read better remember more_part8 potx

Cutler Detective/Thriller Agatha Christie’s murder mysteries A Time To Kill, The Client by John Grisham The “A is for…” series by Sue Grafton This is trial version www.adultpdf.com... Ro

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Red Badge of Courage by Stephen Crane

All Quiet on the Western Front by Erich Maria Remarque

Hiroshima by John Hershey

The Things They Carried by Tim O’Brien

Coming of Age

A Separate Peace by John Knowles

The Catcher in the Rye by J D Salinger

The House on Mango Street by Sandra Cisneros

The Adventures of Huckleberry Finn by Mark Twain

She’s Come Undone by Wally Lamb

Short Stories

Try any short story collection by writers like Ernest Hemingway, Bobbie

Ann Mason, Chinua Achebe, Isabel Allende, Flannery O’Connor, Joyce

Carol Oates, O Henry, Gabriel Garcia Marquez, Raymond Carver, Lorrie

Moore, Nathan Englander, Ethan Canin, William Faulkner, Edgar Allen

Poe, and others.

Inspirational/Spiritual

A Simple Path by Mother Theresa

The Tibetan Book of Living and Dying by Sogyal Rinpoche

Essays by Ralph Waldo Emerson

Care of the Soul by Thomas Moore

Chicken Soup for the Soul by Jack Canfield and Mark Victor Hansen

Hinds’ Feet on High Places by Hannah Hurnard

The Tao of Pooh and The Te of Piglet by Benjamin Hoff

The Holy Bible

The Koran

Tao Te Ching by Lao Tzu

The Art of Happiness by the Dalai Lama and Howard C Cutler

Detective/Thriller

Agatha Christie’s murder mysteries

A Time To Kill, The Client by John Grisham

The “A is for…” series by Sue Grafton

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Novels by Sara Paretsky Sherlock Holmes stories by Sir Arthur Conan Doyle

Moonlight Becomes You and other novels by Mary Higgins Clark Chromosome 6 and other books by Robin Cook

Increase Your Reading Speed

Below is a list of several books that can help you improve your reading speed.

• 21st Century Guide to Increasing Your Reading Speed by Laurie E.

Rozakis and Ellen Lichtenstein

• Breakthrough Rapid Reading by Peter Kump

• How to Be a Rapid Reader: 6 Steps to Increased Speed and Concen-tration by Kathryn Redway

• Power Reading by Laurie Rozakis

• Power Reading: A Dynamic System for Mastering All Your Business Reading by Phyllis Mindell

• Rapid Reading in 5 Days: The Quick-And-Easy Program to Master Faster Reading by Joan Minninger

• Remember Everything You Read: The Evelyn Wood Seven-Day Speed Reading and Learning Program by Stanley D Frank

• Speed Reading by Tony Buzan

• Super Reading Secrets by Howard Stephen Berg

• Triple Your Reading Speed by Wade E Cutler

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S UFFIXES , AND W ORD

A familiarity with common prefixes, suffixes,

and word roots can dramatically improve your ability to determine the meaning of unfamiliar vocabulary words The tables below list common prefixes, suffixes, and word roots; their meanings; an example of a word with that prefix, suffix, or word root; the meaning of that word; and a sentence that demonstrates the mean-ing of that word Refer to this appendix often to refresh your memory and improve your vocabulary.

PREFIXES

Prefixes are syllables added to the beginning of words to change or add

to their meaning This table lists some of the most common prefixes in the English language They are listed in alphabetical order.

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His decades of experience enabled him to antevert

interests, they have formed a remarkably cohesive

After hours of debate, the group finally reached a

scheduled a series of meetings for the next three months

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The psychologist took notes as she watched the children

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John voted for Bridget, but he was in the minority

The doctor explained that the fetus was nonviable

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three factions into one strong political party

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SUFFIXES Suffix

made it impossible to tell which side he was on

When Robert walked into the room with Annette, she cast me a

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Though he was never rich or powerful, he has very

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She took a summer job at the zoo even though it was unpaid because of her strong interest in

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COMMON LA

No one could possibly have misunderstood such a

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should’ve seen the candidates attack one another

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The student failed because she had copied an article

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COMMON GREEK WORD ROOTS M an

The story is confusing because she did not put the events in

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a “shape shifter” who can be both animal and human

