Page 81 - Foundations of Learning, 4th Edition (Revised)

Second Reading
Two additional inquiry questions that I have are:

1. I wonder how much this kind of popular article influences people’s own health awareness?
2. I also wonder how many of these “breakthroughs” will produce huge profits for the

pharmaceutical companies?

Summarize
The most important points of the reading were:

There seem to be genuinely new preventative tests and treatments for certain cancers, osteoarthritis,
and stroke patients.

Integrate
The relationship between the new information and my previous knowledge and experience is:

I’d like to do a researched essay on how people get their medical information and whether or not this
makes them more vocal advocates for their own health care.

Assessment of material and effort
I suggest the author make the following change(s) to the material or style of writing (explaining why):

The writing was fine for a popular audience, and there was a link to the Prevention web site for more
information.
Actual time (minutes) spent reading: About 25 minutes, instead of 20.

The following affected (positively or negatively) the quality of my reading performance:

Because of the format of several small sections, I skimmed the piece quickly. I did go back to read a
few sections more carefully, but the article was not challenging enough to engage me very deeply.

Instructor Strengths: Reading objectives: These were clear, compelling, and transferable to other reading
Feedback situations.
Areas for
Improvement: Connecting with prior knowledge: Strive to make your reading summary more
concrete and memorable by weaving in some of your prior knowledge of tests, treat-
Insights: ments, and conditions.

Tool customization: The different sections of the reading log are prompts for critical
thinking; some of these will be more powerful triggers for a particular reading and it
is appropriate to invest more time responding to these.

PROCEED TO ACTIVITY 3.1 (page 83)

Chapter 3 — Reading Methodology 75