advantages of reading assignments

Academic Reading Strategies

Completing reading assignments is one of the biggest challenges in academia. However, are you managing your reading efficiently? Consider this cooking analogy, noting the differences in process:

Taylor’s process was more efficient because his purpose was clear. Establishing why you are reading something will help you decide how to read it, which saves time and improves comprehension. This guide lists some purposes for reading as well as different strategies to try at different stages of the reading process.

Purposes for reading

People read different kinds of text (e.g., scholarly articles, textbooks, reviews) for different reasons. Some purposes for reading might be

• to scan for specific information
• to skim to get an overview of the text
• to relate new content to existing knowledge
• to write something (often depends on a prompt)
• to critique an argument
• to learn something
• for general comprehension

Strategies differ from reader to reader. The same reader may use different strategies for different contexts because their purpose for reading changes. Ask yourself “why am I reading?” and “what am I reading?” when deciding which strategies to try.

Before reading

• Establish your purpose for reading
• Speculate about the author’s purpose for writing
• Review what you already know and want to learn about the topic (see the guides below)
• Preview the text to get an overview of its structure, looking at headings, figures, tables, glossary, etc.
• Predict the contents of the text and pose questions about it. If the authors have provided discussion questions, read them and write them on a note-taking sheet.
• Note any discussion questions that have been provided (sometimes at the end of the text)
• Sample pre-reading guides – K-W-L guide
• Critical reading questionnaire

During reading

• Annotate and mark (sparingly) sections of the text to easily recall important or interesting ideas
• Check your predictions and find answers to posed questions
• Use headings and transition words to identify relationships in the text
• Create a vocabulary list of other unfamiliar words to define later
• Try to infer unfamiliar words’ meanings by identifying their relationship to the main idea
• Connect the text to what you already know about the topic
• Take breaks (split the text into segments if necessary)
• Sample annotated texts – Journal article · Book chapter excerpt

After reading

• Summarize the text in your own words (note what you learned, impressions, and reactions) in an outline, concept map, or matrix (for several texts)
• Talk to someone about the author’s ideas to check your comprehension
• Identify and reread difficult parts of the text
• Define words on your vocabulary list (try a learner’s dictionary ) and practice using them
• Sample graphic organizers – Concept map · Literature review matrix

Works consulted

Grabe, W., & Stoller, F. L. (2002). Teaching and researching reading. Harlow: Longman.

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1.1 Reading and Writing in College

Learning objectives.

• Understand the expectations for reading and writing assignments in college courses.
• Understand and apply general strategies to complete college-level reading assignments efficiently and effectively.
• Recognize specific types of writing assignments frequently included in college courses.
• Understand and apply general strategies for managing college-level writing assignments.
• Determine specific reading and writing strategies that work best for you individually.

As you begin this chapter, you may be wondering why you need an introduction. After all, you have been writing and reading since elementary school. You completed numerous assessments of your reading and writing skills in high school and as part of your application process for college. You may write on the job, too. Why is a college writing course even necessary?

When you are eager to get started on the coursework in your major that will prepare you for your career, getting excited about an introductory college writing course can be difficult. However, regardless of your field of study, honing your writing skills—and your reading and critical-thinking skills—gives you a more solid academic foundation.

In college, academic expectations change from what you may have experienced in high school. The quantity of work you are expected to do is increased. When instructors expect you to read pages upon pages or study hours and hours for one particular course, managing your work load can be challenging. This chapter includes strategies for studying efficiently and managing your time.

The quality of the work you do also changes. It is not enough to understand course material and summarize it on an exam. You will also be expected to seriously engage with new ideas by reflecting on them, analyzing them, critiquing them, making connections, drawing conclusions, or finding new ways of thinking about a given subject. Educationally, you are moving into deeper waters. A good introductory writing course will help you swim.

Table 1.1 “High School versus College Assignments” summarizes some of the other major differences between high school and college assignments.

Table 1.1 High School versus College Assignments

This chapter covers the types of reading and writing assignments you will encounter as a college student. You will also learn a variety of strategies for mastering these new challenges—and becoming a more confident student and writer.

Throughout this chapter, you will follow a first-year student named Crystal. After several years of working as a saleswoman in a department store, Crystal has decided to pursue a degree in elementary education and become a teacher. She is continuing to work part-time, and occasionally she finds it challenging to balance the demands of work, school, and caring for her four-year-old son. As you read about Crystal, think about how you can use her experience to get the most out of your own college experience.

Review Table 1.1 “High School versus College Assignments” and think about how you have found your college experience to be different from high school so far. Respond to the following questions:

• In what ways do you think college will be more rewarding for you as a learner?
• What aspects of college do you expect to find most challenging?
• What changes do you think you might have to make in your life to ensure your success in college?

Reading Strategies

Your college courses will sharpen both your reading and your writing skills. Most of your writing assignments—from brief response papers to in-depth research projects—will depend on your understanding of course reading assignments or related readings you do on your own. And it is difficult, if not impossible, to write effectively about a text that you have not understood. Even when you do understand the reading, it can be hard to write about it if you do not feel personally engaged with the ideas discussed.

This section discusses strategies you can use to get the most out of your college reading assignments. These strategies fall into three broad categories:

• Planning strategies. To help you manage your reading assignments.
• Comprehension strategies. To help you understand the material.
• Active reading strategies. To take your understanding to a higher and deeper level.

Planning Your Reading

Have you ever stayed up all night cramming just before an exam? Or found yourself skimming a detailed memo from your boss five minutes before a crucial meeting? The first step in handling college reading successfully is planning. This involves both managing your time and setting a clear purpose for your reading.

Managing Your Reading Time

You will learn more detailed strategies for time management in Section 1.2 “Developing Study Skills” , but for now, focus on setting aside enough time for reading and breaking your assignments into manageable chunks. If you are assigned a seventy-page chapter to read for next week’s class, try not to wait until the night before to get started. Give yourself at least a few days and tackle one section at a time.

