You are on page 1of 7

A Strategy for Reading Novels

A story is a fictitious tale that is written to entertain, amuse, or instruct the reader. A novel is the same as a story but it is longer and more complex. To understand a story or novel, you need to understand the six elements used by authors when they write a story or novel. Characters Characters are the first element to look for when reading a story or novel. Characters are most often people but can be animals or even fictionalized beings like those seen in cartoons or movies. The main character plays the biggest role and is often the first character to be introduced. Most often the story is seen through the eyes of the main character. econdary characters play a smaller supporting role and are introduced throughout the story. Setting The setting is the second element you should look for when reading a story or novel. The setting is the location where the story takes place. A story may take place in a home, countryside, town, school, or wherever the author chooses to have the action occur. The setting is usually revealed very early in a story. Time The time when the story takes place is the third element you should look for when reading a story or novel. A story may take place very recently or many years ago. !sually the time when the story takes place is introduced very early in the story. Problem The problem is the fourth element you should look for in a story or novel. The problem most often grows out of a conflict between the main character and another character in the story. "ut the problem can also involve a circumstance such as a hurricane, a war, or one of the many obstacles that produce a conflict in life. Events #vents are the fifth element you should look for when reading a story or novel. An event is an attempt at solving the problem in the story. $n a story there are usually a number of attempts to solve the problem and these events make up most of the story. Solution A solution is the sixth and final element in a story or novel. The solution is how the problem is resolved or brought to an end. Most often the solution is revealed near the end of the story. ometimes the solution is not revealed until the very last page or even the final paragraph of the story. %ecognizing these story elements will help you better understand and en&oy a story, remember the story facts, and appreciate different writing styles used by authors.

Your Preferred Learning Style


A learning style is a way of learning. '(!% preferred learning style is the way in which '(! learn best. Three learning styles that are often identified in students are the Auditory )earning tyle, the Visual )earning tyle, and the Tactile !inesthetic )earning tyle. %ead about each of these learning styles to identify '(!% preferred learning style. Are you an Auditory Learner" Auditory )earners learn best when information is presented in an auditory language format. *o you seem to learn best in classes that emphasize teacher lectures and class discussions+ *oes listening to audio tapes help you learn better+ *o you find yourself reading aloud or talking things out to gain better understanding+ $f '# , you are probably an Auditory )earner. Are you a Visual Learner" ,isual )earners learn best when information is presented in a written language format or in another visual format such as pictures or diagrams. *o you do best in classes in which teachers do a lot of writing at the chalkboard, provide clear handouts, and make extensive use of an overhead pro&ector+ *o you try to remember information by creating pictures in your mind+ *o you take detailed written notes from your textbooks and in class+ $f '# , you are probably a ,isual )earner. Are you a Tactile !inesthetic Learner" Tactile-.inesthetic )earners learn best in hands/on learning settings in which they can physically manipulate something in order to learn about it. *o you learn best when you can move about and handle things+ *o you do well in classes in which there is a lab component+ *o you learn better when you have an actual ob&ect in your hands rather than a picture of the ob&ect or a verbal or written description of it+ $f '# , you are probably a Tactile-.inesthetic )earner. 'our learning style is your strength. 0o with it whenever you can. 1hen you can choose a class, try to choose one that draws heaviest on your learning style. 1hen you can choose a teacher, try to choose one who2s teaching method best matches your learning style. 1hen you choose a ma&or and future career, keep your learning style firmly in mind.

