Experience Reading, Book 2

CONNECT READING provides a personalized learning plan for each student, continually developed and refined as students achieve mastery. Each student plan is created through an individualized diagnostic that evaluates skills from 7th-grade level through college-readiness, for second-language learners, international students, adult students, and traditional high-schoolers. Offered completely online, CONNECT READING can be used in conjunction with EXPERIENCE READING BOOK 1 or EXPERIENCE READING BOOK 2, which provide a printed experience that teaches and strengthens comprehension and critical reading skills. Experience Reading uses authentic material allowing students to unlock textbook content across academic disciplines.

Table of Contents:
Part I: The Personal Side of Reading Chapter 1: It's Up To You: Taking Ownership of College Reading Choosing Success Selection: Success is a Choice by Rick Pitino Being a Successful Student Goal Setting Time Management Monitor Your Progress What’s Your Style? Selection: Dunn and Dunn Learning Style Model by Rita and Ken Dunn You’re on Your Way Selection: This Is Not Your High School English Class by Mark Moring Wrap It Up Part II: Comprehension and Critical Reading Skills Review Chapter 2 Are You Ready to READ? Active Reading Strategies for Managing College Texts Survey Your Textbook Access Prior Knowledge Preview a Selection THIEVES Reading for a Purpose: Asking and Answering Your Own Questions Preview Questions Guide Questions Monitoring Questions Study Questions Manage Your Textbook: Highlighting, Annotating, and Marginal Notes Highlighting Annotating, and Marginal Notes Wrap It Up Chapter 3 Lost in Translation: Developing a College Level Vocabulary Discipline-Specific Vocabulary Academic Vocabulary Selection: Language Using Context Clues to Learn the Meaning of Words Definition Clues Synonym Clues Contrast and Antonyms Clues Example Clues Inference Clues A Word About Word Parts Prefixes Roots Suffixes Compound Words Using Dictionaries Using textbook Glossaries Using a Thesaurus Figurative Language Metaphors Similes Personification Hyperbole Idioms Techniques for Learning Vocabulary Wrap It Up Chapter 4 What’s the BIG Idea? Identifying the Main Idea in College Reading The Main Idea Two Steps for Identifying the Main Idea Step 1: Identify the Topic Step 2: Determine the Main Idea Finding the Stated Main Idea in Paragraphs: Topic Sentences Finding the Stated Main Idea in Readings: Thesis Statements Selection: The Dimensions of Health Implied Main Ideas Finding the Unstated (Implied) Main Idea in Paragraphs Wrap It Up Chapter 5 Backing Up the BIG Idea: Finding and Using the Important Details in College Reading Finding and Using Important Details Identifying Supporting Details Using Transitions to Locate Supporting Details Types of Transitions Additional Items Examples Explanations and Examples Sequence Comparison and Contrast Studying Supporting Details Wrap It Up Chapter 6 What is the Author’s Plan of Action? Identifying and Integrating Writing Patterns Organizational Patterns in Textbook Writing Definition Pattern Listing or Enumeration Pattern Sequence Pattern Chronological Order Process Order Spatial Order Order of Importance Classification Pattern Comparison and Contrast Pattern Keep This in Mind Cause and Effect Pattern Mixed Patterns Keep This In Mind Wrap It Up Chapter 7 Let’s Get Critical: Making Inferences and Incorporating Critical Reading Skills Critical Reading Making Inferences Keep This in Mind Determining an Author's Purpose for Writing Writing to Inform Writing to Instruct Writing to Entertain Writing to Persuade Consider the Audience Distinguishing Between Facts and Opinions Facts Opinions Facts and Opinions Detecting the Tone Denotation and Connotation Keep This in Mind Recognizing Bias Evaluating the Author’s Argument Keep This in Mind Wrap It Up Chapter 8 What About the Web? Evaluating Web Resources Critical Reading Online Before You Start: Select a Topic Starting Your Research: Use Key Words Craft Your Thesis Evaluating Web Resources Purpose and Authority Currency Accuracy MLA and APA Works Cited Models MLA Documentation APA Documentation The Value of the Internet Wrap It Up Chapter 9 