Looseleaf for Opening Doors

* - New reading selections for this edition

To the Instructor: Getting Started in Opening Doors

To the Student

PART ONE: ORIENTATION: PREPARING AND ORGANIZING YOURSELF FOR SUCCESS IN COLLEGE

CHAPTER ONE: MAKING YOURSELF SUCCESSFUL IN COLLEGE

Skills

Doing What Successful Students Do

Motivating Yourself

Setting Your Goals

Identifying How You Prefer to Learn

Mananging Your Time

Setting Up a Weekly Study Schedule

Making the Most of Your Study Time

Planning Further Ahead: Creating a Monthly Assignment Calendar and Using a Daily To Do List

Creating Your Summary: Developing Chapter Review Cards

Readings

*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 (Student Success)

*Selection 1-2 “Getting Ready for Prime Time: Learning the Skills Needed to Succeed Today and Tomorrow” from Understanding Business by William Nickels, James McHugh, and Susan McHugh(Business)

*Selection 1-3 “Saved” from The Autobiography of Malcom X, as told to Alex Haley (Literature)

CHAPTER TWO: APPROACHING COLLEGE READING AND DEVELOPING A COLLEGE-LEVEL VOCABULARY

Skills

Understanding the Reading Process

Improving Your Reading

Predicting as You Read

Monitoring Your Comprehension

Adjusting Your Reading Rate

Developing a College-Level Vocabulary

Using Context Clues

Using Word-Structure Class

Using a Dictionary Pronunciation Key

Understanding Denotations and Connotations of Words

Understanding Figurative Language

A Word about Standardized Reading Tests: Context Clues and Figurative Language

Creating Your Summary: Developing Chapter Review Cards

Test Your Understanding: Context Clues, Part 1

Test Your Understanding: Context Clues, Part 2

Test Your Understanding: Word-Structure, Part 1

Test Your Understanding: Word-Structure, Part 2

Test Your Understanding: Figurative Language, Part 1

Test Your Understanding: Figurative Language, Part 2

Readings

*Selection 2-1 “Making It Happen: Creating Positive Change to Become a Peak Perfomer” from Peak Performance: Success in College and Beyond by Sharon K. Ferrett (Student Success)

*Selection 2-2 “Terrorism in a Global Age” from Nation of Nations: A Narrative History of the American Republic by James Davidson et al. (History)

*Selection 2-3 “A Whale of a Survival Problem” from The Nature of Life by John Postlehwait and Janet Hopson (Biology)

CHAPTER THREE: APPROACHING COLLEGE ASSIGNMENTS: READING TEXTBOOKS AND FOLLOWING DIRECTIONS

Skills

College Textbooks: Methods for Reading and Studying Effectively

The SQ3R Study System

The Three-Step Process for Reading and Studying Textbooks

Step 1: Prepare to Read

Step 2: Ask and Answer Questions to Enhance your Reading

Step 3: Review by Rehearsing the Answers to Your Questions

Following Directions in Textbooks and on Tests

Guidelines for Following Directions

Creating Your Summary: Developing Chapter Review Cards

Readings

*Selection 3-1 “African Americans: The Struggle for Equality” from The American Democracy by Thomas E. Patterson(Government)

*Selection 3-2 “Parenthood: Now, Later,...Never?” from Human Development by Diane E. Papalia, Sally Wendkos Olds, and Ruth Feldman(Human Development)

*Selection 3-3 “Art in the Service of Religion” from Living with Art by Rita Gilbert (Art Appreciation)

PART TWO: COMPREHENSION: UNDERSTANDING COLLEGE TEXTBOOKS BY READING FOR IDEAS

CHAPTER FOUR: DETERMINING THE TOPIC AND THE STATED MAIN IDEA

Skills

The Topic of a Paragraph

What is the Topic of a Paragraph, and why is it important?

