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196 Cards in this Set
- Front
- Back
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Linguistics |
The formal study of the structures and processes of language.
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Morphology
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The study of the structure of words. Particularly concerned with those changes in the form of an individual word that modify the word's meaning, such as inflectional endings, prefixes, and internal changes.
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Phonetics
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The study of the sounds of language and their physical properties.
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Phonology
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The analysis of how sounds function in a language or dialect.
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Pragmatics
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The role of context in the interpretation of meaning.
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Sematics
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The study of meaning in language.
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Syntax
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The study of the structure of sentences.
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Sociolinguistics
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The study of language as it relates to society, including race, class, gender, and age.
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Ethnolinguistics
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The study of language as it relates to culture, frequently associated with minority linguistic groups within the larger culture.
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Psycholinguistics
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The study of language as it relates to the psychological and neurobiological factors that enable humans to learn language.
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Historical and Political Influences on Language Acquisition
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Some experts regard every language as a dialect of an older communication form. Romance languages (French, Spanish, Portuguese, Italian) are dialects of Latin. Political relationships also affect views of language as either a dialect or a new entity, i.e. British English and American English.
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Dialect
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A variation of languages, spoken by people inhabiting a particular geographical area. With its own grammar and vocab., it is a complete system of verbal (and sometimes written) communication. Can have subdialects.
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Standard Dialects
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Supported by institutions, such as governments and schools. English: Standard American English, Standard Indian English, and Standard British English. Subdialects of Standard American English include African American English Vernacular (Ebonics), Southern American English, Hawaiian English, Spanglish, and Appalachian English.
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English Linguistic Change
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English is derived from Anglo-Saxon, which is a dialect of West Germanic, although English today contains vocab. words with roots from many languages. The most common root words are of Anglo-Saxon descent, although more than half of the words in English either come from the French or have a French cognate. Scientific words in English often have Greek or Latin roots. The Spanish language is found in many English words, as well.
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Etymology
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The study of the history and origin of words. Key parts of words and origins of words include language origin of word, affixes, prefixes, and suffixes, compound words, slang words that become common language, common words that become slang, portmanteau words, and taboo words that become euphemisms.
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Portmanteau Words
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Words that have been melded together, such as smog = smoke + fog.
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Declarative
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A sentence that makes a statement and tells about a person, place, thing, or idea.
"The bird drank from the water fountain." |
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Interrogative
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A sentence that asks a question.
"Have you signed up for the test yet?" |
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Imperative
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A sentence that issues a command.
"Please take the dog out for a walk." |
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Exclamatory
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A sentence that communicates strong ideas or feelings.
"You scared me!" |
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Conditional
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A sentence that expresses wishes or conditions contrary to fact.
"If you build it, they will come." |
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Simple Sentences
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This sentence can have a single subject or a compound subject and a single predicate or a compound predicate. It has only one independent clause, and it has no dependent clauses. It can have one or more phrases.
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"Angela dances."
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Single subject, single predicate.
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"Angela and Jerome dance."
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Compound subject, single predicate.
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"Angela and Jerome dance and win contests."
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Compound subject, compound predicate.
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"Angela dances with Jerome on Saturday nights."
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Independent clause with two phrases.
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Compound Sentences
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A sentence that is made up of two independent clauses. The clauses must be joined by a semicolon or by a comma and a coordinating conjunction.
"Perry wants to stay in shape, so he rides his bicycle for exercise." "Perry wants to stay in shape; he rides his bicycle for exercise." |
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Complex Sentences
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A sentence that has one independent clause and one or more dependent clauses.
"If you want to stay healthy [dependent clause], you must choose your food carefully [independent clause]." |
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Compound/Complex Sentences
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A sentence that has two or more independent clauses and one or more dependent clauses.
"When Sara turned seven [dependent clause], her mother planned a birthday party for her [independent clause], and Sara invited everyone in her class [independent clause]." |
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Common Nouns
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These do not name specific people, places, or things. Not capitalized. Examples: woman, lion, sedan.
