New Worlds

An Introduction to College Reading
4 Rev ed
ISBN: 978-0-07-340717-3
Verlag: McGraw-Hill Education - Europe

Buch, Englisch, 712 Seiten, Format (B × H): 203 mm x 252 mm, Gewicht: 1178 g

The new fourth edition of Joe Cortina and Janet Elder's New Worlds: An Introduction to College Reading continues to offer a clear, effective, and systematic way to approach college reading assignments. New Worlds introduces the skills needed to master college-level reading, and shows how to apply those skills throughout the college curriculum and beyond.

Autoren/Hrsg.

Cortina, Joe

Elder, Janet

Fachgebiete

• Sozialwissenschaften Soziologie | Soziale Arbeit Spezielle Soziologie Stadt- und Regionalsoziologie
• Sozialwissenschaften Soziologie | Soziale Arbeit Soziologie Allgemein

Inhaltsverzeichnis

* - New reading selections To the Instructor: Getting Started Using New WorldsTo the Student

PART ONE: A NEW WORLD OF LEARNING: READING AND STUDYING IN COLLEGE

CHAPTER 1: INTRODUCTION TO READING AND STUDYING: BEING SUCCESSFUL IN COLLEGEWhat do you need to know about the reading and studying process?What are the keys to studying college textbooks?What is comprehension monitoring and why is it important?What is the SQ3R study system?How can you adjust your reading rates when you study?What do you need to do to be successful in college?Why is it important to set goals?What are learning styles?Creating Your Summary: Developing Chapter Review CardsReading Selections:1-1: A Mother's Answer (Nonfiction)1-2: Yes, You Can Strengthen Your Memory Skills (Student Success)1-3: Wise Up! The When and How of Preparing for Tests (Study Skills)

CHAPTER 2: DEVELOPING A COLLEGE-LEVEL VOCABULARY: A NEW WORLD OF WORDSWhy is it important to develop a college-level vocabulary?What are context clues and how do you use them?What are word-structure clues and how do you use them?How do you use a dictionary pronunciation key?What is figurative language and how do you interpret figures of speech? Other things to keep in mind when developing your college-level vocabulary.Creating Your Summary: Developing Chapter Review CardsVocabulary Practice ExercisesContext CluesWord Structure CluesFigurative LanguageReading Selections:2-1: Should Teenagers Work Part-Time? (Human Development)2-2: McDonaldization: The Sun Never Sets on the Golden Arches (Business)2-3: Rage on the Road: The Danger of Aggressive Driving (Health)

PART TWO: A NEW WORLD OF UNDERSTANDING: USING CORE COMPREHENSION SKILLS WHEN YOU READ COLLEGE TEXTBOOKS

CHAPTER 3: DETERMINING THE TOPICWhat is the topic of a paragraph, and why is it important?What are the clues for determining the topic of a paragraph?Other things to keep in mind when determining the topicCreating Your Summary: Developing Chapter Review CardsComprehension Practice ExercisesDetermining the Topic Exercises, Part OneDetermining the Topic Exercises, Part Two Reading Selections:3-1: Is There a Better Way to Parent? A Look at Three Parenting Styles (Human Development)3-2: Giving a Speech? If You’re Nervous, You’re Normal! (Speech Communication)3-3: Better Sleep Is Big Business, but Are Restless Nights or Advertisements Fueling the Need? (Business)

CHAPTER 4: LOCATING THE STATED MAIN IDEA What is a stated main idea sentence, and why is it important?What is the method for identifying the stated main idea sentence?Which sentence can be the stated main idea sentence in a paragraph?Creating Your Summary: Developing Chapter Review CardsComprehension Practice ExercisesStated Main Idea Exercises, Part OneStated Main Idea Exercises, Part Two Reading Selections:4-1: Good Boss? Bad Boss? Three Leadership Styles (Business)4-2: Engagement and Marriage: The Same--Yet Different--Worldwide (Human Development)4-3: Smokers Versus Nonsmokers: A Question of Rights (Health)

CHAPTER 5: FORMULATING AN IMPLIED MAIN IDEAWhat is an implied main idea sentence, and why is it important to be able to formulate a main idea when it has been implied?What are three methods for using information in paragraph to formulate an implied main idea sentence?Creating Your Summary: Developing Chapter Review CardsComprehension Practice ExercisesFormulating Implied Main Idea Exercises, Part OneFormulating Implied Main Idea Exercises, Part Two Reading Selections:5-1: Two Artistic Tributes: The Vietnam Memorial and the A

Über Autor(innen)

Cortina, Joe
JOE CORTINA earned his B.A. degree in English from San Diego State University and his master's degree and doctoral degree in curriculum and instruction in reading from the University of North Texas. He has taught undergraduate teacher education courses in reading at the University of North Texas and Texas Woman's University. In 1981 he was selected to represent the Dallas County Community College District as a nominee for the Piper Award for Teaching Excellence. In addition, Dr. Cortina was selected as his divisions nominee for Richland's Excellence in Teaching Award in 1987, 1988 and 1993. In 1992 he was selected as an honored alumnus by the Department of Elementary, Early Childhood and Reading Education, of the University of North Texas and in 1994 he was a recipient of an Excellence Award given by the National Institute for Staff and Organizational Development. In addition to teaching reading courses at Richland College, he has served on interdisciplinary teaching teams for honors English courses and has served as a faculty leader of Richland's writing-across-the-curriculum program. Dr. Cortina has served on the conference program committees for both the College Reading and Learning Association and the National Association for Developmental Education. He has also served as a member of the editorial advisory board of The Journal of Adolescent and Adult Literacy. He is a frequent speaker at professional meetings and inservice workshops.

Elder, Janet
JANET ELDER was graduated summa cum laude from the University of Texas in Austin with a B.A. in English and Latin. She is a member of Phi Beta Kappa. She was the recipient of a government fellowship for Southern Methodist University's Reading Research Program, which resulted in a master's degree. Her Ph.D. in curriculum and instruction in reading is from Texas Woman's University where the College of Education presented her the Outstanding Dissertation Award. She established the first comprehensive secondary reading program in the Dallas Independent School District, and has conducted extensive staff development training for Dallas area teachers. After teaching reading and study skills courses at Richland for several years, she was asked to develop and implement an honors program for the college. After coordinating the honors program during its first six years, she resumed teaching full time. In addition to teaching reading courses, Dr. Elder periodically serves on interdisciplanary teaching teams for honors English and humanities courses. She has served on a task force that re-evaluated Richland's writing-across-the-curriculum program. She has twice received the Extra Mile Award from special services (disabilities) students, has twice been her division's Piper Award nominee for excellence in teaching, and in 1993 received an Excellence Award from the National Institute for Staff and Organizational Development. In 1999 she was one of three nominees for Richland's Excellence in Teaching Award. A frequent presenter at professional conferences and inservice workshops, she has a deep interest and expertise in brain friendly instruction.