Reading Your Texts Efficiently: Increase Comprehension & Save Time Do you read slowly? Do you have trouble focusing when reading? Is it hard to remember what you read? This workshop will introduce you to strategies to use before, during and after reading to help you learn how to best focus and how to select important information from a text. It will also show you ways to improve your abilities to retain and analyze what you have read.

1. READING
EFFICIENCY:
GETTING THE
MOST OUT OF
WHAT YOU
READ

2. The Pieces of Academic Success
Rationale
Essay
Academic
Research

3. Learning Coaches & Content Tutors
• One-to-one appointments in person or via phone, e-mail, Internet, etc.
• Workshops (online & onsite)
• Small group assistance (online & onsite)
• Online Content Area Tutoring – Smarthinking (www.esc.edu/smarthinking)
Online Support
•For Academic Support Information & Materials Available 24/7 Online go to
http://NECacademicsupport.pbworks.com
•A self-paced or credit-bearing study & resources -
http://AcademicEye.pbworks.com
• On Facebook - NEC Academic Support & Student Services
Academic Support
@ NEC
Services & Resources
Helping You Connect the Pieces for Academic Success

4. What is a learning coach?
A learning coach is someone who provides academic support to students in one-on-one or small group settings in all areas of the writing process
and related study skills strategies including time management, organization, reading efficiency, developing a study plan, goal setting, critical
thinking, library research skills, note-taking, and learning styles.
Sarah Spence-Staulters is located in Latham working with Schenectady & Latham/Albany students
Her hours are: Mondays – 3pm- 7:30pm
Wednesdays – 3:00pm-7:30pm
Fridays - 9am- 4pm
Contact Sarah to make an appointment :
(518) 783-6203 ext 5992 or Sarah.Spence-Staulters@esc.edu
____________________________________________________________________________________________________
Kate Stockton is located in Latham working with Johnstown & Latham/Albany students
Her hours are: Mondays - 4:00pm-7:30pm
Wednesday - 4:00pm-7:30pm
Thursdays - 4:00pm-8:00pm
Contact Kate to make an appointment :
(518) 783-6203 ext 5992 or Kate.Stockton@esc.edu
Mary Sanders-Shartle is located in Saratoga working with Saratoga &
Queensbury students
Her hours are: Mondays – 12pm-2pm
Wednesdays – 3pm-6pm
Thursdays 4pm-6pm
Contact Mary to make an appointment :
(518) 587-2100 ext 2827 or Mary.Sanders-Shartle@esc.edu
____________________________________________________________________
Meet the Learning Coaches

5. Helping You Connect the Pieces for Academic Success
A peer coach is a current undergraduate or
graduate student trained to guide and encourage
other students in improving their academic
performance and development as a life-long
learner, focusing on general study skills, specific
content-areas, navigating college resources, and
developing within their Areas of Study.
They work in both face-to-face and virtual
environments.
Peer coaches are trained under College Reading
& Learning Association (CRLA) international
standards for peer tutors and are either
volunteers, work-study, or practicum students.
Academic Support @ NEC

6. Workshop Description
Do you read slowly? Do you have trouble
remembering what you have read? Being able
to read more efficiently and effectively will help
you be more successful with your studies at
Empire State College. This workshop is
designed to give you strategies for getting the
best value from your reading and is designed
to introduce you to a variety of reading
strategies to use before, during and after
reading to engage your thought processes and
improve your abilities to retain and analyze
what you have read. The skills and strategies
in this workshop will assist you in learning how
to best focus when you read and how to select
important information from a text in order to
recall it for class discussions and assignments.