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Proper Nouns
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These name particular people, places, or things. Capitalized. Examples: Queen Elizabeth, Aspen, Lake Geneva.
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Concrete Nouns
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These name things that are tangible (they can be seen, heard, touched, smelled, or tasted). They can be proper or common. Examples: bear, Gold Miner Restaurant, basketball.
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Abstract Nouns |
These name ideas, conditions, or feelings (in other words, things that are not concrete). Examples: peace, memory, euphoria.
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Collective Nouns
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These name groups or units. Examples: army, family, club.
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Father, uncle, brother, stag
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Masculine nouns
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Mother, aunt, sister, doe
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Feminine nouns
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Floor, desk, computer
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Neutral nouns
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Politician, doctor, principal
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Indefinite nouns
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Nominative Case Nouns
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These can be the subject of a clause or the predicate noun when it follows a linking verb.
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Possessive Case Nouns
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These show possession or ownership.
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Objective Case Nouns
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These can be a direct object, an indirect object, or an object of a preposition.
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Transitive Verbs
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Verbs that take direct objects - words or word groups that complete the meaning of a verb by naming a receiver of the action.
"Daniel [subject] threw [verb] the ball [direct object]." |
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Intransitive Verbs
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Verbs that take no objects or complements.
"The cat /napped/." |
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Linking or Connecting Verbs
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Verbs that connect the subject and the subject complement (an adjective, noun, or noun equivalent).
"Erin /is/ happy." |
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Auxiliary or Helping Verbs
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Verbs that come before another verb.
"She /has/ done well on the exam." |
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Present Tense
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Used to describe situations that exist in the present time.
"Courtenay and Meredith /are enjoying/ their dessert." |
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Past Tense
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Used to tell about what happened in the past.
"Yesterday, the cafeteria /offered/ frozen yogurt for dessert." |
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Future Tense
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Used to express action that will take place in the future.
"Tomorrow, Jasmine /will bring/ her lunch from home." |
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Present Perfect Tense
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Used when the action began in the past but continues into the present.
"Ted /has ordered/ the same thing for lunch every day this month." |
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Past Perfect Tense
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Used to express action that began in the past and happened prior to another past action.
"Ellen said that she /had been/ to Lake Tahoe many times." |
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Future Perfect Tense
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Used to express action that will begin in the future and will be completed in the future.
"By this time next year, Steven /will have completed/ all the course work for his credential." |
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Infinitive
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Made up of "to" and the base form of a verb, such as "to see" or "to leave." It can function as an adjective, adverb, or noun.
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Participle
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A verb that usually ends in -ing or -ed. They operate as adjectives but also maintain some characteristics of verbs. You might think of it as a verbal adjective. Examples include "singing waiter" and "baked" goods.
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Gerund
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Made up of a present participle (a verbal ending in -ing) and always functions as a noun.
"/Swimming/ is Alice's favorite form of exercise." |
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I, you, he, she, it, we, they, who, what
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Simple pronouns
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Itself, myself, anybody, someone, everthing
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Compound pronouns
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Each other, one another
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Phrasal pronouns
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Antecedent
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The noun to which a pronoun refers. Each pronoun must agree with its antecedent in person and number.
"The /girls/ are going to the mall this afternoon. /They/ need to buy new shoes." |
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Personal Pronouns
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This refers to individuals or sets of individuals.
"Miss Greene changed /her/ mind about the homework assignment." |
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Relative Pronouns
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This relates adjective clauses to the nouns or pronouns they modify.
"The noise /that/ frightened you was made by the boy /who/ lives in the green house." |
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Indefinite Pronouns
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This usually refers to unnamed or unknown people or things.
"Is /anybody/ home?" |
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Interrogative Pronouns
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This asks questions.
