CHAPTER 7

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7.1. Pre-reading activity
1. Make a list of words that correlate to text book

text book

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1. front cover a) the units of the book

2. title page b) sources used by the author

3. publishing details c) a list of the main topics by chapter

4. preface/ introduction d) a page containing title and author’s name

5. acknowledgements e) an alphabetical list of topics in details

6. contents f) publisher, place, and date of publication

7. chapters g) selling points, information, positive reviews

8. references h) thanks to people who have helped with the book

9. glossary i) the author’s aims and the coverage of the book

2. Now try to match the parts with the correct descriptions

7.2. Reading : Now read the text

Textbook Aids and How to Use Them

The Title
The title of a text is more than a name or convenient label. The title is descriptive. It tells
the reader a good deal about the scope and purpose of the text and clues the reader to the
organization of the text. From the title you learn something about the text’s organization,
about its purposes, and about the subject area it treats.

Subtitles
Sometimes a subtitle follows the title of a text and further explains or elaborates on the
title. Subtitles help the reader in the same way that titles do. They provide information
about the text’s organization, purpose, and subject area limitations. For a text with a title
Educational Psychology, the subtitle might be Theories and Applications for Teachers. In
this example, the subtitle is quite informative. It tells the reader that the text is organized
to present theories of educational psychology and practical applications of the theories.
The purpose of the text is to present theories and applications useful to teachers. The
subject area is educational psychology, but it is limited to those theories in educational
psychology which are useful for teachers. Further, you might correctly assume because of
the word applications that the text is more practical than theoretical – that it deals with
theories that teachers can apply in real situations.

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The Author(s)
On the title page, the first printed page of the text, you frequently find the name of the
author (authors) and the job title or the name of the college with which the author is
affiliated. While you probably will not recognize the author’s name, it is useful to be
familiar with his or her credentials – that is, his or her qualifications to write the text.

The Copyright Date

Located on the page after the title page, you will find the copyright notice. This contains
the date when the book was first published. If you see more than one date, the earliest
date indicates when the text was first published, while the others are dates when the text
was revised or reprinted.
It is worthwhile to check the copyright to find out how up-to-date your text is. Of course,
in some subject areas, a recent publication date is more important than it is on others. A
book on Greek Philosophy written ten years ago may still be complete and up-to-date,
while a ten-year-old text on twentieth century America history is incomplete and
outdated.
When you are locating books in the library to complete an assignment or to write a paper,
it is especially important to check the copyright, because in certain fields, a current
source of information is necessary. In the sciences, social sciences, and health-related
fields, for example, new research, theories, and ideas are developed each year.

The Preface
The preface is the author’s introduction to the text. In some texts this feature may have
such a title as “the Introduction” or “To the student.” The preface contains basic
information about the text that the author feels you should be aware of before you begin
reading.The preface may contain such information as the following:
 Why the author wrote the text (his or her purpose in writing)
 For whom (audience) the book was written
 The author’s major points of emphasis
 The author’s particular slant or focus on the subject
 How the author organized the book
 Important references or authorities consulted when writing
 Suggestions on how to use the text
 Limitations or weaknesses of the text (subject areas the text does not
cover, and so forth)

The table of Contents

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The table of contents of a textbook is valuable to read through before beginning to use a
text. The table of contents is actually an outline of a book. It lists all the important topics
and subtopics. The table of contents also shows the organization of the text and indicates
the relationship of the major topics to one another. The relative importance of each topic
can also be determined by reading this important textbook feature. By reading the table of
contents, you are actually doing a very brief pre reading of the entire text.
The table of contents is also useful to refer to before you begin reading any particular
chapter. Although chapters are organized as separate parts of a textbook, it is important to
recognize that they are parts of a whole-the text itself. Chapters relate and connect to one
another. The material covered in any particular chapter is related to the information in the
chapters which precede it and follow it. Material in the preceding chapters may give
background information, or it may contain descriptions of earlier events, more basic
theories, related problems, or early developments. Material in the following chapters may
contain further developments, more complex theories, or effects or results.
To understand a particular chapter, it is important to see what the whole chapter is a part
of and to note what immediately precedes and follows it.

Chapter Titles
Chapter titles are often mistakenly ignored when reading a textbook. Many students, if
interrupted while reading a text assignment, cannot recall the name of the chapter they
are reading.. Chapter titles serve the same function as textbook titles and subtitles. They
tell the reader about the topics included in the chapters and provide clues about the
organization, purpose, and point of view of the whole text. A chapter title tells you what
to expect and starts you thinking about the topics discussed in the chapter before you
begin reading. For example, if the title of the chapter is “The Nervous System: An
Overview,” you know the general topic-the nervous system- and you know that the
purpose of the chapter is to provide a general picture, or overview, of the topic. You
might expect that the chapter will be introductory and will probably discuss briefly the
function, part, and organization of the nervous system.

Headings
Interspersed throughout most textbook chapters, as you know, are headings that are
distinguished, usually by dark print (boldface) or italics. These headings have the same
purpose as the label on a can of soup –they tell you what the contents are. Boldface and
italic headings are labels for what is contained in the different sections of a chapter. They
are two-or three –word summaries of what the section or passage is about.
Try to notice and think about the boldface heading before reading a section. Headings
make reading easier: they tell you, in advance, what the section is about and what it is
you are supposed to know when you finish. If you see the heading “Is memory
chemical?” in a chapter on brain functions, you know you are supposed to have the
answer to that question-along with the reason why memory is or is not chemical-when
you finish the section. When you finish a section with the headings ”Two complementary
brains” you should know what the two brains are and how they complement each other,
or work together.

