2 When You Read

What is active reading?

Have you ever read something from start to finish—and then realized you cannot remember what you read? Or have you ever found yourself reading the same passage over and over without really “getting it”? You are not alone. In fact, most people read a text by simply starting with the first word and continue reading until they reach the end of the section. But just because their eyes saw each word, this does not mean they actually understood what they read. And, when reading a challenging text for an academic purpose, that start-to-finish method is often not efficient or effective. It can end up taking lots of extra time without resulting in comprehension. Instead, we invite you to try the following active reading strategies. By practicing these intentional strategies during reading, we think you will save time, understand the text better, and support your recall (memory) after you are done. Plus, these steps will keep you focused and just might keep you from falling asleep.

What are active reading strategies?

The best strategy to actively read is called annotating, which simply means marking notes on the text. We offer several methods below; you need to choose which annotating method works best for you. Just like a diet or exercise plan, the best method is the one that you will actually use consistently. And, we have found that a combination of multiple methods to create your own style works well.

Marking text with symbols: Some folks create a set of symbols to note specific points of the text. This system can make annotating easy, but only if the reader is consistent and keeps track of the symbols. It is typically a good idea to combine the use of symbols with margin notes.

• Star = important point
• Question mark = confusing idea
• Exclamation point = idea that caused a reaction in the reader

Margin Notes: Writing annotations in the margin of a text is a great way to stay actively engaged while reading. Plus, marking the notes close to the place in the text they occur, saves time and confusion when you look back at the text later. For example, if I find a quote in a text I would like to use in an essay, I can make a note in the margin. Then, I can skim my margin notes to find that quote, instead of rereading the whole article again.

Although some research indicates that handwriting notes on a physical text is the most beneficial for comprehension, we understand that many academic text are only offered digitally. So, as you read through the following strategies, consider how you might transfer these ideas to a text available on a screen. One way is to use digital annotation tools (in Word or Adobe). Another idea is to print out a hard copy of each important text. Thirdly, you might combine these methods by reading the text digitally while recording your annotations in a notebook. If you choose this third option, be sure to record the author and title of the text at the top of your notes—and add the page or paragraph number each time you make an annotation.

Elements of the text: Some people create an annotating system that focuses on specific parts of the text. This type of annotating can help with comprehension as it keeps reader focused on the structure of text. Elements that are often part of this system include:

• Vocabulary (unknown words to be defined)
• Key words (often in bold, italics, or repeated)
• People or places
• Transition words or phrases (to follow the author’s thought process)

Comments: Writing comments in the margin is the most effective method for engaging with a text. Essentially, this is a way of talking to the text by recording comments that you might ask the author if you were reading the text in person. While adding comments while reading might feel like it takes time, it actually will save you time in the long run since you will not have to reread the whole text to find a place where you had a question or a strong reaction.

• Questions about the text (confusing points): Why does the author add the example of the horseshoe here?
• Reactions (agree/disagree) →this helps for response tasks: This point is so true!
• Connections (personal) →this helps with discussion tasks:  It reminds me of my math teacher in middle school.
• Summary of author’s message (for a paragraph or section): The author is telling us that no one is above the law, and we should all be held accountable.

What about making other notes while reading?

Active reading may also include creating notes about the text on other documents. These notes depend on the purpose for your reading, as you established during the pre-reading stage, such as…

Reading to complete a task (like a worksheet or open book quiz):

• Review the questions before reading so you can focus on key words or sections
• Review the text after completing the task to make sure you captured the ideas accurately

Reading for a discussion or a response:

• Create a dialectic journal, recording a reference to the text (with the page or paragraph number)
• Add your own commentary about the text reference. This might include a question, a reaction, or your own experience that connects to the text.

Reading for research:

• Create a citation that includes the author, title, date, and where it was published.
• Record important information, including a direct quote (with quotation marks around it) and the page or paragraph number where you found that information.

Reading for recall (like a quiz or test):

• Create notecards for vocabulary and key concepts
• Create two-sided flashcards or a quizlet to review information

Discussion is also part of active reading.

When we read, we look at how letters combine to make words and how words combine to make sentences—but just as important is thinking about how all the sentences and paragraphs combine to make ideas. To help you focus on the author’s ideas, and their overall message, we also encourage you to keep talking to (and about) the text as part of the reading process. Talking to the text can include margin notes, a dialectic journal (described above), and talking about the text with others. Conversations about an academic text with peers is useful, but describing the text to people who have not read the text can also be a great strategy for recalling what you read and how you are reacting to the author’s ideas.