Study and Thinking Skills

Prepared by:
Prof. Merry Ruth M. Gutierrez and Prof. Ma. Jhona B. Acuña

Competencies:

General:
1. Comprehend written text in English

Specific:
2. Use strategies to efficiently search for information and learn from written texts in
English
3. Apply study and critical reading skills in comprehending English texts

CONTENT UPDATE
I. Study Strategies and Thinking Skills
a. Study skills according to Graham and Robinson (1984) are specific abilities which
students may use alone or in combination to learn the content of the curriculum
on their own.
b. Harris and Smith (1986) state that study skills are those that enable a person to
gather information and to organize it in such a way that requires analysis,
interpretation, and evaluation.
c. Klein, Peterson, and Simington (1991) claim that study skills are skills necessary
for acquiring critical information from a variety of texts and media sources for
differing purposes and uses
d. Study skills are skills related to gathering and using information.
A. Remembering Information
1. Repetition - saying or writing information a number of times
2. Mnemonics - a technique to remember details such as:
a. Acronyms are words that are formed by combining some parts (usually the first
letters) of some other terms. The term is also used to refer to initialisms, which
are combinations of letters representing a longer phrase.
b. Abbreviations (from Latin brevis “short”) is strictly a shorter form of a word, but
more particularly, is a letter or group of letters, taken from a word or words, and
employed to represent them for the sake of brevity.
c. Pegwords are words that rhyme with numbers and are used to build associations
with the information to be remembered.
d. Keywords are familiar words that lead the reader to the new words to be learned.
They can be used to create mental images to remember new words and
definitions.
e. Rhymes are words with similar sounds usually found in poetry and songs.
f. Graphic Organizers - are visual representations that show how information is
organized.
B. Underlining/Highlighting
Highlighting and underlining engage the reader to select words, phrases and sentences,
as well as, selecting the most important ideas and details in a reading. It makes
information stand out so that you can find it easily when you go back to the text to study
for a test. Systematically using different colored highlighter pens can make the review
 process even easier. Familiarity with the techniques is helpful to find rapidly what the
reader needs when rereading the passage.
Method for Underlining/Highlighting
1. Mark the main ideas and the major details differently. Underline the main ideas with
a double line, and the major details with a single line. Or use a different color high-
lighter pen for each.
2. Find main-idea sentences. Underline the sentences or parts of sentences that state
the main idea of a paragraph. If the main ideas are only implied, write your own main-
idea sentence in the margin. Find major details and underline these.
3. Circle key words. Use brackets [ ], asterisks (*), or any other symbol to mark parts that
are especially interesting or important to you.
4. Write notes or comments to yourself in the margin. The margins are good places to
put down your own thoughts as you read. Margin notes can help you connect ideas
from different parts of the selection. They can also help you connect a passage with
other material you have read, comments your teacher has made, or your own
experience.
C. Notetaking While Reading
Note taking is the practice of writing down pieces of information in a systematic way. It
involves using your own words and a separate notebook to condense the key ideas you
have marked in your text while annotating.
1. SQ3R (Rowntree, 1976:40-64)
a. Survey - flip through the chapter or book and note the layout, first and last
chapters or paragraphs, look at the headings used, familiarize yourself with the
reading.
b. Question - Ask questions about the way the reading is structured and think about
the questions you will need to keep in mind while reading. Think about whether
or not you think the book is relevant or if it’s current and if it suits the purpose of
your study.
c. Read - read actively but quickly, looking for the main points of the reading - don’t
take any notes - you might want to read through twice quickly.
d. Recall - Write down the main points of the reading and any really important facts,
and opinions that help support the main points. Also record the bibliographic
details. e. Review - repeat the first three steps over and make sure you haven’t
missed anything. At this point you might like to finalize your notes and re-read
your notes or write down how the material you’ve just covered relates to your
question or task.
2. The PQ5R Study Method
PQ53 is the mnemonic for an effective student regulated approach to studying the
kind of material assigned every day - textbooks. Gaining new information and ideas
from a variety of different textbooks demands a balanced and flexible network of
study strategies.
a. Preview - Know where you’re going first. You would never plunge in and try to
cross rugged territory if you could have in advance an accurate map of the region.
Here is your mental map of a textbook chapter: Examine the title. Read the
introduction. Glance at the pictures, charts, and diagrams. Read the wrap-up of
the chapter— the summary and review questions.
b. Question -Work through the chapter - one manageable section at a time. A section
marked off with a boldface or italic sideheading is likely to be the right size “bite”
for you to digest. Be a human question mark. Go into each section with a question
 in your mind. Turn headings, and sometimes topic sentences, into questions.
These should guide you to the main points.
c. Read - Read to find the answer to your question and other important content.
Unknown terms say, STOP! LOOK UP! LEARN! Remove these roadblocks. Each
pictorial aid is saying, “ This is clearing up something important." Shift into back-
and-forth reading for pictures, diagrams, and charts. Shift your eyes (and
thoughts) back and forth as needed from the printed words to the pictorial aid.
Speed up and slow down as needed within the passage. Do stop and-go reading.
Thought time is needed in addition to reading time. Reread as often as necessary.
Do “stop-and-go” reading.
d. Record -Jot down or mark important ideas. Make the key ideas stand out in some
way so they will "flag” you later. Use any combination of devices. Jot mini notes
on a memo slip to be inserted between related pages or in the book’s margin.
Draw vertical lines in the margin just to the left or right of important content.
Bracket key ideas. Underline or color-accent selectively. Now you won't have to
reread the entire chapter when you return to review it later. Make key ideas “flag”
you.
e. Recite - Students exclaim, I ’ve read that chapter twice, but I still can’t remember
it.” Solve this problem by using the most powerful technique known to
psychologists - the technique of self-recitation. As you complete a section or a
paragraph, ask yourself, “Just what have I learned here?” Look away from the
book while you self-recite, or cover the passage with your hand or with a
convenient card (such as 5”x8” index card). Can you recite the important points to
yourself in your own words? Now look back at the column of print, whenever you
need to, and check your accuracy. Knowing you’re going to self recite when you
finish a section forces you to concentrate while you’re reading.
f. Review - Add a last quick run through. Can you recall the broad chapter plan? Run
through the chapter to recall that plan. Next, run through it section by section,
checking yourself once more on the main points and the important subpoints. Use
your cover card again. Make some quick reviews later on from time to time. Long
term memory does improve grades,
g. Reflect -As you read a passage, turn on your critical thinking. Ask yourself: “What
does this all mean? Is it true? How can I apply it?” Reading and reflecting should
be simultaneous and inseparable - built right into every step of PQ3R.
3. Annotating - is a system of marking that includes underlining and notations. A
notation system is used for selecting important ideas that goes beyond straight lines
and includes numbers, circles, stars, and written comments such as marginal notes,
questions and keywords. Annotations are comments, notes, explanations, or other
types of external remarks that can be attached to a document or to a selected part of
a document. As they are external, it is possible to annotate any document
independently, without needing to edit the document itself. From a technical point of
view, annotations are usually seen as metadata, as they give additional information
about an existing piece of data.
How to use annotation:
a. Underline important terms.
b. Circle definitions and meanings.
c. Write key words and definitions in the margin.
d. Signal where important information can be found with key words or symbols in
the margin.
e. Write short summaries in the margin at the end of sub-units.
 f. Write the questions in the margin next to the section where the answer is found.
g. Indicate steps in a process by using numbers in the margin.
4. The Cornell Method
This notetaking method has been devised 40 years ago by Walter Pauk, a lecturer at
Cornell University. This method is used by dividing the paper in two columns. The first
column is used to enter key or cue words while the second is the notes column (for
recording ideas and facts).