Pre#aring to Study$ A %ood Study Place


'ou need a good study place to be prepared to study. 'ou should be able to answer '# to all of the following 3uestions4 5. $s my tudy 6lace available to me whenever $ need it+ 'our tudy 6lace does you little good if you cannot use it when you need it. $f you are using a tudy 6lace that you must share with others for any reason, work out a schedule so that you know when you can use it. 7. $s my tudy 6lace free from interruptions+ $t is important to have uninterrupted study time. 'ou may have to hang a *( 8(T *$ T!%" sign on the door or take the phone off the hook. 9. $s my tudy 6lace free from distractions+ %esearch shows that most students study best in a 3uiet environment. $f you find that playing a stereo or T, improves your mood, keep the volume low. :. *oes my tudy 6lace contain all the study materials $ need+ "e sure your tudy 6lace includes reference sources and supplies such as pens and pencils, paper, ruler, calculator, and whatever else you might need. $f you use a computer for your schoolwork, it should be in your tudy 6lace . ;. *oes my tudy pace contain a large enough desk or table+ 1hile working on an assignment or studying for a test, use a desk or table that is large enough to hold everything you need. Allow enough room for writing and try to avoid clutter. <. *oes my tudy 6lace have enough storage space+ 'ou need enough room to store your study materials. "e sure you have enough storage space to allow you to keep your desktop or other work surface clear of unnecessary materials that can get in the way. =. *oes my tudy 6lace have a comfortable chair+ A chair that is not comfortable can cause discomfort or pain that will interfere with your studying. A chair that is too comfortable might make you sleepy. elect a chair in which you can sit for long periods while maintaining your attention. >. *oes my tudy 6lace have enough light+ The amount of light you need depends on what you are doing. The important thing is that you can clearly see what you need to see without any strain or discomfort. ?. *oes my tudy 6lace have a comfortable temperature+ $f your tudy 6lace is too warm, you might become sleepy. $f it is too cold, your thinking may slow down and become unclear. elect a temperature at which your mind and body function best. @aving a good tudy 6lace is important for good studying.

Ta&ing Notes in Class


$n classes, your teachers will talk about topics that you are studying. The information they provide will be important for you to know when you take tests. 'ou must be able to take good written notes from what your teachers say. Taking good notes is a three/stage process in which there are certain things you should do before class, during class, and after class. @ere are the three stages of note taking and what you should do during each stage. '( %et Ready to Ta&e Notes )*efore Class+ %eview your notes from the previous class session before you come to class. This will help you remember what was covered and get you ready to understand new information your teacher provides. Complete all assigned readings before you come to class. 'our teacher will expect that you have done this and will use and build upon this information. "ring all note taking materials with you to class. @ave several pens and pencils as well as your notebook. ,( Ta&e Notes )-uring Class+ .eep your attention focused on what your teacher is saying. )isten for Asignal statementsB that tell you that what your teacher is about to say is important to write in your notes. #xamples of signal statements are AThe most important pointCB and A%emember that . . . A"e sure to include in your notes information that your teacher repeats or writes on the chalkboard. 1rite 3uickly so that you can include all the important information in your notes. *o this by writing abbreviated words such as med for medicine, using symbols such as D for percent, and writing short sentences. 6lace a + next to information you write in your notes, but about whose meaning you are not sure. .( Re/rite Your Notes )After Class+ %ewrite your notes to make them more complete by changing abbreviated words into whole words, symbols into words, and shortened sentences into longer sentences. Make your notes more accurate by answering any 3uestions you had when writing your notes in class. !se your textbook and reference sources to obtain the information you need to answer your 3uestions. $f necessary, ask your teacher or other students for help. Check with other students to be sure you did not leave out important information. @aving good class notes will help you to be better prepared for tests.

