{"id":121,"date":"2025-04-17T16:34:38","date_gmt":"2025-04-17T16:34:38","guid":{"rendered":"https:\/\/content.one.lumenlearning.com\/englishcomp1\/chapter\/how-to-read-effectively-in-various-disciplines\/"},"modified":"2026-01-08T21:48:42","modified_gmt":"2026-01-08T21:48:42","slug":"how-to-read-effectively-in-various-disciplines","status":"publish","type":"chapter","link":"https:\/\/content.one.lumenlearning.com\/englishcomp1\/chapter\/how-to-read-effectively-in-various-disciplines\/","title":{"raw":"Specialized Reading Strategies: Learn It 1","rendered":"Specialized Reading Strategies: Learn It 1"},"content":{"raw":"<section class=\"textbox learningGoals\" aria-label=\"Learning Goals\">\r\n<ul>\r\n \t<li><span data-sheets-root=\"1\">Explain tips for reading effectively in different disciplines<\/span><\/li>\r\n \t<li><span data-sheets-root=\"1\">Explain how to read scholarly articles effectively<\/span><\/li>\r\n \t<li><span data-sheets-root=\"1\">Use reading strategies to understand information from visual aids<\/span><\/li>\r\n<\/ul>\r\n<\/section>\r\n<h2>Reading Online<\/h2>\r\n<p class=\"p1\"><span class=\"s1\">It\u2019s more and more likely that you\u2019ll have to do a large portion of your reading for college online (like this!). Because it is sometimes harder to focus on online readings when there are so many distractions readily available at your fingertips, it's important to be extra thoughtful as you work through online text. Just as you would with a traditional textbook, we will call them \"texts\" here since you could be reading this on a screen. A text is anything that can be read for meaning.<\/span><\/p>\r\nHere are some strategies for reading online texts more effectively, no matter the subject area:\r\n<ul>\r\n \t<li>Use programs such as task-trackers, timers, and blockers to reduce unwanted distractions.<\/li>\r\n \t<li>Preview the text by scrolling through a section, making note of headers and keywords.<\/li>\r\n \t<li>Be careful when clicking on hyperlinks so that you don't end up losing sight of your initial reading.<\/li>\r\n \t<li>Navigate through the material in an intentional way.<\/li>\r\n \t<li>Take notes and annotate or outline either on your device or with a pen and paper.<\/li>\r\n<\/ul>\r\n<h2><b>Reading in the Sciences<\/b><\/h2>\r\nReading in the sciences is likely different than reading in the humanities or for some of your other classes.\r\n\r\n[caption id=\"attachment_139\" align=\"alignright\" width=\"342\"]<img class=\"wp-image-139\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/106\/2016\/05\/11184116\/531843326_81c9b2cff2_z-300x196.jpg\" alt=\"Drawing of a woman holding a molecule model on her palm.\" width=\"342\" height=\"223\" \/> <strong>Figure 1<\/strong>. Reading in science courses requires learning common patterns in scientific texts.[\/caption]\r\n<h3 class=\"p2\"><span class=\"s2\"><b>Explore the Text and Assignments<\/b><\/span><\/h3>\r\n<p class=\"p2\"><span class=\"s2\">In a science text, it's helpful to develop a base understanding of how the material is organized. Go\u00a0over the course outline and the table of contents and compare the two. In addition, explore the lab manual, if you have one.\u00a0<\/span><\/p>\r\n<p class=\"p2\"><span class=\"s2\">You also benefit from\u00a0knowing what you're required to learn. Read the introduction of your assigned chapter and connect it with previous chapters or your prior knowledge of the topic. It is important to read the headings, subheadings, summary, and review questions. Remember that most science texts contain review questions; use them to guide your readings.<\/span><\/p>\r\n<p class=\"p2\"><span class=\"s2\">Look over\u00a0the pictures, tables, diagrams, photographs, and other images. Sometimes those elements are easier to understand than the words.\u00a0<\/span><\/p>\r\nIn the sciences, it is especially helpful to take notes and learn basic terminology and vocabulary. Studying scientific root prefixes and suffixes and using context clues can help you understand new words.\r\n<h3 class=\"p1\"><span class=\"s1\"><b>Analyze For Comprehension\u00a0<\/b><\/span><\/h3>\r\nScientific texts often follow predictable patterns of writing, and recognizing these can help you better understand and organize the material. These patterns are like templates that authors use to present information logically and consistently.\r\n<ul>\r\n \t<li>The <strong>classification pattern<\/strong> is commonly used to group and sub-group concepts. For example, when discussing plants, a scientist might break the topic into subheadings like roots, stems, leaves, and flowers. Understanding how information is grouped can help you identify relationships and the hierarchy of ideas, which is essential for note-taking and comprehension.