7. http://www.esc.edu/ole
ANGEL Community Group
NEC Academic Support
• One-to-one appointments in person or via phone, e-mail, Internet, etc.
• Workshops (online & onsite)
• Small group assistance (online & onsite)
• Online Tutoring – Smarthinking (www.esc.edu/smarthinking) or (www.smarthinking.com)
Accessing Academic Support Resources
Individualized Support

8. Agenda• Reading & Decoding
• Textbook Reading & Comprehension
• SQ3R/SQ5R
• Skimming & Scanning
• Reading & Notetaking
• Says/Does
• Mindmapping
• Critical Reading
• PTR2

9. Reads One Word at a
Time
Reads Multi-Word
Phrases
Re-reads SentencesKeeps Reading
Leaves Pages CleanMarks Text for Memory
Reads “to the end”Reads with a Purpose
Rarely (if ever) PracticesPractices Speed Reading
Lets Eyes WanderUses a Pacer
Reads Everything SameAdjusts Speed to Need
Reads WordsReads Ideas
The Slow Reader…The Efficient Reader…

10. Reading & Decoding
College reading entails having not only to read and
comprehend a subject, but it also entails reading
for a specific purpose, being able to analyze the
material you read, and to read between the
lines.
Let’s look at 3 levels of reading and decoding:
• Decoding for meaning – using context clues
• Reading for meaning – not word for word
• Reading with a purpose – knowing what you are
reading about and why you are reading it

11. Raining Cats and Dogs Belly Button
Decoding for Meaning – Using context clues

12. Aoccdrnig to a rscheearch at Cmabrigde
Uinervtisy, it deosn't mttaer in waht oredr
the ltteers in a wrod are, the olny iprmoetnt
tihng is taht the frist and lsat ltteer be at the
rghit pclae. The rset can be a toatl mses and
you can sitll raed it wouthit porbelm. Tihs is
bcuseae the huamn mnid deos not raed
ervey lteter by istlef, but the wrod as a
wlohe.
According to a researcher at Cambridge University, it doesn't matter in what order the
letters in a word are, the only important thing is that the first and last letter be at the
right place. The rest can be a total mess and you can still read it without problem.
This is because the human mind does not read every letter by itself but the word as a
whole.
http://www.mrc-cbu.cam.ac.uk/~mattd/Cmabrigde/
Reading for Meaning – not word for word

13. What is this about?
A newspaper is better than a magazine. A seashore is
a better place than the street. At first it is better to run
than to walk. You may have to try several times. It
takes some skill but it’s easy to learn. Even young
children can enjoy it. Once you are successful,
complications are minimal. Birds seldom get too
close. Rain, however, soaks in very fast. Too many
people doing the same thing can also cause problems.
One needs lots of room. If there are no complications,
it can be very peaceful. A rock will serve as an
anchor. If things break loose from it, however, you
will not get a second chance.
Reading with a Purpose

14. Comprehension

15. CREATE INTEREST
• Set Goals:
•“What is my purpose for doing this reading?”
•“What do I want to learn?”
• Look at lesson objectives
• Learn new vocabulary
• Preview the reading
• Review introductory information
USE WHAT YOU ALREADY KNOW
• Activate prior knowledge (schema):
“What do I know about the topic?”
Comprehension TipsComprehension Tips
Think about how to best take notes

16. *CREATE A POSITIVE READING ENVIRONMENT*
• Relatively free of interruptions (phone, email, TV, friends)
• Free of distractions (noise, people watching, windows)
• Study in the same place & time (routine)
• Not too comfortable (easily fall asleep)
• Choose a time when you are mentally alert
**INCREASE YOUR ATTENTION SPAN**
• Set specific and manageable study goals
• Read with a purpose
• Read actively (create study aids)
• Keep a distractions list
• Vary your reading
• Take breaks
• Approach assignment with a positive attitude
friends/family)

17. *CREATE A POSITIVE READING ENVIRONMENT*
• Relatively free of interruptions (phone, email, TV, friends)
• Free of distractions (noise, people watching, windows)
• Study in the same place & time (routine)
• Not too comfortable (easily fall asleep)
• Choose a time when you are mentally alert
**INCREASE YOUR ATTENTION SPAN**
• Set specific and manageable study goals
• Read with a purpose
• Read actively (create study aids)
• Keep a distractions list
• Vary your reading
• Take breaks
• Approach assignment with a positive attitude

