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Informational Text Review
Rationale: The Informational Text Review should guide students in navigating informational texts in their content course’s subject area. These informational texts can range from textbooks to scholarly articles to newspaper articles to primary and secondary sources, and many more. Students will receive instruction to hold themselves accountable for their reading and their preparation for various types of writing assignments (products) required in their content course.
Integrated Reading and Writing Objectives
- Through inferencing, and deductive/inductive reasoning:
○ Build vocabulary and determine the meanings of words and phrases,
○ Analyze the relationship among ideas in written material to draw conclusions, and
○ Use these critical thinking skills to evaluate written materials.
- Annotating college-level texts and textbooks through the use of note-taking strategies and
summarization.
- Apply study skills to written assignments.
Integrated Reading and Writing Student Learning Outcomes
After completing this course, students will:
-
Select and monitor the effectiveness of reading strategies, including vocabulary building
techniques, appropriate to purpose and text.
- Select and demonstrate various study skills and methods to meet the reading and writing
demands of college courses.
- Demonstrate academic ability to respond to types of assessments including graded assignments,
compiling a portfolio, composing a short answer response for an in-class assessment, crafting a
book review, analyzing primary and secondary sources, test preparation, and formal exams.
Discipline Specific Outcomes:
After completing this course, students will:
- Demonstrate ability to read a variety of texts from essays, articles, academic research papers,
and college textbook chapters.
○ Perform a close reading of texts for annotative and interpretive purposes
■ Use inferencing skills to bring tacit ideas into explicit knowledge or ideas
about textual meanings.
■ Close readings and annotations may include: major topics, important
main ideas, supporting details that support the topic of the essay, strong
lines and weak lines, and vocabulary building.
- Apply study skills to simulated exams and assignments in introductory college courses to prepare
for future course success
○ Recognize appropriate study skills based on task objective(s).
○ Identify the basic steps of the study skills needed for the task objective(s).
○ Demonstrate time management for the study based skills prior to the task’s due date.
○ Demonstrate decision-making ability under similar pressure to the experience
during the task objective(s).
○ Create moments of collaborative learning with classmates as a platform for a student-led
opportunity.
*Examples of Reading-Writing-Study Strategies that might be included in the above objectives
-
- Content Tests
- Objective Tests
- in -class “essay” prep
- 2 column notes
- Annotations
- Test question cards
- Vocabulary cards
Guiding Principles
- The Informational Text Review chosen by the INRW 0340 instructors and content instructors should help students develop a deeper thematic understanding of the content through the use of various genres to complement ENGL 1301.
- Students should engage in before, during and after reading strategies that help build metacognitive awareness and expand self-regulatory practices..
- The strategies should prepare students for the typical type of evaluation in the content course.
- Strategies might include how students use their notes, brainstorming, and annotations in a rough draft for the essay.
- Frequent conversations about technical and general college level vocabulary should be part of this component of the course.
- Strategies might include using vocabulary cards or journals, textbook glossaries, dictionaries, and context clues.
- Faculty should also prepare students to manage their study time and tasks in the writing process.
Sample Textbook Chapter Review Assignment
TEXTBOOK CHAPTER REVIEW
Introduction
In your college program classes, you will be responsible for completing reading assignments and holding yourself accountable for that material. This week and next week, we will be investigating several common reading and writing strategies. I have chosen these because they are easy to learn and highly adaptable. You will apply these strategies to a college textbook chapter from a Psychology class, so you will know how to use them in your future program classes. This is the purpose of Major Assignment #5.
Organization
You will read the Chapter: Psychological Disorders from The World of Psychology (https://openstax.org/details/books/psychology) , and complete the following reading/writing strategies:
- Preview Pages
- A set of 2 Column (Cornell) Notes
- A set of annotations
- A concept map
- Test Question Cards
- Response to Essay Question
- 20 Vocabulary Cards
We will discuss the strategies in class, so it will be important for you to attend all class sessions so you will know the format for each of the reading/writing strategies. Total Points: 100 points
The purpose of this major assignment is to test your ability to hold yourself accountable for your reading assignments. You will be creating a set of study guides for the Psychological Disorders chapter.
The study guides (2 column notes, map, annotations, etc) will be discussed in class, so you will know how to set up the format.
NOTE: This major assignment will include an in-class vocabulary test.
Do your best work on these assignments—err on the side of taking too many notes, providing too many details.
Note: If you plagiarize this assignment (READ: copy someone else’s work that is not your own—including the authors) you will receive a grade of zero for this major assignment. You are welcome to work with others, but you MUST submit YOUR own responses, in YOUR words.
Preview Psychological Disorders (15 points)
· Preview “Psychological Disorders” chapter.
· Complete the written preview questions on the handout.
1. Skim/ Scan the entire chapter. This means you will look through the chapter, pausing to read the headings, bold words, look at pictures or charts and read the captions, browse the study guide section that is after the chapter, etc. You are not required to read any section in depth.
2. Read the questions on the handout. Locate the answers to those questions and write the answers in the space provided
Map p. (15 points)
Use a large sheet of paper to create a concept map for the section: Disorders Diagnosed in Childhood pp. 42-46
See template (handout).