<\/li>\r\n \t<li>The <strong>process description pattern<\/strong> explains how something works or the steps involved in a process. For instance, a passage might describe the steps in photosynthesis or how a chemical reaction occurs. As you read, ask yourself whether the focus is on what the process does or how it operates, as this distinction will clarify the purpose of the text.<\/li>\r\n \t<li>The <strong>factual-statement pattern<\/strong> is used to define terms, make comparisons, or provide examples. In science, \"facts\" are precise and evidence-based, so this pattern often conveys foundational knowledge. Recognizing these factual statements helps you distinguish key concepts from supporting details.<\/li>\r\n \t<li>The <strong>problem-solving pattern<\/strong> describes scientific challenges or experiments that led to discoveries. These passages often outline a question or problem, the steps taken to address it, and the evidence supporting the results. To analyze this pattern, consider: What is the problem? How was it solved? What conclusions were drawn?<\/li>\r\n \t<li>The <strong>experiment-instruction pattern<\/strong> provides detailed steps for conducting experiments. This pattern emphasizes precision, so it is crucial to follow the instructions exactly. Before starting an experiment, identify its purpose, list the required equipment, and outline the steps in order. Switching between the text and the experimental setup requires focus, so use questions like \"What results should I expect?\" to guide your understanding.<\/li>\r\n \t<li>Lastly, the <strong>combination pattern<\/strong> integrates multiple patterns within a single passage. For example, a section might begin with a factual definition, classify components of the topic, and conclude with a process description. Recognizing these shifts in pattern helps you separate main ideas from supporting details and makes complex material more manageable.<\/li>\r\n<\/ul>\r\nBy understanding and identifying these patterns, you can approach scientific texts with a clearer strategy, making it easier to comprehend, retain, and apply the information.\r\n<h2>Reading in the Social Sciences<\/h2>\r\n<p class=\"p3\">Faced with a long list of readings in any social science field, you need to learn to read extensively as well as intensively; it is rarely practical to read everything word for word and line for line. Although close textual reading and interpretation is part of social science tradition, it is often not possible, especially for introductory and intermediate-level survey courses. Instead of trying to read every line and word, consider the following suggestions for more efficient and effective course reading.<\/p>\r\n\r\n<h3 class=\"p4\"><b>Spread reading over time<\/b><\/h3>\r\n<p class=\"p4\">Look over the material to be covered (syllabus and tables of contents in assigned books). Estimate the amount of reading for the semester and try to divide the work on a weekly basis. Try to keep your work and pace steady. It will become less burdensome and easier to manage.<\/p>\r\n\r\n<h3 class=\"p4\"><b>Begin any reading assignment by reading the abstract, preface, introduction, and conclusion<\/b><\/h3>\r\n<p class=\"p4\">The beginning and end are frequently the most important parts of any text because the author often signals his or her major themes and arguments. It is necessary, however, to look over, sometimes very carefully and completely, the central portions of the text to identify the evidence provided for the major themes\/theses. Often, the topic sentence of a paragraph provides the link to the author\u2019s argument.<\/p>\r\n\r\n<h3 class=\"p5\"><b><\/b><b>Make sure to take notes and annotate<\/b><\/h3>\r\n<p class=\"p4\">Read the text and make marginal notes indicating what seemed like the strongest parts. When you have completed a once-through of the text, go back and take notes in outline form, by paraphrasing sentences or paragraphs until you have reduced the many pages of text to a few pages. (Make sure to keep an accurate citation to the work so that any future use of these notes and paraphrases can be\u00a0appropriately cited\u2014you do not want to find yourself engaged in plagiarism.)<\/p>\r\n\r\n<section class=\"textbox connectIt\" aria-label=\"Connect It\">\r\n<h3>Thinking Analytically about Readings<\/h3>\r\nThe following questions can help you think analytically about the readings you are assigned:\r\n<ol>\r\n \t<li class=\"p2\">Classify the book or article according to its kind and subject matter. What is the book about?<\/li>\r\n \t<li class=\"p2\">Number\u00a0the major parts in their order and relations. Outline these\u00a0as you have outlined the whole.