18. Recall words, facts, dates, convention, classification,
principles, theories, etc. in the approximate form in
which they were learned.
KNOWLEDGE
Demonstrate understanding, interpret, &
extrapolate from a certain body of knowledge,
facts and ideas.
COMPREHENSION
Remember knowledge or principles in
order to solve a problem and apply rules.APPLICATION
Identify the elements (assumptions,
hypotheses, evidence) and structure
of a situation.
ANALYSIS
Accomplish a personal task
after devising plan of action.SYNTHESIS
Appraise, assess, or
critique on a basis of
Specific standards &
criteria.
EVALUATION
Identifying Your Purpose For Reading Using
Bloom’s Taxonomy

19. This is an easy thing to do. If possible, you will do it at
home, but you can always go somewhere else if it is necessary.
Beware of doing too much at once. This is a major
mistake and may cost you quite a bit of money. It is far better
to do too little than attempt to do too much. Make sure
everything is grouped properly. Put everything into its
appropriate place.
Now you are ready to proceed. The next step is to put
things into another convenient arrangement. Once done,
you’ll probably have to start again really soon. Most likely,
you’ll be doing this for the rest of your life---- perhaps not.
Who knows?
What is the following about???

20. This is an easy thing to do. If possible, you will do it at
home, but you can always go somewhere else if it is
necessary.
Beware of doing too much at once. This is a major
mistake and may cost you quite a bit of money. It is far
better to do too little than attempt to do too much. Make
sure everything is grouped properly. Put everything into
its appropriate place.
Now you are ready to proceed. The next step is to
put things into another convenient arrangement. Once
done, you’ll probably have to start again really soon.
Most likely, you’ll be doing this for the rest of your life-
--- perhaps not. Who knows?
Doing Laundry

21. Schema
A schema in general is a specific,
well-documented, and consistent
plan. The related word, scheme
means a loosely described plan.
A schema (pl. schemata), in
psychology and cognitive
science, is a mental structure
(prior knowledge) that
represents some aspect of the
world. People use schemata to
organize current knowledge
and provide a framework for
future understanding.

22. Reading Efficiency &
Comprehension Strategies
• SQ3R
• Says/Does
• PTR2
• Mindmapping

23. SQ3R
5 step method that was designed to help people become more active in their
reading and retain information more easily.
Survey- Read intro, summary; skim headings, boldface,
pictures, charts, graphs, etc.
Question- set purpose for reading
Read- break into sections
Recite-key information in your own words
Review -scan material; talk about it with classmate if
possible; identify themes and relationships between
concepts
SQ3R system was developed during WWII to help military personnel
enrolled in special programs ready faster and study better.
Research shows students who learn system and use it conscientiously
- read 22% faster
- comprehend 10% more
- retain 80% of material.
Textbook Study System

24. SQ5R Study Method
 URVEY-Read intro, summary; skim headings,
boldface, pictures, charts, graphs, etc.
 UESTION-set purpose for reading
 EAD-break into sections
 ESPOND-think about what you read
 ECORD-highlight, take notes
 ECITE-key information in your own words
 EVIEW-scan material; talk about it with
classmate if possible; identify themes and
relationships between concepts

25. Survey
Objective: To get a solid overview of what you are going to be
reading.
What it does…
Prepares your mental processing system.
Why do it ?
• Better able to concentrate with a frame of reference.
• Be able to identify location of important information.
Endstate…
Better understanding/comprehension/retention of material

26. Survey Applied to Your Studies
• Begin by looking at the learning contract and
assignments
• Take note of assigned terms and problems
• Skim any handouts
• Read the introduction
• Skim (rapidly) through the chapter, notice
main headings and visuals
• Read the summary/intro overview of the
chapter