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Chapter Summary or Conclusion
An end-of-chapter summary is useful to read before you read a chapter. The summary is a
review of the major points covered in the chapter. If you are familiar with the major
points that are to be covered in the chapter before you begin reading, the reading of the
chapter will be easier. You will be reading with a purpose in mind and will be looking for
specific information. Be sure to reread the summary when you finish the chapter. It will
provide a good review and will help you tie together, or consolidate, the major points
covered in the chapter.

Chapter Questions
Many texts include discussion or review questions at the end of each chapter. Try to
quickly read through those questions before you begin the chapter. The questions can
serve as a guide to what is important in the chapter and what you should know when you
finish the chapter. Along with the chapter summary, the end-of-chapter questions will
give you a good idea of what to expect in the chapter. After reading the chapter, use those
questions to test yourself on what you understood and can remember. Review them again
when preparing for an exam covering that chapter.

Vocabulary List – New Terminology

Some textbook authors include a list of new terms introduced in the chapter. This list may
appear either at the beginning or end of the chapter. This list is a useful study aid in
preparing for exams. Many instructors include on their exams items which test student
mastery of the new terms introduced in their courses, especially in introductory courses.
The vocabulary list is a fast way of reviewing.
References
Some texts include a list of reference s at the end of each chapter. Other texts may have
one complete list of references at the end of the entire text. In this case it may be labeled
“Bibliography.” References are books or articles to which you can refer to get further
information on the topic discussed in the chapter. This reference list is particularly useful
when you have to complete an assignment or do a term paper which requires you to
locate other information sources. The reference list frequently contains some of the most
useful or most authoritative books and articles on a given subject. In some instances,
using the reference list can save you hours of time trying to locate adequate sources in the
library.

Appendix (Appendices)
The appendix, located at the end of a text, is made up of extra information and materials
that the author wanted to include in the text. Frequently these are things that help students
learn more about the subject matter, or items that they may need to refer to regularly. In
an American history text, the appendix may include a copy of the Constitution, of the
Declaration of Independence, a map of the United States, and a list of terms of office of
American presidents. The appendix of a chemistry book might contain an equivalency

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table of weights and measures, a table of periodic elements, and an answer key to
problems at the end of the chapters.

Glossary
A glossary is an alphabetical listing of new vocabulary words which are used in the text.
The meaning of each word is also included. Located in the back of the text, the glossary
serves as a mini dictionary. Since the glossary lists only words used in the particular text,
it is faster and easier to locate a word in the glossary than in a dictionary.
The glossary is better to use than a regular dictionary. As you know, words have several
meanings, and regular dictionaries list all of the most common meanings. To find a
meaning of a word in a dictionary, you have to sort through all the meanings until you
find one that suits the way the word is used in the text. A glossary, on the other hand, lists
only one meaning-and it is the meaning intended by the author of your text. The glossary
can save you time and eliminates the chance of selecting a meaning not consistent with
the meaning in the text.
The glossary can serve as a useful study aid, particularly at the end of a course when you
have completed the text. The glossary is actually a list of words for which you should
have learned the meanings. The easiest way to check whether you have learned these new
terms is to go through each column of the glossary, covering up the meanings with an
index card or folded sheet of paper.
Index
At the end of the text you will find an index-an alphabetical listing of topics covered in
the book. Some indexes contain both main and subtopics arranged together in a single,
alphabetical sequence. Other indexes may have the main topics alphabetically with the
subtopics that relate to a particular topic arranged in alphabetical sequence under each.
These are indexes with multiple alphabetical sequences. The following are examples of
each type.
Single alphabetical sequence (topics only)
safety 361, 768
schedules 547
schizophrenia 218-225
science 21-30

Multiple alphabetical sequence (topic and subtopics)

Schader-singer experiment, 252-254, 510)
Schedule, reinforcement, 136-140
Schizophrenia, 82, 436-437
Chemistry of, 436-437
Functional psychosis, 422-430

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Name : ________________________________________ NIM : __________________

7.3. Post-reading activity

1. Now can you answer question 7.1.no. 2 ?

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2. Now you have finished reading the Textbook Aids and How to Use Them. In
your own words, mention the aids important to you and how you can use them

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Name : ______________________________________ NIM : __________________

3. On the following space, write/ draw what you understand about the passage.

4. Read each situation described below. Then circle the letter next to the title and
subtitle of the text that would be most useful in the situation described
1. You are interested in locating a textbook on child psychology to loan your
sister, who is trying to understand and cope with the behavior problems of
her three-year-old child. Which of the following texts would be most
useful to her?
 Face to face – Individual and Social Problem
 Readings in Child development
 Guidance of the Young Child

2. You are in the library trying to locate some information for a term paper on
“Drug Use and Abuse in the Seventies.” In the card catalogue you find the
following texts are available. Which do you think would be most helpful?
 Experimental Research on Drug Therapy
 Drugs in Contemporary Society
 Drugs – A Clinical Evaluation

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Name : ________________________________________ NIM : __________________

3. Read the sample preface and answer the following questions.

 Title of text: _______________________________________
 Why did the author write the textbook?
_________________________________________
 For whom was the book written?
___________________________________________
 What are the author’s major points of emphasis?
___________________________________________
___________________________________________
___________________________________________
___________________________________________
 How is the text organized ?
___________________________________________
 Did the author use important references or authorities in writing the text?
_____________________________________________
 What features make the text noteworthy?
____________________________________________
____________________________________________

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