<\/li>\r\n \t<li class=\"p2\">Define the specific problem or problems the author has tried to solve. What question does the author claim to address? You might also want to think about how this reading fits into the course. Why did the instructor place the reading at this point in the course? What is the topic on the syllabus? How does this reading provide an answer or information for this topic?<\/li>\r\n \t<li class=\"p2\">What theoretical statements does the author make? A theoretical statement proposes a relationship. For example, structural theories of deviance suggest that deviance (that which is to be explained) is a consequence of the structure (organization of the parts) of a society. In other words, social structure produces deviance.<\/li>\r\n \t<li class=\"p2\">What are the concepts and variables used? Become familiar with the author by defining keywords. Know the details of the argument.<\/li>\r\n \t<li class=\"p2\">How does the author\u2019s argument\/ position compare with that of others who address the same question or related questions? Where are the points of similarity and difference?<\/li>\r\n \t<li class=\"p2\">What value judgments does the author make? What values does the author assume readers will share? What assumptions does the author make that may be contestable?<\/li>\r\n \t<li class=\"p2\">What is the author\u2019s methodology? In other words, be concerned not only with the methods used by the author but also with the kinds of arguments implied or given about what methods are more or less appropriate.<\/li>\r\n \t<li class=\"p2\">What constitutes evidence in this reading?<\/li>\r\n \t<li class=\"p2\">Determine which of the problems the author has solved and which she has not. Of those not solved, decide which the author knows she has failed to solve. If you disagree with the author, on what basis do you rest your disagreement? Is the author uninformed, misinformed, illogical, imprecise, or incomplete? Criticize fairly; do not pass judgment based on personal opinion, taste, or preference. Is the argument internally consistent? Does the evidence (both that presented by the author and other evidence in the field) support the argument?<\/li>\r\n<\/ol>\r\n<\/section>\r\n<h2 class=\"p1\">Reading for Math Class<\/h2>\r\nUnlike some classes where you are able to skim over some readings to look for specific information, readings for a math class require careful reading of every word. Math texts rely heavily on practice problems, so you will typically find a few paragraphs of explanation and introduction, then problems. You want to make sure you have a pencil and paper in hand, and even if you think you know how to do the problem, it's a good idea to work through every example. Be sure to plan enough time for this, and work slowly through each step. Write down your notes during each step as well, so if you are confused about anything, you'll be able to pinpoint which step is giving you a hard time.\r\n\r\nHere are some tips for working through a solved problem in a math text:\r\n<ol>\r\n \t<li class=\"p3\">Work through the problem one step at a time.<\/li>\r\n \t<li class=\"p3\">Close the book and try to work it out again on your own.<\/li>\r\n \t<li class=\"p3\">Repeat until you can reproduce the solution with the book closed.<\/li>\r\n \t<li class=\"p3\">Try not\u00a0to memorize the solution.<\/li>\r\n \t<li class=\"p3\">Keep track of \u201cwhat to do\u201d to move from each line to the next.<\/li>\r\n \t<li class=\"p3\">It\u2019s okay if your version has more lines than the author\u2019s. A problem may take you two or three steps to accomplish what the author does in one. This is a good sign that you\u2019re thinking for yourself!<\/li>\r\n \t<li class=\"p3\">Be patient. It\u2019s common to spend an hour or two on a single page. It\u2019s worth your time to learn the process.<\/li>\r\n<\/ol>\r\n<p class=\"p3\">After you have worked through the solved problems on your own, the homework should be much easier since there will be similar problems. <b>Time spent on problems the author has solved for you will pay off in higher grades.<\/b><\/p>\r\n<p class=\"p3\">Don\u2019t worry if the author or your instructor makes it \u201clook easy.\u201d They work hard when you aren\u2019t looking. The author chooses \u201ccleaned-up\u201d problems for their text. Teachers do the same thing when preparing for a lecture. Good math is messy! If you get really lost, scrap your work and start over on that problem.