27. Goal: Read parts of text that contain the most important
information and skip what is least important.
How
• All of the steps for scanning AND
• Read first sentence of each paragraph
• Note last sentences of paragraph for summary
• Pick out and identify key words
• (vocabulary, formulas/ equations, names, numbers, dates…)
• Maps, charts, graphs, timelines or diagrams =
summary of key idea, event or relationship
• General Rule = Skip more than you read
SkimmingSkimming

28. Thinking about: Organization of TextsThinking about: Organization of Texts
EXTERNALEXTERNAL
1. Preface, table of contents, appendices,1. Preface, table of contents, appendices,
bibliography, index, title page, list of tablesbibliography, index, title page, list of tables
and illustrations, glossaryand illustrations, glossary
2. Introduction/summary statements,2. Introduction/summary statements,
headings, graphs, charts, illustrations,headings, graphs, charts, illustrations,
guide questionsguide questions

29. Restatement:
Reading What a Text Says
Description:
Describing What a Text Does
Interpretation:
Analyzing What a Text Means

30. EXAMPLES of Ways to Read and Discuss Text
From: www.criticalreading.com/ways_to_read.htm
Consider the following nursery rhyme...
Mary had a little lamb,
Its fleece was white as snow,
and everywhere that Mary went
The lamb was sure to go.
What A Text Says talks about the topic of the original text, Mary and the lamb.
Mary had a lamb that followed her everywhere.
What A Text Does talks about the story.
The nursery rhyme describes a pet that followed its mistress everywhere.
What a Text Means talks about meaning within the story, here the idea of innocent
devotion.
An image of innocent devotion is conveyed by the story of a lamb's
close connection to its mistress. The devotion is emphasized by
repetition that emphasizes the constancy of the lamb's actions
("everywhere"…"sure to go.") The notion of innocence is conveyed by
the image of a young lamb, "white as snow." By making it seem that this
connection between pet and mistress is natural and good, the nursery
rhyme asserts innocent devotion as a positive relationship.

31. SAYS/DOES EXAMPLECopyright New York Times Company Aug 9, 2005
CONGRESS has an amazing new scheme to cut crime,
automobile fatalities and energy consumption. There is one
hitch. We have to stay in bed until sunrise during the first
week of November -- lights out, televisions and radios off
and please stay away from that coffee maker.
Of course, doing so might interfere with breakfast, school
attendance, morning workouts and jobs. That's because
during that week, the sun won't rise until 7:30 a.m. at the
earliest. If you live on the western edge of your time zone,
expect darkness until 8:30 a.m. Sorry, Boise. Good night,
Grand Rapids.
Congress has extended daylight saving time by four weeks:
In 2007, our clocks will spring forward on the second
Sunday of March and fall back on the first Sunday of
November. And frankly, there may be another hitch or two
in the plan. First, the trick of shifting unused morning light
to evening was intended to exploit long summer days, when
sunrise occurs between 4:00 and 5:00 a.m. Standard Time -
- hours of daylight that do not exist during the short days of
March and November. Second, after nearly 100 years,
daylight saving has yet to save us anything. The idea of
Congress
attempts
to
influence
social
problems
with
change in
time
Change in
DLS is
extended
4 weeks
and points
out
problems
with
original
intent &
current
change
Intro to
topic with
humorous
linkages to
daily
impact of
change in
DLS.
Provides
current
state of
affairs
with &
critique of
the change
in DLS.

32. Strategies for Reading Texts
Class warfare
Time; New York; Mar 4, 2002; Ron Stodghill
Abstract:
Not everyone is as receptive to jRoTc's soft nudge into the rank and
file. "I enjoyed [JROTC] , but I never wanted to pursue a career in the
military," says the Rev. [Edward Cook], 27, a former JROTC cadet and
a 1993 graduate of Jackson's Forest Hill High School. Still, as a
seminary student and director of the day-care center at Greater New
Jerusalem Missionary Baptist Church in Jackson, Cook says those old
experiences in JROTC are proving relevant in his work today.]