"/Which/ of these jackets is yours?" |
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Demonstrative Pronouns
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This points out people, places, or things without naming them (this, that, these, those).
"I'll take /this/ basket and /those/ apples." |
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Reflexive Pronouns
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This refers to the subject of a sentence or clause.
"I can do /it/ myself." |
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Intensive Pronouns
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This is used to draw attention to a noun. They have the same form as reflexive pronouns.
"I /myself/ will pay the bill." |
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Reciprocal Pronouns
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This indicates an interchange of the action started by the verb. There are only two in English: "each other" for an interaction involving two and "one another" for an interaction involving three or more.
"After the debate, the two opponents shook hands with /each other/." |
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Nominative Case Pronoun
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Can be the subject of a clause or the predicate noun when it follows a linking verb.
I, you, he, she, it, we, they |
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Possessive Case Pronoun
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Shows possession or ownership.
my, mine, your, yours, his, hers, its, ours, their, and theirs |
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Objective Case Pronoun
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Can be a direct object, an indirect object, or an object of a preposition.
me, you, him, her, it, us, them |
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Modifiers
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Words, clauses, or phrases that limit or describe other words or groups of words.
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Adjectives
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Describe or modify nouns or pronouns.
Examples: small, yellow, young, sleek, the |
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Adverbs
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Describe or modify verbs, adjectives, or other adverbs. They answer the questions when, where, how, and to what degree.
Examples: later, here, quickly, very |
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Phrases
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Groups of related words that function as a single part of speech, such as a verb, verbal, prepositional, appositive, or absolute. For example, "at the bus stop" is a prepositional phrase.
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Clauses
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Groups of related words that have both a subject and a predicate. For example, "We can go to the movies if Janice gets back on time" contains the independent clause "We can go to the movies" and the dependent clause "if Janice gets back on time."
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Comma
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Used between two independent clauses, to separate adjectives, to separate contrasted elements, to set off appositives, to separate items in a list, to enclose explanatory words, after an introductory phrase, after an introductory clause, to set off a nonrestrictive phrase, to ensure clarity, in numbers, to set off titles, in a direct address, to set off dialogue, to set off items in an address, and to set off dates.
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Period
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Used at the end of a sentence, after an initial or abbreviation, or as a decimal point.
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Question Mark
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Used at the end of a direct question and to show uncertainty.
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Exclamation Point
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Used to express strong feeling.
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Apostrophe
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Used in contractions, to form singular and plural possessives, and to form plurals of letters, numbers, and words named as words.
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Dash
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Used for emphasis, to set off interrupted speech, to set off an introductory series, and to indicate a sudden break.
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Parentheses
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Used to set off explanatory information and to set off full sentences.
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Brackets
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Used to set off added words, editorial corrections, and clarifying information.
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Hyphen
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Used between numbers, between fractions, to form compound adjectives, to attach some prefixes and suffixes, and to create new words.
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Ambiguity
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This occurs when there are two or more possible meanings to a word or phrase.
"Joanne told Michelle that she needed to study harder." |
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Euphemism
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A bland, inoffensive word or phrase used to replace a word or expression that may suggest something unpleasant.
"Maureen excused herself from the table to go to the ladies' room." |
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Doublespeak
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Language that is intended to be evasive or to conceal the truth. The term came into use in the 1950s and is similar to "newspeak," a term coined by George Orwell in his novel 1984. It is related to euphemism but is distinguished by its use by government, military, and business organizations.
"Ethnic cleansing" is doublespeak for "genocide." |
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Jargon
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The specialized language of a particular group or culture. Education-related jargon includes words such as rubric, decoding skills, phonemic awareness, and benchmark.
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Universal Grammar
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The system involving phonemic differences, word order, and phrase recognition that is the basis for the theory of the innateness of language acquisition. Theorized by Noam Chomsky. |
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Poverty of Stimulus
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When children are not spoken to, and where incomplete sentences are the norm in everyday conversation.
