Week 1 – discussion forum 1 2 | GEN104: College Reading Strategies | Ashford University

 

When I attended school in the past, I never prepared myself to read anything, nor did I have a reading strategy. I would usually read whatever I had to pass the class, even if it took me forever. If I didn’t understand something that was going on, I kept rereading it until I understood, and if that didn’t work, I would ask for help, and that’s the reason why it took so long for me to get something done. I would also try to cram in everything at once so I could hurry up and finish. 

If I wasn’t reading for my pleasure, I didn’t like reading. The strategy that made me understand why I’m not too fond of academic reading, but I love reading for my pleasure, was ” knowing when to take a break”. Knowing when to take a break is hard for me, especially when I know it’s for class and has a particular time to turn it in. When you take a break, you give yourself time to understand what you read. You allow yourself not to be overworked.

I know myself, and from what I know about myself, this strategy could be useful, and it could also be a Challenge. Taking a break during my academic reading could help me not get bored with reading so fast. Instead of cramming everything in at once, it will allow me to process the material. I wouldn’t feel rush or overworked.   The challenge of taking a break could cause me to forget about the reading and get to focus on my personal life. I may also take too long of a break, causing me to do what I don’t want to happen: cramming work in and being exhaustive afterward.

I will apply the strategy I picked ( Knowing when to take a break) by setting a break time and a break time over alarm on my phone. The notices will guide me to not overdue, both the reading and taking a long break.

Read the above and then do the following:

  • Compare and contrast the strategy with the one you chose, and share whether their strategy may or may not work for you and why.
  • Compose responses that are at least 100 words each.

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