
Checkpoint: Other Writing Patterns
Relationships within and between Success
1.Clarification
2.Example
3.Addition
4.Sequence
5.Comparison
6.Contrast
7.Cause-Effect
8.Problem-Solution
9.Spatial Order
10.Summary/Conclusion
11.Concession
A Word about Standardized Reading Tests: Authors' Writing Patterns
Checkpoint: Relationships within and between Sentences
Creating Your Summary: Developing Chapter Review Cards
Test Your Understanding: Basic Writing Patterns, Part 1
Test Your Understanding: Recognizing Authors’ Writing Patterns, Part 2
Readings
Selection 7-1 “E-Commerce? It's E-Normous” from Understanding Business* by William Nickels, James McHugh and Susan McHugh(Business)
Selection 7-2 “The Development of Rock Music and Rock in American Society” from Music: An Appreciation* by Roger Kamien (Music Appreciation)
Selection 7-3 “Reactions to Impending Death” from Essentials of Psychology* by Dennis Coon (Psychology)

CHAPTER EIGHT: Reading Critically
Skills
What Is Critical Reading?
Critical Reading Skills
Determining an Author's Purpose and Intended Audience
Determining an Author's Point of View, Tone, and Intended Meaning
A Word about Standardized Reading Tests: Critical Reading
Checkpoint: Reading Critically
Creating Your Summary: Developing Chapter Review Cards
Test Your Understanding: Reading Critically, Part 1
Test Your Understanding: Reading Critically, Part 2
Readings
Selection 8-1 "Prologue" from The Illustrated Man* by Ray Bradbury (Literature)
Selection 8-2 “Think Before You Speak: Public Speaking in a Multicultural World” from The Art of Public Speaking* by Stephen E. Lucas (Speech Communication)
Selection 8-3 From The Things They Carried* by Tim O'Brien (Literature)

CHAPTER NINE: Thinking Critically
Skills
What Is Thinking Critically, and Why Is It Important?
Critical Reading Skills
Why Readers Fail to Think Critically
Distinguishing Facts from Opinions and Determining Whether Opinions are Well Supported
Evaluating an Author's Agreement
Identifying Propaganda Devices
A Word about Standardized Reading Tests: Critical Thinking
Checkpoint: Thinking Critically
Creating Your Summary: Developing Chapter Review Cards
Test Your Understanding: Thinking Critically, Part 1
Test Your Understanding: Thinking Critically, Part 2
Readings
Selection 9-1 “Poverty in America and Improving Social Welfare through Public Education” from The American Democracy* by Thomas E. Patterson(Government)
Selection 9-2 “Your Financial Wellness” from Connect Core Concepts in Health* by Paul Insel and Walton Roth(Health)
Selection 9-3 “Our Ecological Footprint: Do We Consume Too Much” from Environmental Science" A Study of Interrelationships* by Eldon Enger and Bradley Smith (Environmental Science)

PART THREE: SYSTEMS FOR STUDYING TEXTBOOKS: DEVELOPING A SYSTEM THAT WORKS FOR YOU

CHAPTER TEN: SELECTING AND ORGANIZING TEXTBOOK INFORMATION
Skills
Studying Better Rather than Harder
Three Keys to Studying College Textbooks
Key 1: Selectivity
Key 2: Organization
Key 3: Rehearsal
Making Textbooks: Underlining, Highlighting, and Annotating
Taking Notes from Textbooks: Outlining, Mapping, and Summarizing
Taking Notes on a Laptop
Guidelines for Outlining
Guidelines for the Cornell Method of Note-Taking
Guidelines for Mapping
Guidelines for Summarizing
Guidelines for Interpreting Graphs and Visual Aids
How Can You Interpret Visual Aids?
Bar Graphs
Line Graphs
Pie Charts
Tables
Photographs
Diagrams
Maps
Cartoons
Creating Your Summary: Developing Chapter Review Cards
Reading
Selection 10-1: “The Age of Globalization” from American History: A Survey* by Alan Brinkley(History)