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Prescriptive Grammar
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Refers to the concept that there is a correct and an incorrect way to speak, write, or sign. Also known as prescriptive syntax.
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Descriptive Grammar
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Refers to the mostly subconscious rules of a language that one uses to combine smaller units into sentences. Also known as descriptive syntax.
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Great Vowel Shift
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A phenomenon that was first identified and studied by the Danish linguist Otto Jesperson, during the late 19th and early 20th centuries. It was an unconditioned sound change that altered all Middle English long vowels, which some theories suggest that mass imigrations to England after the Black Death led to different accents that were later standardized over time. |
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Pidgin Languages
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Simplified languages developed for use in specific interactions, such as business, service, and trade. They developed when people who had no common language came into contact. |
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Creole Language
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A language that is created when a pidgin language is passed on to the next generation and becomes the first language of a community. |
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Bound Morpheme
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A meaningful grammatical unit that cannot occur alone.
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Free Morpheme
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A meaningful grammatical unit that can stand alone.
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Root
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A morpheme, usually but no always a free morpheme, that serves as a building block for other words and carries the main meaning of those words.
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Affix
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A bound morpheme that can be added to a root.
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Prefix
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An affix added to the beginning of a root.
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Suffix
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An affix added to the end of a root.
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Compound
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A word made up of two or more roots.
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Closed-form Compound
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A compound word with no space or hyphen between the different roots.
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Hyphenated Compound
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Has a hyphen or hyphens between the different roots of the compound.
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Open-form Compound
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Has spaces between its roots.
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Orthography |
Spelling and writing system of a language.
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Critical Period Hypothesis
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This hypothesis proposes that the language acquisition device ceases to function, and the ability to acquire language with native fluency declines as childhood progresses, disappearing after the age of puberty, founded by Eric Lenneberg. |
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Fossilization
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This occurs when the first-language characteristics result in the "foreign accent" of second-language learners after the age of puberty.
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Homographs
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Words that differ in meaning and sound but are spelled the same.
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Heteronyms
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Homographs that are not pronounced the same.
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Decode
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To react to it in a way that reflects the reason that the sender encoded it.
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Encode
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To put a message into code.
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Empiricist Notion
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A theory which states that knowledge comes only or primarily from sensory experience. It asserts that "knowledge is based on experience" and that "knowledge is tentative and probabilistic, subject to continued revision and falsification."
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-ast(er)-
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Greek, star
asteroid, astronomy |
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-audi-
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Latin, hear
audible, audience |
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-auto-
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Greek, self
automatic, autopsy |
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-bene-
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Latin, good
benefit, benign |
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-bio- |
Greek, life
biography, biology |
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-chrono-
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Greek, time
chronic, synchronize |
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-dict-
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Latin, say
dictate, diction |
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-duc-
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Latin, lead, make
deduce, produce |
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-gen-
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Latin, give birth
gene, generate |
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-geo-
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Greek, earth
geography, geology |
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-graph-
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Greek, write
autograph, graph |
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-jur-, -jus-
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Latin, law
jury, justice |
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-log-, -logue-
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Latin, thought
logic, obloquy |
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-luc-
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Latin, light
lucid, translucent |
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-man(u)-
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Latin, hand
manual, manure |
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-mand-, -mend-
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Latin, order |