Your method for breaking up the assignment will depend on the type of reading. If the text is very dense and packed with unfamiliar terms and concepts, you may need to read no more than five or ten pages in one sitting so that you can truly understand and process the information. With more user-friendly texts, you will be able to handle longer sections—twenty to forty pages, for instance. And if you have a highly engaging reading assignment, such as a novel you cannot put down, you may be able to read lengthy passages in one sitting.

As the semester progresses, you will develop a better sense of how much time you need to allow for the reading assignments in different subjects. It also makes sense to preview each assignment well in advance to assess its difficulty level and to determine how much reading time to set aside.

College instructors often set aside reserve readings for a particular course. These consist of articles, book chapters, or other texts that are not part of the primary course textbook. Copies of reserve readings are available through the university library; in print; or, more often, online. When you are assigned a reserve reading, download it ahead of time (and let your instructor know if you have trouble accessing it). Skim through it to get a rough idea of how much time you will need to read the assignment in full.

Setting a Purpose

The other key component of planning is setting a purpose. Knowing what you want to get out of a reading assignment helps you determine how to approach it and how much time to spend on it. It also helps you stay focused during those occasional moments when it is late, you are tired, and relaxing in front of the television sounds far more appealing than curling up with a stack of journal articles.

Sometimes your purpose is simple. You might just need to understand the reading material well enough to discuss it intelligently in class the next day. However, your purpose will often go beyond that. For instance, you might also read to compare two texts, to formulate a personal response to a text, or to gather ideas for future research. Here are some questions to ask to help determine your purpose:

How did my instructor frame the assignment? Often your instructors will tell you what they expect you to get out of the reading:

• Read Chapter 2 and come to class prepared to discuss current teaching practices in elementary math.
• Read these two articles and compare Smith’s and Jones’s perspectives on the 2010 health care reform bill.
• Read Chapter 5 and think about how you could apply these guidelines to running your own business.
• How deeply do I need to understand the reading? If you are majoring in computer science and you are assigned to read Chapter 1, “Introduction to Computer Science,” it is safe to assume the chapter presents fundamental concepts that you will be expected to master. However, for some reading assignments, you may be expected to form a general understanding but not necessarily master the content. Again, pay attention to how your instructor presents the assignment.
• How does this assignment relate to other course readings or to concepts discussed in class? Your instructor may make some of these connections explicitly, but if not, try to draw connections on your own. (Needless to say, it helps to take detailed notes both when in class and when you read.)
• How might I use this text again in the future? If you are assigned to read about a topic that has always interested you, your reading assignment might help you develop ideas for a future research paper. Some reading assignments provide valuable tips or summaries worth bookmarking for future reference. Think about what you can take from the reading that will stay with you.

Improving Your Comprehension

You have blocked out time for your reading assignments and set a purpose for reading. Now comes the challenge: making sure you actually understand all the information you are expected to process. Some of your reading assignments will be fairly straightforward. Others, however, will be longer or more complex, so you will need a plan for how to handle them.

For any expository writing —that is, nonfiction, informational writing—your first comprehension goal is to identify the main points and relate any details to those main points. Because college-level texts can be challenging, you will also need to monitor your reading comprehension. That is, you will need to stop periodically and assess how well you understand what you are reading. Finally, you can improve comprehension by taking time to determine which strategies work best for you and putting those strategies into practice.

Identifying the Main Points

In college, you will read a wide variety of materials, including the following:

• Textbooks. These usually include summaries, glossaries, comprehension questions, and other study aids.
• Nonfiction trade books. These are less likely to include the study features found in textbooks.
• Popular magazine, newspaper, or web articles. These are usually written for a general audience.
• Scholarly books and journal articles. These are written for an audience of specialists in a given field.

Regardless of what type of expository text you are assigned to read, your primary comprehension goal is to identify the main point : the most important idea that the writer wants to communicate and often states early on. Finding the main point gives you a framework to organize the details presented in the reading and relate the reading to concepts you learned in class or through other reading assignments. After identifying the main point, you will find the supporting points , the details, facts, and explanations that develop and clarify the main point.

Some texts make that task relatively easy. Textbooks, for instance, include the aforementioned features as well as headings and subheadings intended to make it easier for students to identify core concepts. Graphic features, such as sidebars, diagrams, and charts, help students understand complex information and distinguish between essential and inessential points. When you are assigned to read from a textbook, be sure to use available comprehension aids to help you identify the main points.

Trade books and popular articles may not be written specifically for an educational purpose; nevertheless, they also include features that can help you identify the main ideas. These features include the following:

• Trade books. Many trade books include an introduction that presents the writer’s main ideas and purpose for writing. Reading chapter titles (and any subtitles within the chapter) will help you get a broad sense of what is covered. It also helps to read the beginning and ending paragraphs of a chapter closely. These paragraphs often sum up the main ideas presented.
• Popular articles. Reading the headings and introductory paragraphs carefully is crucial. In magazine articles, these features (along with the closing paragraphs) present the main concepts. Hard news articles in newspapers present the gist of the news story in the lead paragraph, while subsequent paragraphs present increasingly general details.

At the far end of the reading difficulty scale are scholarly books and journal articles. Because these texts are written for a specialized, highly educated audience, the authors presume their readers are already familiar with the topic. The language and writing style is sophisticated and sometimes dense.

When you read scholarly books and journal articles, try to apply the same strategies discussed earlier. The introduction usually presents the writer’s thesis , the idea or hypothesis the writer is trying to prove. Headings and subheadings can help you understand how the writer has organized support for his or her thesis. Additionally, academic journal articles often include a summary at the beginning, called an abstract, and electronic databases include summaries of articles, too.

For more information about reading different types of texts, see Chapter 12 “Writing a Research Paper” .

Monitoring Your Comprehension

Finding the main idea and paying attention to text features as you read helps you figure out what you should know. Just as important, however, is being able to figure out what you do not know and developing a strategy to deal with it.

Textbooks often include comprehension questions in the margins or at the end of a section or chapter. As you read, stop occasionally to answer these questions on paper or in your head. Use them to identify sections you may need to reread, read more carefully, or ask your instructor about later.

