Opening Doors: Understanding College Reading / Edition 5

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Overview

Opening Doors is an intermediate college reading improvement text that presents a systematic way for students to approach their college reading assignments. Its 27 reading full-length reading selections and 2 chapter-length selections, which come from textbooks and other college appropriate materials, provide ample opportunities for integrated, recursive practice of essential reading comprehension skills, critical reading and thinking skills, and study strategies.

This new edition includes fuller explanations, enhanced illustrations and graphics, eight new reading selections, and expanded reading selection quizzes.

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Product Details

  • ISBN-13: 9780073407135
  • Publisher: McGraw-Hill Companies, The
  • Publication date: 1/26/2007
  • Edition description: Older Edition
  • Edition number: 5
  • Pages: 784
  • Product dimensions: 7.30 (w) x 9.10 (h) x 1.10 (d)

Meet the Author

JOE CORTINA earned his B.A. degree in English from San Diego State University and his master's degree and doctoral degree in curriculum and instruction in reading from the University of North Texas. He has taught undergraduate teacher education courses in reading at the University of North Texas and Texas Woman's University. In 1981 he was selected to represent the Dallas County Community College District as a nominee for the Piper Award for Teaching Excellence. In addition, Dr. Cortina was selected as his division’s nominee for Richland's Excellence in Teaching Award in 1987, 1988 and 1993. In 1992 he was selected as an honored alumnus by the Department of Elementary, Early Childhood and Reading Education, of the University of North Texas and in 1994 he was a recipient of an Excellence Award given by the National Institute for Staff and Organizational Development. In addition to teaching reading courses at Richland College, he has served on interdisciplinary teaching teams for honors English courses and has served as a faculty leader of Richland's writing-across-the-curriculum program. Dr. Cortina has served on the conference program committees for both the College Reading and Learning Association and the National Association for Developmental Education. He has also served as a member of the editorial advisory board of The Journal of Adolescent and Adult Literacy. He is a frequent speaker at professional meetings and inservice workshops.

JANET ELDER was graduated summa cum laude from the University of Texas in Austin with a B.A. in English and Latin. She is a member of Phi Beta Kappa. She was the recipient of a government fellowship for Southern Methodist University'sReading Research Program, which resulted in a master's degree. Her Ph.D. in curriculum and instruction in reading is from Texas Woman's University where the College of Education presented her the Outstanding Dissertation Award. She established the first comprehensive secondary reading program in the Dallas Independent School District, and has conducted extensive staff development training for Dallas area teachers. After teaching reading and study skills courses at Richland for several years, she was asked to develop and implement an honors program for the college. After coordinating the honors program during its first six years, she resumed teaching full time. In addition to teaching reading courses, Dr. Elder periodically serves on interdisciplanary teaching teams for honors English and humanities courses. She has served on a task force that re-evaluated Richland's writing-across-the-curriculum program. She has twice received the Extra Mile Award from special services (disabilities) students, has twice been her division's Piper Award nominee for excellence in teaching, and in 1993 received an Excellence Award from the National Institute for Staff and Organizational Development. In 1999 she was one of three nominees for Richland's Excellence in Teaching Award. A frequent presenter at professional conferences and inservice workshops, she has a deep interest and expertise in “brain friendly” instruction.

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Table of Contents


* - New features and new reading selections for this edition
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 Your Learning Style
Managing 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

Reading Selections:
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 (Study Skills)
Selection 1-2 "Getting Ready for Prime Time: Learning the Skills Needed to Succeed Today and Tomorrow" from Understanding Business by Bill Nickels, Jim McHugh, and Susan McHugh (Business)
Selection 1-3 "Saved" from The Autobiography of Malcolm X, as told to Alex Haley (Autobiography)


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 Clues
Using a Dictionary Pronunciation Key
Understanding Denotations and Connotations of Words
Understanding Figurative Language
* A Word about Standardized Reading Tests: Vocabulary in Context and Figurative LanguageQuestions

Creating Your Summary: Developing Chapter Review Cards

Reading Selections:
* Selection 2-1 “Making It Happen: Creating Positive Change to Become a Peak Performer” (Student Success)
* Selection 2-2 “Fighting Terrorism in a Global Age” (History)
Selection 2-3 "A Whale of a Survival Problem" by John Postlethwait (Biology)


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

Skills:College Textbooks: A Process for Reading and Studying Effectively
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
Example: Directions from a Textbook
Example: Directions for a Test

Creating Your Summary: Developing Chapter Review Cards

Reading Selections:
Selection 3-1 "African Americans: The Struggle for Equality" by Thomas E. Patterson (Government)
Selection 3-2 "Parenthood: Now, Later, ...Never?" by Diane E. Papalia and Sally Wendkos Olds (Human Development)
Selection 3-3 "Art in the Service of Religion" 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