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-mis-, -mit-
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Latin, send
missile, transmission |
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-omni- |
Latin, all
omnivorous |
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-path-
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Greek, feel
empathy, pathetic |
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-phil-
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Greek, love
philosophy, bibliophile |
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-phon-
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Greek, sound
phonics, telephone |
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-photo-
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Greek, light
photograph, photon |
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-port-
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Latin, carry
export, portable |
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-qui(t)-
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Latin, quiet, rest
acquit, tranquil |
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-scrib-, -script-
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Latin, write
ascribe, script |
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-sens-, -sent-
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Latin, feel
resent, sensitive |
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-tele- |
Greek, far off
telecast, telephone |
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-terr-
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Latin, earth |
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-vac-
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Latin, empty
evacuate, vacate |
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-vid-, -vis-
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Latin, see
visible, video |
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English Phonemic Representation
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As in most alphabetic languages, letters in English orthography may represent a particular sound. For example, the word cat /ˈkæt/ consists of three letters 〈c〉, 〈a〉, and 〈t〉, in which 〈c〉 represents the sound /k/, 〈a〉 the sound /æ/, and 〈t〉 the sound /t/. |
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English Word Origin
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Another type of spelling characteristic is related to word origin. For example, when representing a vowel, the letter 〈y〉 represents the sound /ɪ/ in some words borrowed from Greek (reflecting an original upsilon), whereas the letter usually representing this sound in non-Greek words is the letter 〈i〉. Thus, the word myth /ˈmɪθ/ is of Greek origin, while pith /ˈpɪθ/ is a Germanic word. Other examples include 〈ph〉 pronounced /f/ (which is usually spelt 〈f〉), and 〈ch〉 pronounced /k/ (which is usually spelt 〈c〉 or 〈k〉) – the use of these spellings for these sounds often mark words that have been borrowed from Greek. |
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English Homophone Differentiation
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pelling may also be useful to distinguish between homophones (words with the same pronunciation but different meanings), although in most cases the reason for the difference is historical and was not introduced for the purpose of making a distinction. For example, the words heir and air are pronounced identically in most dialects (as /ˈɛər/). However, they are distinguished from each other orthographically by the addition of the letter 〈h〉. Another example is the pair of homophones plain and plane, where both are pronounced /ˈpleɪn/ but have two different spellings of the vowel /eɪ/.[3] |
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Typical Language Development
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Although speech and language continue to develop through adolescence, children usually reach major milestones in predictable stages by 6 years of age. The exact pace at which speech and language develop varies among children, especially the age at which they begin to talk. |
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Cognitive Development
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A field of study in neuroscience and psychology focusing on a child's development in terms of information processing, conceptual resources, perceptual skill, language learning, and other aspects of brain development and cognitive psychology compared to an adult's point of view. In other words ,it is the emergence of the ability to think and understand. |
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Language Development in the Socio-cultural Context
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This refers to the idea that language, rather than existing in isolation, is closely linked to the culture and society in which it is used. This means when language is learnt, the socio-cultural context in which it is used needs to be taken into consideration as well.
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Tapping Prior Knowledge
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For a learner, new content can be overwhelming. There are new vocabulary words, ideas, and concepts that others seem to understand easily or have experienced before. Teachers can help their learners make the transition from the unfamiliar by tapping learners’ prior knowledge. Research shows that we can jump-start learning by accessing pre-existing attitudes, experiences, and knowledge and bridge the gap between what is being taught and what is already known. |
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Semantic Mapping
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A visual strategy for vocabulary expansion and extension of knowledge by displaying in categories words related to one another. It is an adaptation of concept definition mapping but builds on students prior knowledge or schema. While it draws on prior knowledge it recognizes important components and shows the relationships among the components. The framework of semantic mapping includes: the concept word, two category examples, and other examples. The steps involved in semantic mapping are: write the concept word on the board, explain the steps involved and have students think of as many words as they can for the concept word, write the list on the board or overhead and have students copy it, and finally in groups have students put the words into categories.
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Coordination
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Uses coordinating conjunctions, conjunctive adverbs (with appropriate punctuation), or punctuation to combine short independent clauses into a single sentence. It implies the balance of elements that are of equal semantic value in the sentence. |
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Subordination
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Uses subordinating conjunctions or relative pronouns to transform independent clauses (main clauses or ideas) into dependent clauses (subordinate clauses or ideas). Subordinate clauses are subordinate to (and thus hold less semantic value than) the independent clause(s) to which they are linked.
