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Skills for Success : Research Skills

To be an effective reader you must be aware that texts will have to be

read ACTIVELY and not PASSIVELY, that is you must question

and analyse your reading materials.

Always read the introductions and conclusions to any texts because

they will often give a synopsis or outline of the information in

those texts.

Q. How good are you at the moment?Do you know how to evaluate the relevance of a book or

journal for your research?

Yes: You use a range of methods to judge possible research sources,including:o Using the title and other information on the front and back covers

for a first idea of whether the book will cover the topics you areinterested in.

o Checking the list of chapter headings for the keywords you havebeen using in journal databases and search engines.

o Checking the index for the keywords you have been searching for.o Reading quickly through the introduction and conclusion, not in

detail to find information but just to make sure that the book orarticle (or particular sections) will be worth reading more carefully.

o Looking through the bibliography for the names of authors whohave been recommended by tutors or whom you know arerespected authorities in that subject.

No: You tend to use sources you find through Google and whatevertextbooks are left on the library shelves. Look at the bullet pointsabove to help you improve how you select appropriate material foryour research.

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Active Reading and Critical Thinking

What is critical analytical thinking? Critical thinking means weighingup the arguments for and against. This involves considering an issuecarefully, evaluating the evidence put forward in support of the belief

or viewpoint and considering the implications of the belief orviewpoint.

Analytical thinking involves being objective, looking at all sides of theargument, checking for accuracy, checking the logic, being aware of leading language, assertions and devious forms of argument.

Critical thinking is not really a mysterious process. It is basically anopen-minded, yet systematic, logical and well-organized way of approaching a problem. Critical thinking can be demonstrated in your

writing by carefully weighing up different viewpoints and byorganizing your arguments effectively.

Q. Can you identify the main theme and/or argument and thenbegin to question it while you are reading?Yes: You are able to use indexes and headings and to skim read tolocate the most useful sections of your source material. You can thenchallenge the authors main points as you are reading by asking basicquestions, such as: where is the evidence?, has the author usedevidence or research findings appropriately?, what are the arguments

against that point?, and what do other authors say?.

No: You tend to accept what you are reading as reliable and truewithout questioning it. That tends to make it harder for you to assessdifferent ideas presented by a range of authors on the same subject andto develop your own ideas.

Critical Thinking ToolsAnalysis and synthesis

There are various mental tools such as analysis and synthesis that we can

use to help develop a critical approach. Analysis and synthesis involvethe basic building blocks of thinking, include describing, classifying,comparing and contrasting.

Analysis breaks a topic or an idea down into its various parts. This allows the

parts to be placed in categories that can be then compared orcontrasted.

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Synthesis reconstructs analysed information show relationships and

connections among ideas, perhaps in a new way, for example byusing a different theoretical lens.

The higher level thinking in analysis and synthesis involves seeingrelationships and connections and putting information and ideas togetherin creative yet principled and systematic ways.

Understand what you are looking for in the reading. Are you looking togain a general understanding or are you searching for specific informationor support for an argument?

A well structured reading, should begin by

Outlining

o the main premise (thesis statement or topic sentence),

o Major points providing information about the topic

o Subpoint(s) that describe the main point

o Supporting details for the subpoints(s).

If you understand the premise dont read the examples given to support

it. Never include examples in your notes. Only include the facts, avoid

experiences and anecdotes where possible.

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Note-TakingWhy Take Notes?

Taking notes will help you to extend your attention span (Rowntree,

1976: 112). Taking notes helps keep you focussed on your subject areaand to the task at hand (Kesselman-Turkel and Peterson, 1982: 2).

Taking notes will help you to remember what you have heard or read(Kesselman-Turkel and Peterson, 1982: 3). We learn more effectivelywhen we use multiple senses and multiple activities .

listening and writing skillsby writing down notes, you are paraphrasing the lecture or readingmaterial into your own words and into a format that you are morelikely to understand when you review the notes.

as an adult learner it will make you an active learner rather than apassive reader , thus is a motivational factor for study.

Note taking helps you to organise the ideas you are learning about(Kesselman-Turkel and Peterson,1982: 3 -6). Good notes should arrangetopics into easy-to -review chunks of information that are clear and wellreferenced. This is important if youre using your notes to review for anexamination or for a starting point in an assignment (Rowntree, 1976:112).