a. Record During the lecture, record as many facts and ideas as possible in the notes
column.
b. Reduce After the lecture, read through the notes taken and reduce to key words
and phrases, or questions. The key words and phrases are used as cues to help
recall the ideas and facts. The questions are to add clarity to the facts and ideas.
c. Recite Using only the key words, phrases and questions in the cue word column
recite the ideas and facts in the notes column. It is important that you are not just
mechanically repeating, but using your own words.
d. Reflect Based on the facts and ideas learnt, reflect upon how this fits in with what
you already know, and how this knowledge can be applied.
e. Review On a frequent basis, review your past notes by reciting and reflecting upon
them,
f. Recapitulate After you have reduced, recited and reflected upon your note, you
should recapitulate each main Idea using complete sentences at the bottom of the
key word column
5. Concept maps and Mind maps - The idea Is to map out concepts, either as they are
found or received or during the Review process in the Cornell or SQ3R method. Mind
maps (i.e. hierarchical trees) can be used to take lecture notes in real time, but more
often to organize concepts into a hierarchical tree. Concept maps allow to visualize
more complex relationships between different concepts. They allow . for example to
integrate old and new knowledge and to construct a representation of a complex
concept. Finally, concept maps also can be used a design tool. For example, after the
initial literature review for a paper or a thesis, a student may create a conjecture map
that relates theory to design to observable process to outcomes.
6. Charting - is method that helps to summarize the most important concepts found in
articles and to identify implicit relations (what concepts go together and which
authors). This concept charting technique uses a table with columns representing
concepts and rows representing a text.
 7. Outlining -is a short verbal sketch that show in skeleton form the pattern of ideas in
text or a draft prepared for speaking or writing often with main and sub-ideas
highlighted by numbers and letters. It is a form of notetaking that gives a quick display
of key issues and essential supporting details. It shows indentions, numbers, and
letters to show levels of importance.

