Table of Contents

What Are They?

Long a staple in academic endeavors, the type of reading that takes place in a course is what Cull (2011) refers to as “a sustained and in-depth... contemplative cognitive activity.” Readings from one or more textbooks, online sources, or content written within the learning management system all fall into this category.

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Make readings count. If you are using a textbook, consider whether students will need to read every chapter, or whether you must adjust the sequence of chapters to better support course goals. If you want to use only certain chapters from books, consult with an Albertsons librarian regarding an Albertsons Library librarian regarding delivery formats that comply with fair use and copyright restrictions.

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• Failure to use or adjust reading strategies for different purposes

  • How do you read to learn?

• Difficulty with complex syntax, the structure of an argument, jargon, lack of prior knowledge or vocabulary

• Difficulty seeing themselves in conversation with the author

• Not held accountable

  • Purpose The purpose for the reading or how it will be used is unclear

  • Peripheral or not integrated within discussions, assignments, or assessments

  • Course The course emphasis on personal experience suggesting suggests that the author's content is unnecessary

  • Acceptable grades are possible without reading

  • Instructor materials restate key points making reading unnecessary

• Too much reading assigned

• Lack of planning or self-regulation

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• One-minute paper - Ask students to write for one minute on a question after the reading, such as “What did you learn from this reading?”

• Muddiest point - Ask students to write a journal post (a blog that is open only between you and the learner) stating the most confusing point they are still mulling over from the reading.

• Homework - Provide a list of key terms and questions that help students develop notes on key concepts, or have them create a concept map.

• Concept maps - Ask students to draw a concept map before reading, reflecting on preconceptions and prior knowledge they bring to the topic.

• Reading strategies - Suggest reading strategies such as 3QR that students should use and ask them to reflect on the gains made on using them.

• Self-evaluation surveys - Have students evaluate their ability to describe, explain, or outline the concepts, principles, or key points made in the reading. AlternatelyAlternatively, have them report on their use of prescribed reading strategies.

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Estimated time: 2 hours, 30 minutes

1. Read Chapter 01: The Structure of Medical Language.

   • Create index cards for all terms.

   • At the end of each chapter, you will find the Chapter Review Exercise. Use this section of the textbook to test your knowledge of the chapter by completing the review exercises.

Note: Use the answer key at the end of the book to check your answers.

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Your first step each week should be to get started on the assigned readings for the course.  Don't worry if you feel confused or frustrated by the readings; you can be sure you're not the only one in the class who feels that way!  These are difficult readings, and we don't expect you to understand them completely on your first time through; we still don't have them mastered ourselves. Although we do want you to understand the main ideas that Plato presents in both dialogues, we're much more interested in the thoughts and questions that they raise for you about what effects education can have on one’s character.

In Meno, pay attention to the way that Socrates keeps pushing Meno to think through his statements and make sure he means what he says.  This style of teaching , called the Socratic Method, has been used for centuries to help teach people how to think critically and to communicate effectively.  Do you think it works in this case? Does Meno actually learn anything from the dialogue?  Do you?

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As you read, take careful notes, make annotations, and so on. Unless otherwise instructed, skipping around or simply skimming the text will make it difficult to capture the finer points that you will use in the next activity. Taking good notes and making annotations will prepare you for the weekly reading quiz, the first weekly writing activity, and the initial discussion post. You may also want to review those activities now , before you begin reading.

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