Remember when studying to ask yourself the following:

How is the data or text IMPORTANT, RELEVANT,

and CREDIBLE to my subject area?

In other words, does the information demonstrate a major point,does it relate to the subject matter, and is it believable or supported?

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Rowntree (1976: 40-64) outlines what he calls the SQ3R approachto reading and note taking from text. He suggests that students shoulduse the following activities in order to get the most from a reading in

the most efficient way.

1. Survey flip through the chapter or book and note the layout, firstand last chapters or paragraphs, look at the headings used,

familiarise yourself with the reading.

2. 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 its current and if it suits the purpose of your study.

3. Read read actively but quickly, looking for the main points of the

reading dont take any notes you might want to read through

twice quickly.

4. 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.

5. Review repeat the first three steps over and make sure you

havent missed anything. At this point you might like to finalise

your notes and re-read your notes or write down how the material

youve just covered relates to your question or task.

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Using visual note taking tools

At the review stage of the SQ3R approach, you may find mind mapping

to be a useful technique. Also, this technique may be useful when taking

notes in lectures. Essentially, you are creating a visual diagram that

represents all of the ideas from a reading or lecture. Most importantly,

you are showing how the ideas are interrelated and you are creating

accessible, interesting notes. This technique is particularly useful for

students with dyslexia, as it allows you to avoid re-reading notes through

the creation of visual diagrams.

Notes can take on two main forms: linear and spray-type diagrams.There are many different techniques and you will find one that is best for

you.

An example of linear notes

These linear notes are a summarised version of this study skills session.

General tips

Read & listen criticallyo Is it important?o Is it relevant?o Is it credible?

Facts/Opinions/Exampleso Note facts & opinionso Avoid their examples

Summarise lecture/reading not word for wordUse shortcuts when writing

Change font/colour/size for important partsWrite clearlyBe critical

o Compare with other knowledgeo Look for logical flowo Look for gaps in argumento What is missing in argument or understanding?

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Notes as a study tool why they help

Part of learning processExtends attention spanRemember what you have learnt

Helps organise ideas

Use visual tools

Linear notesSpray-type diagrams

Store and organise

Use large pieces of paper with marginsOrganise folders and filing system

Taking notes from readings

Know what you want from the readingLook for organisation clues from headings, sections, paragraphsDont write down examplesSQ3R Approach

o Survey flip through & layouto Question structure and relevanceo Read twice through quicklyo Recall main points, facts & biblio. Detailso Review repeat steps & relate to task

Taking notes from lectures

Prepare for the lectureUse tape/buddy + good note takingLook for organisation clues from lecturer

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Evaluation and Streamling Notes

Did you use complete sentences? DONT. They are generally a waste of time .Did I capture main points and all subpoints?

Ways to Streamline notes and note-taking

Eliminate small connecting words such as: is, are, was, were, a, an, the,would, this, of. Eliminate pronouns such as: they, these, his, that, them.However, be careful NOT to eliminate these three words: and, in, on.Use symbols to abbreviate, such as:

+, & for and, plus= for equals- for minus

# for numberx for times> for greater than, more, larger< for less than, smaller, fewer thanw/ for withw/o for withoutw/in for within----> for leads to, produces, results in

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LECTURES AND SEMINARES

Think! Why am I taking these notes?

Answer To understand and/or reproduce the materials, concepts or

processes expounded in the lecture.

Preparing for a lectureIt is important that you understand why you are attending the lecture.Think about what you are hoping to achieve. Think about the lecture topic inrelation to your other methods of study and information input and think aboutwhat you would like to learn or have explained more clearly.

Remember that you cannot revisit lecture material, so you might consider usinga tape recorder or buddy system to supplement your own notes.

Always revisit your notes as soon as possible after taking them and never relysolely on someone elses notes.

Lectures and seminars are about TEACHING.

They provide students not only with information about their subject but alsosupply complimentary ideas or background materials to their primary area of interest.

They broaden the scope of your own reading.

They explain and expound ideas relevant to your academic discipline.

They introduce you to an academic register (i.e. they use words or phrases in aspecific academic context, they are a demonstration of an academic essay).

DURING A LECTURE

1. Always start your notes with the date, title and lectures name before thelecture begins.

2. Dont be afraid of taking too many notes; err on the side of caution. Notetaking enables you to concentrate and better understand what is beingsaid (because you can review them later).