Willy Loman is a complex character who is both pathetic

The warehouse fire was not an accident; it was set by a

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actions, in text, 142–143

agreement, with writer’s ideas,

132–134

analysis, organization by,

115–116

assertions, 60–61

B

breaking up reading into

man-ageable tasks, 14–15

C

cause and effect,

organization-al patterns, 114–115

chronological organizational

patterns, 112–113

classification, organization by,

115–116

comparison and contrast

for-mat, 118–119

comparisons, visualizing of, 145–148

connections, 134–136 connotation, 165–166 context

and skill review, 49–54 determining meaning of words and, 41–48 parts of speech and, 43–45 using to determine tone, 180

word definitions and, 31–32

D

denotation, 165–166 descriptions and details, in text, 143–144

dictionary and parts of speech, 32–25 and reading the entire defi-nition, 30–31

and remembering new words, 36–38 definitions in, 31–32 review of skills in using, 49–54

special or limited definitions and, 36

dictionary, 29–39 disagreement, with writer’s ideas, 132–134 drawing pictures, 148–150

E

essays, main ideas in, 58–59, 62–64

evaluation, 136–139

F

facts, 21–28 and remembering what you read, 24–27

239

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distinguishing opinions

from, 123–129

opinions combined with,

125–126

review of skills in finding,

49–54

review skills in

distinguish-ing opinions from, 153

first person point of view, 169

Freud’s Personality Theory,

103–104

G

glossing, 85–89

benefits of, 88–89

review skills in, 99–105

and summarizing, 194–196

Greek word roots, 236–237

H

highlighting, 79–85

being selective with, 80–81

and summarizing, 194–196

when to use, 81–85

I

implied main ideas, 183–189

inferences, 164

J

jumping back, 18–19

K

Latin word roots, 233–235

L

main ideas, 57–65

and remembering what you

read, 64

as assertions, 60–61

as general ideas, 59–60

distinguishing from

sup-porting ideas, 69–73

implied ideas, 183–189

in paragraphs and essays,

58–59

62–64 review of skills in finding and understanding, 99–105, 201–208 summarizing, 192–196 topic sentences and, 61–62

M

note-taking, 91–95 asking questions and, 91–92 keys to good, 93

N

opinions distinguishing facts from, 123–129

facts combined with, 125–126

review skills in distinguish-ing facts from, 153 support for, 126–128 organizational patterns, 109–121

analysis/classification, 115–116

cause and effect, 114–115 chronological/sequential, 112–113

comparison and contrast, 118–119

general to specific, 110–111 multiple strategies and, 119–120

order of importance, 117 review skills in determining, 153

spatial, 115 specific to general, 112 outlining, 91, 95–97 review skills in, 99–105

P

paragraphs, main ideas in, 58–59, 62–64

paraphrasing, 196–198 review skills in, 201–208 parts of speech, 32–36, 43–45 point of view, 163, 168–174

171–173 first person point of view, 169

making inferences, 164 review of making observa-tions from, 201–208 second person point of view, 169

third person point of view, 170–171

tone created by, 176–177 post-test for reading skills, 209–217

pre-reading strategies, 13–20 benefits of starting and stopping, 15

breaking up reading into manageable tasks, 14–15 jumping back, 18–19 pre-text material and, 16–18 review of, 49–54

scheduling breaks, 15–16 skimming ahead, 18–19 pre-text material, 16–18 prefixes, 225–229

Q

questions and writer’s ideas, 132–134 recording of, 131–139 review skills in, 153

R

reactions and making connections, 134–136

recording of, 131–139 review skills in, 153 and writer’s ideas, 132–134 reading skills

additional resources for, 219–224

post-test for, 209–217 pretest for, 1–9 suggested reading lists, 221–224

tips for improving, 220–221

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second person point of view,

169

sequential organizational

pat-terns, 112–113

skimming ahead, 18–19

spatial organization patterns,

115

suffixes, 34–35, 230–232

summarizing, 191–199

glossing and highlighting in,

194–196

and paraphrasing, 196–198

supporting ideas, 67–78

distinguishing main ideas

from, 69–73

levels of, 73–75

review of skills in finding

and understanding,

99–105

types of, 68–69

thesis, 63 third person point of view, 170–171

tone, 175–182 point of view and word choice in creating, 176–177

and remembering what you read, 181

review of making observa-tions from, 201–208 using context to determine, 180

varieties of, 177 topic sentences, 61–62 transitions, 70

U

underlining, 79–85 being selective with, 80–81 review skills in, 99–105 when to use, 81–85

visualizing, 141–151 actions in text, 142–143 descriptions and details in text, 143–144

drawing pictures, 148–150 review skills in, 153 seeing comparisons, 145–148

W

word choice, 163–168, 173–174

denotation and connota-tion, 165–166

making inferences, 164 meaning influenced by, 166–168

review of making observa-tions from, 164–165, 201–208

tone created by, 176–177 word roots, Greek, 236–237 word roots, Latin, 233–235 words, and remembering new words, 36–38

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