Even when a text does not have built-in comprehension features, you can actively monitor your own comprehension. Try these strategies, adapting them as needed to suit different kinds of texts:

• Summarize. At the end of each section, pause to summarize the main points in a few sentences. If you have trouble doing so, revisit that section.
• Ask and answer questions. When you begin reading a section, try to identify two to three questions you should be able to answer after you finish it. Write down your questions and use them to test yourself on the reading. If you cannot answer a question, try to determine why. Is the answer buried in that section of reading but just not coming across to you? Or do you expect to find the answer in another part of the reading?
• Do not read in a vacuum. Look for opportunities to discuss the reading with your classmates. Many instructors set up online discussion forums or blogs specifically for that purpose. Participating in these discussions can help you determine whether your understanding of the main points is the same as your peers’.

These discussions can also serve as a reality check. If everyone in the class struggled with the reading, it may be exceptionally challenging. If it was a breeze for everyone but you, you may need to see your instructor for help.

As a working mother, Crystal found that the best time to get her reading done was in the evening, after she had put her four-year-old to bed. However, she occasionally had trouble concentrating at the end of a long day. She found that by actively working to summarize the reading and asking and answering questions, she focused better and retained more of what she read. She also found that evenings were a good time to check the class discussion forums that a few of her instructors had created.

Choose any text that that you have been assigned to read for one of your college courses. In your notes, complete the following tasks:

• Summarize the main points of the text in two to three sentences.
• Write down two to three questions about the text that you can bring up during class discussion.

Students are often reluctant to seek help. They feel like doing so marks them as slow, weak, or demanding. The truth is, every learner occasionally struggles. If you are sincerely trying to keep up with the course reading but feel like you are in over your head, seek out help. Speak up in class, schedule a meeting with your instructor, or visit your university learning center for assistance.

Deal with the problem as early in the semester as you can. Instructors respect students who are proactive about their own learning. Most instructors will work hard to help students who make the effort to help themselves.

Taking It to the Next Level: Active Reading

Now that you have acquainted (or reacquainted) yourself with useful planning and comprehension strategies, college reading assignments may feel more manageable. You know what you need to do to get your reading done and make sure you grasp the main points. However, the most successful students in college are not only competent readers but active, engaged readers.

Using the SQ3R Strategy

One strategy you can use to become a more active, engaged reader is the SQ3R strategy , a step-by-step process to follow before, during, and after reading. You may already use some variation of it. In essence, the process works like this:

• Survey the text in advance.
• Form questions before you start reading.
• Read the text.
• Recite and/or record important points during and after reading.
• Review and reflect on the text after you read.

Before you read, you survey, or preview, the text. As noted earlier, reading introductory paragraphs and headings can help you begin to figure out the author’s main point and identify what important topics will be covered. However, surveying does not stop there. Look over sidebars, photographs, and any other text or graphic features that catch your eye. Skim a few paragraphs. Preview any boldfaced or italicized vocabulary terms. This will help you form a first impression of the material.

Next, start brainstorming questions about the text. What do you expect to learn from the reading? You may find that some questions come to mind immediately based on your initial survey or based on previous readings and class discussions. If not, try using headings and subheadings in the text to formulate questions. For instance, if one heading in your textbook reads “Medicare and Medicaid,” you might ask yourself these questions:

• When was Medicare and Medicaid legislation enacted? Why?
• What are the major differences between these two programs?

Although some of your questions may be simple factual questions, try to come up with a few that are more open-ended. Asking in-depth questions will help you stay more engaged as you read.

The next step is simple: read. As you read, notice whether your first impressions of the text were correct. Are the author’s main points and overall approach about the same as what you predicted—or does the text contain a few surprises? Also, look for answers to your earlier questions and begin forming new questions. Continue to revise your impressions and questions as you read.

While you are reading, pause occasionally to recite or record important points. It is best to do this at the end of each section or when there is an obvious shift in the writer’s train of thought. Put the book aside for a moment and recite aloud the main points of the section or any important answers you found there. You might also record ideas by jotting down a few brief notes in addition to, or instead of, reciting aloud. Either way, the physical act of articulating information makes you more likely to remember it.

After you have completed the reading, take some time to review the material more thoroughly. If the textbook includes review questions or your instructor has provided a study guide, use these tools to guide your review. You will want to record information in a more detailed format than you used during reading, such as in an outline or a list.

As you review the material, reflect on what you learned. Did anything surprise you, upset you, or make you think? Did you find yourself strongly agreeing or disagreeing with any points in the text? What topics would you like to explore further? Jot down your reflections in your notes. (Instructors sometimes require students to write brief response papers or maintain a reading journal. Use these assignments to help you reflect on what you read.)

Choose another text that that you have been assigned to read for a class. Use the SQ3R process to complete the reading. (Keep in mind that you may need to spread the reading over more than one session, especially if the text is long.)

Be sure to complete all the steps involved. Then, reflect on how helpful you found this process. On a scale of one to ten, how useful did you find it? How does it compare with other study techniques you have used?

Using Other Active Reading Strategies

The SQ3R process encompasses a number of valuable active reading strategies: previewing a text, making predictions, asking and answering questions, and summarizing. You can use the following additional strategies to further deepen your understanding of what you read.

• Connect what you read to what you already know. Look for ways the reading supports, extends, or challenges concepts you have learned elsewhere.
• Relate the reading to your own life. What statements, people, or situations relate to your personal experiences?
• Visualize. For both fiction and nonfiction texts, try to picture what is described. Visualizing is especially helpful when you are reading a narrative text, such as a novel or a historical account, or when you read expository text that describes a process, such as how to perform cardiopulmonary resuscitation (CPR).
• Pay attention to graphics as well as text. Photographs, diagrams, flow charts, tables, and other graphics can help make abstract ideas more concrete and understandable.
• Understand the text in context. Understanding context means thinking about who wrote the text, when and where it was written, the author’s purpose for writing it, and what assumptions or agendas influenced the author’s ideas. For instance, two writers might both address the subject of health care reform, but if one article is an opinion piece and one is a news story, the context is different.
• Plan to talk or write about what you read. Jot down a few questions or comments in your notebook so you can bring them up in class. (This also gives you a source of topic ideas for papers and presentations later in the semester.) Discuss the reading on a class discussion board or blog about it.