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3. If you cannot keep up (and who can?) use your own abbreviations (e.g. +for, for therefore, w for with w/o for without etc.). These are YOURabbreviations so make them meaningful to you.

4. Use Spider or diagram notes if you feel more comfortable with them.

5. DONT PANIC if you miss something. Often lecturers will give aconclusion or resume at the end summing up the salient points. Thelecturer should summarise his or her main points at regular points duringthe lecture.

6. Look out for help during the introduction where the lecturer may give alinear-type list of the topics to be covered. Also listen for breaks betweentopics where the lecturer might summarise the most important points theyhave just covered. At the end of the lecture, another summary should beprovided that may help you review your notes and determine if you have

missed any important information. If this is the case, be sure to approachthe lecturer for clarification on any points that you did not fullyunderstand or to help you complete your notes.

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AFTER A LECTURE

1. Write up a full and comprehensive set of notes as soon as possible once the lecture is

over. Try to reconstruct the structure and form of the lecture (i.e. what order was theinformation given, what sources quoted, and favourite transition words used).

2. Compare your notes to those of your fellow students. See if you have missedanything or grasped different points. If your notes differ dont automatically assumeyou have the wrong end of the stick, check with others. If you seem to be indisagreement with the majority check with the lecturer.

3. Re-write notes making heading/sub-headings and glosses (one or two wordsummaries in the margins).

4. Number or bullet different points

5. Use mnemonics (things to aid memory); acronyms (capital letters that stand for wholewords e.g. BBC = British Broadcasting Corporation), rebuses (pictures than stand infor words e.g. for here). Use different fonts or colours to make your notesMEMORABLE.

6. File and catalogue your notes so that you can revise them at any time.

7. Experiment until you find the note taking that is right for you.

W HAT TO DO WITH YOUR NOTES

1. Use in written assignments as a valuable source of information, remembering alwaysto cite your lecturer.

2. A means to enable a deeper understanding of your subject.

3. A means to improve your academic writing because it will increase your vocabularyand give you examples of academic structure/argument/logic/style.

4. A resource to use for revision before your exams.

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Common Reading Problems and their Solutions

BacktrackingRe-reading whole lines or sentences more than once in a first reading. The eye is skippingback to the same line. Not to be confused with reviewing or re-reading previously readpassages. Backtracking slows the natural flow of learningfrom the printed page.

SolutionPlace left thumb or finger at start of each new line. Train yourself to read straight through apassage looking for concepts not details noting the general ideas and then re-read thematerial.

Slow Eye MovementReading a single word instead of a phrase or a whole sentence. Not to be confused withbottom up reading; rather reading as if wading through treacle.SolutionTrain yourself to read in clusters of words and concentrate on shifting your eyes quickly.Time each page and attempt to speed up your reading. With practice this is an achievablegoal.

Reading Aloud/ Silently Mouthing the WordsOnly to be used when learning data/ quotations for exams. Also useful when reading MiddleEnglish where the video/audio tract is necessary for comprehension. In modern English itslows down the reading process to 150/175 words per minute (approx. 1/3 loss).SolutionDont kid yourself that this is an effective way of gaining retention. Stop this bad habit andpractice gaining speed and fluency when reading.

Limited VocabularyStopping to look up in dictionary unfamiliar new words.SolutionRead contextually; you may be able to get a sense of the word from those around it. Becomemore attuned to the register (words used in your subject area) by reading more. Try not tointerrupt your reading but jot down any unfamiliar words and look them up later. Meaningand context are interlinked in English, which is a syntactic language, word order givesmeaning. Often the prefix or suffix will give you a clue to the meaning of a word e.g. transmeaning to move or progress (from the Latin trans meaning beyond). Guess the meaning of the following words then look them up to check your conclusions:- transitive, transgression,transliteration, transept, transmogrification, transistor.

Follow the Path, Tonto!Writers will often give signals; such as headings, topic sentences, marginal glosses and

transitional words. Headings, topic sentences and glosses are a cultural style of academicwriting and can be learned by usage. Transitional words are often harder to spot and interpretbecause they are personal to individual authors. Some authors may use a particular set of words while others may use a completely different vocabulary. Again reading and practicewill equip you the ability to spot transitional words.

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