Determining and Expressing the Topic

The Stated Main Idea of a Paragraph

What 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 Passages

A Word about Standardized Reading Tests: Topics and Stated Main Ideas

Checkpoint: Locating the Stated Main Idea

Creating your Summary: Developing Chapter Review Cards

Test Your Understanding: Determining the Topic and the Stated Main Idea, Part 1

Test Your Understanding: Determining the Topic and the Stated Main Idea, Part 2

Readings

*Selection 4-1 "A Warning to Students: Plagiarism, Term Papers, and Web Research” from Using Information Technology: A Pratical Introduction to Computers and Communication by Brian K. Williams and Stacy C. Sawyer(Information Technology)

*Selection 4-2 “Classes without Walls: Distance Learning” from P.O.W.E.R. Learning: Strategies for Success in College and Life by Robert S. Feldman(Student Success)

*Selection 4-3 “Muhammad” from The 100: A Ranking of the Most Influential Persons in History by Michael K. Hart (History)

CHAPTER FIVE: FORMULATING IMPLIED MAIN IDEAS

Skills

Implied Main Ideas in Paragraphs

What is an Implied Main Idea?

Why is formulating implied main ideas important?

Formulating an Implied Main Idea

Steps to Follow

Three Formulas for Using Information in a Paragraph to Formulate the Main Idea

Requirements for Correctly Formulated Main Idea Sentences

Implied Overall Main Ideas in Longer Passages

A Word about Standardized Reading Tests: Implied Main Ideas

Checkpoint: Formulating Implied Main Ideas

Creating Your Summary: Developing Chapter Review Cards

Test Your Understanding: Formulating Implied Main Ideas, Part 1

Test Your Understanding: Formulating Implied Main Ideas, Part 2

Readings

*Selection 5-1 “Identity Theft: You are at Risk” from several internet sources (Personal Finance)

*Selection 5-2 “Violence in Television and Video Games: Does the Media's Message Matter?” from Esentials of Understanding Psychology by Robert S. Feldman (Psychology)

CHAPTER SIX: Identifying Supporting Details

Skills

Supporting Details in Paragraphs

What are Supporting Details?

Why are Supporting Details important?

Identifying and Listing Supporting Details

Major and Minor Detail, and How to Tell the Difference

A Word about Standardized Reading Tests: Supporting Details

Checkpoint: Identifying Supporting Details

Creating Your Summary: Developing Chapter Review Cards

Test Your Understanding: Identifying Supporting Details, Part 1

Test Your Understanding: Identifying Supporting Details, Part 2

Readings

*Selection 6-1 “Shaping Your Health: The Millennial Generation and Early Adulthood” from Understanding Your Health by Wayne A. Payne, Dale B. Hahn, and Ellen B. Lucas (Health)

*Selection 6-2 “Quacks and Quackery” from Concepts of Fitness and Wellness by Charles Corbin, Greg Welk, William Corbin, and Karen Welk (Health)

*Selection 6-3 “What Can Be Done to Help Third World Countries” from A Beginner's Guide to the World Economy by Randy Charles Epping (Economics)

CHAPTER SEVEN: Recognizing Authors’ Writing Patterns

Skills

Patterns of Writing

What are authors' writing patterns?

Why is recognizing writing patterns important?

Recognizing Author's Writing Patterns

List Pattern

Sequence Pattern

Definition Pattern

Comparison-Contrast Pattern

Cause-Effect Pattern

Spatial Order Pattern

Avoid Seeing Everything as a List Pattern

Checkpoint: Recognizing Authors’ Writing Patterns

Other Writing Patterns

Addition Pattern

Generalization and Example Pattern

Statement and Clarification Pattern

Summary Pattern

Mixed Pattern

Checkpoint: Other Writing Patterns

Relationships within and between Success

1.Clarification

2.Example

3.Addition

4.Sequence

5.Comparison

6.Contrast

7.Cause-Effect

8.Problem-Solution

9.Spatial Order

10.Summary/Conclusion

11.Concession

A Word about Standardized Reading Tests: Authors' Writing Patterns

Checkpoint: Relationships within and between Sentences

Creating Your Summary: Developing Chapter Review Cards

Test Your Understanding: Basic Writing Patterns, Part 1

Test Your Understanding: Recognizing Authors’ Writing Patterns, Part 2

Readings

*Selection 7-1 “E-Commerce? It's E-Normous” from Understanding Business by William Nickels, James McHugh and Susan McHugh(Business)

*Selection 7-2 “The Development of Rock Music and Rock in American Society” from Music: An Appreciation by Roger Kamien (Music Appreciation)

*Selection 7-3 “Reactions to Impending Death” from Essentials of Psychology by Dennis Coon (Psychology)

CHAPTER EIGHT: Reading Critically

Skills

What Is Critical Reading?