Lights, Camera, and Action! Rehearsing the Information Paraphrasing Keep This in Mind Outlining Keep This in Mind Summarizing Keep This in Mind Using Visuals to Organize Information Concept Maps Charts Timelines Process Diagram and Flow Chart Venn Diagrams Keep This in Mind Wrap It Up Chapter 10 SOS, Searching Other Sources: Reading Across the Genres Reading Across Genres Reading Newspaper Articles Selection: McDonald's Tries to Bottle Paul Newman, Marian Burros. Reading Essays Selection: Unhappy Meals, Michael Pollan Reading Academic Journals Features of Academic Journal Articles Selection: Ray Kroc (1902-1984): Flipping Over Efficiency, Meryl Davids Understanding Primary Resources Understanding Literature: Novels Selection: excerpt from The Kite Runner, Khaled Hosseini Adjusting Your Reading Rate to Meet Your Needs Keep This in Mind Wrap It Up Chapter 11 Show What You Know: Become an Effective Test Taker Taking Exams Preparing for Exams Selection: How I Got My BA by Sheer Luck by Walter Pauk Exam Formats Objective Questions Essay Questions Reducing Test Anxiety Tips for Reducing Test Anxiety Selection: Dealing with Physical Tensions Internet Source Wrap It Up Chapter 12 Application of Skills Project: Active Textbook Reading Survey a Textbook Preview a Chapter Guided Reading Reciting and Rehearsing Evaluate the Process Textbook Chapter: “What Then Shall We Do,” from Environmental Science Part III: Modules: Theme-Based Reading Selections Module 1 Food and Nutrition Get Acquainted with the Issue Guided Reading: A Plateful of Myths by Barry Glassner Before your Read As You Read After Your Read: Respond to the Reading Self-Monitored Reading: Japanese Food Pyramid Revised to Take Account of Eating Out by Stephen Clapp Before your Read As You Read After Your Read: Review Important Points Independent Reading: Textbook Reading Selection: Health The New Dietary Guidelines for Americans Before your Read As You Read After Your Read: Respond to the Reading Module 2 Stress Get Acquainted with the Issue Guided Reading: Taming the Stress Monster by Terri D"Arrigo Before your Read As You Read After Your Read: Respond to the Reading Self-Monitored Reading: Finals Lead as Source of Stress for College Students, Chicago Newswire Before your Read As You Read After Your Read: Review Important Points Independent Reading: Textbook Reading Selection: Criminal Justice Job Stress Before your Read As You Read After Your Read: Respond to the Reading Module 3 Medical Ethics Get Acquainted with the Issue Guided Reading: Pillow Angel Ethics by Nancy Gibbs Before your Read As You Read After Your Read: Respond to the Reading Self-Monitored Reading: A Question of Ethics by Jane Goodall Before your Read As You Read After Your Read: Review Important Points Independent Reading: Textbook Reading Selection: Biology Ethical Issues Raised by Gene Therapy Before your Read As You Read After Your Read: Respond to the Reading Module 4 Body Language Get Acquainted with the Issue Guided Reading: Business Communication: How to Bridge the Gender Gap by Candy Tymson Before your Read As You Read After Your Read: Respond to the Reading Self-Monitored Reading: Body Language Speaks: Reading and Responding More Effectively to Hidden Communication by Anne E. Beall Before your Read As You Read After Your Read: Review Important Points Independent Reading Textbook Reading Selection: Communications Nonverbal Communication in Everyday Life Before your Read As You Read After Your Read: Respond to the Reading Module 5 The Job Market Get Acquainted with the Issue Guided Reading: They're So Vein: Tapping A Job Market by Gabe Opperheim Before your Read As You Read After Your Read: Respond to the Reading Self-Monitored Reading: Tomorrow’s Jobs from the Occupational Outlook Handbook Before your Read As You Read After Your Read: Review Important Points Independent Reading: Textbook Reading Selection: Business The Interview Process Before your Read As You Read After Your Read: Respond to the Reading Module 6 The Media Get Acquainted with the Issue Guided Reading: Beauty and Body Image in the Media, Media Awareness Network, www.media- awareness.ca Before your Read As You Read After Your Read: Respond to the Reading Self-Monitored Reading: Adolescents’ TV