Master Reader, The, 4th edition
Published by Pearson (January 26, 2014) © 2014
- D J Henry Daytona State College
- Hardcover, paperback or looseleaf edition
- Affordable rental option for select titles
- Free shipping on looseleafs and traditional textbooks
The Master Reader combines solid skill instruction with a wealth of guided practice to develop the key abilities students, just below college ready need to become master readers and critical thinkers.
The author integrates reading skills with the reading process (SQ3R) to produce more effective readers and lead students to discover the power and pleasure of reading. Providing step-by-step reading instruction, a wide range of practice and test materials (including a separate lab manual), and a rich selection of authentic readings from textbooks and other sources, the author makes students responsible for their reading by guiding them to improve mastery of the major reading skills while teaching students to develop a system for reading.
Chapter Features
Each chapter in Part One has several important features that help students become master readers.
·Learning Outcomes: Each chapter opens with learning outcomes to help students preview and assess their progress as they master chapter content.
·“Before Reading About . . .”: “Before Reading About . . .” activities appear at the beginning of Chapters 2—13 in Part One. These activities are prereading exercises based on SQ3R: they review important concepts studied in earlier chapters, build on prior knowledge, and preview the chapter. The purpose of “Before Reading About . . .” is to actively teach students to develop a reading process that applies individual reading skills as they study.
· “After Reading About . . .”: “After Reading About . . .” activities appear after Review Test 4 in Chapters 2—13 of Part One. Based on SQ3R, “After Reading About . . .” activities teach students to reflect on their achievements and assume responsibility for their own learning. These activities ask students reflective questions to check their comprehension of the skill taught in the chapter. Students learn to integrate individual reading skills into a reading process; they learn the value of reviewing material; and finally, students create a learning journal that enables them to see patterns in their behaviors and record their growth as readers.
· Instruction, example, explanation, and practice: The chapter skill is broken down into components, and each component is introduced and explained. Instruction is followed by an example, an explanation of the example, and a practice. Each section has its own instruction, example, explanation, and practice exercises.
· Textbook Skills: In the last section in each chapter, students are shown the ways in which the skills they are learning apply to reading textbooks. These activities, signaled by the icon to the left, present material from a textbook reading and direct students to apply the chapter’s skill to the passage or visual. In a concerted effort to prepare students to be master readers in their content courses, activities that foster textbook skills across the curriculum are also carefully woven throughout the entire textbook. The Textbook Skills icon signals these activities.
· Visual Vocabulary: The influence of technology and the media on reading is evident in the widespread use of graphics in newspapers, magazines, and textbooks. Throughout this textbook, visual vocabulary is presented as part of the reading process, and students interact with these visuals by completing captions or answering skill-based questions. The aim is to teach students to value photos, graphs, illustrations, and maps as important sources of information.
· Review Tests: Each chapter has four Review Tests that can also be found in MyReadingLab — where they are accompanied by automatic feedback and grading. Review Tests 1 through 3 are designed to give ample opportunity for practice with the specific skill taught in the chapter; Review Test 4 offers a multi-paragraph passage with combined-skills questions based on all the skills taught up to
and including that particular chapter. Review Tests 3 and 4 also give “What Do You Think?” writing prompts so that teachers have the opportunity to guide students as they develop critical thinking skills.
· Mastery Tests: Each chapter includes three Mastery Tests, which are also found in MyReadingLab along with a fourth Mastery Test not found in the printed book. Most of the Mastery Tests are based on excerpts from science, history, psychology, social science, and literature textbooks.
· Chapter Reviews: A chapter review is included for each chapter, distilling the most important concepts down for students and helping them manage take responsibility for their own learning. In this edition, these chapter reviews appear with their relevant chapters.
New to This Edition
A number of changes have been made to The Master Reader, Fourth Edition, all of which are designed to help students become master readers and critical thinkers.
· Integration with – and enhanced feedback through – MyReadingLab. A hallmark change in this edition is the book’s integration with MyReadingLab. Students now have the option of taking both the Review and Mastery Tests that appear in at the conclusion of each chapter in Part I – as well as the Combined Skills Tests in Part III – in MyReadingLab. In doing so, they will receive automatic feedback (for the Review and Combined Skills Tests) as to why certain answers are right and others wrong. This integration also offers the additional benefit of helping instructors more easily track and monitor their students’ work through the tests and their mastery of the skills.
· Additional Features of The Master Reader, Fourth Edition in MyReadingLab. While the printed text contains ten Combined Skills Tests in Part III.
· New Information Literacy Applications. Designed to help develop students’ research capabilities – and focused by the skill being taught in that chapter – these new activities break information literacy down into manageable chunks. Located after the Practices and before the Review Tests, this feature helps students learn how to identify a need for new knowledge, how to locate and analyze new information, and how to apply that information to a specific situation.