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Phoneme
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A speech sound that is psychologically a single unit, in contrast with other such sound units. There are many variations of a sound depending on where it is placed in a word. |
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Atomistic Approach |
An approach that perceives a language as primarily a collection of objects, such as speech sounds, words, and grammatical endings. |
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Saussure's Approach |
An approach that emphasized the structural nature of language. |
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Pragmatic Competence |
The ability to use language in a contextually appropriate fashion. |
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Deep Structure |
The theoretical underlying meaning of a word or phrase that can be expressed in any number of forms. |
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Surface Structure |
In transformational grammar, the outward form of a sentence. In contrast to deep structure (an abstract representation of a sentence), this corresponds to the version of a sentence that can be spoken and heard. |
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Syntactic Knowledge or Analysis |
This concerns sentence formation. It deals with how words can be put together to form correct sentences. It also determines what structural role each word plays in the sentence and what phrases are subparts of what other phrases. |
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American English vs. British English |
Many American spellings differ from English spellings. The original settlers to New England switched over to Noah Webster's spelling rules, omitting the "u" in words ending in -our and also promoted single consonants instead of double consonants in second syllables. Other Americanized spellings include changing -ise endings to -ize. |
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Cartesian Linguistics |
Refers to a form of linguistics developed during the time of René Descartes, a prominent 17th century philosopher whose ideas continue to influence modern philosophy, but written by Noam Chomsky. He traces the development of linguistic theory from Descartes to Wilhelm von Humboldt, that is, from the period of the Enlightenment directly up to Romanticism. It maintains that the general features of grammatical structure are common to all languages and reflect certain fundamental properties of the mind. |
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Noam Chomsky's Theory |
A theory that reasons that certain rules of grammar are too complex for children to figure out, yet children manage to use language in a grammatical sense. This skill must be innate because it cannot have been learned. |
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Communicative Competence |
Refers to a language user's grammatical knowledge of syntax, morphology, phonology and the like, as well as social knowledge about how and when to use utterances appropriately, coined by Dell Hymes. |
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Stephen Krashen's Theory of Second Language Acquisition |
There are two independent systems for learning a second langauge. The "acquired" system is similar to the process children go through as they acquire their first language, and is largely subconscious. The "learned system" is a conscious process that includes learning grammar rules through formal instruction. Krashen believed that "acquisition" is more important than "learning." |
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Stephen Krashen's Affective Filter Hypothesis |
One of five main hypotheses proposed by Krashen. He believes that these "affective variables" help, but do not cause, the acquisition of a second language. In other words, positive affect is necessary for acquisition to take place, but it is not sufficient on its own. He proposes that anxiety, lack of motivation, and low self-esteem interfere with a learner's ability to learn a second language. Therefore, the teacher who provides a nonthreatening environment has taken the first step toward helping students learn. |
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Hypercorrection |
A pronunciation, word form, or grammatical construction produced by mistaken analogy with standard usage out of a desire to be correct, also known as "overcorrecting." "Let's keep this between you and I" is incorrect, though many would think it is correct; it should be "you and me." "Him and me went to the movies" is also incorrect; it should be "He and I went to the movies." Omit one pronoun and it becomes easier to see what is correct and what isn't.