D. Skimming and Scanning

1. Skimming - means reading only small parts of a text in order to get an overview of the
organization of the text and its main ideas. When skimming a paragraph or a page,
you are searching quickly among the sentences for the answers to your questions.
Here is how to skim:
a. Make sure that you know what information you are looking for, ask yourself a
question, and look for a key word.
b. Move your eyes quickly from line to line and from sentence to sentence.
c. When you think you have found what you are looking for, stop.
d. Red slowly the part of the line or sentence that tells you what you want to know.
e. Think about the question you were trying to answer.
f. Does the information you found answer the question? If not, quickly read the
passage again to look for the information you need. g. Jot down the answer to the
question you’ve asked.
2. Scanning - involves looking quickly through a text to find a specific word or piece of
information. Instead of reading every word in a page, readers move eyes quickly,
searching for what is needed. Guidelines for Scanning a. Understand the organization
of the material. b. Stay focused on what you are looking for. c. Use whatever clues are
available to speed your search d. Confirm your information.
E. Summarizing - is a method used in stating the main idea and significant supporting details
into short, concise statements about the material you have read. Summaries are full
 pieces of writing that fit together a selection’s facts and ideas in readable sentences and
paragraphs which are shorter versions of the original.
F. Test-taking Strategies
1. Read to comprehend - concentrate on the main idea of the passage and avoid fixating
on details
2. Interact with the passage - predict the topic and activate schema; monitor and self-
correct
3. Anticipate - read first sentence carefully, it usually gives clues of what is to come
4. Relax - plan your time and concentrate
5. Recall - remind yourself of the author’s main point
6. Understand major question types - testy questions follow certain predictable
patterns
a. Main Idea Questions - ask to identify the author’s main point
b. Detail Questions - check your ability to understand material that is directly stated
in the passage
c. Implied Meaning Questions - deals with the attitudes and feelings of the writer
that emerges behind or between words wherein favorable and unfavorable
descriptions suggest positive and negative opinions towards the subject
d. Purpose Questions - the purpose of the passage is not usually stated but implied
and is related to the main idea
e. Vocabulary Questions - tests general knowledge as well as the ability to figure out
meaning by using context clues
7. Multiple-Choice and True-False Tests
a. Read all options
b. Predict the correct answer
c. Avoid answers with “ 100 Percent” Words
d. Consider answers with qualifying words
e. Do not Overgeneralyze
f. True statements must be true without exception
g. If two options are synonymous, eliminate both
h. Figure out the difference between similar options
i. Use logical reasoning when two answers are correct
j. Look suspiciously at directly quoted pompous phrases
k. Simplify double negatives by canceling out both
l. Certain responses are neither true or false
m. Validate true responses
n. Recognize flaws in test taking
• Grammar
• Clues from other parts of the test
• Length
• Absurd ideas and emotional words
II. Reading Comprehension
A. Critical Reading
1. Recognize the author’s purpose or intent
a. To inform. Authors use facts to inform, to explain, to educate, and to enlighten.
b. To persuade. Authors use a combination of facts and opinions to persuade, to
argue, to condemn, and to ridicule.
c. To entertain. Authors use fiction and non-fiction to entertain, to narrate, to
describe, and to shock.
2. Recognize the author’s point of view or bias
 a. Point of view refers to the opinions and beliefs of the author or of the reader, and
a critical reader must recognize how those beliefs influence the message.
b. Bias is a word closely related to point of view but tends to be associated with
prejudice, and thus it has a negative connotation. It is an opinion or judgment that
may be based on solid facts or on incorrect information but leans to one side,
unequally presenting evidence and arguments
3. Recognize the author’s tone
The author’s tone describes the writer's attitude toward the subject. To determine
the tone, pick up clues from the choice of words and details. As a critical reader, tune
in to the author’s tone by letting attitude become a part of evaluating the message.
4. Distinguishing fact from opinion
a. Fact is a statement that can be proven true or false. It is an observation that can
be supported with direct evidence and is something own by actual experience.
b. Opinion is a statement of feeling that cannot be proven right or wrong. It can be
a commentary, position, or observation based on fact but represents a personal
judgment, belief, feeling or interpretations of these facts,
c. Recognize valid and invalid support for arguments
Fallacy is an error in reasoning that can give an illusion of support. On the surface
it appears to add support but closer examination shows it to be unrelated and
illogical. They are particularly present in propaganda, a form of writing designed
to convince the reader by whatever means possible. The following list describes
some propaganda techniques:
• Testimonials: celebrities who are not experts state support.
• Bandwagon: you will be left out if you do not join the crowd.
• Transfer: a famous person is associated with an argument.
• Straw Person: a simplistic exaggeration is set up to represent the
argument.
• Misleading Analogy: two things are compared as similar that are actually
distinctly different.
• Circular Reasoning: the conclusion is supported by restating it.
B. Functional Reading
Readings often contain more than just words. Graphics accompany the text and knowing
how to read these visual aids help the reader how to relate it to the ideas of the selection.
