| Long-term goal: | Goal you want to accomplish during your lifetime.
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| Intermediate goal: | Goal you want to accomplish in the next 3 years
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| Short-term goal: | Goal you want to accomplish in the next 3 to 6 monts.
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| Study schedule: | Weekly schedule with specific times set aside for studying.
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| Monthly assignment calendar: | Calendar showing test dates and due dates in all courses for each month of a semester.
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| Predicting: | Anticipating what is coming next as you read.
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| Monitoring your comprehension: | Evaluating your understanding as you read and correcting the problem whenever you realize that you are not comprehending.
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| Context clues: | Words in a sentence or paragraph that help the reader deduce (reason out) the meaning of an unfamiliar word.
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| Word-structure clue: | Roots, prefixes, and suffixes that help you determine a word's meaning. Word structure clues are also known as word part clues.
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| Root: | Base word that has a meaning of its own.
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| Prefix: | Word part attached to the beginning of a root word that adds its meaning to that of the base word.
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| Suffix: | Word part attached to the end of a root word.
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| Etymology: | The origin and history of a word.
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| Denotation: | Literal, explicit meaning of a word — its dictionary definition.
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| Connotation: | Additional, nonliteral meaning associated with a word.
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| Figurative language: | Words that create unusual comparisons or vivid pictures in the reader's mind. Figurative language is also called figures of speech.
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| Metaphor: | Figure of speech suggesting a comparison between two essentially dissimilar things, usually by saying that one of them is the other.
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| Simile: | Figure of speech presenting a comparison between two essentially dissimilar things by saying that one of them is like the other.
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| Hyperbole: | Figure of speech using obvious exaggerations for emphasis and effect.
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| Personification: | Figure of speech in which nonhuman or nonliving things are given human traits or attributes.
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| Preparing to read: | Reviewing the material, assessing your prior knowledge, and planning your reading and study time.
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| Previewing: | Examining material, prior to reading it, in order to determine its topic and organization.
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| Assessing your prior knowledge: | Determining what you already know about the topic.
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| Topic: | Word, name, or phrase that tells who or what the author is writing about. The topic is also known as the subject, or subject matter.
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| Stated main idea sentence: | The sentence in a paragraph that contains both the topic and the author's single most important point about the topic. A stated main idea sentence is also known as the topic sentence.
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| Supporting details: | Additional information in the paragraph that helps you understand the main idea completely. Supporting details are also known as support or details.
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| Paraphrasing: | Restating an author's material in your own words.
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| Major details: | Details that directly support the main idea. Major details are also known as primary details.
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| Minor details: | Details that support other details. Minor details are also known as secondary details.
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| Writing patterns: | Ways authors organize the information they present. Writing patterns are also known as organizational patterns, patterns of development, rhetorical patterns and thinking patterns.
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| List pattern: | A group of items presented in no specific order since the order is unimportant. The list pattern is also known as listing pattern.
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| Sequence pattern: | A list of items presented in a specific order because the order is important. The sequence pattern is also known as time order, chronological order, a process, or a series.
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| Definition pattern: | Pattern presenting the meaning of an important term discussed throughout a passage.
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| Comparison-contrast pattern: | Similarities (comparisons) between two or more things are presented, differences (contrasts) between two or more things are presented, or both similarities and differences are presented. The comparison-contrast pattern is also known as ideas in opposition.
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| Cause-effect pattern: | Reasons (causes) and results (effects) of events or conditions are presented.
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| Mixed pattern: | Combination of two or more writing patterns in the same paragraph or passage.
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| Critical reading: | Gaining insights and understanding that go beyond comprehending the topic, main idea, and supporting details.
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| Purpose: | An author's reason for writing.
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| Intended audience: | People an author has in mind as his or her audience.
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| Point of view: | An author's position (opinion) on an issue. Point of view is also known as the author's argument or author's bias.
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| Author's bias: | The side of an issue an author favors.
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| Tone: | Manner of writing (choice of words and style) that reveals an author's attitude towards a topic.
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| Intended meaning: | What an author wants readers to understand even when his or her words seem to be saying something different.
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| Critical Thinking: | Thinking about something in an organized way in order to evaluate it accurately. Critical thinking is also referred to as reasoning or critical analysis.
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| Fact: | Something that can be proved to exist or to have happened.
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| Opinion: | Something that cannot be proved or disproved: a judgment or a belief.
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| Inference: | A logical conclusion based on what an author has stated.
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| Conclusion: | A decision that is reached after thoughtful consideration of information the author presents.
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| Deductive reasoning: | A process of reasoning in which a general principle is applied to a specific situation.
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| Inductive reasoning: | A process of reasoning in which a general principle is developed from a set of specific instances.
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| Author's argument: | The author's position on an issue. The author's argument is also known as the author's point of view.
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| Author's bias: | The side of an issue an author favors.
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| Author's assumption: | Something the author takes for granted without proof.
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| Propaganda devices: | Techniques authors use in order to unfairly influence the reader to accept their point of view.
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| Selectivity: | Identifying main ideas and important supporting details. First of three essential study strategies.
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| Organization: | Arranging main ideas and supporting details in a meaningful way. Second of three essential study strategies.
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| Rehearsal: | Saying or writing material to transfer it into long-term memory. Third of three essential study strategies.
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| Textbook feature: | Device used to emphasize important material and show how it is organized.
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| Preface: | Introductory section in which authors tell readers about the book.
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| Part opening: | Textbook feature that introduces a section (part) consisting of several chapters.
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| Chapter outline: | Textbook feature at the beginning of a chapter, listing the topics or headings in order of their appearance.
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| Chapter objective: | Textbook feature at the beginning of a chapter, telling you what you should know or be able to do after studying the chapter.
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| Chapter introduction: | Textbook feature at the beginning of a chapter, describing the overall purpose and major topics.
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| Graphic aid: | Visual explanation of concepts and relationships.
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| Vocabulary aids: | Textbook devices that highlight important terms and definitions.
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| Chapter summary: | Textbook feature in which the author collects and condenses the most essential ideas.
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| Appendix: | Section at the end of a book that includes supplemental material or specialized information.
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| Bibliography: | List of the sources from which the author of the text has drawn information.
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| Index: | Alphabetical listing of topics and names in a textbook, with page numbers, usually appearing at the end of the book.
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| Underlining and highlighting: | Techniques for marking topics, main ideas, and definitions.
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| Annotation: | Explanatory notes the reader writes in the margins of a textbook to help organize and remember information.
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| Outlining: | Formal way of organizing main ideas and supporting details to show relationships among them.
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| Mapping: | Informal way of organizing main ideas and supporting details by using boxes, circles, lines, arrows, etc.
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| Summary: | Single-paragraph condensation of all the main ideas presented in a longer passage.
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| Long-term memory: | Permanent memory.
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| Short-term memory: | Temporary memory.
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| Rehearsal: | Steps taken to transfer information into long-term memory; techniques include saying the information aloud and writing it down.
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| Distributed practice: | Study sessions that are spaced out over time; a more efficient study method than massed practice.
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| Test review card: | Index card with an important question on the front and the answer on the back.
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| Test review sheet: | Single sheet of paper consolidating and summarizing on its front and back the most important information to be covered on a test.
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