Respond to Peers: Review what your peers have posted, and respond to two classmates on the following:
Explain which of your classmates’ ideas for a personal essay seem more intriguing and why.
Compare the techniques your classmates used to develop their ideas in comparison to the techniques you chose.
Explain why you chose the techniques you did and whether you will try your classmates’ techniques in the future.
Response posts must be 125 to 200 words in length for each. If you have questions about how to participate in discussions, consult “About Discussions” under the Course Home menu. You are not required to support your claims with additional scholarly sources; however, should you decide to use additional sources, make sure you properly cite any references. Refer to the Ashford Writing Center’s Citation and Reference Guide for guidelines on citing sources in APA style.
to 2 posts that
Post 1) The SQ3R reading strategy is Survey, Question, Recite, Read, and Review. This strategy is similar to the way I read course material previously because I read the index and the bibliography first. Those two help me figure out what the story will be about and where the resource came from. All of this things are important. SQ3R improved my comprehension of the course materials by reciting, reading, and reviewing everything that I have received. While reading, I need to think about what I am reading. I have to highlight and take notes while reading, that can also help me. The notes will give me a hand to review on what I have read instead of reading it again. In school, the teachers also told us to read the questions and answer choices first, then read the story. After you have read the questions, then begin to the read the story, while reading the book you will already know what’s going on in the story. SQ3R might affect the way I read the newspaper or online articles by skimming through the text, reading the headline, reading the references, and question (when, what, why, how, who, where) while reading.
Post 2) After reading through chapter 2, I found the SQ3R method to be quite useful as I continued to read through chapter 1 and chapter 2. Before understanding the SQ3R method, my brain wouldn’t comprehend what exactly it was I was reading. I would read paragraph by paragraph till next thing I knew I was lost in the text.
The first step, survey, allowed me to skim through the text for important words and divide what I was reading into sections so the words became clearer. By simply converting the chapter headings and subheadings into a question, I was able to stay engaged and focused while I was reading in search of an answer. For example, section 2 of chapter 2 is “Strategies for Active Reading”. Once I transformed the heading to a question, “What are strategies for active reading?” I became more interested in how to be a better active reader. For the first R, read, of the SQ3R method, I took notes as I read along. Jotting down notes goes along with the second R, to recite, as this helped me to better obtain the information. The final third R is to review over all I had previously read.
I could definitely put the SQ3R method to everyday use, whether at work as I troubleshoot engines or simply reading daily articles and recent news. My job requires me to maintain aircraft and keep them in the best shape, however, problems occur frequently that force me to find a solution. I use a maintenance manual that I have to read thoroughly to find the solution. The SQ3R method would help me break down the text to draw me closer to the answer.