,TESTBANK for Reading Keys, 5th Edition Laraine E.
Flemming
Notes
1- The file is chapter after chapter.
2- We have shown you few pages sample.
3- The file contains all Appendix and Excel
sheet if it exists.
4- We have all what you need, we make
update at every time. There are many new
editions waiting you.
5- If you think you purchased the wrong file
You can contact us at every time, we can
replace it with true one.
Our email:
, Instructor Manual: Flemming, Reading Keys, 5e, 9780357794272; Chapter 1: Strategies for Learning from Textbooks
Instructor Manual
FLEMMING, READING KEYS, 5E, 9780357794272; CHAPTER 1: STRATEGIES FOR LEARNING
FROM TEXTBOOKS
TABLE OF CONTENTS
Purpose and Perspective of the Chapter ..............................................................................1
Chapter Objectives .............................................................................................................. 2
Complete List of Chapter Activities and Assessments ....................................................... 2
Key Terms ............................................................................................................................ 2
What's New in This Chapter ................................................................................................. 4
Chapter Outline .................................................................................................................... 4
Suggestions for Teaching.................................................................................................... 8
Discussion Questions......................................................................................................... 11
Additional Activities and Assignments ..............................................................................12
Additional Resources .........................................................................................................13
Answer Keys ...................................................................................................................... 14
PURPOSE AND PERSPECTIVE OF THE CHAPTER
The purpose of this chapter is to teach students how to become a more successful academic
reader. The first section provides advice on how to develop and maintain concentration while
studying. The second, third and fourth sections detail a step-by-step reading process. The fifth
section teaches students how to paraphrase for reading comprehension and retention. The sixth
section provides advice on how to annotate a physical text or e-book. The seventh section
shows readers how to conduct web searches to build background knowledge. The eighth and
final section explains the importance of building a specialized vocabulary. The chapter ends with
writing exercises, activities, and tests.
© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or
posted to a publicly accessible website, in whole or in part.
1
, Instructor Manual: Flemming, Reading Keys, 5e, 9780357794272; Chapter 1: Strategies for Learning from Textbooks
CHAPTER OBJECTIVES
The following objectives are addressed in this chapter:
01.01 Develop and maintain concentration.
01.02 Read textbook assignments using SQ4R.
01.03 Take brief and accurate marginal notes.
01.04 Remember what you read by paraphrasing, or exchanging your words for the author’s.
01.05 Use the web for background knowledge to improve reading comprehension.
01.06 Use and understand academic vocabulary and idioms.
COMPLETE LIST OF CHAPTER ACTIVITIES AND ASSESSMENTS
For additional guidance refer to the Teaching Online Guide.
Chapter PPT slide Activity/Assessment Duration
Objective
01.01 Slide 3 Icebreaker Activity 15 min.
01.01 Slide 7 Self-Assessment 30 min.
01.02 Slide 16 Knowledge Check 1 15 min.
01.03, 01.04 Slide 23 Group Activity 30 min.
01.05 Slide 27 Class Discussion 30 min.
01.06 Slide 31 Knowledge Check 2 15 min.
[return to top]
KEY TERMS
Advocacy – behavior or writing that promotes a specific point of view.
Ambiguous stimuli – things that evoke, or call up, more than one specific response or reaction
and can therefore be understood in different ways.
Ambivalent – having both positive and negative feelings at the same time.
Analysis – breaking into parts.
Bias – favoritism.
Chunking – combining information into large chunks instead of trying to remember small,
isolated bits and pieces of information.
Confederacies – loosely connected groups; the United States, for instance, started out as a
confederacy of states.
Connotations – associations.
Conservation – protection and restoration of the environment.
© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or
posted to a publicly accessible website, in whole or in part.
2
, Instructor Manual: Flemming, Reading Keys, 5e, 9780357794272; Chapter 1: Strategies for Learning from Textbooks
Context – setting in which the word is used.
Context – setting.
Glossaries – lists of key definitions.
Great Depression – Lasting from 1929 to 1939, this was the worst economic turndown in the
history of the industrial world.
Harassed – tormented.
Idioms – expressions common to one language and difficult or impossible to translate into
another.
Imperialistic – assuming control of other countries.
Incursion – invasion, a hostile entry into a region.