33. WHO'S GOING TO ARGUE WITH this outcome? Back in 1992 Shunta Belle was on the
fast track to nowhere, "hanging around thugs and drug dealers and trying to prove myself
to them." Then, as a freshman at Provine High School in Jackson, Miss., she signed up for
the spit-and-shine, no-nonsense world of the Junior Reserve Officer Training Corps. For
the first year, Belle held on to a few of her underachieving civilian comrades. But over the
next three years, she picked up new friends, a better attitude and a fresh set of goals to
match. "I got serious about things," she says, "and I wanted to be around people who
wanted something out of life." Today Belle, 23, is a fire fighter in her hometown department.
It is stories like Belle's that have helped fuel the growth of JROTC. Started in 1916, JROTC
established a beachhead at the American Literary, Scientific and Military Academy in
Norwich, Vt. Currently the program can be found in some 3,000 public schools across the
nation, and its Pentagon funding is expected to rise more than 50%, from $215 million last
year to $326 million by 2004. JROTC has its best-known booster in Colin Powell, who was
a ROTC cadet as a student at City College of New York. As Chairman of the Joint Chiefs of
Staff, he decided that JROTC offered the best prescription for saving lost inner-city youths.
"Yes, I'll admit, the armed forces might get a youngster more inclined to enlist as a result of
Junior ROTC. But society got a far greater payoff," Powell later wrote in his 1995
autobiography, My American Journey. "Inner-city kids, many from broken homes, found
stability and role models in junior Rom They got a taste of discipline, the work ethic, and
they experienced pride of membership in something healthier than a gang."
There are quite a few people, however, who believe that those success stories come at
too high a price. After all, JROTC teaches kids how to act and think like soldiers before
they are old enough to know their own mind. Critics argue that because such programs are
among the few sources of additional funding for some of the nation's neediest schools, they
exploit poor kids by putting them on a military track, to the exclusion of other options. The
debate has heated up as a growing number of school districts have begun offering JROTC,
while others in such cities as Oakland, Calif., and Chicago have scrapped conventional
teaching methods to convert some schools into public military academies.
SAYS DOESSAYS DOES
Shunta
Bell’s life
experience
& getting on
track when
started
JROTC.
Provides
Case Study
Example of
+ impact of
JROTC
Background
info on the
history,
development
and costs of
JROTC
JROTC started
in 1916, in about
3,000 public
schools in US,
$$ up to $326
mil from $215
mil for 2004.
Collin Powell-
Poster child
example
Opposition to
JROTC –
“success
stories” have
their cost
“Exploit the
neediest kids”
“cost more
than they say”
Presents
Counter
argument to
the
positives of
JROTC