Critical Reading Skills

Determining an Author's Purpose and Intended Audience

Determining an Author's Point of View, Tone, and Intended Meaning

A Word about Standardized Reading Tests: Critical Reading

Checkpoint: Reading Critically

Creating Your Summary: Developing Chapter Review Cards

Test Your Understanding: Reading Critically, Part 1

Test Your Understanding: Reading Critically, Part 2

Readings

*Selection 8-1 "Prologue" from The Illustrated Man by Ray Bradbury (Literature)

*Selection 8-2 “Think Before You Speak: Public Speaking in a Multicultural World” from The Art of Public Speaking by Stephen E. Lucas (Speech Communication)

*Selection 8-3 From The Things They Carried by Tim O'Brien (Literature)

CHAPTER NINE: Thinking Critically

Skills

What Is Thinking Critically, and Why Is It Important?

Critical Reading Skills

Why Readers Fail to Think Critically

Distinguishing Facts from Opinions and Determining Whether Opinions are Well Supported

Evaluating an Author's Agreement

Identifying Propaganda Devices

A Word about Standardized Reading Tests: Critical Thinking

Checkpoint: Thinking Critically

Creating Your Summary: Developing Chapter Review Cards

Test Your Understanding: Thinking Critically, Part 1

Test Your Understanding: Thinking Critically, Part 2

Readings

*Selection 9-1 “Poverty in America and Improving Social Welfare through Public Education” from The American Democracy by Thomas E. Patterson(Government)

*Selection 9-2 “Your Financial Wellness” from Connect Core Concepts in Health by Paul Insel and Walton Roth(Health)

*Selection 9-3 “Our Ecological Footprint: Do We Consume Too Much” from Environmental Science" A Study of Interrelationships by Eldon Enger and Bradley Smith (Environmental Science)

PART THREE: SYSTEMS FOR STUDYING TEXTBOOKS: DEVELOPING A SYSTEM THAT WORKS FOR YOU

CHAPTER TEN: SELECTING AND ORGANIZING TEXTBOOK INFORMATION

Skills

Studying Better Rather than Harder

Three Keys to Studying College Textbooks

Key 1: Selectivity

Key 2: Organization

Key 3: Rehearsal

Making Textbooks: Underlining, Highlighting, and Annotating

Taking Notes from Textbooks: Outlining, Mapping, and Summarizing

Taking Notes on a Laptop

Guidelines for Outlining

Guidelines for the Cornell Method of Note-Taking

Guidelines for Mapping

Guidelines for Summarizing

Guidelines for Interpreting Graphs and Visual Aids

How Can You Interpret Visual Aids?

Bar Graphs

Line Graphs

Pie Charts

Tables

Photographs

Diagrams

Maps

Cartoons

Creating Your Summary: Developing Chapter Review Cards

Reading

*Selection 10-1: “The Age of Globalization” from American History: A Survey by Alan Brinkley(History)

CHAPTER ELEVEN: REHEARSING TEXTBOOK INFORMATION AND PREPARING FOR TESTS

Skills

Rehearsal and MemorY

Studying for Tests

General Guidelines

Five-Day Test Review Plan

Creating Review Cards to Prepare for a Test

Creating Test Review Sheets

Creating Your Summary: Developing Chapter Review Cards

ESSENTIAL SKILLS REVIEW TESTS 1-10

Appendix 1 Glossary of Key Reading and Study Skills Terms

Appendix 2 A List of Word Parts: Prefixes, Roots, and Suffixes

Appendix 3: Master Vocabulary List

Credits

Index

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