Indigenous – living or having come first in a region, having been born in the region, rather than
migrating there.
Loaded language – language that carries with it strong positive or negative associations.
Materialism – placing value on money and products over inner well-being.
Paraphrasing – exchanging the author’s words for your own without altering the original
meaning.
Paraphrasing – putting important content into your own words.
Preposition – a word or group of words used before a noun, pronoun, or noun phrase to show
direction, time, place, location, spatial relationships, or to introduce an object.
Reading strategically – reading with a strategy, or plan.
Recall clues – words and phrases that have a cluster of meanings attached to them.
Selective – determining what material is essential and what can be left out.
Specialized vocabulary – a body of words appropriate to the subject matter.
Specific – more restricted in meaning.
Success statements – statements that identify your future goals and relate them to current
assignment.
Susceptible – easily influenced by.
Synonyms – words with similar meanings.
[return to top]
© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or
posted to a publicly accessible website, in whole or in part.
3
, Instructor Manual: Flemming, Reading Keys, 5e, 9780357794272; Chapter 1: Strategies for Learning from Textbooks
WHAT'S NEW IN THIS CHAPTER
The following elements are improvements in this chapter from the previous edition:
• “Create Recall Clues” section
• Section on notetaking with e-books
• “Using Chat GPT” section
• Updated “Digging Deeper” reading: “Culture Clash on the American Frontier”
• Section and exercise on using visual aids with SQ3R
• “Reflect and Connect” section
• Paraphrasing exercise
• Increased emphasis on evaluating websites
[return to top]
CHAPTER OUTLINE
I. Learn How to Develop and Maintain Concentration (LO 01.01, Slides 4-7)
i. Paraphrasing: putting important content into your own words.
ii. Success statements: statements that identify your future goals and
relate them to current assignment.
a. Pointers for Developing and Maintaining Concentration
b. Motivational Mottos
c. Study Skills Checklist
d. Self-Assessment (LO 01.01, Slide 7) Use the directions above to guide students
through the self-assessment.
iii. Number 1-15 on a piece of paper.
iv. Read the 15 study habits on page 6 of the textbook, and answer each
question “yes” or “no.”
v. Review the ones that got a “no” answer, and answer the following
questions:
1. Why you don’t have these particular habits?
2. What you can do to acquire them?
vi. Answers:
1. I was never taught how to annotate or preview assignments.
2. I can practice these study skills until they become a habit.
II. Use or Develop a System for Study Reading (LO 01.02, Slides 8-16)
a. S Is for Survey
i. Steps in a Survey
ii. Using Visual Aids to Make Predictions and Encourage Remembering
b. Q Is for Question
c. R-1 Is for Read Strategically
i. Reading strategically: reading with a strategy, or plan.
d. R-2 Is for Recall
e. R-3 Reflect and Connect
© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or
posted to a publicly accessible website, in whole or in part.
4
, Instructor Manual: Flemming, Reading Keys, 5e, 9780357794272; Chapter 1: Strategies for Learning from Textbooks
i. The Power of Chunking
ii. Chunking: combining information into large chunks instead of trying to
remember small, isolated bits and pieces of information.
f. R-4 Is for Review Globally
i. Bias: favoritism.
g. Knowledge Check 1 (LO 01.02, Slide 16) Ask students to answer the following
questions:
1. What are five steps in a survey?
2. What are some of the sources readers can use as the basis for
questions?
3. What are some of the methods readers can use to recall what
they’ve read after finishing a chapter section?
ii. Answers:
1. (1) Read the title and any introductory explanations or lists of
objectives and questions. (2) Look at all the headings to get a
sense of how deeply the author goes into the topic addressed in
the chapter. (3) If the headings don’t clarify what aspects of the
general topic are being covered in the chapter, read the first
sentence of every paragraph. (4) Look over any visual aids the
chapter offers. Pictures, graphs, drawings, maps, etc. can tell you
a lot about what ideas that chapter covers. (5) Read concluding
sections with titles such as “Summary,” “Review,” “Summing Up,”
or “Key Terms.”
2. They can use (1) introductory lists of questions or objectives, (2)
major and minor headings, (3) key words that have been
highlighted, (4) first and last sentences in paragraphs, and (5)
their own experience.
3. Readers can recall by (1) reciting the key points, (2) writing out
answers to the questions posed during the survey, (3) drawing
diagrams and pictures, and (4) work with a study companion.