<\/p>\r\n\r\n<section class=\"textbox tryIt\" aria-label=\"Try It\">[ohm2_question]34299[\/ohm2_question]<\/section>","rendered":"<section class=\"textbox learningGoals\" aria-label=\"Learning Goals\">\n<ul>\n<li><span data-sheets-root=\"1\">Explain tips for reading effectively in different disciplines<\/span><\/li>\n<li><span data-sheets-root=\"1\">Explain how to read scholarly articles effectively<\/span><\/li>\n<li><span data-sheets-root=\"1\">Use reading strategies to understand information from visual aids<\/span><\/li>\n<\/ul>\n<\/section>\n<h2>Reading Online<\/h2>\n<p class=\"p1\"><span class=\"s1\">It\u2019s more and more likely that you\u2019ll have to do a large portion of your reading for college online (like this!). Because it is sometimes harder to focus on online readings when there are so many distractions readily available at your fingertips, it&#8217;s important to be extra thoughtful as you work through online text. Just as you would with a traditional textbook, we will call them &#8220;texts&#8221; here since you could be reading this on a screen. A text is anything that can be read for meaning.<\/span><\/p>\n<p>Here are some strategies for reading online texts more effectively, no matter the subject area:<\/p>\n<ul>\n<li>Use programs such as task-trackers, timers, and blockers to reduce unwanted distractions.<\/li>\n<li>Preview the text by scrolling through a section, making note of headers and keywords.<\/li>\n<li>Be careful when clicking on hyperlinks so that you don&#8217;t end up losing sight of your initial reading.<\/li>\n<li>Navigate through the material in an intentional way.<\/li>\n<li>Take notes and annotate or outline either on your device or with a pen and paper.<\/li>\n<\/ul>\n<h2><b>Reading in the Sciences<\/b><\/h2>\n<p>Reading in the sciences is likely different than reading in the humanities or for some of your other classes.<\/p>\n<figure id=\"attachment_139\" aria-describedby=\"caption-attachment-139\" style=\"width: 342px\" class=\"wp-caption alignright\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-139\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/106\/2016\/05\/11184116\/531843326_81c9b2cff2_z-300x196.jpg\" alt=\"Drawing of a woman holding a molecule model on her palm.\" width=\"342\" height=\"223\" \/><figcaption id=\"caption-attachment-139\" class=\"wp-caption-text\"><strong>Figure 1<\/strong>. Reading in science courses requires learning common patterns in scientific texts.<\/figcaption><\/figure>\n<h3 class=\"p2\"><span class=\"s2\"><b>Explore the Text and Assignments<\/b><\/span><\/h3>\n<p class=\"p2\"><span class=\"s2\">In a science text, it&#8217;s helpful to develop a base understanding of how the material is organized. Go\u00a0over the course outline and the table of contents and compare the two. In addition, explore the lab manual, if you have one.\u00a0<\/span><\/p>\n<p class=\"p2\"><span class=\"s2\">You also benefit from\u00a0knowing what you&#8217;re required to learn. Read the introduction of your assigned chapter and connect it with previous chapters or your prior knowledge of the topic. It is important to read the headings, subheadings, summary, and review questions. Remember that most science texts contain review questions; use them to guide your readings.<\/span><\/p>\n<p class=\"p2\"><span class=\"s2\">Look over\u00a0the pictures, tables, diagrams, photographs, and other images. Sometimes those elements are easier to understand than the words.\u00a0<\/span><\/p>\n<p>In the sciences, it is especially helpful to take notes and learn basic terminology and vocabulary. Studying scientific root prefixes and suffixes and using context clues can help you understand new words.<\/p>\n<h3 class=\"p1\"><span class=\"s1\"><b>Analyze For Comprehension\u00a0<\/b><\/span><\/h3>\n<p>Scientific texts often follow predictable patterns of writing, and recognizing these can help you better understand and organize the material. These patterns are like templates that authors use to present information logically and consistently.<\/p>\n<ul>\n<li>The <strong>classification pattern<\/strong> is commonly used to group and sub-group concepts. For example, when discussing plants, a scientist might break the topic into subheadings like roots, stems, leaves, and flowers. Understanding how information is grouped can help you identify relationships and the hierarchy of ideas, which is essential for note-taking and comprehension.<\/li>\n<li>The <strong>process description pattern<\/strong> explains how something works or the steps involved in a process. For instance, a passage might describe the steps in photosynthesis or how a chemical reaction occurs. As you read, ask yourself whether the focus is on what the process does or how it operates, as this distinction will clarify the purpose of the text.