As Crystal began her first semester of elementary education courses, she occasionally felt lost in a sea of new terms and theories about teaching and child development. She found that it helped to relate the reading to her personal observations of her son and other kids she knew.

Writing at Work

Many college courses require students to participate in interactive online components, such as a discussion forum, a page on a social networking site, or a class blog. These tools are a great way to reinforce learning. Do not be afraid to be the student who starts the discussion.

Remember that when you interact with other students and teachers online, you need to project a mature, professional image. You may be able to use an informal, conversational tone, but complaining about the work load, using off-color language, or “flaming” other participants is inappropriate.

Active reading can benefit you in ways that go beyond just earning good grades. By practicing these strategies, you will find yourself more interested in your courses and better able to relate your academic work to the rest of your life. Being an interested, engaged student also helps you form lasting connections with your instructors and with other students that can be personally and professionally valuable. In short, it helps you get the most out of your education.

Common Writing Assignments

College writing assignments serve a different purpose than the typical writing assignments you completed in high school. In high school, teachers generally focus on teaching you to write in a variety of modes and formats, including personal writing, expository writing, research papers, creative writing, and writing short answers and essays for exams. Over time, these assignments help you build a foundation of writing skills.

In college, many instructors will expect you to already have that foundation.

Your college composition courses will focus on writing for its own sake, helping you make the transition to college-level writing assignments. However, in most other college courses, writing assignments serve a different purpose. In those courses, you may use writing as one tool among many for learning how to think about a particular academic discipline.

Additionally, certain assignments teach you how to meet the expectations for professional writing in a given field. Depending on the class, you might be asked to write a lab report, a case study, a literary analysis, a business plan, or an account of a personal interview. You will need to learn and follow the standard conventions for those types of written products.

Finally, personal and creative writing assignments are less common in college than in high school. College courses emphasize expository writing, writing that explains or informs. Often expository writing assignments will incorporate outside research, too. Some classes will also require persuasive writing assignments in which you state and support your position on an issue. College instructors will hold you to a higher standard when it comes to supporting your ideas with reasons and evidence.

Table 1.2 “Common Types of College Writing Assignments” lists some of the most common types of college writing assignments. It includes minor, less formal assignments as well as major ones. Which specific assignments you encounter will depend on the courses you take and the learning objectives developed by your instructors.

Table 1.2 Common Types of College Writing Assignments

Part of managing your education is communicating well with others at your university. For instance, you might need to e-mail your instructor to request an office appointment or explain why you will need to miss a class. You might need to contact administrators with questions about your tuition or financial aid. Later, you might ask instructors to write recommendations on your behalf.

Treat these documents as professional communications. Address the recipient politely; state your question, problem, or request clearly; and use a formal, respectful tone. Doing so helps you make a positive impression and get a quicker response.

Key Takeaways

• College-level reading and writing assignments differ from high school assignments not only in quantity but also in quality.
• Managing college reading assignments successfully requires you to plan and manage your time, set a purpose for reading, practice effective comprehension strategies, and use active reading strategies to deepen your understanding of the text.
• College writing assignments place greater emphasis on learning to think critically about a particular discipline and less emphasis on personal and creative writing.

Writing for Success Copyright © 2015 by University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Some sample reading goals: 

To find a paper topic or write a paper;

To have a comment for discussion;

To supplement ideas from lecture;

To understand a particular concept;

To memorize material for an exam;

To research for an assignment;

To enjoy the process (i.e., reading for pleasure!).

Seeing Textbook Reading in a New Light Students often come into college with negative associations surrounding textbook reading. It can be dry, dense, and draining; and in high school, sometimes we're left to our textbooks as a last resort for learning material.

A supportive resource : In college, textbooks can be a fantastic supportive resource. Some of your faculty may have authored their own for the specific course you're in!

Textbooks can provide:

A fresh voice through which to absorb material. Especially when it comes to challenging concepts, this can be a great asset in your quest for that "a-ha" moment.

The chance to “preview” lecture material, priming your mind for the big ideas you'll be exposed to in class.

The chance to review material, making sense of the finer points after class.

A resource that is accessible any time, whether it's while you are studying for an exam, writing a paper, or completing a homework assignment. 

Textbook reading is similar to and different from other kinds of reading . Some things to keep in mind as you experiment with its use:

Is it best to read the textbook before class or after?

Active reading is everything, apply the sq3r method., don’t forget to recite and review..

If you find yourself struggling through the readings for a course, you can ask the course instructor for guidance. Some ways to ask for help are: "How would you recommend I go about approaching the reading for this course?" or "Is there a way for me to check whether I am getting what I should be out of the readings?" 

Marking Text

Marking text – making marginal notes – helps with reading comprehension by keeping you focused and facilitating connections across readings. It also helps you find important information when reviewing for an exam or preparing to write an essay. The next time you’re reading, write notes in the margins as you go or, if you prefer, make notes on a separate sheet of paper. 

Your marginal notes will vary depending on the type of reading. Some possible areas of focus:

What themes do you see in the reading that relate to class discussions?

What themes do you see in the reading that you have seen in other readings?

What questions does the reading raise in your mind?

What does the reading make you want to research more?

Where do you see contradictions within the reading or in relation to other readings for the course?

Can you connect themes or events to your own experiences?

Your notes don’t have to be long. You can just write two or three words to jog your memory. For example, if you notice that a book has a theme relating to friendship, you can just write, “pp. 52-53 Theme: Friendship.” If you need to remind yourself of the details later in the semester, you can re-read that part of the text more closely. 

Accordion style

If you are looking for help with developing best practices and using strategies for some of the tips discussed above, come to an ARC workshop on reading!

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Module 7: Study Skills

The purpose of academic reading, learning objectives.

• Identify effective reading strategies for academic texts in a variety of formats

Casual reading across genres, from books and magazines to newspapers and blogs, is something students should be encouraged to do in their free time because it can be both educational and fun. In college, however, instructors generally expect students to read resources that have particular value in the context of a course.

Why is academic reading beneficial?