III. A Word About Spacing Your Reviews (LO 01.02, Slides 8-16)
a. Timing Really Is Everything
b. Create Recall Clues
i. Recall clues: words and phrases that have a cluster of meanings
attached to them.
IV. Making Marginal Notes (LO 01.03, Slides 17-23)
a. Be Selective
i. Selective: determining what material is essential and what can be left
out.
ii. Analysis: breaking into parts.
V. Paraphrasing and Memory (LO 01.04, Slides 17-23)
i. Paraphrasing: exchanging the author’s words for your own without
altering the original meaning.
a. The Reading Paraphrase versus the Writing Paraphrase
b. The Purpose of Paraphrasing
c. Paraphrasing While Reading
© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or
posted to a publicly accessible website, in whole or in part.
5
, Instructor Manual: Flemming, Reading Keys, 5e, 9780357794272; Chapter 1: Strategies for Learning from Textbooks
VI. Marking up the Text (LO 01.03, Slides 17-23)
a. Some Symbols for Marking Pages in Your Textbook
b. E-Books Are No Exception
c. Group Activity (LO 01.03 – 01.04, Slide 23) Use the following directions to
guide students through the Group Activity:
i. Form a group with two or three other students.
ii. As a group, read the passage on “Productive Personality Tests” starting
on page 9 of the textbook.
iii. Together, mark up this text in a way that you think would help you
remember the key points.
iv. In the margins of each paragraph, create a one-to-two sentence
paraphrase of the main idea.
v. Compare what you’ve done to the mark-ups created by other groups in
your class.
vi. Answers:
1. Answers will vary, but you might want to refer students to the
sample on page 28 of the textbook.
VII. Turning to the Web for Background Knowledge (LO 01.05, Slides 24-27)
a. Sharpening Your Search Term
i. Specific: more restricted in meaning.
ii. Context: setting in which the word is used.
b. Evaluating Websites
c. Don’t Automatically Turn to Wikipedia
d. Leave Blogs for Later
e. Pay Attention to Both Language and Images
i. Loaded language: language that carries with it strong positive or
negative associations.
ii. Connotations: associations.
f. Using ChatGPT
g. Class Discussion (LO 01.05, Slide 27) Use the directions below to guide
students through the Class Discussion.
i. As a class, discuss the role of chatbots like ChatGPT in education.
1. What experience do you have with ChatGPT?
2. How can we use chatbots like ChatGPT to free up time and
improve learning?
3. Describe unethical uses of chatbots.
ii. Answers:
1. Answers will vary. Likely, there will be a wide range of
experiences, with students who are unfamiliar with the new
technology and students who use it regularly.
2. Answers will vary, but students might mention using ChatGPT to
search for background knowledge on topics they’re unfamiliar
with.
3. Answers will vary, but some may argue that it’s unethical to copy
AI generated content and pass it off as your own original work.
VIII. Building a Textbook Vocabulary (LO 01.06, Slides 28-31)
© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or
posted to a publicly accessible website, in whole or in part.
6
, Instructor Manual: Flemming, Reading Keys, 5e, 9780357794272; Chapter 1: Strategies for Learning from Textbooks
i. Specialized vocabulary: a body of words appropriate to the subject
matter.
ii. Context: setting.
a. If the Margins Don’t Tell You Enough, Check the Glossary
i. Glossaries: lists of key definitions.
b. It’s Not Just Specialized Vocabulary That Matters
i. Synonyms: words with similar meanings.
c. Don’t Forget the Idioms
i. Idioms: expressions common to one language and difficult or impossible
to translate into another.
ii. Become Familiar with Idioms Common to Academic Writing
d. Academic Idiom Alert
e. Knowledge Check 2 (LO 01.06, Slide 31) Ask students to fill in the following
blanks:
1. When climate change forces people to move from their homes,
the ______________ measure is to conduct planned relocations
of entire villages to livable areas.
2. For Karl Marx, social conflict was indeed ______________ social
change.
3. The years that followed the Mexican War—from 1846 to 1861—
witnessed a series of ineffective efforts ______________ the
question of extending slavery into the western territories.
4. When businesses all across America had to shut down due to
Covid-19, claims to their insurance companies were basically
denied ______________.