34. PTR2
roblem
hesis
easons
esults
P
T
R
R
INTRO=
= BODY
= Conclusion

35. WHO'S GOING TO ARGUE WITH this outcome? Back in 1992 Shunta Belle was on the fast track to nowhere, "hanging
around thugs and drug dealers and trying to prove myself to them." Then, as a freshman at Provine High School in
Jackson, Miss., she signed up for the spit-and-shine, no-nonsense world of the Junior Reserve Officer Training Corps.
For the first year, Belle held on to a few of her underachieving civilian comrades. But over the next three years, she
picked up new friends, a better attitude and a fresh set of goals to match. "I got serious about things," she says, "and I
wanted to be around people who wanted something out of life." Today Belle, 23, is a fire fighter in her hometown
department.
It is stories like Belle's that have helped fuel the growth of JROTC. Started in 1916, JROTC established a beachhead at
the American Literary, Scientific and Military Academy in Norwich, Vt. Currently the program can be found in some
3,000 public schools across the nation, and its Pentagon funding is expected to rise more than 50%, from $215 million
last year to $326 million by 2004. JROTC has its best-known booster in Colin Powell, who was a ROTC cadet as a
student at City College of New York. As Chairman of the Joint Chiefs of Staff, he decided that JROTC offered the best
prescription for saving lost inner-city youths.
"Yes, I'll admit, the armed forces might get a youngster more inclined to enlist as a result of Junior ROTC. But society
got a far greater payoff," Powell later wrote in his 1995 autobiography, My American Journey. "Inner-city kids, many
from broken homes, found stability and role models in junior Rom They got a taste of discipline, the work ethic, and they
experienced pride of membership in something healthier than a gang."
There are quite a few people, however, who believe that those success
stories come at too high a price. After all, JROTC teaches kids how to act and think like
soldiers before they are old enough to know their own mind. Critics argue that because such programs
are among the few sources of additional funding for some of the nation's neediest schools, they
exploit poor kids by putting them on a military track, to the exclusion of other options. The debate has
heated up as a growing number of school districts have begun offering JROTC, while others in such cities as Oakland,
Calif., and Chicago have scrapped conventional teaching methods to convert some schools into public military
academies.
One of the biggest selling points of JROTC to school districts is that its matching federal funds provide a cost-effective
way to broaden a school's curriculum. But that's a claim opponents say masks many hidden expenses. A recent study
by the American Friends Service Committee argues, for example, that after school districts subsidize military
instructors' salaries, renovate facilities to accommodate JROTC instruction and fork over for mandated field
trips, JROTC is usually pricier than conventional academic programs.
Problem
Thesis
Reasons
Are military programs in the inner-city public schools rescuing at-risk
kids or pushing them to become soldiers?
R1
R1

36. Concept mapping can be done for several purposes:
• to generate ideas (brain storming, etc.).
• to design a complex structure (long texts, large web sites, etc.);
• to communicate complex ideas.
• to aid learning by explicitly integrating new and old knowledge
• to assess understanding or diagnose misunderstanding.
Concept maps:
• Show relationships between ideas.
• Acts as a memory trigger.
• Makes it easier to remember information.
• Improves reading comprehension.
• Unequaled tool for organizing information.
• The act of organizing materials is studying.
The Benefits of Mind Mapping

37. WHAT TO
G.O?
PARAGRAPHS
LESSON
OBJECTIVES
LECTURE
NOTES
CHAPTER
TEST
REVIEW
ROUGH
DRAFTS
BRAINSTORMING
What Can I
Graphically Organize
STUDY GROUP
NOTES
TEXTBOOK
CHAPTER

38. Differences Differences
Similarities
Object,Event
or Person
Object,Event
or Person
Differences Differences
Similarities
Object,Event
or Person
Object,Event
or Person

39. Supports organization of ideas
Helps form logical arguments
Serves as reminder of audience and purpose
Persuasive
Essay
Introduction State the
facts
Give brief outline
of argument to
follow
Tell why
argument is
reasonable
Address
arguments of
the other side
Summarize
your argument