CHAPTER ELEVEN: REHEARSING TEXTBOOK INFORMATION AND PREPARING FOR TESTS
Skills
Rehearsal and MemorY
Studying for Tests
General Guidelines
Five-Day Test Review Plan
Creating Review Cards to Prepare for a Test
Creating Test Review Sheets
Creating Your Summary: Developing Chapter Review Cards

ESSENTIAL SKILLS REVIEW TESTS 1-10
Appendix 1 Glossary of Key Reading and Study Skills Terms
Appendix 2 A List of Word Parts: Prefixes, Roots, and Suffixes
Appendix 3: Master Vocabulary List

Credits
Index

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Opening Doors Understanding College Reading

Opening Doors Understanding College Reading

0073513512

Summary

Table of Contents

To the Instructor: Getting Started in Opening Doors

To the Student

PART ONE: ORIENTATION: PREPARING AND ORGANIZING YOURSELF FOR SUCCESS IN COLLEGE

CHAPTER ONE: MAKING YOURSELF SUCCESSFUL IN COLLEGE

Skills

Doing What Successful Students Do

Motivating Yourself

Setting Your Goals

Identifying How You Prefer to Learn

Mananging Your Time

Setting Up a Weekly Study Schedule

Making the Most of Your Study Time

Planning Further Ahead: Creating a Monthly Assignment Calendar and Using a Daily To Do List

Creating Your Summary: Developing Chapter Review Cards

Readings

*Selection 1-1 “Why Go to College" from P.O.W.E.R. Learning: Strategies for Success in College and Life by Robert S. Feldman (Student Success)

*Selection 1-2 “Getting Ready for Prime Time: Learning the Skills Needed to Succeed Today and Tomorrow” from Understanding Business by William Nickels, James McHugh, and Susan McHugh(Business)

*Selection 1-3 “Saved” from The Autobiography of Malcom X, as told to Alex Haley (Literature)

CHAPTER TWO: APPROACHING COLLEGE READING AND DEVELOPING A COLLEGE-LEVEL VOCABULARY

Skills

Understanding the Reading Process

Improving Your Reading

Predicting as You Read

Monitoring Your Comprehension

Adjusting Your Reading Rate

Developing a College-Level Vocabulary

Using Context Clues

Using Word-Structure Class

Using a Dictionary Pronunciation Key

Understanding Denotations and Connotations of Words

Understanding Figurative Language

A Word about Standardized Reading Tests: Context Clues and Figurative Language

Creating Your Summary: Developing Chapter Review Cards

Test Your Understanding: Context Clues, Part 1

Test Your Understanding: Context Clues, Part 2

Test Your Understanding: Word-Structure, Part 1

Test Your Understanding: Word-Structure, Part 2

Test Your Understanding: Figurative Language, Part 1

Test Your Understanding: Figurative Language, Part 2

Readings

*Selection 2-1 “Making It Happen: Creating Positive Change to Become a Peak Perfomer” from Peak Performance: Success in College and Beyond by Sharon K. Ferrett (Student Success)

*Selection 2-2 “Terrorism in a Global Age” from Nation of Nations: A Narrative History of the American Republic by James Davidson et al. (History)

*Selection 2-3 “A Whale of a Survival Problem” from The Nature of Life by John Postlehwait and Janet Hopson (Biology)

CHAPTER THREE: APPROACHING COLLEGE ASSIGNMENTS: READING TEXTBOOKS AND FOLLOWING DIRECTIONS

Skills

College Textbooks: Methods for Reading and Studying Effectively

The SQ3R Study System

The Three-Step Process for Reading and Studying Textbooks

Step 1: Prepare to Read

Step 2: Ask and Answer Questions to Enhance your Reading

Step 3: Review by Rehearsing the Answers to Your Questions

Following Directions in Textbooks and on Tests

Guidelines for Following Directions

Creating Your Summary: Developing Chapter Review Cards

Readings

*Selection 3-1 “African Americans: The Struggle for Equality” from The American Democracy by Thomas E. Patterson(Government)