5. This is only a rough ______________ for medical practice;
knowing the exact details will produce much better estimates.
iii. Answers:
1. last resort
2. the driving force behind
3. to come to grips with
4. across the board
5. rule of thumb
[return to top]
© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or
posted to a publicly accessible website, in whole or in part.
7
, Instructor Manual: Flemming, Reading Keys, 5e, 9780357794272; Chapter 1: Strategies for Learning from Textbooks
Suggestions for Teaching
HANDOUT 1.1 TIPS FOR IMPROVING CONCENTRATION
1. Work in the proper physical setting, which includes the following:
a. an uncluttered desk or table
b. comfortable, straight-backed chair
c. proper light
d. quiet atmosphere
e. textbook or notes
f. computer access
2. Study at the same time each day. After a while, the tendency to
concentrate at this particular time and in this particular place will become a
habit.
3. Keep a piece of paper nearby (a “distractions list”) where you can jot down any
tasks or information you need to remember for later. For example, if you
suddenly remember you need to schedule a doctor’s appointment, you can
write it down on your list so you can forget about it until you’re done studying.
That way, your mind doesn’t continuously get distracted by all the things
popping into your head that you’re afraid you’ll forget later.
4. Every twenty or thirty minutes take a five- or ten-minute break, changing your
location when you do. Mentally review what you have read.
5. Establish a specific purpose for each assignment. Know exactly how many
pages you expect to cover and how much time you want to spend.
6. Begin work immediately after you sit down. At this point, you are most
vulnerable to interruptions. Don’t take any chances. Avoid anyone or anything
that might distract you.
7. Use a variety of learning strategies while studying. Outline, summarize,
recite, draw pictures, and diagrams.
8. Take regular breaks. Work for a half-hour. Then take a five-
minute rest. Breaks are important. They help avoid the mental
fatigue that destroys concentration.
9. Study alone or with other students who are also committed to
doing well in school. Avoid anyone likely to disturb your
concentration.
10. If there is a social media group or study group in your learning management system for
your course, join it and contribute to it regularly.
11. Come up with a series of success statements that will keep you
© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or
posted to a publicly accessible website, in whole or in part.
8
Flemming
Notes
1- The file is chapter after chapter.
2- We have shown you few pages sample.
3- The file contains all Appendix and Excel
sheet if it exists.
4- We have all what you need, we make
update at every time. There are many new
editions waiting you.
5- If you think you purchased the wrong file
You can contact us at every time, we can
replace it with true one.
Our email:
, Instructor Manual: Flemming, Reading Keys, 5e, 9780357794272; Chapter 1: Strategies for Learning from Textbooks
Instructor Manual
FLEMMING, READING KEYS, 5E, 9780357794272; CHAPTER 1: STRATEGIES FOR LEARNING
FROM TEXTBOOKS
TABLE OF CONTENTS
Purpose and Perspective of the Chapter ..............................................................................1
Chapter Objectives .............................................................................................................. 2
Complete List of Chapter Activities and Assessments ....................................................... 2
Key Terms ............................................................................................................................ 2
What's New in This Chapter ................................................................................................. 4
Chapter Outline .................................................................................................................... 4
Suggestions for Teaching.................................................................................................... 8
Discussion Questions......................................................................................................... 11
Additional Activities and Assignments ..............................................................................12
Additional Resources .........................................................................................................13
Answer Keys ...................................................................................................................... 14
PURPOSE AND PERSPECTIVE OF THE CHAPTER
The purpose of this chapter is to teach students how to become a more successful academic
reader. The first section provides advice on how to develop and maintain concentration while
studying. The second, third and fourth sections detail a step-by-step reading process. The fifth
section teaches students how to paraphrase for reading comprehension and retention. The sixth
section provides advice on how to annotate a physical text or e-book. The seventh section
shows readers how to conduct web searches to build background knowledge. The eighth and
final section explains the importance of building a specialized vocabulary. The chapter ends with
writing exercises, activities, and tests.
© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or
posted to a publicly accessible website, in whole or in part.
