Conversation about Reading – 500 words

Your assignments is to have a guided conversation with another student about all of the components covered in this module’s readings, videos, and handouts and then write an essay describing the conversation.

It is up to decide with whom you would like to speak, but the person must be a student. You may pick a family member, partner, classmate, or, if you are adventurous, a stranger at the library. The person should be at least 12 years old and be receptive to the conversation. Plan the conversation in advance, and then set aside at least 20 minutes, talking in a quiet place to talk with a table or desk. When you arrange your time to have the discussion with the person, ask if she or he has a textbook, and if not bring one of yours to demonstrate the information.

Before you have the conversation, prepare a brief outline of what you wish to discuss. It must have these elements:

• The myths of reading.
• The principles of active reading.
  • Active reading defined.
  • Don’t read everything the same way.
  • Getting to know your textbook.
  • The reading environment.
• SQ4R/SQ3R
• • The steps.
  • Be prepared to demonstrate and discuss the steps using an actual textbook.

This outline will be submitted to the first Module Five dropbox.

Once you are prepared for the conversation, you will use this outline as a guide, and, if you wish, prepare resources to share, such as the videos or handouts. Remember, too, that you need to have a textbook with you during the conversation. The conversation should last anywhere from 20 minutes to an hour.

At the end of the conversation, take a photo of the two of you with some of the resources, such as the textbook or a handout.

When you are finished with the conversation, write a reflection of at least 500 words describing the interaction. In the reflection, please don’t to repeat the factual information on things like the steps of SQ4R or the definition of active reading. Instead, focus on the person’s response to the information you provided. For example, what was the person’s perception of active reading and did you either change it or modify it? How did the person currently read a textbook and was knowing SQ4R helpful to him or her? Did the person have any ideas to contribute that will be helpful for enhancing your reading? Other considerations you might wish to include are how it felt to prepare this information for someone rather than just using it for yourself or how discussing the ideas with someone enhanced your understanding of the concepts. In other words, it’s a reflection on your interactions, the impacts, and the reactions to your conversation rather than a repetition of the module’s information.

Grading Rubric:

Here is how your grade for the conversation about reading will be determined: