Opening Doors
by Cortina, Joe; Elder, JanetEdition: 6th
Format: Paperback
Pub. Date: 2010-01-12
Publisher(s): McGraw-Hill Humanities/Social Sciences/Languages
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Summary
The new sixth edition of Joe Cortina and Janet Elder'sOpening Doors: Understanding College Readingcontinues to offer a clear, effective, and systematic way to approach college reading assignments. Its twenty-seven full-length reading selections and two chapter-length selections, culled from textbooks and other college-level materials, provide ample opportunities for integrated, recursive practice of essential reading comprehension skills, critical reading and thinking skills, and study strategies.
Table of Contents
| * - New reading selections for this edition | |
| Orientation: Preparing and Organizing Yourself for Success in College | |
| 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: | |
| "Why Go To College?" from P.O.W.E.R. Learning: Strategies for Success in College and Life | |
| "Getting Ready for Prime Time: Learning the Skills Needed to Succeed Today and Tomorrow" from Understanding Business | |
| "Saved" from The Autobiography of Malcolm X, as told to Alex Haley (Autobiography) | |
| 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 Language Questions | |
| Creating Your Summary: Developing Chapter Review Cards | |
| Reading Selections: | |
| "Making It Happen: Creating Positive Change to Become a Peak Performer" (Student Success) | |
| "Fighting Terrorism in a Global Age" (History) | |
| "A Whale of a Survival Problem" | |
| Approaching College Assignments: Reading Textbooks and Following Directions | |
| Skills:College Textbooks: A Method for Reading and Studying Effectively | |
| The SQ3R Study System | |
| Prepare to Read | |
| Ask and Answer Questions to Enhance Your Reading | |
| 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: | |
| "African Americans: The Struggle for Equality" | |
| "Parenthood: Now, Later, ...Never?" | |
| "Art in the Service of Religion" | |
| Comprehension: Understanding College Textbooks by Reading for Ideas | |
| 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 | |
| Test Your Understanding: Determing the Topic and Stated Main Idea | |
| Reading Selections: | |
| "A Warning to Students: Plagiarism, Term Papers and Web Research" | |
| "Latinos: An Emerging Influence in the United States" | |
| "Muhammed" | |
| 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 | |
| Test Your Understanding: Formulating Implied Main Ideas | |
| Reading Selections: | |
| "Identity Theft: You are at Risk" (Personal Finance) | |
| "Violence in Television and Video Games: Does the Media's Message Matter?" (Psychology) | |
| "Demography" | |
| 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 | |
| Test Your Understanding: Identifying Supporting Details | |
| Reading Selections: | |
| "Shaping Your Health: The Millenial Generation and Early Adulthood" | |
| "America's Most Popular Drug: Caffeine" (Health) | |
| "What Can Be Done to Help Third World Countries?" From A Beginner's Guide to the World Economy | |
| 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 | |
| Other Writing Patterns | |
| Addition Pattern | |
| Generalization and Example Pattern | |
| Statement and Classification Pattern | |
| Summary Pattern | |
| Mixed Pattern | |
| Relationships within and between Sentences | |
| A Word about Standardized Reading Tests: Authors' Writing Patterns | |
| Creating Your Summary: Developing Chapter Review Cards | |
| Test Your Understanding: Part One - Basic Writing Patterns | |
| Reading Selections: | |
| "E-Commerce? It's E-Normous!" (Business) | |
| "The Development of Rock Music and Rock in American Society" | |
| "Reactions to Impending Death" | |
| 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: | |
| Prologue from The Illustrated Man | |
| "Think Before You Speak: Public Speaking in a Multicultural World" | |
| From The Things They Carried | |
| 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 | |
| Test Your Understanding: Thinking Critically | |
| Reading Selections: | |
| "Poverty in America and Improving Social Welfare through Public Education" (Government) | |
| "Sport Utility Vehicles: How Do I Hate Thee? Let Me Count the Ways" | |
| "Take Out the Trash, and Put It...Where?" | |
| Systems for Studying Textbooks: Developing a System that Works for You | |
| Selecting and Organizing Textbook Information | |
| Skills: Studying Better Rather Than Harder | |
| Three Keys to Studying College Textbooks | |
| Selectivity | |
| Organization | |
| Rehearsal | |
| Using Textbook Features | |
| Marking 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 | |
| Interpreting Graphs and Visual Aids | |
| Bar Graphs | |
| Line Graphs | |
| Pie Charts | |
| Tables | |
| Photographs | |
| Diagrams | |
| Flowcharts | |
| Maps | |
| Cartoons | |
| Creating Your Summary: Developing Chapter Review Cards | |
| Reading Selection: | |
| "The Age of Globalization" | |
| 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: | |
| "Cultural Diversity: Family Strengths and Challenges" | |
| Glossary of Key Reading and Study Skills Terms | |
| A List of Word Parts: Prefixes, Roots, and Suffixes | |
| United States Map, World Map and List of World Capitals | |
| List of Reading Selection Vocabulary from the Vocabulary-in-Context Exercises for each Reading Selection | |
| Credits | |
| Index | |
| Vocabulary Log | |
| Table of Contents provided by Publisher. All Rights Reserved. |
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