1
, Instructor Manual: Flemming, Reading Keys, 5e, 9780357794272; Chapter 1: Strategies for Learning from Textbooks
CHAPTER OBJECTIVES
The following objectives are addressed in this chapter:
01.01 Develop and maintain concentration.
01.02 Read textbook assignments using SQ4R.
01.03 Take brief and accurate marginal notes.
01.04 Remember what you read by paraphrasing, or exchanging your words for the author’s.
01.05 Use the web for background knowledge to improve reading comprehension.
01.06 Use and understand academic vocabulary and idioms.
COMPLETE LIST OF CHAPTER ACTIVITIES AND ASSESSMENTS
For additional guidance refer to the Teaching Online Guide.
Chapter PPT slide Activity/Assessment Duration
Objective
01.01 Slide 3 Icebreaker Activity 15 min.
01.01 Slide 7 Self-Assessment 30 min.
01.02 Slide 16 Knowledge Check 1 15 min.
01.03, 01.04 Slide 23 Group Activity 30 min.
01.05 Slide 27 Class Discussion 30 min.
01.06 Slide 31 Knowledge Check 2 15 min.
[return to top]
KEY TERMS
Advocacy – behavior or writing that promotes a specific point of view.
Ambiguous stimuli – things that evoke, or call up, more than one specific response or reaction
and can therefore be understood in different ways.
Ambivalent – having both positive and negative feelings at the same time.
Analysis – breaking into parts.
Bias – favoritism.
Chunking – combining information into large chunks instead of trying to remember small,
isolated bits and pieces of information.
Confederacies – loosely connected groups; the United States, for instance, started out as a
confederacy of states.
Connotations – associations.
Conservation – protection and restoration of the environment.
© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or
posted to a publicly accessible website, in whole or in part.
2
, Instructor Manual: Flemming, Reading Keys, 5e, 9780357794272; Chapter 1: Strategies for Learning from Textbooks
Context – setting in which the word is used.
Context – setting.
Glossaries – lists of key definitions.
Great Depression – Lasting from 1929 to 1939, this was the worst economic turndown in the
history of the industrial world.
Harassed – tormented.
Idioms – expressions common to one language and difficult or impossible to translate into
another.
Imperialistic – assuming control of other countries.
Incursion – invasion, a hostile entry into a region.
Indigenous – living or having come first in a region, having been born in the region, rather than
migrating there.
Loaded language – language that carries with it strong positive or negative associations.
Materialism – placing value on money and products over inner well-being.
Paraphrasing – exchanging the author’s words for your own without altering the original
meaning.
Paraphrasing – putting important content into your own words.
Preposition – a word or group of words used before a noun, pronoun, or noun phrase to show
direction, time, place, location, spatial relationships, or to introduce an object.
Reading strategically – reading with a strategy, or plan.
Recall clues – words and phrases that have a cluster of meanings attached to them.
Selective – determining what material is essential and what can be left out.
Specialized vocabulary – a body of words appropriate to the subject matter.
Specific – more restricted in meaning.
Success statements – statements that identify your future goals and relate them to current
assignment.
Susceptible – easily influenced by.
Synonyms – words with similar meanings.
[return to top]
© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or
posted to a publicly accessible website, in whole or in part.
3
, Instructor Manual: Flemming, Reading Keys, 5e, 9780357794272; Chapter 1: Strategies for Learning from Textbooks
WHAT'S NEW IN THIS CHAPTER
The following elements are improvements in this chapter from the previous edition:
• “Create Recall Clues” section
• Section on notetaking with e-books
• “Using Chat GPT” section
• Updated “Digging Deeper” reading: “Culture Clash on the American Frontier”
• Section and exercise on using visual aids with SQ3R
• “Reflect and Connect” section
• Paraphrasing exercise
• Increased emphasis on evaluating websites
[return to top]
CHAPTER OUTLINE
I. Learn How to Develop and Maintain Concentration (LO 01.01, Slides 4-7)
i. Paraphrasing: putting important content into your own words.
ii. Success statements: statements that identify your future goals and
relate them to current assignment.
a. Pointers for Developing and Maintaining Concentration
b. Motivational Mottos
c. Study Skills Checklist
d. Self-Assessment (LO 01.01, Slide 7) Use the directions above to guide students
through the self-assessment.
iii. Number 1-15 on a piece of paper.
iv. Read the 15 study habits on page 6 of the textbook, and answer each
question “yes” or “no.”
v. Review the ones that got a “no” answer, and answer the following
questions:
1. Why you don’t have these particular habits?
2. What you can do to acquire them?
vi. Answers:
1. I was never taught how to annotate or preview assignments.
2. I can practice these study skills until they become a habit.
II. Use or Develop a System for Study Reading (LO 01.02, Slides 8-16)
a. S Is for Survey
i. Steps in a Survey
ii. Using Visual Aids to Make Predictions and Encourage Remembering
b. Q Is for Question
c. R-1 Is for Read Strategically
i. Reading strategically: reading with a strategy, or plan.
d. R-2 Is for Recall
e. R-3 Reflect and Connect
© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or
posted to a publicly accessible website, in whole or in part.