Creating Your Summary: Developing Chapter Review Cards

Reading Selections:
Selection 4-1 "People with Disabilities: The New Workforce" by Michelle Conlin (Magazine Article)
Selection 4-2 "Latinos: An Emerging Influence in the United States" by Richard J. Gelles and Ann Levine(Sociology)
Selection 4-3 "Muhammed" by Michael 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
Threee formulas for Using Information in a Paragraph to Formulate the MainThree
Requirements for Correctly Formulated Main Idea Sentences
Implied Overall Main Ideas in Longer Passages
A Word about Standardized Reading Tests: Implied Main Ideas

Creating Your Summary: Developing Chapter Review Cards

Reading Selections:
Selection 5-1 "Identity Theft: You are at Risk" (Personal Finance)
* Selection 5-2 “Violence in Television and Video Games: Does the Media’s Message Matter?” (Psychology)
Selection 5-3 "Demography" by Richard J. Gelles and Ann Levine (Sociology)



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 Details, and How to Tell the Difference
A Word about Standardized Reading Tests: Supporting Details

Creating Your Summary: Developing Chapter Review Cards

Reading Selections:
Selection 6-1 "Diabetes: An Alarming Epidemic" by Paul Insel and Walton Roth (Health)
* Selection 6-2 "America's Most Popular Drug: Caffeine" (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 Authors' Writing Patterns
List Pattern
Sequence Pattern
Definition Pattern
Comparison-Contrast Pattern
Cause-Effect Pattern
Spacial Order Pattern
Avoid Seeing Everything as a List
A Word about Mixed Patterns and Other Writing Patterns
Relationships Within and Between Sentences
A Word about Standardized Reading Tests: Writing Patterns

Creating Your Summary: Developing Chapter Review Cards

Reading Selections:
Selection 7-1 "E-Commerce? It's E-Normous!" (Business)
Selection 7-2 "The Decision to Marry" by Marvin Levy, Mark Dignan, and Janet Shirreffs (Health)
Selection 7-3 "Reactions to Impending Death" by Dennis Coon (Psychology)


CHAPTER EIGHT: Reading Critically

Skills: What is Critical Reading?
Critical Reading Skills
Determining an Author's Purpose
Determining an Author's Intended Audience
Determining an Author's Point of View, tone, and intended meaning
A Word about Standardized Reading Tests: Critical Reading

Creating Your Summary: Developing Chapter Review Cards

Reading Selections:
Selection 8-1 "Think Before You Speak: Public Speaking in a Multicultural World" by Stephen E. Lucas (Speech Communication)
Selection 8-2 From Having Our Say: The Delany Sisters' First 100 Years by Sarah and Elizabeth Delany with Amy Hill Hearth (Memoir)
Selection 8-3 From Joy Luck Club by Amy Tan (Fiction)


CHAPTER NINE: Thinking Critically

Skills: What is Critical Thinking, and Why is it Important?
Critical Thinking Skills
Why Readers Fail to Think Critically
Distinguishing Facts from Opinions and Determining Whether Opinions Are Well Supported
Making Inferences and Drawing Logical Conclusions
Evaluating an Author's Argument
Distinguishing between Deductive and Inductive Reasoning
Identifying Propaganda Devices
A Word about Standardized Reading Tests: Critical Thinking

Creating Your Summary: Developing Chapter Review Cards

Reading Selections:
Selection 9-1 "Poverty in America and Improving Social Welfare through Public Education" (Government)
Selection 9-2 "Sport Utility Vehicles: How Do I Hate Thee? Let Me Count the Ways" by Geneva Overholser (Editorial)
Selection 9-3 "Take Out the Trash, and Put It...Where?" by Bernard Gavzer (Magazine Article)


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
Using Textbook Features
Prefaces
Tables of Contents
Part Openings
Chapter Outlines
Chapter Objectives and Introductions
Boxes
Tables
Graphic Aids
Vocabulary Aids
Study Questions and Activities
Chapter Summaries
Glossaries and Appendixes
Bibliographies, Suggested Readings, and Webliographies
Indexes
Additional Features and Supplements
Marking Textbooks: Underlining, Highlighting, and Annotating
Taking Notes from Textbooks: Outlining, Mapping, and Summarizing
Guidelines for Outlining
Guidelines for the Cornell Method of Note-Taking
Guidelines for Mapping
Guidelines for Summarizing
Interpreting Graphic Material
Bar Graphs
Line Graphs
Pie Charts
Flowcharts
Tables

Creating Your Summary: Developing Chapter Review Cards

Reading Selection:
*Selection 10-1: "The Age of Globalization" 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

Reading Selection:
Selection 11-1: "Cultural Diversity: Family Strengths and Challenges" by David Olson and John DeFrain (Marriage and Family)


Appendix 1 Glossary of Key Reading and Study Skills Terms
Appendix 2 A List of Word Parts: Prefixes, Roots, and Suffixes
Appendix 3 United States Map, World Map and List of World Capitals
* Appendix 4 List of Reading Selection Vocabulary from the Vocabulary-in-Context Exercises for each Reading Selection


Credits
Index
Vocabulary Log

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