• Information comes from reputable sources : Web sites and blogs can be a source of insight and information, but not all are useful as academic resources. They may be written by people or companies whose main purpose is to share an opinion or sell you something. Academic sources such as textbooks and scholarly journal articles, on the other hand, are usually written by experts in the field and have to pass stringent peer review requirements in order to get published.
• Learn how to form arguments : In most college classes except for creating writing, when instructors ask you to write a paper, they expect it to be argumentative in style. This means that the goal of the paper is to research a topic and develop an argument about it using evidence and facts to support your position. Since many college reading assignments (especially journal articles) are written in a similar style, you’ll gain experience studying their strategies and learning to emulate them.
• Exposure to different viewpoints : One purpose of assigned academic readings is to give students exposure to different viewpoints and ideas. For example, in an ethics class, you might be asked to read a series of articles written by medical professionals and religious leaders who are pro-life or pro-choice and consider the validity of their arguments. Such experience can help you wrestle with ideas and beliefs in new ways and develop a better understanding of how others’ views differ from your own.

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Reading strategies & tips.

Reading is a foundational learning activity for college-level courses. Assigned readings prepare you for taking notes during lectures and provide you with additional examples and detail that might not be covered in class.  Also, according to research, readings are the second most frequent source of exam questions (Cuseo, Fecas & Thompson, 2007). 

Reading a college textbook effectively takes practice and should be approached differently than reading a novel, comic book, magazine, or website. Becoming an effective reader goes beyond completing the reading in full or highlighting text.  There are a variety of strategies you can use to read effectively and retain the information you read.

Consider the following quick tips and ideas to make the most of your reading time:

• Schedule time to read . Reading is an easy thing to put off because there is often no exact due date.  By scheduling a time each week to do your reading for each class, you are more likely to complete the reading as if it were an assignment.  Producing a study guide or set of notes from the reading can help to direct your thinking as you read.
• Set yourself up for success .  Pick a location that is conducive to reading.  Establish a reasonable goal for the reading, and a time limit for how long you’ll be working. These techniques make reading feel manageable and make it easier to get started and finish reading. 
• Choose and use a specific reading strategy .  There are many strategies that will help you actively read and retain information (PRR or SQ3R – see the handouts and videos).  By consciously choosing a way to approach your reading, you can begin the first step of exam preparation or essay writing.  Remember: good readers make stronger writers.
• Monitor your comprehension . When you finish a section, ask yourself, "What is the main idea in this section?  Could I answer an exam question about this topic?" Questions at the end of chapters are particularly good for focusing your attention and for assessing your comprehension. If you are having difficulty recalling information or answering questions about the text, search back through the text and look for key points and answers. Self-correction techniques like revisiting the text are essential to assessing your comprehension and are a hallmark technique of advanced readers (Caverly & Orlando, 1991).
• Take notes as you read . Whether they’re annotations in the margins of the book, or notes on a separate piece of paper. Engage with the reading through your notes – ask questions, answer questions, make connections, and think about how these ideas integrate with other information sources (like lecture, lab, other readings, etc.)

Want to dive in a little deeper? Take a look at Kathleen King's tips below to help you get the most out of your reading, and to read for success. You'll see that some are similar to the tips above, but some offer new approaches and ideas; see what works for you:

• Read sitting up with good light, and at a desk or table.
• Keep background noise to a minimum . Loud rock music will not make you a better reader. The same goes for other distractions: talking to roommates, kids playing nearby, television or radio. Give yourself a quiet environment so that you can concentrate on the text.
• Keep paper and pen within reach .
• Before beginning to read, think about the purpose of the reading . Why has the teacher assigned the reading? What are you supposed to get out of it? Jot down your thoughts.
• Survey the reading . Look at the title of the piece, the subheadings. What is in the dark print or stands out? Are there illustrations or graphs?
• Strategize your approach : read the introduction and conclusion, then go back and read the whole assignment, or read the first line in every paragraph to get an idea of how the ideas progress, then go back and read from the beginning.
• Scan effectively : scan the entire reading, and then focus on the most interesting or relevant parts to read in detail.
• Get a feel for what's expected of you by the reading . Pay attention to when you can skim and when you need to understand every word.
• Write as you read . Take notes and talk back to the text. Explain in detail the concepts. Mark up the pages. Ask questions. Write possible test questions. Write down what interests or bores you. Speculate about why.
• If you get stuck : think and write about where you got stuck. Contemplate why that particular place was difficult and how you might break through the block.
• Record and explore your confusion . Confusion is important because it’s the first stage in understanding.
• When the going gets difficult, and you don’t understand the reading , slow down and reread sections. Try to explain them to someone, or have someone else read the section and talk through it together.
• Break long assignments into segments . Read 10 pages (and take notes) then do something else. Later, read the next 10 pages and so on.
• Read prefaces and summaries to learn important details about the book. Look at the table of contents for information about the structure and movement of ideas. Use the index to look up specific names, places, ideas.

(Reading strategies by Dr. Kathleen King. Many of the above ideas are from a lecture by Dr. Lee Haugen, former Reading specialist at the ISU Academic Skills Center. https://www.ghc.edu/sites/default/files/StudentResources/documents/learn... )

Curious to learn more? Check out our Reading video , and hear what we have to say!

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Making the Most of Assigned Readings

Assigned readings are an integral part of most any college class.  But, it can be difficult to get students to do the assigned readings and use them in the course.

Faculty often give quizzes about the readings to encourage students to do the work before class.   But there are other methods that can help more closely integrate the readings with the content of your course and help students more directly see the relevancy of the readings.

Best Practices

There’s a wide range of literature on assigned readings among educators.   Generally, there’s agreement on a short list of best practices when using assigned readings in class.

Relevance Not only list the reading in the syllabus and class schedule, but also briefly explain why it’s being assigned and how it connects with the work the students will be doing in a particular week or lesson.   Reinforce the relevance by briefly introducing the reading in the class.

Expectations You should be clear about not only what readings are to be done, but also your instructional goals for the reading assignment, what students should do (or be prepared to do) with the readings, and deadlines.

Background and Structure Successful reading assignments scaffold the students with sufficient background material and structure, appropriate to where they are in their academic career and the course.   First year students or those new to a subject area will need more context and guidance to get the most out of readings.