4
, Instructor Manual: Flemming, Reading Keys, 5e, 9780357794272; Chapter 1: Strategies for Learning from Textbooks
i. The Power of Chunking
ii. Chunking: combining information into large chunks instead of trying to
remember small, isolated bits and pieces of information.
f. R-4 Is for Review Globally
i. Bias: favoritism.
g. Knowledge Check 1 (LO 01.02, Slide 16) Ask students to answer the following
questions:
1. What are five steps in a survey?
2. What are some of the sources readers can use as the basis for
questions?
3. What are some of the methods readers can use to recall what
they’ve read after finishing a chapter section?
ii. Answers:
1. (1) Read the title and any introductory explanations or lists of
objectives and questions. (2) Look at all the headings to get a
sense of how deeply the author goes into the topic addressed in
the chapter. (3) If the headings don’t clarify what aspects of the
general topic are being covered in the chapter, read the first
sentence of every paragraph. (4) Look over any visual aids the
chapter offers. Pictures, graphs, drawings, maps, etc. can tell you
a lot about what ideas that chapter covers. (5) Read concluding
sections with titles such as “Summary,” “Review,” “Summing Up,”
or “Key Terms.”
2. They can use (1) introductory lists of questions or objectives, (2)
major and minor headings, (3) key words that have been
highlighted, (4) first and last sentences in paragraphs, and (5)
their own experience.
3. Readers can recall by (1) reciting the key points, (2) writing out
answers to the questions posed during the survey, (3) drawing
diagrams and pictures, and (4) work with a study companion.
III. A Word About Spacing Your Reviews (LO 01.02, Slides 8-16)
a. Timing Really Is Everything
b. Create Recall Clues
i. Recall clues: words and phrases that have a cluster of meanings
attached to them.
IV. Making Marginal Notes (LO 01.03, Slides 17-23)
a. Be Selective
i. Selective: determining what material is essential and what can be left
out.
ii. Analysis: breaking into parts.
V. Paraphrasing and Memory (LO 01.04, Slides 17-23)
i. Paraphrasing: exchanging the author’s words for your own without
altering the original meaning.
a. The Reading Paraphrase versus the Writing Paraphrase
b. The Purpose of Paraphrasing
c. Paraphrasing While Reading
© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or
posted to a publicly accessible website, in whole or in part.
5
, Instructor Manual: Flemming, Reading Keys, 5e, 9780357794272; Chapter 1: Strategies for Learning from Textbooks
VI. Marking up the Text (LO 01.03, Slides 17-23)
a. Some Symbols for Marking Pages in Your Textbook
b. E-Books Are No Exception
c. Group Activity (LO 01.03 – 01.04, Slide 23) Use the following directions to
guide students through the Group Activity:
i. Form a group with two or three other students.
ii. As a group, read the passage on “Productive Personality Tests” starting
on page 9 of the textbook.
iii. Together, mark up this text in a way that you think would help you
remember the key points.
iv. In the margins of each paragraph, create a one-to-two sentence
paraphrase of the main idea.
v. Compare what you’ve done to the mark-ups created by other groups in
your class.
vi. Answers:
1. Answers will vary, but you might want to refer students to the
sample on page 28 of the textbook.
VII. Turning to the Web for Background Knowledge (LO 01.05, Slides 24-27)
a. Sharpening Your Search Term
i. Specific: more restricted in meaning.
ii. Context: setting in which the word is used.
b. Evaluating Websites
c. Don’t Automatically Turn to Wikipedia
d. Leave Blogs for Later
e. Pay Attention to Both Language and Images
i. Loaded language: language that carries with it strong positive or
negative associations.
ii. Connotations: associations.
f. Using ChatGPT
g. Class Discussion (LO 01.05, Slide 27) Use the directions below to guide
students through the Class Discussion.
i. As a class, discuss the role of chatbots like ChatGPT in education.