<\/li>\n<li>The <strong>factual-statement pattern<\/strong> is used to define terms, make comparisons, or provide examples. In science, &#8220;facts&#8221; are precise and evidence-based, so this pattern often conveys foundational knowledge. Recognizing these factual statements helps you distinguish key concepts from supporting details.<\/li>\n<li>The <strong>problem-solving pattern<\/strong> describes scientific challenges or experiments that led to discoveries. These passages often outline a question or problem, the steps taken to address it, and the evidence supporting the results. To analyze this pattern, consider: What is the problem? How was it solved? What conclusions were drawn?<\/li>\n<li>The <strong>experiment-instruction pattern<\/strong> provides detailed steps for conducting experiments. This pattern emphasizes precision, so it is crucial to follow the instructions exactly. Before starting an experiment, identify its purpose, list the required equipment, and outline the steps in order. Switching between the text and the experimental setup requires focus, so use questions like &#8220;What results should I expect?&#8221; to guide your understanding.<\/li>\n<li>Lastly, the <strong>combination pattern<\/strong> integrates multiple patterns within a single passage. For example, a section might begin with a factual definition, classify components of the topic, and conclude with a process description. Recognizing these shifts in pattern helps you separate main ideas from supporting details and makes complex material more manageable.<\/li>\n<\/ul>\n<p>By understanding and identifying these patterns, you can approach scientific texts with a clearer strategy, making it easier to comprehend, retain, and apply the information.<\/p>\n<h2>Reading in the Social Sciences<\/h2>\n<p class=\"p3\">Faced with a long list of readings in any social science field, you need to learn to read extensively as well as intensively; it is rarely practical to read everything word for word and line for line. Although close textual reading and interpretation is part of social science tradition, it is often not possible, especially for introductory and intermediate-level survey courses. Instead of trying to read every line and word, consider the following suggestions for more efficient and effective course reading.<\/p>\n<h3 class=\"p4\"><b>Spread reading over time<\/b><\/h3>\n<p class=\"p4\">Look over the material to be covered (syllabus and tables of contents in assigned books). Estimate the amount of reading for the semester and try to divide the work on a weekly basis. Try to keep your work and pace steady. It will become less burdensome and easier to manage.<\/p>\n<h3 class=\"p4\"><b>Begin any reading assignment by reading the abstract, preface, introduction, and conclusion<\/b><\/h3>\n<p class=\"p4\">The beginning and end are frequently the most important parts of any text because the author often signals his or her major themes and arguments. It is necessary, however, to look over, sometimes very carefully and completely, the central portions of the text to identify the evidence provided for the major themes\/theses. Often, the topic sentence of a paragraph provides the link to the author\u2019s argument.<\/p>\n<h3 class=\"p5\"><b><\/b><b>Make sure to take notes and annotate<\/b><\/h3>\n<p class=\"p4\">Read the text and make marginal notes indicating what seemed like the strongest parts. When you have completed a once-through of the text, go back and take notes in outline form, by paraphrasing sentences or paragraphs until you have reduced the many pages of text to a few pages. (Make sure to keep an accurate citation to the work so that any future use of these notes and paraphrases can be\u00a0appropriately cited\u2014you do not want to find yourself engaged in plagiarism.)<\/p>\n<section class=\"textbox connectIt\" aria-label=\"Connect It\">\n<h3>Thinking Analytically about Readings<\/h3>\n<p>The following questions can help you think analytically about the readings you are assigned:<\/p>\n<ol>\n<li class=\"p2\">Classify the book or article according to its kind and subject matter. What is the book about?<\/li>\n<li class=\"p2\">Number\u00a0the major parts in their order and relations. Outline these\u00a0as you have outlined the whole.<\/li>\n<li class=\"p2\">Define the specific problem or problems the author has tried to solve. What question does the author claim to address? You might also want to think about how this reading fits into the course. Why did the instructor place the reading at this point in the course? What is the topic on the syllabus? How does this reading provide an answer or information for this topic?