%ood Listening 0n Class


$t is important for you to be a good listener in class. Much of what you will have to learn will be presented verbally by your teachers. Eust hearing what your teachers say is not the same as listening to what they say. )istening is a cognitive act that re3uires you to pay attention and think about and mentally process what you hear @ere are some things you should do to be a good listener in class. *e Cognitively Ready to Listen. Come to class cognitively prepared to listen. Make sure you complete all assigned work and readings. %eview your notes from previous class sessions. Think about what you know about the topic that will be covered in class that day. *e Emotionally Ready to Listen( Come to class emotionally ready to listen. 'our attitude is important. Make a conscious choice to find the topic useful and interesting. "e committed to learning all that you can. Listen /ith a Pur#ose( $dentify what you expect and hope to learn from the class session. )isten for these things as your teacher talks. Listen /ith an 1#en 2ind( "e receptive to what your teacher says. $t is good to 3uestion what is said as long as you remain open to points of view other than your own. *e Attentive( Focus on what your teacher is saying. Try not to daydream and let your mind wander to other things. $t helps to sit in the front and center of the class, and to maintain eye contact with your teacher. *e an Active Listener( 'ou can think faster than your teacher can speak. !se this to your advantage by evaluating what is being said and trying to anticipate what will be said next. Take good written notes about what your teacher says. 1hile you can think faster than your teacher can speak, you cannot write faster than your teacher can speak. Taking notes re3uires you to make decisions about what to write, and you have to be an active listener to do this. Acce#t the Challenge( *on2t give up and stop listening when you find the information being presented difficult to understand. )isten even more carefully at these times and work hard to understand what is being said. *on2t be reluctant to ask 3uestions. Trium#h 1ver the Environment( The classroom may too noisy, too hot, too cold, too bright, or too dark. *on2t give in to these inconveniences. tay focused on the big picture / )#A%8$80.

-irection 3ords 0n Essay Test 0tems


Most essay test items are not presented in the form of a 3uestion. $nstead, they are often presented as a statement that includes a direction word. The direction word tells you what you should do when you write your answer to the item. )ook for the direction word and be sure to do what it tells you to do. @ere are the direction words that are most fre3uently used by teachers when they write essay test items. The meaning of each direction word is provided and is followed by an example of an essay test item using that direction word. 0et to know what each of these direction words tells you to do. Analy4e / Analyze tells you to break something down into its parts and show how the parts relate to each other to make the whole. Com#are G Compare tells you to show how two or more things are "(T@ similar and different. Contrast G Contrast tells you to show how two or more things are different. -efine G *efine tells you to explain the meaning of something in a brief, specific manner. -escribe G *escribe tells you to present a full and detailed picture of something in words to include important characteristics and 3ualities. -iagram G *iagram tells you to illustrate something by drawing a picture of it and labeling its parts. Evaluate G #valuate tells you to present both the positive and negative characteristics of something. E5#lain G #xplain tells you to provide facts and reasons to make something clear and understandable. 6ustify G Eustify tells you to provide reasons and facts in support of something. List G )ist tells you to present information about something as a series of brief numbered points. 1utline G (utline tells you to present the most important information about something in a carefully organized manner. Summari4e G ummarize tells you to present the main points about something in a brief form. Trace G Trace tells you to present the order in which something occurred. %ecognizing these direction words and knowing what they tell you to do will help you do well when taking an essay test.

*uilding Vocabulary$ 7sing Conte5t Clues to Learn 3ord 2eaning


1hen authors write, they often include context clues to the meaning of words they use but think that some of their readers may not know. The context clue is usually presented in the sentence or paragraph in which the word occurs. ometimes a visual such as a picture is provided. @ere are six types of context clues used by authors to help the reader understand the meanings of words. An example is provided for each. '( -efinition conte5t clue( The author includes a definition to help the reader understand the meaning of a word. $n the following example, AtaintedB is defined as having a disease. The people of the town were warned not to eat the tainted fish. The local newspaper published a bulletin in which readers were clearly told that eating fish that had a disease could be very dangerous. This was especially true for fish caught in )ake Eean. ,( Synonym conte5t clue. The author includes a synonym to help the reader understand the meaning of a word. A synonym is a word that means the same as or nearly the same as another word. $n the following example, the synonym ApityB helps the reader understand the meaning of Acompassion.B After seeing the picture of the starving children, we all felt compassion or pity for their suffering. .( Antonym conte5t clue. The author includes an antonym to help the reader understand the meaning of a word. An antonym is a word that means the opposite of another word. $n the following example, the antonym AeagerB helps the reader understand the meaning of Areluctant.B Eoe was reluctant to take on the position of captain of the basketball team. @e was afraid that the time it would take would hurt his grades. (n the other hand, "illy was eager for the chance to be captain. @e thought that being captain of the team would make him very popular in school. 8( -escri#tion conte5t clue. The author includes one or more descriptions to help the reader understand the meaning of a word. $n the following example, descriptions of 6resident .ennedy as having charm, enthusiasm, and a magnetic personality help the reader understand the meaning of Acharismatic.B Eohn Fitzgerald .ennedy, our 9;th president, improved human rights and e3ual rights for all people. @e was a very charismatic president. 6eople were attracted to his charm and enthusiasm. @is personality was described as magnetic. 9( Summary conte5t clue. The author makes a number of statements that help the reader understand the meaning of a word. $n the following example, statements about being rude, showing no respect, having poor manners, and being impolite help the reader understand the meaning of Aimpertinent.B Andrea was a very impertinent young lady. he was so rude that she talked while her teacher was explaining a lesson. he showed no respect for other students. @er manners were very poor. #ven her parents thought that Andrea was impolite. :( Visual conte5t clue. The author includes a picture, drawing, chart, graph, or other type of visual to help the reader understand the meaning of a word. For example, to help the reader understand that HexultantH means great &oy, a picture of a girl with a &oyful expression on her face might appear. A caption under the picture might read H he was exultant.H !sing the context clues provided by authors can help you learn the meaning of many new words.