40. Title of
Poem
by
Author
Line 1
Line 2
Line 3
Line 4Line 5
Line 6
Line 7
Line 8

41. Concept Map Practice
Instructions: Read the following passage on principles of classification, and do a concept map of everything you read in
the passage.
Classification consists of placing together in categories those things that resemble each other. While this sounds simple, in
actual practice it may be quite difficult. First of all, we have to decide what kind of similarities are the most important
for our purpose. One of the earliest classification schemes placed in one category all those organisms which lived in
the same habitat. Thus fish, whales, and penguins were classified as swimming creatures. This type of classification
was often based on the principle that creatures possessing analogous organs should be classified together.
Analogous organs are organs that have the same function. The fins of fishes and the flippers of whales and penguins
are analogous organs because they are all used for swimming. The wings of birds, bats, and insects are analogous
organs that make flying possible.
As more knowledge was gained about the anatomy of living things, it became apparent that similarities of habitat and of
analogous organs were often rather superficial. The fact that bats have fur and nurse their young, birds have feathers
and lay eggs, while insects are cold-blooded and have no internal skeleton suggested that these organisms differ
from one another in more important ways than they resemble one another. An appreciation of the truly significant
ways in which organisms resemble or differ from one another enabled the Swedish naturalist Carolus Linnaeus to
found the modern system of classification. In 1753 he published a classification of the plants which was followed, in
1758, by a classification of the animals. For this work he is often called the father of taxonomy, the name given to the
study of classification. His system of classification is fundamentally the system we use today. It is based on the
principle of homology. Homologous organs are organs which show the same basic structure, the same general
relationship to other organs, and the same pattern of very early growth. They need not, however, share the same
function. An examination of the bones of the whale's flipper, the bat's wing, and man's arm reveals the same basic
pattern (Fig.2-2). Furthermore, all these appendages are found in the same part of the body and develop in similar
ways. They are homologous organs, although they are used to carry out quite different functions. Linnaeus felt that
the difference in function was trivial, while the homology of the organs provided a sound basis for grouping these
animals together. Why is classification based upon homology so significant? The answer to this question was not
given until 1859 when Charles Darwin published his theory of evolution, According to Darwin, a classification based
upon the presence of homologous organs is a classification based upon kinship. He felt that all creatures sharing
homologous organs is a classification based upon kinship. He felt that all creatures sharing homologous organs are
related to one another, having inherited their homologous organs from a common ancestor. Thus man, the bat, and
the whale all had a single ancestor who possessed the basic forelimb structure that these creatures possess -
although obviously in a quite modified form - today.
Source: http://www.coun.uvic.ca/learning/note-taking/class1.html

42. Source: http://www.coun.uvic.ca/learning/note-taking/class1a.html

43. Reading Efficiency Resources
READING TEXTS
• Pre-Reading Strategies www.studygs.net/preread.htm
• Critical Reading www.esc.edu/ESConline/Across_ESC/WritingResourceCenter.nsf/wholeshortlinks2/Academic+Reading
• Studying Efficiently gwired.gwu.edu/counsel/asc/index.gw/Site_ID/46/Page_ID/14536/
• Textbook Reading Strategies academic.cuesta.edu/acasupp/as/208.HTM
• How to Study – Reading Resources www.howtostudy.org/resources_skill.php?id=10
• Dartmouth Academic Skills Center www.dartmouth.edu/~acskills/success/reading.html
• St. Louis University Reading Resource Center www.slu.edu/x14076.xml
• Rochester Institute of Technology – Academic Support Center – On Textbook Reading
www.rit.edu/studentaffairs/asc/college_programs/lng_pwr/index.php?l1=3&l2=7&location=37
• James Cook University
– Reading Efficiency - http://www.jcu.edu.au/office/tld/learningskills/effreading/
MINDMAPPING
• Theory Behind Concept Mapping
cmap.ihmc.us/Publications/ResearchPapers/TheoryCmaps/TheoryUnderlyingConceptMaps.htm
• Mindmapping Overview members.optusnet.com.au/~charles57/Creative/Mindmap/
• Reading Comprehension & Mindmapping Video
www.youtube.com/watch?v=uvnbKEHOQIY&feature=related
• University of Victoria www.coun.uvic.ca/learning/reading-skills/
• James Cook University
– Mindmapping - http://www.jcu.edu.au/office/tld/learningskills/mindmap/index.html

44. Fall 2010 Workshop Schedule
Sept.
20 Start the Term Right
27 Time Management
29 Start the Term Right
Oct.
4 Navigating the ESC Websites
6 Critical Thinking
8 Introduction Library Skills
(10am-11am )
13 Navigating the ESC Websites
14 Time Management
18 Critical Thinking
20 Reading More Efficiently
25 Leveraging Your learning Style
28 Unblock the Writing Experience
Nov.
1 Reading more Efficiently 3
3 Introduction to Library Skills
8 Unblocking the Writing Experience
17 Stress Management
19 Time Management (10am-11am)
22 Resume and Cover Letter Writing
Dec.
1 Stress Management
6 Ending the Term Right
8 Ending the Term Right
9 Writing a Rational Essay
13 Stress Management
20 Resume and Cover Letter Writing

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