<\/li>\n<li class=\"p2\">What theoretical statements does the author make? A theoretical statement proposes a relationship. For example, structural theories of deviance suggest that deviance (that which is to be explained) is a consequence of the structure (organization of the parts) of a society. In other words, social structure produces deviance.<\/li>\n<li class=\"p2\">What are the concepts and variables used? Become familiar with the author by defining keywords. Know the details of the argument.<\/li>\n<li class=\"p2\">How does the author\u2019s argument\/ position compare with that of others who address the same question or related questions? Where are the points of similarity and difference?<\/li>\n<li class=\"p2\">What value judgments does the author make? What values does the author assume readers will share? What assumptions does the author make that may be contestable?<\/li>\n<li class=\"p2\">What is the author\u2019s methodology? In other words, be concerned not only with the methods used by the author but also with the kinds of arguments implied or given about what methods are more or less appropriate.<\/li>\n<li class=\"p2\">What constitutes evidence in this reading?<\/li>\n<li class=\"p2\">Determine which of the problems the author has solved and which she has not. Of those not solved, decide which the author knows she has failed to solve. If you disagree with the author, on what basis do you rest your disagreement? Is the author uninformed, misinformed, illogical, imprecise, or incomplete? Criticize fairly; do not pass judgment based on personal opinion, taste, or preference. Is the argument internally consistent? Does the evidence (both that presented by the author and other evidence in the field) support the argument?<\/li>\n<\/ol>\n<\/section>\n<h2 class=\"p1\">Reading for Math Class<\/h2>\n<p>Unlike some classes where you are able to skim over some readings to look for specific information, readings for a math class require careful reading of every word. Math texts rely heavily on practice problems, so you will typically find a few paragraphs of explanation and introduction, then problems. You want to make sure you have a pencil and paper in hand, and even if you think you know how to do the problem, it&#8217;s a good idea to work through every example. Be sure to plan enough time for this, and work slowly through each step. Write down your notes during each step as well, so if you are confused about anything, you&#8217;ll be able to pinpoint which step is giving you a hard time.<\/p>\n<p>Here are some tips for working through a solved problem in a math text:<\/p>\n<ol>\n<li class=\"p3\">Work through the problem one step at a time.<\/li>\n<li class=\"p3\">Close the book and try to work it out again on your own.<\/li>\n<li class=\"p3\">Repeat until you can reproduce the solution with the book closed.<\/li>\n<li class=\"p3\">Try not\u00a0to memorize the solution.<\/li>\n<li class=\"p3\">Keep track of \u201cwhat to do\u201d to move from each line to the next.<\/li>\n<li class=\"p3\">It\u2019s okay if your version has more lines than the author\u2019s. A problem may take you two or three steps to accomplish what the author does in one. This is a good sign that you\u2019re thinking for yourself!<\/li>\n<li class=\"p3\">Be patient. It\u2019s common to spend an hour or two on a single page. It\u2019s worth your time to learn the process.<\/li>\n<\/ol>\n<p class=\"p3\">After you have worked through the solved problems on your own, the homework should be much easier since there will be similar problems. <b>Time spent on problems the author has solved for you will pay off in higher grades.<\/b><\/p>\n<p class=\"p3\">Don\u2019t worry if the author or your instructor makes it \u201clook easy.\u201d They work hard when you aren\u2019t looking. The author chooses \u201ccleaned-up\u201d problems for their text. Teachers do the same thing when preparing for a lecture. Good math is messy! If you get really lost, scrap your work and start over on that problem.<\/p>\n<section class=\"textbox tryIt\" aria-label=\"Try It\"><iframe loading=\"lazy\" id=\"ohm34299\" class=\"resizable\" src=\"https:\/\/ohm.one.lumenlearning.com\/multiembedq.php?id=34299&theme=lumen&iframe_resize_id=ohm34299&source=tnh&show_question_numbers\" width=\"100%\" height=\"150\"><\/iframe><\/section>\n","protected":false},"author":6,"menu_order":12,"template":"","meta":{"_candela_citation":"[{\"type\":\"cc\",\"description\":\"Image of scientist holding molecule\",\"author\":\"Philip Bond\",\"organization\":\"\",\"url\":\"https:\/\/flic.kr\/p\/NZQuw\",\"project\":\"\",\"license\":\"cc-by-nc-nd\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"How to Read Effectively in the Sciences\",\"author\":\"John Croom III\",\"organization\":\"\",\"url\":\"http:\/\/croomphysics.com\/index.php?p=reading_science&lb=reading\",\"project\":\"Croom