In-Class Activities The best results from using reading assignments in a course can be found by using in-class activities based on the material.   Students will be more compelled to prepare for the class and take responsibility by doing the reading and can use the activities to examine the readings in more depth, exchanging ideas with their classmates.

Ideas for Reading Assignments

Journaling Have students write and turn in a brief journal of thoughts, questions and observations about the readings.   You can use the journal as a basis for class discussions and activities and to respond to individual student issues and problems.

Collaborative Reading Divide the text among students or small groups of students in the course for close analysis.   Individual students can report in class about their section of the readings or, for an in-class group activity, you can arrange the students in small groups where each person has read one part of the text.

Reading Rubrics If students are evaluating the quality and research of journal articles and other material, create a rubric they can use to rate the text.   Justifications for each part of the rubric can be brought out in forum posts, class discussions, or small group activities.

Top Ten Lists Have students create lists of the most important concepts in a reading, then, in small groups have them combine and rank their concept lists.

Cognitive Mapping In groups, have students collaborate on creating a cognitive map , based on key concepts and ideas they individually identified in the readings.

More Resources

For more information on reading assignments, investigate these articles and resources on the web.   You can also contact the CIT to talk with a consultant about great ideas for all types of course assignments.

Making the Review of Assigned Reading Meaningful (Faculty Focus)

Advance Reading Handout (Pedagogy Unbound)

Getting Students to Do Reading Assignments (Center for Faculty Excellence, West Point)

Getting Students to Do Their Assigned Readings (The Learning and Teaching Office, Ryerson) (PDF)

11 Strategies for Getting Students to Read What’s Assigned (Faculty Focus) (PDF)

Reading a Textbook for True Understanding (Resource for students at Cornell)

Staying Afloat: Some Scattered Suggestions on Reading in College (Resource for students by Prof. Timothy Burke, Swarthmore)

OSU Center for Teaching and Learning

Motivating Students to Complete Pre-Class Readings: Strategies and Tips

Reading is critical to academic learning. Yet, the perennial lament among university professors is, “Why won’t students just do the reading?” It is reported that only 30% of students read the assigned material before class on any given day (Bhavsar, 2020; Hattenberg & Steffy, 2013; Hoeft, 2012). The reasons for not reading encompass poor reading comprehension, time constraints, lack of interest in the reading material, as well as inadvertent signals from faculty that completing reading material is of low value. Why read if the material that was supposed to be read out of class is repeated in lectures?

What are effective teaching and assessment methods for getting students to come to class having read the assigned material? Hattenberg and Steffy (2013) conducted a study that included 438 students enrolled in eight introductory sociology courses to examine effective compliance reading techniques. The results showed that announced quizzes, required reading questions, and required short writing assignments were the most effective methods whereas unannounced reading quizzes, optional reading guides, and being called on randomly in class were the least effective compliance methods. In addition, the noncompliant readers in Hoeft’s (2012) study recommended giving quizzes and supplementary assignments as effective methods for getting students to read.

It is evident that announced quizzes and required writing assignments are effective in achieving reading compliance. But are they really effective in motivating students to come to class prepared, and in supporting their learning in the long run? There is also the caveat that relying on these compliance methods may seem punitive to students, and that at best, they only promote surface, not deep reading. To expand the teaching and assessment repertoire for motivating students to read and complete class preparatory work, I propose five strategies in this resource guide :

• Rethink Syllabus Reading Lists : The starting point in motivating students to read is to ensure that assigned readings are closely aligned with course learning outcomes. Use a “triage process” to classify each reading material according to its relevance to student learning success in the course. For example, consider using “absolutely essential,” “good supporting material,” and “exotic—appealing to experts” (Hobson, 2004, p. 3). The materials categorized as essential become the required course readings. Also, entice students to read by including different kinds of reading and media in the required reading selections.
• Use Transparency : Transparency calls for clear clarification and intentional discussion of the connection of each assignment to the learning outcomes, the focusing topic/module, and students’ personal and professional goals and interests. Explain the purpose of each reading assignment, the task that students are required to perform, and the criteria for assessing their performance. Transparency supports the expectancy-value-cost theory of motivation. The more transparent an assignment is as exemplified by clear and friendly explanation of its benefits, task requirements, and performance criteria, the more students are motivated to accomplish it (Bhasvar, 2020; Ford, 2016).
• Support Deep Reading : Help students transition from surface reading to deep reading by using handouts, guides, and effective teaching strategies to help them get the most out of what they are reading. Where possible, teach reading skills directly or indirectly, by modeling how you make meaning when reading a complex material.
• Build Community—Peer-to-Peer Interaction : Students thrive when they are actively engaged in learning with their peers. Incorporate peer-to-peer interaction surrounding readings to motivate students to complete pre-class readings, and to come to class prepared.
• Require Accountability : Tie a portion of the course grade to reading to hold students accountable for completing pre-class preparation assignments (Johnson, 2019). However, instead of relying exclusively on quizzes, consider using a variety of methods for example individual or group writing assignments, presentations and structured debates to encourage deep reading (Shaw, 2012).

Finally, it is apparent that giving students global reading assignments for example “Remember to read chapter 12 before the next class” is not a great inducement for getting them to read. Motivating students to complete pre-class readings requires careful planning, clear instructions and effective teaching activities to support deep reading, as well as the application of conducive accountability methods. Moreover, language matters. Consider renaming reading assignments as learning opportunities to emphasize their focus on learning, not on fulfilling the professor’s expectations (Farias, et al. 2010).

Bhavsar, V. M. (2020). A transparent assignment to encourage reading for a flipped course. College Teaching , 68 (1), 33-44.

Farias, G., Farias, C.M., & Fairfield, K. D. (2010). Teacher as a judge: The dilemma of grades versus learning. Journal of Education for Business , 85 , 336-342.

Ford, N. M. (2016). Expanded transparency and enhanced reading in the first-year literature survey. Journal of Excellence in College Teaching , 27 (4), 19-30.

Hattenberg, S. J., & Steffy, K. (2013). Increasing reading compliance of undergraduates: An evaluation of compliance methods. Teaching Sociology , 41 (4), 346-352.