· New Summary Responses. Introduced in Chapter 5 (“Supporting Details”) and appearing after Review Tests 3 and 4, the Summary Responses connect reading to writing, deepen students comprehension, and lay the groundwork for responding to the “What Do You Think?” feature.
· Chapter Review Cards. These cards – which make studying more accessible and efficient by distilling chapter content down to the fundamentals – have now been integrated into each of the relevant chapters for more direct ease-of-use.
· New Passages and Readings Throughout. As with every edition, we have replaced short passages as well as longer readings throughout the text to ensure that the reading is engaging to each new wave of students. Some examples include:
- "Prude or Prudent? The Debate Over Access to Plan B" by Kathleen Parker
- "An Account of Alfred C. Colley’s Plight in the Face of Hurricane Katrina" by Sandra Offiah-Hawkins
- "Night Diving" by Bucky McMahon
- "Human Development" by Richard J. Gerrig with Philip G. Zimbardo
- "The African Future: Health and Environment" by Craig, Graham, Kagan, Ozment, and Turner
- "Finding Meaning" by Zimbardo, Johnson, and McCann
- "Sociological Reasons for the High Divorce Rate"
- "The Politics of Immigrants: Power, Ethnicity, and Social Class" by James M. Henslin.
- "Star Types" by Louis Giannetti
- "Do Lie Detectors Really Detect Lies?" by Zimbardo, Johnson, and McCann
Brief Contents
Detailed Contents
Preface
Part 1: Becoming a Master Reader
1 A Reading System for Master Readers
2 Vocabulary Skills
3 Stated Main Ideas
4 Implied Main Ideas and Implied Central Ideas
5 Supporting Details
6 Outlines and Concept Maps
7 Transitions and Thought Patterns
8 More Thought Patterns
9 Fact and Opinion
10 Tone and Purpose
11 Inferences
12 The Basics of Argument
13 Advanced Argument: Persuasive Techniques
Part 2: Additional Readings
Part 3: Combined-Skills Tests
Text Credits
Photo Credits
Index
Detailed Contents
Preface
Part 1: Becoming a Master Reader 1
Chapter 1: A Reading System for Master Readers 3
Define Prior Knowledge
Use the Three Phases of the Reading Process with SQ3R
Survey and Question Before Reading
Survey
Question
Read and Annotate During Reading
Read
Annotate
Recite and Review After Reading
Recite
Review
Develop Textbook Skills: Use SQ3R to Master Textbook Reading
Apply Information Literacy Skills: Academic, Personal, and Career Applications of the Reading Process
Academic Application
Personal Application
Career Application
Review Tests
After Reading About a Reading System for Master Readers
Mastery Tests
Chapter Review: Summary of Key Concepts of a Reading System for Master Readers
Chapter 2: Vocabulary Skills
Before Reading About Vocabulary Skills
Define Vocabulary
Analyze Context Clues Using SAGE: Synonyms, Antonyms, General Sense of the Passage, and Examples
Synonyms
Antonyms
General Context
Examples
Develop Textbook Skills: Using a Glossary
Analyze Word Parts: Roots, Prefixes, Suffixes
Roots
Prefixes
Suffixes
Develop Textbook Skills: Discipline-Specific Vocabulary
Develop Textbook Skills: Visual Vocabulary
Apply Information Literacy Skills: Academic, Personal, and Career Applications of Vocabulary
Academic Application
Personal Application
Career Application
Review Tests
After Reading About Vocabulary Skills
Mastery Tests
Chapter Review: Summary of Key Concepts of Vocabulary Skills
Chapter 3: Stated Main Ideas
Before Reading About Stated Main Ideas
Identify the Traits of a Main Idea
Identify the Topic of a Paragraph
Identify a Topic Sentence
Analyze the Flow of Ideas and Identify Placement of Topic Sentences
Topic Sentence at the Beginning of a Paragraph
Topic Sentence Within a Paragraph
Topic Sentence at the End of A Paragraph
Topic Sentence at the Beginning and the End of the Paragraph
Recognize the Central Idea and the Thesis Statement
Develop Textbook Skills: Identify Topics, Main Ideas, and Central Ideas in Textbook Passages
Apply Information Literacy Skills: Academic, Personal, and Career Applications of Stated Main Ideas
Academic Application
Personal Application
Career Application
Review Tests
After Reading About Stated Main Ideas
Mastery Tests
Chapter Review: Summary of Key Concepts of Stated Main Ideas
Chapter 4: Implied Main Ideas and Implied Central Ideas
Before Reading About Implied Main Ideas and Implied Central Ideas
Define the Term Implied Main Idea
Analyze Supporting Details and Thought Patterns to Determine Implied Main Ideas
Determine the Implied Main Ideas of Paragraphs
Create a Summary from the Supporting Details
Determine and State the Implied Central Idea
Develop Textbook Skills: How to Read a Map
