Opening Doors

6 Rev ed
ISBN: 978-0-07-340718-0
Verlag: McGraw-Hill Education - Europe

Buch, Englisch, 880 Seiten, Format (B × H): 190 mm x 231 mm, Gewicht: 1195 g

The new sixth edition of Joe Cortina and Janet Elder's Opening Doors: Understanding College Reading continues to offer a clear, effective, and systematic way to approach college reading assignments. Its twenty-seven full-length reading selections and two chapter-length selections, culled from textbooks and other college-level materials, provide ample opportunities for integrated, recursive practice of essential reading comprehension skills, critical reading and thinking skills, and study strategies.

Autoren/Hrsg.

Cortina, Joe

Elder, Janet

Inhaltsverzeichnis

* - New reading selections for this editionPART ONE: ORIENTATION: Preparing and Organizing Yourself for Success in College

CHAPTER ONE: Making Yourself Successful in CollegeSkills: Doing What Successful Students DoMotivating YourselfSetting Your GoalsIdentifying Your Learning StyleManaging Your TimeSetting Up a Weekly Study Schedule Making the Most of Your Study TimePlanning Further Ahead: Creating a Monthly Assignment Calendar and Using a Daily "To Do" ListCreating Your Summary: Developing Chapter Review CardsReading Selections:Selection 1-1 "Why Go To College?" from P.O.W.E.R. Learning: Strategies for Success in College and Life by Robert S. Feldman (Study Skills)Selection 1-2 "Getting Ready for Prime Time: Learning the Skills Needed to Succeed Today and Tomorrow" from Understanding Business by Bill Nickels, Jim McHugh, and Susan McHugh (Business) Selection 1-3 "Saved" from The Autobiography of Malcolm X, as told to Alex Haley (Autobiography)

CHAPTER TWO: APPROACHING COLLEGE READING AND DEVELOPING A COLLEGE-LEVEL VOCABULARYSkills: Understanding the Reading ProcessImproving Your ReadingPredicting as You Read Monitoring Your ComprehensionAdjusting Your Reading RateDeveloping a College-Level VocabularyUsing Context Clues Using Word-Structure CluesUsing a Dictionary Pronunciation KeyUnderstanding Denotations and Connotations of WordsUnderstanding Figurative LanguageA Word about Standardized Reading Tests: Vocabulary in Context and Figurative Language QuestionsCreating Your Summary: Developing Chapter Review CardsReading Selections:Selection 2-1 “Making It Happen: Creating Positive Change to Become a Peak Performer” (Student Success) Selection 2-2 “Fighting Terrorism in a Global Age” (History) Selection 2-3 "A Whale of a Survival Problem" by John Postlethwait (Biology)

CHAPTER THREE: APPROACHING COLLEGE ASSIGNMENTS: READING TEXTBOOKS AND FOLLOWING DIRECTIONSSkills:College Textbooks: A Method for Reading and Studying EffectivelyThe SQ3R Study SystemStep 1: Prepare to ReadStep 2: Ask and Answer Questions to Enhance Your Reading Step 3: Review by Rehearsing the Answers to Your QuestionsFollowing Directions in Textbooks and on TestsGuidelines for Following Directions Example: Directions from a TextbookExample: Directions for a TestCreating Your Summary: Developing Chapter Review CardsReading Selections:Selection 3-1 "African Americans: The Struggle for Equality" by Thomas E. Patterson (Government)Selection 3-2 "Parenthood: Now, Later,.Never?" by Diane E. Papalia and Sally Wendkos Olds (Human Development)Selection 3-3 "Art in the Service of Religion" by Rita Gilbert (Art Appreciation)

PART TWO: COMPREHENSION: Understanding College Textbooks by Reading for Ideas

CHAPTER FOUR: Determining the Topic and the Stated Main IdeaSkills: The Topic of a ParagraphWhat is the Topic of a Paragraph, and Why is it Important? Determining and Expressing the TopicThe Stated Main Idea of a ParagraphWhat is a Stated Main Idea, and Why is it Important?Locating the Stated Main Idea Sentence How to Tell if you have Identified the Stated Main Idea Sentence How to Avoid Two Common Errors in Locating a Stated Main Idea Stated Overall Main Ideas in Longer PassagesA Word about Standardized Reading Tests: Topics and Stated Main IdeasCreating Your Summary: Developing Chapter Review CardsTest Your Understanding: Determing the Topic and Stated Main IdeaReading Selections:*Selection 4-1 "A Warning to Students: Plagiarism, Term Papers and Web Research" by Brian Williams and Stacy Sawyer (Infornation Technology)Selection 4-2 "Latinos: An Emerging Influence in the United States" by Ri

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.