Hobson, E.H. (2004). Getting students to read: Fourteen tips. IDEA Paper No. 40, Manhattan, KS: Kansas State University, Center for Faculty Evaluation and Development.

Hoeft, M. E. (2012). Why university students don’t read: What professors can do to increase compliance. International Journal for the Scholarship of Teaching and Learning , 6 (2), 1-19.

Johnson, S. (2019). The fall, and rise of reading. The Chronicle of Higher Education .

Shaw, J. (2012). Using Small Group Debates to Actively Engage Students in an Introductory Microbiology Course. Journal of Microbiology and Biology Education , 13 (2), 155-160.

Funmmi Amobi, Ed.D., Instructional Consultant, Center for Teaching and Learning

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The Benefits of Reading for Fun

There’s a powerful academic impact, new research reveals, when students are voracious, voluntary readers.

Mrs. Mason was “the perfect reading ambassador,” said Sandra Martin-Chang, recalling an early reading role model, her high school English and drama teacher. “She encouraged me to read excellent books with great storylines. We read The Handmaid’s Tale , and it was fabulous.… We’d envision it first and then think about how to enact it and bring it to life.”

Now a professor of education at Concordia University, Martin-Chang studies how reading storybooks and novels influences cognitive development.

In a new study published in Reading and Writing , she and her colleagues found significant differences between students who read for pleasure outside of class—immersing themselves in fantasy novels or spy thrillers, for example—and those who primarily read books to satisfy school assignments. Not only was there a powerful link between reading for fun and stronger language skills, but students who disliked reading frequently attributed their negative outlook to experiences they had in classrooms. Too much emphasis on analyzing the compositional nuts and bolts of texts and reading merely to absorb information came at a psychological cost, the researchers found, as students disengaged from voluntary reading.

In the study, Martin-Chang and her colleagues surveyed 200 university undergraduates, asking them about their reading interests, how often they read for pleasure, what motivated them, and what experiences helped shape their attitudes toward reading. They were also asked to identify authors they had read in the past—a proxy for measuring how many books they had read. The young adults then took a series of tests to gauge their reading ability.

“We found that often children’s experience in elementary school is far more positive, and then it drops in high school,” said Martin-Chang. While children in kindergarten and early elementary school tend to read storybooks as they develop their reading skills—often sharing the experience with an adult—by high school, the nature of reading changes as students are expected to read a steady diet of more challenging, information-rich texts. Somewhere during that transition, a love of reading seems to fade.

In the study, 35 percent of students pinpointed a specific reason: They didn’t enjoy reading because “being asked to analyze books in high school made it less pleasurable.”

But analyzing the elements of good writing—how persuasion works, how figurative language can elevate texts—is essential to teaching kids the full range of their expressive potential, and Martin-Chang isn’t suggesting that we read only for fun. “Competence is very, very important. We can’t skip straight to books children love without teaching them how to do it right,” she said. She likens reading to eating a well-balanced diet: “The people who say chocolate is good for you don’t recommend eating it to the exclusion of all other things.” Focusing primarily on analyzing texts and gathering information—a shift that tends to occur in middle and high school—can send the signal that reading is merely a utilitarian undertaking, robbing it of its powerful connection to human imagination, passion, and creativity, making it a lot less desirable.

We need to take reading for fun as seriously as we take academic reading, if we’re going to sustain voluntary reading through middle school and high school, and into adulthood.

Expand Their Options

For Martin-Chang, reading for pleasure isn’t a diversion from rigorous academics—it’s a gratifying form of cognitive exercise, one that is both enjoyable and intellectually beneficial.

“We don’t just want kids exercising in gym class, we want them to continue to exercise when they get home,” said Martin-Chang. “So it’s the same with reading. In school, we want to show them a range of things that hopefully they’ll pick up, go home, and continue to do on their own time.”

Even light reading provides a host of benefits, increasing verbal and creative skills, nourishing our capacity for empathy, and even reducing prejudice against stigmatized groups—all skills that are developed as readers become accustomed to inhabiting unfamiliar worlds, seeing things from new perspectives, and contemplating how a chain of events can lead to unforeseen outcomes.

Yet reading for fun—particularly the kinds of books that aren’t part of classical literature or that don’t carry literary prestige—is often considered less useful. “It’s a false dichotomy,” said Martin-Chang. “People feel like we either let the kids be creative, do what they want, and we give them choice, or we get serious about things and they excel and they’re a good student. It’s serious or it’s fun. And that dichotomy is completely misguided.”

That’s why providing students with a rich and varied reading diet can make a difference. “Offer more choice,” said Martin-Chang. Introduce students to Romeo and Juliet , but give them the option to read The Fault in Our Stars as well; let them read comic books and manga, sports writing and plays, sci-fi and horror novels. In other words, it seems clear that if we want students to build literacy skills, it’s better for them to consume dozens of texts that they love, connect with, or feel inspired by, instead of grudgingly reading one because it’s assigned.

While children’s literacy skill development begins at home, teachers play a profoundly important part in encouraging students to love reading, a point that Martin-Chang makes clear when she’s training preservice teachers.

“People will either talk about teachers that loved reading, encouraged them as readers and really lit a fire, or they’ll talk about teachers who did the exact opposite,” said Martin-Chang. “They'll talk about teachers that took something that was once pleasurable and diminished it, or they’ll talk about teachers that didn’t seem to like reading themselves, or made them feel like less of a reader.”

In the study, Martin-Chang points to research on preservice teachers showing that “over half reported receiving little to no enjoyment from reading.” The teachers often attributed their disinterest to experiences they had in school, a finding that Martin-Chang and her colleagues called “especially concerning,” alluding to the cyclical nature of reading habits. “Teachers carry immense power in influencing students’ attitudes toward reading,” the researchers concluded.

So part of Martin-Chang’s mission is to convince teachers—and everyone else—that there’s tremendous value in giving students more choice in what they read, including books that may appear to be self-indulgent or have little intellectual merit.