Parts of S#eech
A part of speech explains how a word is used. $n traditional #nglish grammar, there are eight parts of speech. .nowing about each part of speech will help you use words correctly when speaking and writing. 'our communication skills will be enhanced. @ere are the eight parts of speech and their most common meanings4 Noun$ A noun is a word that names a person, place, or thing. A noun that names only one person, place, or thing is a singular noun. A noun that names more than one person, place, or thing is a plural noun. For example, automobile is a singular noun, while automobiles is a plural noun. Pronoun4 A pronoun is a word that is used in place of a noun. 6ronouns act &ust like nouns. Ad;ective$ An ad&ective is a word that describes a noun. $t can tell what kind or how many. Verb$ A verb is a word that shows action. A present tense verb shows action that is happening now. A past tense verb shows action that has already happened. A future tense verb shows action that will happen. Adverb$ An adverb is a word that describes a verb. $t can tell how or when. Con;unction$ A con&unction is a word that connects words in a sentence. Pre#osition$ A preposition is a word that links and relates a noun or pronoun to another word in a sentence. 0nter;ection$ An inter&ection is a word that expresses emotion. $t is usually an exclamation that is followed by an exclamation point IJK. ometimes, an inter&ection is followed by a comma I,K. .nowing these eight parts of speech will improve your writing and speaking.

tudy 0roups
A study group can be helpful when you are trying to learn information and concepts and preparing for class discussions and tests. %ead to learn about the benefits of a study group. Then read on to learn about how to start a study group and the characteristics of a successful study group. Finally, be sure to read about the possible pitfalls of a study group. *enefits of a Study %rou# A study group can be beneficial in many ways. @ere are the most important benefits4 5./ A support group can Apick you upB when you find that your motivation to study is slipping. The other group members can be a source of encouragement. 7./ 'ou may be reluctant to ask a 3uestion in class. 'ou will find it easier to do so in a small study group. 9./ 'ou may become more committed to study because the group members are depending on your presentation and participation. 'ou will not want to let them down. :./ 0roup members will listen and discuss information and concepts during the study sessions. These activities add a strong auditory dimension to your learning experience. ;./ (ne or more group members are likely to understand something you do not. They may bring up ideas you never considered. <./ 'ou can learn valuable new study habits from the other group members. =./ 'ou can compare your class notes with those of the other group members to clarify your notes and fill in any gaps. >./ Teaching-explaining information and concepts to the other group members will help you reinforce your mastery of the information and concepts. )etLs face it G studying can sometimes be boring. $nteracting with the other group members can make studying en&oyable.