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Negative Transfer |
The obstruction of or interference with new learning because of previous learning, as when a U.S. tourist in England learns to drive on the left side of the road. It is very common when an individual is learning a new language, as they transfer grammatical rules and words from their first language into the learning of the second language. |
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Word Borrowing |
A word from one language that has been adapted for use in another. |
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Code-switching |
Occurs when a speaker alternates between two or more languages, or language varieties, in the context of a single conversation. Multilinguals—speakers of more than one language—sometimes use elements of multiple languages when conversing with each other. |
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Cohesion Analysis |
Involves determining how all the parts of a work come together to create an effect of communicate a message. This technique comes in handy when a reader is faced with a difficult section or passage. |
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Apposition |
A grammatical construction in which two elements, normally noun phrases, are placed side by side, with one element serving to define or modify the other. |
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Noncount Noun |
A noun that has only a singular form. You cannot add a number to the front or an "s" to the end. Examples include furniture, happiness, lightning, advice, popcorn, and software. |
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Modal Auxiliaries |
can, could, may, might, must, ought, shall, should, will, would |
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Indirect Object |
Tells to whom (or what) or for whom (or what) an action was done. If you can insert "to" or "for" in front of a noun or pronoun, it becomes this. |
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Direct Object |
Follows a transitive verb [a type of action verb]. They can be nouns, pronouns, phrases, or clauses. If you can identify the subject and verb in a sentence, then finding this—if one exists—is easy. |
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Motherese |
The way adults and older siblings talk to infants, otherwise known as "baby talk." |
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History of Romance Languages |
As the Holy Roman Empire expanded throughout Europe, the Vulgar Latin (also known as Popular Latin) spoken by the soldiers, settlers, and merchants of the conquerors became the dominant language in the Empire. As the Empire declined in the fifth century, the languages gradually developed into the Romance languages we know today (French, Spanish, Italian, Portuguese, and Romanian). |
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Syncope |
The loss of one or more sounds from the interior of a word, especially the loss of an unstressed vowel. Same as elision. |
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Progression of a Compound Word |
This type of word goes through a process. It usually starts as two separate words, to a hyphenated word, and then to one word altogether. |
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Comparative Linguistics |
A branch of historical linguistics that is concerned with comparing languages to establish their historical relatedness. |
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Finding the Etymology of a Word |
The best way is to consult the Oxford English Dictionary for a word's history and definition. |
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Pejoration |
When a word loses positive connotations and/or develops negative connotations over the years. "Slick" used to mean excellent, fine, enjoyable, or attactive; it now means "clever in deception or trickery." |
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Narrowing |
The process by which a word's meaning becomes less general or inclusive than its earlier meaning. This kind of semantic change is also known asspecialization. The opposite process is called broadening or generalization. |
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Kinesthetic Learners |
This type of learner processes information through movment and actions, such as activities like acting out scenes, putting on plays, and counting out measures with foot tapping. |
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Auditory Learners |
This type of learner processes information through listening to a lecture or reading aloud. |
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Visual Learners |
This type of learner processes information through viewing pictures or watching a slide show. |
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The Silent Period |
When a second-language learner is listening to the new language. It is very common and may last only for a few hours or even weeks or months. Research has shown that many silent learners are actually engaging in "self-talk" during this period, in which they are silently rehearsing the new language patterns they are hearing. It's best not to put the student on the spot during this stage. |
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Skimming |
The act of looking quickly through a book, chapter, or section to get a general sense of its contents. It is a prereading activity that tells the student what to expect from a closer reading. |
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Scanning |
Closely related to skimming in that it involves quickly looking over a text, but this involves looking for specific information, such as the definition of a key word or an explanation of a difficult term. |
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Business Letter Closings |
Best regards, Warm regards, Kind regards, Sincerely yours, Very truly yours, Yours sincerely, Sincerely, Yours truly, etc. |
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Inside Address |
The recipient's address on the first page of a business letter. |
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Modeling |
Involves a think-aloud, in which the teacher or an able student recollects aloud how he or she deciphered a passage. |
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Double-Entry Page |
The student draws a vertical line down the middle. On the left side, he or she takes notes while reading a text or listening to a lecture. Later, the student rereads the notes and records his or her reactions, thoughts, and observations in the right-hand column. |
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SQ3R |
Survey, Question, Read, Recite, Review, the steps a student takes while reading a text. |
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K-W-L Chart |
A three column chart in which the student fills in "What I know," "What I Want to Know," and, later, "What I learned." |
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Outlining |
A method of recording the important points and showing their order of importance. |