Watching is Linked to Violent Behavior by Rosie Mestel Before your Read As You Read After Your Read: Review Important Points Independent Reading: Textbook Reading Selection: American History The Birth of Television Before your Read As You Read After Your Read: Respond to the Reading Module 7 Social Networks Get Acquainted with the Issue Guided Reading: Online Social Networking Issues within Academia... by Jeff Cain Before your Read As You Read After Your Read: Respond to the Reading Self-Monitored Reading: We Just Clicked by Lisa Takeuchi Cullen and Coco Masters Before your Read As You Read After Your Read: Review Important Points Independent Reading: Textbook Reading Selection: Sociology Controlling Love: American Mate Selection Before your Read As You Read After Your Read: Respond to the Reading Module 8 The Environment Get Acquainted with the Issue Guided Reading: The Green Mirage by Rick Newman Before your Read As You Read After Your Read: Respond to the Reading Self-Monitored Reading: The Green Campus: How to Teach New Respect for the Environment? The 3 R’s: Reduce Your Carbon Footprint, Reuse and Recycle by Anne Underwood Before your Read As You Read After Your Read: Review Important Points Independent Reading: Textbook Reading Selection: Environmental Science What Can Individuals Do? “Green Washing” Can Mislead Consumers Before your Read As You Read After Your Read: Respond to the Reading

About the Author :
Suzanne Liff is an Assistant Professor in the Department of Reading and Basic Education at Nassau Community College. An educator for over thirty years, Suzanne holds advanced degrees in Special Education, and Educational Administration and Supervision from Queens College. A former district-wide chairperson of secondary special ed, Suzanne has taught virtually every grade level of student from preschool through adult, focusing on the learning, affective, behavioral and metacognitive needs of students. She has presented to parents and colleagues, locally and nationally, on topics including cognitive and learning style differences, study and organizational strategies, effective classroom management and pedagogy, successful transition from high school to college, and social and emotional intelligence and the developmental learner; her current area of focus and research. Her original works have been published for college wide distribution as well in several professsional, juried journals. Suzanne teaches several developmental college reading classes, and coordinates and/or chairs a variety of college programs and faculty committees at NCC. She also maintains a private practice for psychoeducational evaluation and intervention. Suzanne has been awarded honorary lifetime membership in NY State SEPTA, is a 2003 recipient of the Faculty Distinguished Achievement Award, and Nassau County Citation for dedication and service. Joyce Stern is an Assistant Professor at Nassau Community College and Assistant to the Chair in The Department of Reading and Basic Education. She teaches several developmental courses, including College Reading and ESL Reading, and a seminar in educational counseling. She is also an advisor in the student center. An educator for over thirty years, she holds an advanced degree in TESOL from Hunter College. As a former faculty member in The English Language Institute at Queens College, she has taught all aspects of ESL, developed curricula for international students and returning adults, designed assessment tools, served as course-level coordinator, and conducted teacher-training and supervision. She has also presented to colleagues locally and nationally on such topics as college reading and studying strategies, cooperative learning techniques, the design and implementation of learning communities, and current ESL pedagoguy. She has also edited several handbooks for developmental educators, and is currently coordinating the design, implementation and recruitment of developmental and ESL learning communities at her college. Her own professional development has included participation in The Active Learning Seminar and The Long Island Writing Project. She has been recognized by the Center for Students with Disabilities for her dedication to student learning.