Characteristics of a Successful Study %rou#


1nce started< a study grou# should #ossess the follo/ing characteristics to be successful$ 5./ #ach group member contributes to discussions. 7./ 0roup members actively listen to each other without interrupting. (nly one group member speaks at a time. 9./ The other group members work collaboratively to resolve any concern raised by a group member. :./ 0roup members are prompt and come prepared to work. ;./ The group stays on task with respect to its agenda. <./ 0roup members show respect for each other. =./ 0roup members feel free to criticize each other but keep their criticisms constructive. This can encourage group members to reveal their weaknesses so that they can strengthen them. >./ 0roup members feel free to ask 3uestions of each other. At the end of each study session, an agenda including specific group member responsibilities is prepared for the next session. Above all, the positive attitude that Awe can do this togetherB is maintained.

S7CCEE-0N% 0N C1LLE%E Eust as in elementary school through high school, your success in college re3uires high motivation and effort, strong study skills, effective time management, and good test/taking strategies. (nce you move from high school to college, you will generally find that students are more motivated and competent than in high schoolM teachers are more demandingM the work is more difficultM and students are expected to be independent. Further, if you are living away from home for the first time, you will have many new experiences. S12E 0-EAS T=AT 30LL =ELP Y17 S7CCEE- 0N C1LLE%E$ @ave Clear 0oals. College success re3uires commitment and a lot of hard work. 'ou must be very certain about the importance of a college education. "e clear about why you are going to college. #stablish specific goals you wish to accomplish. .now what it will take to reach these goals. "e certain your goals are consistent with your interests and abilities. "e flexible G change your goals if needed based on your experience as you progress through college. tay 6hysically and #motionally @ealthy. 0et enough sleep. Avoid &unk foods. Adapt to different styles of learning. #stablish clear and reasonable re3uirements. S7CCEE-0N% 0N C1LLE%E Eust as in elementary school through high school, your success in college re3uires high motivation and effort, strong study skills, effective time management, and good test/taking strategies. (nce you move from high school to college, you will generally find that students are more motivated and competent than in high schoolM teachers are more demandingM the work is more difficultM and students are expected to be independent. Further, if you are living away from home for the first time, you will have many new experiences. S12E 0-EAS T=AT 30LL =ELP Y17 S7CCEE- 0N C1LLE%E$ @ave Clear 0oals. College success re3uires commitment and a lot of hard work. 'ou must be very certain about the importance of a college education. "e clear about why you are going to college. #stablish specific goals you wish to accomplish. .now what it will take to reach these goals. "e certain your goals are consistent with your interests and abilities. "e flexible G change your goals if needed based on your experience as you progress through college. tay 6hysically and #motionally @ealthy. 0et enough sleep. Avoid &unk foods. Adapt to different styles of learning. #stablish clear and reasonable re3uirements. S7CCEE-0N% 0N C1LLE%E Eust as in elementary school through high school, your success in college re3uires high motivation and effort, strong study skills, effective time management, and good test/taking strategies. (nce you move from high school to college, you will generally find that students are more motivated and competent than in high schoolM teachers are more demandingM the work is more difficultM and students are expected to be independent. Further, if you are living away from home for the first time, you will have many new experiences. S12E 0-EAS T=AT 30LL =ELP Y17 S7CCEE- 0N C1LLE%E$ @ave Clear 0oals. College success re3uires commitment and a lot of hard work. 'ou must be very certain about the importance of a college education. "e clear about why you are going to college. #stablish specific goals you wish to accomplish. .now what it will take to reach these goals. "e certain your goals are consistent with your interests and abilities. "e flexible G change your goals if needed based on your experience as you progress through college. tay 6hysically and #motionally @ealthy. 0et enough sleep. Avoid &unk foods. Adapt to different styles of learning. #stablish clear and reasonable re3uirements. S7CCEE-0N% 0N C1LLE%E Eust as in elementary school through high school, your success in college re3uires high motivation and effort, strong study skills, effective time management, and good test/taking strategies. (nce you move from high school to college, you will generally find that students are more motivated and competent than in high schoolM teachers are more demandingM the work is more difficultM and students are expected to be independent. Further, if you are living away from home for the first time, you will have many new experiences.

You might also like