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Advice for Students: How to Read Like a Scholar

Advice for Students: How to Read Like a Scholar
How to Read Like a Scholar

    Gideon at Scholastici.us had some advice for students recently, saying that when it comes to scholarly reading, there really is no substitute for hard work, for actually sitting down and reading.

    Most the time in school what you need to do is very simple:

    Sit down with the book, a pen and paper, and perhaps a computer… And from that point, you read. That’s it. You go through and read the book, you underline important points and passages, pay special attention to introductions and conclusions, be sure to note special terminology, names and dates and that’s it. Maybe afterward take notes on the text.

    There is a time for technology and clever tricks. There is also a time for elbow grease.

    This is good advice, and yet it’s incomplete. Reading as an academic exercise involves not just gleaning the content form a book or essay but engaging with it. We read not just to learn some new set of facts but also to learn how facts are put together to form an argument, to learn what kinds of arguments are acceptable in our chosen disciplines, and to prompt us towards further research. Reading of this sort raises as many questions as it answers, or more.

    While reading, students should keep the following questions in mind:

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    • What is the author trying to say? This seems obvious, but it seems to be a stumbling block for many students. I’m convinced that the failure to ask this simple question is what leads students to avoid reading, to feel that reading is a chore or, worse, busy-work. Remember, authors — academic or otherwise — aren’t in the business of writing just to bore students; there’s something important they want to communicate. Granted, not all writing communicates well, but regardless of the writer’s skill, if a professor assigned a reading, it’s because there’s something there worth knowing about.
    • How does the author say what they’re trying to say? What evidence do they use? What style of argument are they making? How are they positioning themselves? You’d be surprised how many people read an essay about, say, infanticide (the killing of newborn children) and assume the author is advocating this practice instead of simply describing it. These readers totally misread the author’s position.
    • Why is the author’s point important? If you can figure out why the author felt he or she needed to write the article or book in your hands, you’re a good way towards figuring out what they’re trying to say. What contribution does the work make to the author’s discipline, to our understanding of society or the world? What problems are they trying to solve?
    • Do you agree or disagree with the author? Why? Just because something’s in print doesn’t make it right. As a student, it is essential that you read critically, with an eye towards inconsistencies in an author’s argument or evidence. Are there other explanations for the data they present? Is the author’s interpretation colored by his or her religion, professional background, political orientation, or social position? Note: far too many students seem to think that criticizing style is a good substitute for critiquing substance. It’s not. A lot of academic writing is stilted, difficult (sometimes deliberately so), or just plain bad; this does not mean that the ideas are not good.
    • How does this work connect with other works? What’s new about it (or, if it’s an older work, what was new when it was published)? What disciplinary debates is the author engaging? How does this work build on, or refute, earlier works by other authors? How does it fit with the author’s other work? What other work is the one you’re reading like?
    • What is the social context of the work? Always consider the historical moment in which a work was created. What kind of person wrote it, and for what kind of audience? What historical events shaped the author’s perceptions and ideas? How was their world different from yours, and how was it similar?

    These questions should be on your mind even if you can’t read the whole book. It’s a sad fact of college life that not everything that is assigned can be given the same level of attention. In grad school, for instance, I was regularly charged with reading three (or more) hefty books a week, plus supporting essays and commentaries — while carrying out my own research at the same time. This is not humanly possible. You have to learn to prioritize reading, and to approach it systematically to make sure you get as much as possible out of whatever amount of reading you can manage.

    Here’s how you do it:

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    1. Skim the book. Examine the table of contents to get a feeling for the structure and main points of the book. Flip through the chapters, skimming the first few paragraphs of each, and then the section headings. Check the index for any topics you feel are especially important. Then, if you have time;
    2. Read the Introduction and conclusion. Most of the author’s theoretical position will be laid out in the introduction, along with at least a summary of the chapters and sections within. The conclusion revisits much of these points, and usually gives a good overview of the data or other evidence. Sometimes the conclusion is not marked as such; in this case, read the last chapter. Then, if you have time;
    3. Dip in. Read the chapters that seem most relevant or interesting. Get a sense for what the author is trying to accomplish. Flip through the rest of the book and look more closely at anything that catches your eye. Then, if you have time;
    4. Finish the book. Read the whole thing. If you know you’ll have time, skip 1 – 3 and just read, cover to cover.