*Selection 3-2 “Parenthood: Now, Later,...Never?” from Human Development by Diane E. Papalia, Sally Wendkos Olds, and Ruth Feldman(Human Development)

*Selection 3-3 “Art in the Service of Religion” from Living with Art by Rita Gilbert (Art Appreciation)

PART TWO: COMPREHENSION: UNDERSTANDING COLLEGE TEXTBOOKS BY READING FOR IDEAS

CHAPTER FOUR: DETERMINING THE TOPIC AND THE STATED MAIN IDEA

Skills

The Topic of a Paragraph

What is the Topic of a Paragraph, and why is it important?

Determining and Expressing the Topic

The Stated Main Idea of a Paragraph

What is a stated main idea, and why is it important?

Locating the Stated Main Idea Sentence

How to tell if you have identified the stated main idea sentence

How to avoid two common errors in locating a stated main idea

Stated Overall Main Ideas in Longer Passages

A Word about Standardized Reading Tests: Topics and Stated Main Ideas

Checkpoint: Locating the Stated Main Idea

Creating your Summary: Developing Chapter Review Cards

Selection 1-1 “Why Go to College" from P.O.W.E.R. Learning: Strategies for Success in College and Life* by Robert S. Feldman (Student Success)

Selection 1-2 “Getting Ready for Prime Time: Learning the Skills Needed to Succeed Today and Tomorrow” from Understanding Business* by William Nickels, James McHugh, and Susan McHugh(Business)

Selection 1-3 “Saved” from The Autobiography of Malcom X*, as told to Alex Haley (Literature)

Selection 2-1 “Making It Happen: Creating Positive Change to Become a Peak Perfomer” from Peak Performance: Success in College and Beyond* by Sharon K. Ferrett (Student Success)

Selection 2-2 “Terrorism in a Global Age” from Nation of Nations: A Narrative History of the American Republic* by James Davidson et al. (History)

Selection 2-3 “A Whale of a Survival Problem” from The Nature of Life* by John Postlehwait and Janet Hopson (Biology)

Selection 3-1 “African Americans: The Struggle for Equality” from The American Democracy* by Thomas E. Patterson(Government)

Selection 3-2 “Parenthood: Now, Later,...Never?” from Human Development* by Diane E. Papalia, Sally Wendkos Olds, and Ruth Feldman(Human Development)

Selection 3-3 “Art in the Service of Religion” from Living with Art* by Rita Gilbert (Art Appreciation)

Selection 4-1 "A Warning to Students: Plagiarism, Term Papers, and Web Research” from Using Information Technology: A Pratical Introduction to Computers and Communication* by Brian K. Williams and Stacy C. Sawyer(Information Technology)

Selection 4-2 “Classes without Walls: Distance Learning” from P.O.W.E.R. Learning: Strategies for Success in College and Life* by Robert S. Feldman(Student Success)

Selection 4-3 “Muhammad” from The 100: A Ranking of the Most Influential Persons in History* by Michael K. Hart (History)

Selection 5-2 “Violence in Television and Video Games: Does the Media's Message Matter?” from Esentials of Understanding Psychology* by Robert S. Feldman (Psychology)

Selection 6-1 “Shaping Your Health: The Millennial Generation and Early Adulthood” from Understanding Your Health* by Wayne A. Payne, Dale B. Hahn, and Ellen B. Lucas (Health)

Selection 6-2 “Quacks and Quackery” from Concepts of Fitness and Wellness* by Charles Corbin, Greg Welk, William Corbin, and Karen Welk (Health)

Selection 6-3 “What Can Be Done to Help Third World Countries” from A Beginner's Guide to the World Economy* by Randy Charles Epping (Economics)