READING GUIDE
Though you aren’t always aware of it, you always read with a purpose. Some of the reasons you
might read might be to prepare to understand a class lecture, to review important information for
a test, to find material to support your assertions when writing a research paper, to find out about
a subject that interests you, or for recreation. In this class, I will ask you to find the main ideas
and major support details of each assigned reading. Also, I will ask you to find themes, ideas, or
writing styles that connect the essays to each other. Your purpose, therefore, is partly defined for
you. You may, and probably will, have other reasons for reading as well.
When reading essays for this class, follow the procedure outlined below; you may choose to
complete step one through three in a different order than they appear here. However, it is
important that you jot down answers to these questions. Complete numbers 1-4 before you read.
Complete numbers 5 & 6 during your reading or immediately afterward. Complete numbers 5
(vocabulary), 7-10 after you have read the essay.
Before you read:
1. Think about the class and answer the following: What have been the subjects or topics
you have already read for this class? What topics or themes have you discussed or written
about in class? They are likely to be related to the essay you are about to read. Prereading question: What might you expect to find out as you read?
2. Look over the context: The title, author, introduction, chapter heading, and book,
magazine, pamphlet, or newspaper in which the material you are preparing to read
appears. Read the blurb and answer the questions below. The title will almost always be
related to the main idea. Context will reveal clues to the level of language, kinds of
topics, length, depth of treatment, and what background or interests the reader is assumed
to have. Jot down answers to as many of the following as are relevant: What is the
author’s field or expertise? Is he/she writing in this field? What are your opinions about
this body of knowledge?
3. For further clues, skim the articles: Read the title, introduction and/or the conclusion.
(Unless this is a very short story.) Read the first few lines of the paragraph.
4. Basing your speculations of the information you have now collected:
a) Jot down what you expect this reading to be about
b) What might be the author’s purpose in writing it?
c) How it might be connected to ideas explored in class?
During reading:
5. Read the piece through, not stopping to look up unfamiliar words: The context and
your predictions are what will help you understand the essay or story. However mark or
highlight all new vocabulary and list each new vocabulary word with the definition for
this number (5) after you have read the essay.
6. Annotate as you read! In your margin, mark any areas that are especially relevant
to the questions you have formulated: It will help you to determine the author’s main
idea, or it will help you tie the essay to themes or topics of the class. Just use a dot or
check—something that is fast and won’t interrupt the flow of your reading. Use whatever
works for you. All essays must be annotated.
After Reading (plus part of #5):
7. If you find you are not understanding as you read: Try reading through to the end.
Often, understanding grows with familiarity. Try skimming, looking for answers to your
reading questions. Try to form your own examples to illustrate what the author is saying.
For class discussion, formulate 3 or 4 questions about the essay with which you had
difficulty or for discussion.
8. Write out the main idea (thesis) and jot down the major supporting ideas or
examples: If you have difficulty, try: reading the conclusion, (often, the essay will be
summarized there); summarizing each paragraph; finding the purpose in each paragraph;
listing the main idea of each paragraph and looking for overall theme or idea connecting
them. Try looking for the assertions the author spends the most time proving or the ideas
or phrases that are repeated throughout the essay. Look at the examples in the article and
ask yourself why the author used these particular examples. What meaning does the
author want these examples to convey? Try figuring out how the author is telling you
what led to his/her conclusions, or looking for words that indicate main idea: therefore, in
conclusion, for these reasons, etc.
9. Spend at least 10 minutes writing your response to this essay, addressing as many of
the following questions as you wish:
Remember to write in complete sentences and edit all your work!
a) How does this material relate to you or people you know, things you have observed,
experienced, read or heard about? In other words, what does it remind you of? What does
it add to themes or ideas discussed in class? Ideas or themes discussed by your families or
friends?
b) Do you agree or disagree with author?
c) Why is the support the author used for his/her ideas persuasive and/or interesting?
Or why is it unconvincing and/or uninteresting? Explain.
d)What is your overall reaction to the essay? What did you learn? Explain.
e) Why is this topic/essay important to learn about? Explain.
10. Other? Any further comments or ideas for class? Suggestions?