Skimming Before Reading

Creative Commons licensed image posted at Flickr by Mr.TinDC

Creative Commons licensed image posted at Flickr by Mr.TinDC

1. Before you read something for class (especially a textbook chapter),skim the reading with the following techniques:

  • Read the title: how does that cue you into what you will be reading about?
  • Look at headers and other organizational cues; how do they cue you in to key words, points, and arguments?
  • Textbooks use formatting like bold, italics, and bulleted/numbered lists to make key words, concepts, and ideas stand out; how do they cue you in to important information?

2. After skimming, list the key terms, phrases, ideas, and concepts that skimming provides.

3. While reading, take notes by filing your notes underneath the terms, phrases and concepts you wrote down while skimming.

4. Share both your skimming and after-reading notes.

One thought on “Skimming Before Reading

  1. Briana

    The title of article is On Understanding the Processes of Schooling: The Contributions of Labeling Theory. The title tells me that I will be reading about labeling theory and education can be intertwined.
    The headers in the article are Becoming Deviant: The Labeling Perspective, The Origins of Labeling: Teacher Expectations, An Outcome of Labeling: The Self-Fulfilling Prophecy and Postscript: Beyond the Logjam. In this article the headers are self-explanatory so it breaks down each part as the header says. The first header breaks down labeling theory and what it is. The second and third headers, acting as the true form of the body, create a relationship between labeling theory and education. the last headers sums up the article, explains the point and concludes the excerpt.
    • Labeling Theory – a theory to explain deviant behavior
    • Primary deviance – one who holds to socially accepted, roles, views himself as nondeviant.
    • Secondary deviance- one who has reorganized his social-psychological characteristics around the deviant role.
    • Secondary deviance arises from the feedback whereby misconduct or deviation initiates social reaction to the behavior which then triggers further misconduct
    • Sequence of interaction leading to secondary deviance:
    1. Primary deviation
    2. Social penalties
    3. Further primary deviation
    4. Stronger penalties and rejections
    5. Further deviations perhaps with hostilities and resentments beginning to focus upon those doing penalizing
    6. Crisis reached in tolerance quotient, expressed in formal action by the community stigmatizing of the deviant
    7. Strengthening of the deviant conduct as a reaction to the stigmatizing and penalties
    8. Ultimate acceptance of deviant social status and efforts at adjustment on the basis of associated role.
    • Placement of children; 3 different tables according to class
    • Second grade labels: tigers, cardinals, clowns
    • Becker says deviace is not inherent in behavior per se, but in the application by others and sanctions against one perceived as being an “offender”
    • Rosenthal and Jacobson’s Pygmalion in the Classroom (1968)
    • Children randomly selected as “intellectual bloomers” were treated differently
    • By the end of the school year they did perform better

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