Lesson 1 13.5/15 Assignment 1.1 We cannot read with our eyes immobile or our minds shut down.

. Therefore the more the reading challenges our minds to think harder, the better. Assignment 1.2 We must first understand that writing is like being the pitcher. So when a book is composed and all the information is set flying at the catcher, the catcher will recieve the the ball as it were and is just as active as the pitcher. A catcher must be able to receive every kind of pitch, in the same way a reader must be practiced enough to recieve as many types of communication as possible. Very good. Assignment 1.3 1) Reading for Information would be related to reading a newspaper, magazine, or anything else that is aat once intelligible to us. This kind of rading can improve our amount of information, but cannot improve our understanding. 2) Reading for Understanding is more of a challenge than reading for information. When we read for information we are not challenging our minds on what something means, we are merely asking what something is. When a reader is reading something he does not completely understand, he is initially reading something that is above him. The writer is communicating something that is above the readers intellect, and thus can improve his understanding. 3)There are no rules to reading for entertainment, anyone who is able to read can read for entertainment. Reading for entertainment is the least demanding of our brains. This does not make entertainment reading bad, it is just not a good place to look for solid information Assignment 1.4 Discovery is the art of reading nature or the world, that is, learning things on your own without a teacher but instruction is the art of reading books or listening. 1.5/3 Assignment 1.5 If you were to ask a teacher a question there is a strong probability that they will answer it. However if you were to ask a book a question you have to answer it yourself. In this way a book is like nature or the world, when you question it you have to answer yourself.

Assignment 2.1 16/20 1) As one masters the elementary reading level they will pass from non-literacy to the basics of literacy. This level of reading just deals with what it says. 2) Inspectional reading has a specialy emphasis on time. At this level we are given a set time to finish the text assigned. What is the purpose? To skim the text and see the overall outline. 3) Analyctical Reading is thorough reading or complete reading. Depending on the text being read, it will be more or less demanding of the reader. Analyctical reading is prominently for the sake of understanding. 4) The highest level of reading is called Syntopical Reading. It is the most complex but also the most rewarding type of reading. Syntopical reaidng is the art of compairing and analysing many books. The syntopical reader is also capable of constructing an analysis of the subject that might no appear in any of the book previously studied. Assignment 3.1 13/15 It is commonly excepted that there are at least four stages in a childs progress from a non-reader to mature reading ability. The term reading readiness applies to the first stage, which bigins at birth and commences normally at the age of six or seven. One of the most important things to remember in this stage is that pushing a child to learn how to read when he is not ready can be self-defeating, and he can carry a dislike for it for the rest of his educational life. In the second stage children will learn to read very simple material, they usually will begin with learning a few sight words and try and master three hundred to four hundred words by the end of the year. The third stage is noted for its sudden progression in vocabulary building and by increasing skill in understanding the meaning of new and unfamiliar words. The fourth and final stage of reading is characterized by the enhancement of the skills that were previously acquired in the first three levels. In this level the student learns to carry concepts from one text to another and compare the two veiws. This stage begins in the early teens and will continue for the rest of the readers life. excellent very complete and clear. Assignment 3.2 We must have a nation of truly competent readers, anything less would not satisfy the need of the world that is comming. Explain what you mean by this. What demands are placed on people to read? 3/5 Assignment 4 10/10 1. c) Victoria

2. b) His father 3. a) Herodotus, b) Six dialogues of Plato 4. b) 17 5. c) "crisis" in his mental history 6. b) that reforms should be made in parliamentary representation. 7. d) Bentham 8. d) The Subjection of Women 9.a) Likely b) Likely c) Not Likely d) Not Likely 10. a) His severest critic, b) his best friend, d) his muse. Assignment 5 - Types of Inspectional Reading 10/10 1. Systematic Skimming, or Pre-reading 2. Superfacial Reading Two Reasons to Read Inspectionally 1.To see if a book is worthy of an analytical read. 2. If you only have a limited time to read a book, inspectional reading is ideal. How to do Ispectional Reading I 1. Look at the title page and, if the book has one, at the preface. 2. Study the table of continents 3. Check the index 4. Read the publishers blurb 5. Look at the chapters that seem to be pivitol to its argument 6. Turn through the pages, stopping here and there, reading a paragraph or two, or even several pages in sequence, but never more than that.

The rule for Inspectional Reading II In tackling a difficult book for the first time, read it through without ever stopping to look up or ponder the things you do not understand. What fact is importanct to remember regarding reading speeds? Every book should be read no more slowly than it deserves, and no more quickly than you can read it with satisfaction and comprehension. Explain a simple way to double or triple your reading speed Dont try to undertsand every word or page of a difficult book the first time through. What level of reading needs to be mastered to truly comprehend what the author is saying? Analytical Reading.

Where is Assignment 6 (10 question quiz)? If you send it in, I will adjust the mark!! J Assignment 7.1 Assignment 7 30/30 Ask questions while you read, questions that you yourself will atempt to answer in the course of reading. Assignment 7.2 1. What is the book about as a whole? You must try to discover the leading theme of the book, and how the author develops this theme in an orderly way. 2. What is being said in detail, and how? We must try to discover the main ideas, assertions, and arguments that constitute the author's particular message. 3. Is the book true, in whole or in part? This question can't be answered untill the first two are. We have to know what the author is saying before we can determine whether it is true or not. 4. What of it? If you have attained information from this book, you must ask yourself of its significance. Why does the author think it is important? Do you agree on its importance? Good. Assignment 7.3

1. Underlining of major points; of important or forceful statements. 2. Vertical lines at the margin to emphasize a statement already underlined or to point to a passage too long to be underlined. 3. Star, Asterisk at the margin to emphasize the then or dozen most important statements or passages in the book. 4. Numbers in the margin to indicate a sequence of points made by the author in developing an argument. 5. Numbers of other pages in the margin to indicate where else in the book the author makes the same points, or points relevant to the argument. 6. Circling of key words or phrases. This serves much the same function as underlining 7. Writing in the margin, or at the top or bottom of the page to record questions which the passage raises in your mind; to also reduce a compicated disscution to a simple statement. Assignment 7.4 Structural note-making: Structural notes involve the structure of a book, and not its substance. It is best to place these notes on the contents page, or on the title page. Conceptual note-making: While reading analytically, you will need to answer the questions about the truth and significance of a book. These notes are called conceptual. They involve the author's, and your own concepts, as thye have been broadened during the reading of the book. Dialectical note-making: These kind of notes involve the shape of the discussion, that is formed by many authors even if it was not known to them at the time. Since these notes often involve the readers thoughts on many books, not just one, they are often made a seperate sheet of paper. Assignment 7.5 You must learn to forget the seperate acts in order to perform all of them, and indeed any of them, well. But in order to forget the as seperate acts, you have to learn them first as seperate acts. Only then can you put them together to become a good reader.

Welcome to the Great Ideas, Hannah! Let us know if you have any questions about readings or assignments. I look forward to reading your work!

Great first assignment. As I noted above, you missed assignment 6. If you send it in, I will adjust the mark.

Mark: 92.5 / 110 = 84%