    Obviously it’s best to read the whole book; you’ll miss a lot reading anything less. But given the choice between not reading at all and skimming to at least get a taste of what you’re missing, I say, go for skimming. And try to keep yourself better organized in the future so that you don’t shortchange your entire education.

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    Last Updated on September 17, 2018

    Why Do I Have Bad Luck? 2 Simple Things to Change Your Destiny

    Why Do I Have Bad Luck? 2 Simple Things to Change Your Destiny

    Are you one of those people who are always suffering setbacks? Does little ever seem to go right for you? Do you sometimes feel that the universe is out to get you? Do you wonder:

    Why do I have bad luck?

    Let me let you into a secret:

    Your luck is no worse—and no better—than anyone else’s. It just feels that way. Better still, there are two simple things you can do which will reverse your feelings of being unlucky.

    1. Stop believing that what happens in your life is down to the vagaries of luck, destiny, supernatural forces, malevolent other people, or anything else outside your self.

    Psychologists call this “external locus of control.” It’s a kind of fatalism, where people believe that they can do little or nothing personally to change their lives.

    Because of this, they either merely hope for the best, focus on trying to change their luck by various kinds of superstition, or submit passively to whatever comes—while complaining that it doesn’t match their hopes.

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    Most successful people take the opposite view. They have “internal locus of control.” They believe that what happens in their life is nearly all down to them; and that even when chance events occur, what is important is not the event itself, but how you respond to it.

    This makes them pro-active, engaged, ready to try new things, and keen to find the means to change whatever in their lives they don’t like.

    They aren’t fatalistic and they don’t blame bad luck for what isn’t right in their world. They look for a way to make things better.

    Are they luckier than the others? Of course not.

    Luck is random—that’s what chance means—so they are just as likely to suffer setbacks as anyone else.

    What’s different is their response. When things go wrong, they quickly look for ways to put them right. They don’t whine, pity themselves, or complain about “bad luck.” They try to learn from what happened to avoid or correct it next time and get on with living their life as best they can.

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    No one is habitually luckier or unluckier than anyone else. It may seem so, over the short term (Random events often come in groups, just as random numbers often lie close together for several instances—which is why gamblers tend to see patterns where none exist).

    When you take a longer perspective, random chance is just . . . random. Yet those who feel that they are less lucky, typically pay far more attention to short-term instances of bad luck, convincing themselves of the correctness of their belief.

    Your locus of control isn’t genetic. You learned it somehow. If it isn’t working for you, change it.

    2. Remember that whatever you pay attention to grows in your mind.

    If you focus on what’s going wrong in your life—especially if you see it as “bad luck” you can do nothing about—it will seem blacker and more malevolent.

    In a short time, you’ll become so convinced that everything is against you that you’ll notice more and more instances where this appears to be true. As a result, you will almost certainly stop trying, convinced that nothing you can do will improve your prospects.

    Fatalism feeds on itself until people become passive “victims” of life’s blows. The “losers” in life are those who are convinced they will fail before they start anything; sure that their “bad luck” will ruin any prospects of success.

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    They rarely notice that the true reasons for their failure are ignorance, laziness, lack of skill, lack of forethought, or just plain foolishness—all of which they could do something to correct, if only they would stop blaming other people or “bad luck” for their personal deficiencies.

    Your attention is under your control. Send it where you want it to go. Starve the negative thoughts until they die.

    To improve your fortune, first decide that what happens is nearly always down to you; then try focusing on what works and what turns out well, not the bad stuff.

    Your “fate” really does depend on the choices that you make. When random events happen, as they always will, do you choose to try to turn them to your advantage or just complain about them?

    Thomas Jefferson is said to have used these words:

    “I’m a great believer in luck and I find the harder I work, the more I have of it.”

    Ralph Waldo Emerson said:

    “Shallow men believe in luck. Strong men believe in cause and effect.”

    Your luck, in the end, is pretty much what you choose it to be.

    Featured photo credit: LoboStudio Hamburg via unsplash.com

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