1. Take the map worksheet paper and turn it horizontally, so you have more width for your map.
2. Pay attention to the headings. These will help you organized and predict what should be in the sections of the map.
To turn in your work, take a photo of your map and attach to an e-mail.
2 Column Notes pp. 173-179 (15 points)
Create a set of Two Column Notes for the section: Schizophrenia pp. 30-34
1. Take a sheet of notebook paper and fold it so you have a short left margin and a wide right margin.
2. In the left margin, place questions that will help you to study for a test later. These questions should be based on the main ideas of the reading.
In the right margin, take notes as you read. Use the headings directly from the reading to help you organize the notes you take. In the example, you will see that the note taker used the same words from the headings so that he will know where the notes for that section begin and end. This is useful so you can rely on the notes from your reading and not have to reread.
Annotations (15 points)
Create a set of annotations for the section: Mood Disorders pp. 25-29
Highlight, underline, circle important terms. Strive for one main idea in each paragraph, but avoid the rainbow effect
Be ACTIVE in your reading—Ask Questions.
1. You must print the pages of this assignment before you can complete this assignment or use annotating technology such as OneNote.
2. When we annotate, we pull out the most important pieces of information and highlight, circle, star, number—the ideas. It is helpful to think about what will draw your attention to your notes and develop a system that works for YOU.
3. With this strategy you do NOT want to go overboard. If your page looks like a rainbow or fight between the roadrunner and a coyote, you need to back away from the annotating!
4. You will turn in a photo or scan of the highlighted pages.
Study Question Cards (15 points: 3 points for each card)
Create a set of Study Test Question cards. Place the question on the FRONT of the card and the answer on the BACK of the card.
! What are the questions used by health care professionals to determine if behavior is abnormal?
! According to the psychodynamic perspective, where do psychological disorders come from (originate)?
! How does the cognitive perspective explain psychological disorders?
! What does an agoraphobic fear?
! What are (3) factors that contribute to the development of mood disorders? Explain each briefly.
*These MUST be completed on index cards or QUIZLET.
To turn in: Take a photo of the fronts and backs of the cards (line them up together) or share your quizlet file or email a pdf of your quizlet file.
Response to Essay Question (5 points)
Write a one-paragraph response to the following question:
Explain (3) of the (5) questions that help professionals to determine if behavior is abnormal.
*Use complete sentences, transition words. Points will be deducted for any abbreviations, bullet points, sentence fragments, run-ons.
To turn in (1) attach the typed word or google doc. (2) take a photo of your handwritten work and send by e-mail.
Vocabulary Words/ Cards (20 points)
Vocabulary Words 1-10
Picture Cards. On the front of the card place the word and a picture clue to help you remember the word. On the back, put the definition found in the textbook.
Generalized anxiety disorder
Panic disorder
Social phobia
Specific phobia
Major depressive disorder
Bipolar disorder
Manic episode
Obsessive-compulsive disorder
Psychosis
Post Traumatic Stress Disorder
Vocabulary Cards 11-20
Complete a vocabulary card for the following words. On the front of the card place the word. On the back of the card, place a definition.
Note: The definitions for several of these will come from within the text and/or charts in the reading.
11. Hypochondriasis
12. Dissociative amnesia
13. Dissociative disorder
14. Dissociative fugue
15. Dissociative identity disorder
16. Conversion disorder
17. Histrionic personality disorder
18. Narcissistic personality disorder
19. Borderline personality disorder
20. Antisocial personality disorder
Study the cards.
Resource for Textbook Chapters: Pearson Collections
Source for textbook chapters
Pearson Collections
https://www.pearsonhighered.com/collections/index.html
*Talk to your Pearson rep to request an instructor account.
*You can select chapters from textbooks that Pearson publishes.
Below are examples of two of my collections:
Examples of Screenshot Video Guides for Students and Examples of the Textbook Strategies (E. Frye):
PREVIEW PAGES (See example below other strategies)
TWO COLUMN NOTES:
ANNOTATIONS:
TEST QUESTION CARDS
EXAMPLE OF PREVIEW QUESTIONS
Psychological Disorders
Preview
- Is the title helpful in orienting you to the material? Why or why not?
- Do the authors provide anything to serve as an introduction to the chapter? If so, what is it? Does it help you to see the overall view of the important points to learn from the chapter?
- Is there a summary or a device the functions as a summary at the end of the chapter? If so, is it labeled “Summary?” If not, what is it called?
- How many major headings are there in the chapter? List at least (3) of them.
- Are there subheadings used to divide the major headings into smaller sections? If so, list at least two that appear under the same major heading.
- List at least three types of illustrations and/or graphic devices that are used to draw your attention to important concepts.
- List the ways the authors help you locate and understand new terminology and vocabulary.
____________________________________
- Locate one of the major headings in the chapter. Using that heading, write a question that might appear on a test over the chapter.
- Locate one of the subheadings in the chapter. Using that heading write a question that might appear on a test over the chapter.
- Locate one of the illustrations in the chapter. Using that illustration, write a question that might appear on a test over the chapter.