1. Photographs - to interpret photographs, you need to be able to identify what is being
represented and then to infer moods, attitudes, and relations that help give life to the
pictures, particularly if they are of people.
2. Diagrams - are drawings with labeled parts. Notice what the separate parts
represented and see how they work together. Labels and captions usually point out
the key features and explain how the parts relate to each other
3. Word Charts - presents information in summary form to make material easy to find.
Instead of using sentences in a paragraph, a writer can present complex information
in chart form.
4. Statistical Tables - present numbers in chart form. Often, the numbers appear in
columns with headings to explain what the numbers represent.
5. Graphs - present statistics visually with lines, bars, or circles that show how statistics
compare with each other.
6. Maps - visually condense material to show relationships. It is a diagram that places
important topics in a central location and connects major points and supporting
 details in a visual display that shows degrees of importance which uses space in a free
and graphic manner.
7. Charts - give information in an abbreviated outline form
C. Active Reading
1. The main idea of a passage is the core of the material, the particular point the author
is trying to convey. The main idea of a passage can be stated in one sentence that
condenses specific ideas or details in the passage into a general, all-inclusive
statement of the author’s message.
Steps in determining the main idea
a. Recognize general and specific words - look for specific ideas presented in the
sentences and decide on a general topic or subject under which ideas can be
grouped. The general term encompasses or categorizes the key ideas and is
considered the topic of the list.
b. Recognize general and specific phrases - topics of passages are more often stated
as phrases rather than single words.
c. Recognize the General Topic for Sentences - study paragraphs are composed of
sentences that develop a single general topic.
d. Recognize General and Supporting Sentences - sentences are related to a single
subject, with two of the sentences expressing specific support and one sentence
expressing the general idea about the subject.
e. Differentiate Topic, Main Idea, and Supporting Details
f. Questioning for the Main Idea
• Question: Who or what is this about?
• Question: What are the important details?
• Question: What main idea is the author trying to convey about the topic?
2. Stated Main Ideas - are directly stated, particularly at the beginning of a passage. Such
an initial main idea statement, thesis statement, or topic sentence is a signpost for
readers, briefing them on what to expect. This thesis or main idea statement provides
an overview of the author's message and connects the supporting details.
3. Unstated Main Ideas - When the main idea is not directly stated, it said to be implied,
which means it is suggested in the thoughts that are revealed. In this case, the author
has presented a complete idea, but for reasons of style and impact has chosen not to
express it concisely in one sentence. As a reader, it is your job to connect the details
systematically and focus the message.
4. Getting the Main Idea of Longer Selections - longer selections have several major
ideas contributing to the main point and many paragraphs of supporting details. To
pull the ideas together under one central theme, an additional step is necessary:
Simplify the material by organizing paragraphs or pages into manageable subsections
and then deciding how each subsection contributes to the whole.
The following questions can help you determine the central theme for a longer
selection:
a. What is the significance of the title? What does the title suggest about the topic?
b. How do the first paragraphs suggest the topic or thesis?
c. Under what subsections can the paragraphs and ideas be grouped?
d. How do these subsections support the whole?
e. What is the overall topic?
f. What point is the author trying to convey?
5. The supporting details develop explain, and prove the main idea. They can be facts,
descriptions, and reasons that convince the reader and make the material interesting.
Details answer questions and paint visual images so the reader has an experience with
the author and sees what the author sees and understands. Details can be ranked by
their level of importance in supporting a topic. Some details offer major support and
elaboration, whereas others merely provide illustrations to relate the material to the
reader’s prior knowledge and make visualizing easier.
How does a reader grasp the main idea of a selection?
a. Determine the topic of the text. Use the title to predict the topic.
b. Ask yourself, "What about the topic is discussed?” to point out the focus of the
topic.
c. Review the title to hypothesize about the writer's pattern of text organization.
Generally, the rhetorical pattern chosen showcases the main idea and the
supporting ideas

Doing the three steps given will help the readers to come up with a main idea even
prior to the reading of the actual text. The formula to construct or state the main idea
is:

Where
mi = main idea
p = pattern of organization
f = focus of discussion
t = topic

Read the entire selection to confirm if the main idea you have predicted matches the
writers’ main idea. If there is a match, the purpose of your reading is to look for the
support ideas. Jot down all the important notes that relate to the main idea. However,
if there is a mismatch between your main idea and the writer’s main idea, revise or
change your hypothesis before you gather the support ideas.

Evaluate the notes you have written, and synthesize the ideas you gathered from
steps 1 -4 to summarize the informational text in two or three sentences. The formula
for summary of an expository text is:

Where
Set = summary of expository text
mi = main idea (p + f + 1)
si = support idea
sd = support detail