1. What experience do you have with ChatGPT?
2. How can we use chatbots like ChatGPT to free up time and
improve learning?
3. Describe unethical uses of chatbots.
ii. Answers:
1. Answers will vary. Likely, there will be a wide range of
experiences, with students who are unfamiliar with the new
technology and students who use it regularly.
2. Answers will vary, but students might mention using ChatGPT to
search for background knowledge on topics they’re unfamiliar
with.
3. Answers will vary, but some may argue that it’s unethical to copy
AI generated content and pass it off as your own original work.
VIII. Building a Textbook Vocabulary (LO 01.06, Slides 28-31)
© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or
posted to a publicly accessible website, in whole or in part.
6
, Instructor Manual: Flemming, Reading Keys, 5e, 9780357794272; Chapter 1: Strategies for Learning from Textbooks
i. Specialized vocabulary: a body of words appropriate to the subject
matter.
ii. Context: setting.
a. If the Margins Don’t Tell You Enough, Check the Glossary
i. Glossaries: lists of key definitions.
b. It’s Not Just Specialized Vocabulary That Matters
i. Synonyms: words with similar meanings.
c. Don’t Forget the Idioms
i. Idioms: expressions common to one language and difficult or impossible
to translate into another.
ii. Become Familiar with Idioms Common to Academic Writing
d. Academic Idiom Alert
e. Knowledge Check 2 (LO 01.06, Slide 31) Ask students to fill in the following
blanks:
1. When climate change forces people to move from their homes,
the ______________ measure is to conduct planned relocations
of entire villages to livable areas.
2. For Karl Marx, social conflict was indeed ______________ social
change.
3. The years that followed the Mexican War—from 1846 to 1861—
witnessed a series of ineffective efforts ______________ the
question of extending slavery into the western territories.
4. When businesses all across America had to shut down due to
Covid-19, claims to their insurance companies were basically
denied ______________.
5. This is only a rough ______________ for medical practice;
knowing the exact details will produce much better estimates.
iii. Answers:
1. last resort
2. the driving force behind
3. to come to grips with
4. across the board
5. rule of thumb
[return to top]
© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or
posted to a publicly accessible website, in whole or in part.
7
, Instructor Manual: Flemming, Reading Keys, 5e, 9780357794272; Chapter 1: Strategies for Learning from Textbooks
Suggestions for Teaching
HANDOUT 1.1 TIPS FOR IMPROVING CONCENTRATION
1. Work in the proper physical setting, which includes the following:
a. an uncluttered desk or table
b. comfortable, straight-backed chair
c. proper light
d. quiet atmosphere
e. textbook or notes
f. computer access
2. Study at the same time each day. After a while, the tendency to
concentrate at this particular time and in this particular place will become a
habit.
3. Keep a piece of paper nearby (a “distractions list”) where you can jot down any
tasks or information you need to remember for later. For example, if you
suddenly remember you need to schedule a doctor’s appointment, you can
write it down on your list so you can forget about it until you’re done studying.
That way, your mind doesn’t continuously get distracted by all the things
popping into your head that you’re afraid you’ll forget later.
4. Every twenty or thirty minutes take a five- or ten-minute break, changing your
location when you do. Mentally review what you have read.
5. Establish a specific purpose for each assignment. Know exactly how many
pages you expect to cover and how much time you want to spend.
6. Begin work immediately after you sit down. At this point, you are most
vulnerable to interruptions. Don’t take any chances. Avoid anyone or anything
that might distract you.
7. Use a variety of learning strategies while studying. Outline, summarize,
recite, draw pictures, and diagrams.
8. Take regular breaks. Work for a half-hour. Then take a five-
minute rest. Breaks are important. They help avoid the mental
fatigue that destroys concentration.
9. Study alone or with other students who are also committed to
doing well in school. Avoid anyone likely to disturb your
concentration.
10. If there is a social media group or study group in your learning management system for
your course, join it and contribute to it regularly.
11. Come up with a series of success statements that will keep you
© 2024 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or
posted to a publicly accessible website, in whole or in part.
8