Physics\",\"license\":\"cc-by-nc-sa\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Image of colored tubes\",\"author\":\"poisson lucas\",\"organization\":\"\",\"url\":\"https:\/\/flic.kr\/p\/eUJs3s\",\"project\":\"\",\"license\":\"cc-by-nc\",\"license_terms\":\"\"},{\"type\":\"original\",\"description\":\"Revision and Adaptation\",\"author\":\"\",\"organization\":\"Lumen Learning\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by-nc-sa\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Guide to Reading Social Science: How to work through long reading assignments\",\"author\":\"Susan S. Sibley\",\"organization\":\"MIT\",\"url\":\"http:\/\/ocw.mit.edu\/courses\/anthropology\/21a-245j-power-interpersonal-organizational-and-global-dimensions-fall-2005\/study-materials\/guidereading.pdf\",\"project\":\"MIT Open Courseware\",\"license\":\"cc-by-nc-sa\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Image of math problems\",\"author\":\"Jeremy Mikkola\",\"organization\":\"\",\"url\":\"https:\/\/flic.kr\/p\/379T7b\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"How to Read a Math Textbook\",\"author\":\"\",\"organization\":\"Great Basin College\",\"url\":\"http:\/\/www.gbcnv.edu\/documents\/ASC\/docs\/00000075.pdf\",\"project\":\"\",\"license\":\"cc-by-nc-nd\",\"license_terms\":\"\"}]","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"part":110,"module-header":"learn_it","content_attributions":[{"type":"cc","description":"Image of scientist holding molecule","author":"Philip Bond","organization":"","url":"https:\/\/flic.kr\/p\/NZQuw","project":"","license":"cc-by-nc-nd","license_terms":""},{"type":"cc","description":"How to Read Effectively in the Sciences","author":"John Croom III","organization":"","url":"http:\/\/croomphysics.com\/index.php?p=reading_science&lb=reading","project":"Croom Physics","license":"cc-by-nc-sa","license_terms":""},{"type":"cc","description":"Image of colored tubes","author":"poisson lucas","organization":"","url":"https:\/\/flic.kr\/p\/eUJs3s","project":"","license":"cc-by-nc","license_terms":""},{"type":"original","description":"Revision and Adaptation","author":"","organization":"Lumen Learning","url":"","project":"","license":"cc-by-nc-sa","license_terms":""},{"type":"cc","description":"Guide to Reading Social Science: How to work through long reading assignments","author":"Susan S. Sibley","organization":"MIT","url":"http:\/\/ocw.mit.edu\/courses\/anthropology\/21a-245j-power-interpersonal-organizational-and-global-dimensions-fall-2005\/study-materials\/guidereading.pdf","project":"MIT Open Courseware","license":"cc-by-nc-sa","license_terms":""},{"type":"cc","description":"Image of math problems","author":"Jeremy Mikkola","organization":"","url":"https:\/\/flic.kr\/p\/379T7b","project":"","license":"cc-by","license_terms":""},{"type":"cc","description":"How to Read a Math Textbook","author":"","organization":"Great Basin College","url":"http:\/\/www.gbcnv.edu\/documents\/ASC\/docs\/00000075.pdf","project":"","license":"cc-by-nc-nd","license_terms":""}],"internal_book_links":[],"video_content":null,"cc_video_embed_content":{"cc_scripts":"","media_targets":[]},"try_it_collection":null,"_links":{"self":[{"href":"https:\/\/content.one.lumenlearning.com\/englishcomp1\/wp-json\/pressbooks\/v2\/chapters\/121"}],"collection":[{"href":"https:\/\/content.one.lumenlearning.com\/englishcomp1\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/content.one.lumenlearning.com\/englishcomp1\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/content.one.lumenlearning.com\/englishcomp1\/wp-json\/wp\/v2\/users\/6"}],"version-history":[{"count":8,"href":"https:\/\/content.one.lumenlearning.com\/englishcomp1\/wp-json\/pressbooks\/v2\/chapters\/121\/revisions"}],"predecessor-version":[{"id":3604,"href":"https:\/\/content.one.lumenlearning.com\/englishcomp1\/wp-json\/pressbooks\/v2\/chapters\/121\/revisions\/3604"}],"part":[{"href":"https:\/\/content.one.lumenlearning.com\/englishcomp1\/wp-json\/pressbooks\/v2\/parts\/110"}],"metadata":[{"href":"https:\/\/content.one.lumenlearning.com\/englishcomp1\/wp-json\/pressbooks\/v2\/chapters\/121\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/content.one.lumenlearning.com\/englishcomp1\/wp-json\/wp\/v2\/media?parent=121"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/content.one.lumenlearning.com\/englishcomp1\/wp-json\/pressbooks\/v2\/chapter-type?post=121"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/content.one.lumenlearning.com\/englishcomp1\/wp-json\/wp\/v2\/contributor?post=121"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/content.one.lumenlearning.com\/englishcomp1\/wp-json\/wp\/v2\/license?post=121"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}