Recognize Experience and Perspective
Apply Information Literacy Skills: Academic, Personal, and Career Applications of Implied Main Ideas
Academic Application
Personal Application
Career Application
Review Tests
After Reading About Implied Main Ideas and Implied Central Ideas
Mastery Tests
Chapter Review: Summary of Key Concepts of Implied Main and Implied Central Ideas
Chapter 5: Supporting Details
Before Reading About Supporting Details
Create Questions to Locate Supporting Details
Distinguish Between Major and Minor Details
Create a Summary from Annotations
Drafting a Summary: Implied Main Ideas
Develop Textbook Skills: Chapter-End Questions in a Textbook
Apply Information Literacy Skills: Academic, Personal, and Career Applications of Supporting Details
Academic Application
Personal Application
Career Application
Review Tests
After Reading About Supporting Details
Mastery Tests
Chapter Review: Summary of Key Concepts of Supporting Details
Chapter 6: Outlines and Concept Maps
Before Reading about Outlines and Concept Maps
Create Outlines
Create Concept Maps
Develop Textbook Skills: The Table of Contents
Apply Information Literacy Skills: Academic, Personal, and Career Applications of Outlines and Concept Maps
Academic Application
Personal Application
Career Application
Review Tests
After Reading About Outlines and Concept Maps
Mastery Tests
Chapter Review: Summary of Key Concepts of Outlines and Concept Maps
Chapter 7: Transitions and Thought Patterns
Before Reading About Transitions and Thought Patterns
Recognize Transition Words to Determine Relationships Within a Sentence
Recognize Thought Patterns to Determine Relationships Between Sentences
The Time Order Pattern
The Space Order Pattern
The Listing Pattern
The Classification Pattern
Develop Textbook Skills: Thought Patterns in Textbooks
Apply Information Literacy Skills: Academic, Personal, and Career Applications of Transitions and Thought Patterns
Academic Application
Personal Application
Career Application
Review Tests
After Reading About Transitions and Thought Patterns
Mastery Tests
Chapter Review: Summary of Key Concepts of Transitions and Thought Patterns
Chapter 8: More Thought Patterns
Before Reading About More Thought Patterns
Recognize the Comparison-and Contrast Pattern and Signal Words
Comparison
Contrast
Comparison and Contrast
Recognize the Cause-and-Effect Pattern and Signal Words
Recognize the Generalization-and-Example Pattern and Signal Words
Recognize the Definition-and-Example Pattern and Signal Words
Develop Textbook Skills: Thought Patterns in Textbooks
Apply Information Literacy Skills: Academic, Personal, and Career Applications of More Thought Patterns
Academic Application
Personal Application
Career Application
Review Tests
After Reading About More Thought Patterns
Mastery Tests
Chapter Review: Summary of Key Concepts of More Thought Patterns
Chapter 9: Fact and Opinion
Before Reading About Fact and Opinion
Define the Terms Fact and Opinion
Ask Questions to Identify Facts
Analyze Biased Words to Identify Opinions
Analyze Qualifiers to Identify Opinions
Analyze Supposed “Facts”
Read Critically: Evaluate Details as Fact or Opinion in Context
Evaluate the Context of the Passage
Evaluate the Context of the Author
Evaluate the Context of the Source
Develop Textbook Skills: Fact and Opinion in Textbooks
Apply Information Literacy Skills: Academic, Personal, and Career Applications of Fact and Opinion
Academic Application
Personal Application
Career Application
Review Tests
After Reading About Fact and Opinion
Mastery Tests
Chapter Review: Summary of Key Concepts of Fact and Opinion
Chapter 10: Tone and Purpose 451
Before Reading About Tone and Purpose 451
Define the Terms Tone and Purpose 452
Understand How Tone is Established 454
Identify Subjective and Objective Tone Words 457
Determine the General Purpose in the Main Idea 460
Determine the Primary Purpose of a Passage 465
Evaluate Passages for the Use of Irony 470
Develop Textbook Skills: Recognize an Author’s Tone and Purpose 473
Apply Information Literacy Skills: Academic, Personal, and Career Applications of Tone and Purpose 474
Academic Application 475
Personal Application 476
Career Application 477
Review Tests 478
After Reading About Tone and Purpose 488
Mastery Tests 489
Chapter Review: Summary of Key Concepts of Tone and Purpose 497
Chapter 10: Tone and Purpose
Before Reading About Tone and Purpose
Define the Terms Tone and Purpose
Recognize How Tone is Established
Identify Subjective and Objective Tone Words
Determine the General Purpose in the Main Idea
Determine the Primary Purpose of a Passage
