Reading Guidelines

Practical Reading Advice: Reading a book, article, or essay carefully is a difficult skill which requires practice to improve.  Different students may have their own style to help them comprehend readings.  In general, however, there are a few things to help you understand better. 

• Find a place without distraction to read (constant distraction will force you to lose track of your subject)
• Read slowly when necessary for maximum comprehension (speed reading may seem efficient but only if your mind absorbs and understands what you are reading)
• Take notes (highlighting is the least effective way because it is passive and inefficient; you are best to write things out in a separate notebook or computer document)
• Look up unfamiliar words (always have a dictionary close at hand; don't be intellectually lazy and assume you know the meaning of something -- look it up!)
• Pay attention to key terms used or key points of argument (for instance, be able to explain what the title of the piece means, among other things)
• Learn to summarize things in your own words (after reading a paragraph or section, be able to tell yourself the point and argument of that passage; if you don't know, you should follow the next guideline.)
• Re-read sentences or paragraphs that you don't understand (if you lost your focus or simply don't understand - reread the section again; don't simply read on thinking the information is not important)
• Review your notes before coming to discussion (even the most thorough reading begins to fade from memory over time; familiarize yourself with the key points again before coming to discussion).

Discussion Guidelines

Discussions are a period in which students teach and learn from each other based on critical reading of the same material.  Discussion leaders must be the most familiar with the material and should challenge themselves to read and reread it carefully to guide student participation.  In general, a student should first read the material then prepare a list of discussion questions or topics.  Since discussions are led by teams of students, they should decide how to divide questions or duties between themselves.  If both students do not seem equally prepared, the grades of both will suffer.

Here are a list of general questions that all students should consider after finishing a reading.  They may form a basis for discussions in class.  IMPORTANT: Discussion leaders should formulate questions in their own words and fashion them specifically toward the reading of the day.  Merely repeating these questions suggests a lack of initiative and does not show proof of your own understanding.

• What was the subject of this reading?
• What did the author argue (the thesis) about this subject? (much more difficult but more important)
• Did the author summarize how historians have interpreted this subject in the past? (this is called historiography -- the history of history so to speak)
• What evidence did the author make use of to reinforce his or her argument?
• What is the importance or significance of this subject?
• What key terms or concepts did the author use?
• What were the connections to other themes of lectures or previous readings?

Suggestions: Managing a discussion is largely a matter of style, however, you may want to consider the following.  You may give some brief background to the discussion but try to avoid summarizing the main points of the piece at the outset.  Leave room for students to offer their opinions.  If you ask questions that are too general or difficult, think of a way to divide the question into more easily answerable parts.  Ask questions in a series that slowly build toward a fuller understanding.  If students are unresponsive, press or choose students to suggest possible answers.  Have an open attitude that encourages participation and even disagreement when it arises.  Be ready to follow up on points outside your prepared questions or cover material more slowly if students show misunderstanding.  Lastly, manage time wisely.  Leading discussions also means pushing conversation along to accomplish goals of understanding the readings more fully.

Discussion Paper Guidelines

Assignment: This paper should contain a summary of the topic and thesis (argument) of the author as discussed above.  You should take care to address the author's use of evidence and any historiographical information.  If information builds upon that of lectures and previous readings, make connections of these major themes and interpretations.

Discussion Schedule and Assignments