Read Book Reviewsreading book reviews
A classic guide to intelligent reading
I' ve always had the impression that I couldn't read well. That book showed me that I was right. It also showed me that I was not supposed to read well (not with the kind of training most of us receive) and that I was not alone in my not-knowing.
To read well requires a lot of effort and precision. The book provides the latter - the first is ours. As we are to be fully alphabetized in the 10th class, we take literacy for granted. 2. We' re not taught that this is only the first stage of literacy - Elementary Learning (Part 1, Chapter 3) - when one learns to recognize the writing and to communicate its meanings.
You' ll be able to expand your own lexicon and to translate and contrast different readings. From there, we spend the remainder of our life unworthy of dealing with the good, spending too much of our precious little precious free day with the evil.
Grown-ups we barely read because they frighten us. Inspectional scanning (part 1, chapter 4) can dramatically reduce the waste of valuable readings. It is a "systematic skimming" step to capture as much as possible from a book in a restricted period of elapsed timeframe (possibly just a few minutes).
Had there been "Customer's Review" reviews during their period, they would certainly have dedicated part of section 4 to give an insight into how to better benefit from them. Only the third stage of literacy - Analytic Literacy (Part 2) - can solve the problems of having to spend little quality or large amounts of bookwork.
You either don't read a good book at all (especially not a big one) or you read it poorly without it. "Poor reading," the book says, is passive harvest. Analytical readings are very energetic and it is tough work. In order to help us do this, the book gives detailed instructions on how we can make a physical marking of the book we read (Part 1, Chapter 5).
They are essential for good readability and readers are encouraged to try them out and adjust them to their own styles of comprehension and new kinds of music. In order to be able to read analytical, you have to ask yourself a number of frequently asked and self-answered ques-tions.
First you need to know what the book as a whole is about (chapters 6 and 7). That means categorizing the book first and then to express its oneness in as few words as possible. However, "the level of approach differs with the nature of the book and your intention of studying it".
She and the writer are now of her own age and the best thing you can do now is to commend him by criticizing his book (Chap. 10 and Chap. 11). So, you have described, comprehended, and criticized the book - what now? When the book has lit you up, if only a little, you have to go further - maybe you even have to act accordingly.
What I like about historic textbooks is what the writers say about this question: Likewise, whatever the kind of illumination you had by perusing the book, you have had a look at the reality - you can't just disregard it now that you know it. It is useful in that it contains some interesting features of certain kinds of readings, namely hands-on textbooks, historiography (including bibliographies and recent events), fancy writing (including theatre and poetry ), natural and mathematical studies, philosophical and sociological scholars.
It is a joy to read, but it is not absolutely necessary that you do so once you have fully understood the analytic part. However, there is a great deal of value in this part of the book, especially in the later sections, and the readers are strongly encouraged to read it. The one thing I should say is that while they detail interesting facets of reading fancy literatures, their techniques mostly apply to expositorial works.
This last part of the book represents the 4th (and highest) stage of literacy - Syntopian literacy - or the literacy of two or more works on the same subjectm. If you read synthetically, you are not interested in fully comprehending each book - in fact you will not read any of the single ones in an analytical way (at least not with the current synthetic read effort).
Read each book here for what it can add to your own problems, not for the book's own good. Besides, you don't read to find the truths or to set up your own voices - you'd just be another part of the discussion. It is a fantastical subject that the writers have materialized in their greatest contributions to humanity, in my view - the Syntopicon, Vol. II and III of the Great Books of the Western World.
This book ends with two annexes. And the first offers a intriguing listing of large volumes - the "endlessly readable" series. It may seem stunning at first sight (and it is!), but the writers are encouraged to contact the readers and tell them that the lists have no timeframe.
I' m saying it should only begin - even an unknowing readership like me will be so amazed by what he will be learning that he will never stop it. It is a work for your whole lifetime - never stop to read these volumes. If you are looking for a much more restricted (but also great) readinglist, please refer to the 10-year readings in Adlers Great Books.
In the second annex you will find drills and testing at all four listening tiers. Hadn' t read it until I got that far in my criticism. And then I chose to do it, and now I'm telling you, just read it. If you didn't do it, like me, you'll be happy you read it.
As mentioned at the beginning of the annex, the chosen text is "worth reading", so you can't loose much. It' a delicious foretaste of what to expect from the Great Books in the years to come - if you do it well and take up the challenges.
For my part, just put, this book has made a difference in my world. Not only did it show me how to read a book, it also showed me what to read.