Recognize Irony Used for Special Effects
Develop Textbook Skills: Recognize an Author’s Tone and Purpose
Apply Information Literacy Skills: Academic, Personal, and Career Applications of Tone and Purpose
Academic Application
Personal Application
Career Application
Review Tests
After Reading About Tone and Purpose
Mastery Tests
Chapter Review: Summary of Key Concepts of Tone and Purpose
Chapter 11: Inferences
Before Reading About Inferences
Describe Inferences as Educated Guesses
Define a Valid Inference
Apply the VALID Approach to Make Inferences and Avoid Invalid Conclusions
Step 1: Verify and Value the Facts
Step 2: Assess Prior Knowledge
Step 3: Learn from the Text
Step 4: Investigate for Bias
Step 5: Detect Contradictions
Make Inferences Based on Creative Expressions
Develop Textbook Skills: Inferences and Visual Aids in Textbooks
Apply Information Literacy Skills: Academic, Personal, and Career Applications of Inferences
Academic Application
Personal Application
Career Application
Review Tests
After Reading About Inferences
Mastery Tests
Chapter Review: Summary of Key Concepts About Inferences
Chapter 12: The Basics of Argument
Before Reading About the Basics of Argument
Define the Terms Argument, Claim, and Supports
Step 1: Identify the Author’s Claim and Supports
Step 2: Determine Whether the Supports Are Relevant
Step 3: Determine Whether the Supports Are Adequate
Step 4: Analyze the Argument for Bias
Develop Textbook Skills: The Logic of Argument in Textbooks
Apply Information Literacy Skills: Academic, Personal, and Career Applications of the Basics of Argument
Academic Application
Personal Application
Career Application
Review Tests
After Reading About the Basics of Argument
Mastery Tests
Chapter Review: Summary of Key Concepts About the Basics of Argument
Chapter 13: Advanced Argument: Persuasive Techniques
Before Reading About Advanced Argument
Define Biased Arguments: Fallacy and Propaganda
What Is a Fallacy in Logical Thought?
What Is Propaganda?
Detect Fallacies Based on Irrelevant Arguments: Personal Attack, Straw Man, and Begging the Question
Personal Attack
Straw Man
Begging the Question
Detect Propaganda Techniques Based on Irrelevant Arguments: Name-Calling, Testimonials, Bandwagon, and Plain Folks
Name-Calling
Testimonials
Bandwagon
Plain Folks
Detect Fallacies Based on Inadequate Arguments: Either-Or, False Comparison, and False Cause
Either-Or
False Comparison
False Cause
Detect Propaganda Techniques Based on Inadequate Arguments: Card Stacking, Transfer, and Glittering Generalities
Card Stacking
Transfer
Glittering Generalities
Develop Textbook Skills: Examining Biased Arguments in Textbooks
Apply Information Literacy Skills: Academic, Personal, and Career Applications of Advanced Argument: Persuasive Techniques
Academic Application
Personal Application
Career Application
Review Tests
After Reading About Advanced Argument
Mastery Tests 6
Chapter Review: Summary of Key Concepts About Advanced Argument: Persuasive Techniques
Part 2: Additional Readings
The Connection Between Reading and Writing
Annotating a Text
Writing a Summary
A Reading-Writing Plan of Action
1 Sex, Lies and Conversation: Why Is It So Hard for Men and Women to Talk to Each Other?
By Deborah Tannen
2 Prude or Prudent? The Debate Over Access to Plan B
By Kathleen Parker
3 Binge Drinking, a Campus Killer
By Sabrina Rubin Erdely
4 Is Substance Abuse a Social Problem?
By John D. Carl
5 An Account of Alfred C. Cooley’s Plight in the Face of Hurricane Katrina
By Sandra Offiah-Hawkins
6 Night Diving
By Bucky McMahon
7 Fannie Lou Hamer
By Maya Angelou
8 Human Development
By Richard J. Gerrig with Philip G. Zimbardo
9 The Price of Greatness
By Winston S. Churchill
10 Real People in the “Age of the Common Man”
By Jacqueline Jones, Peter H. Wood, Thomas Borstelmann, Elaine Tyler May, and Vicki L. Ruiz
Part 3: Combined-Skills Tests
Text Credits C-1
Photo Credits C-3
Index I-1
Need help? Get in touch
Play
Pearson eTextbook: What’s on the inside just might surprise you
They say you can’t judge a book by its cover. It’s the same with your students. Meet each one right where they are with an engaging, interactive, personalized learning experience that goes beyond the textbook to fit any schedule, any budget, and any lifestyle.
Digital Learning NOW
Extend your professional development and meet your students where they are with free weekly Digital Learning NOW webinars. Attend live, watch on-demand, or listen at your leisure to expand your teaching strategies. Earn digital professional development badges for attending a live session.