In the classroom, said Martin-Chang, model a love of reading—go beyond grammar and meaning and inhabit the narrative worlds on the page. Emphasize choice, and give students opportunities to read and share during class time. Teachers have shared their own strategies to promote choice: Expand your classroom library beyond the traditional literary canon, and make sure it includes books that reflect students’ backgrounds, cultures, experiences, and passions . Offer plenty of ungraded ways for them to think about their reading: To ensure that they do the reading without the pressure of grades, pair kids up as reading accountability partners ; to enliven and dramatize books, let them act out scenes ; to build a thriving community of readers, set up book clubs or book tastings . Avoid rote or mechanical exercises like reading logs , which can create the impression that reading is a chore to be completed and then quickly set aside.

And if books aren’t normally a part of your curriculum, you can still show an interest in what your students are reading by making connections to a lesson. Start a science experiment by referencing Harry Potter , for example, or use dystopian novels to discuss totalitarianism, propaganda, or human rights.

“It’s important to teach children how to read,” said Martin-Chang. “And once we do that, we need to make it worthwhile. We’ve got to give them a reason. We’ve got to give them a view once they climb that mountain.”

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Unlocking Academic Success: The Top 12 Benefits of Assignments

Is it possible that you would reach the end of your degree but didn't attempt any assignment in your academic career? Not really. Well, the importance of assignments is not hidden from us. We all are aware of its significance. Completing assignments is a daunting task, but do you have any idea about their benefits? If not, then keep reading this article. We'll explain the benefits of assignments in detail and how to finish them fast. Before moving forward, let's have a brief overview of what an assignment is and its purpose.

What is an assignment? 

Assignments play an important part in the learning process of students. It is a well known assessment method for teachers as well. Additionally, it is not only for students but also for professors. With the help of assignments, professors can evaluate the skills, expertise, and knowledge of students. It also helps teachers assess whether or not pupils have met the learning objectives. Moreover, it allows them to gauge how much students have learned from their lessons. 

In education, an "assignment" means a piece of schoolwork that teachers give to students. It provides a range of opportunities to practice, learn, and show what you've learned. When teachers assign assignments, they provide their students with a summary of the knowledge they have learned. Additionally, they assess whether students have understood the acquired knowledge. If not, what concerns do they may have?  

Purpose of Giving Assignments to Students

Teachers give homework to help students in their learning. Doing homework shows they are good at it, responsible, and can manage their time wisely. College professors also give homework to check how well students understand what they learned. Clarity is required when planning an assignment on a number of issues. As a result, the following factors are taken into account by your teacher when creating the structure for your assignment.

• Will it be an individual or group assignment?
• How can it be made more effective for students?
• Should I combine two approaches for this project?
• Do I need to observe how students are working on the assignment? Or should I check it once they've finished it?
• What standards must I follow when evaluating this assignment?

What are the aspects of assignment evaluation?

Instructors usually follow these three aspects when evaluating an assignment.

The assignment and the method used to evaluate the results are in line with the learning objectives.

Reliability

Teachers draw distinctions and assign grades based on the outcomes. The score is consistently calculated based on the predefined parameters. It guarantees that the grades are evaluated in a meaningful way.

Objectivity

An assignment's goal should be obvious. The primary goal of this assignment is to teach students what they will learn. Also, how to finish that assignment. Teachers need to specify what they expect from the assignment and how they are going to evaluate it. 

Types of Writing Assignments

There are different types of writings that teachers assign to students at the college or university level. Some of writing assignment types are:

It presents the author's viewpoint on a subject with supporting data and may also argue its case. The essay structure consists of three main components: introduction, body paragraphs, and conclusion. Essays are of different types, such as analytical essays, compare and contrast essays, and persuasive essays. You can also buy essays from an online writing service. 

A report offers information about an issue in a clear and organized manner. You may have learned this information through reading, research, experiments, and measurements in the field or lab. You might also have gained it from your personal experiences. Additionally, reports have different structures depending on the subject or discipline. The basic structure of the report consists of an abstract, introduction, methodology, findings, discussion, conclusion, and appendices. 

Literature reviews

A literature review may be assigned as a standalone assignment. In the literature review, the goal is to summarize the key research relating to your topic. Alternatively, it might be a section of a lengthy project, like a research report or thesis. The goal would be to justify the need for more research on the topic you have selected.

Annotated bibliographies

A literature review or essay synthesizes various sources and incorporates them into a single discussion about a topic. In contrast, an annotated bibliography evaluates and summarizes each reading independently. Each reading is typically presented alphabetically based on the first letter of the lead author's surname. It is difficult to generate an annotated bibliography. But you can get expert help by hiring an online annotated bibliography writing service . 

Case studies

In general, a case study requires the integration of theory and practice. This helps you connect theoretical ideas to real professional or practical situations. A case may be a person, any event, idea, etc. You are analyzing the case by mapping it against a theoretical explanation to understand and see the big picture – What has happened? It may take the form of a report or an essay. Consult your lecturer or tutor and review the assignment question.

Research paper

The research paper starts with a topic and your research question. Add data from trustworthy sites and properly cite those sources. Moreover, add a claim or argument as your thesis statement. If you don't know how to write a research paper , you can check our latest guide.

Response paper

In the response paper, discuss what you've read or learned about a particular problem or subject. Evaluate concepts about other readings, talks, or debates. Write in a combination of formal and informal styles. (make sure to consult your professor's guidelines)

Top 12 Benefits of Assignments

For hard working students, assignments can offer many benefits once they get used to them. They help you get the grades you want and show what you have learned in your classes. You'll see the benefits of assignments more clearly when you learn about their different types and what your teacher expects. Assignments are an absolute way to do well in your classes.

We have already talked about what an assignment is and its purpose. Let's explore the impact of homework assignment on students' learning.

1. Enhance the student's knowledge

Teachers assign assignments on a variety of subjects and topics. This will help the students to gain knowledge when they work on different kinds of topics. It is one of the best benefits that students receive from assignments. They are also introduced to significant ideas and insightful information.

Suppose your assignment topic is too complex. You have to spend extra time and effort to conduct detailed research to understand the topic. This way, you will not only be able to complete your assignment. But also gain a lot of new information.

There can be a lot of pressure to memorize information exactly. This pressure may lead to simply repeating it when studying for an exam. Students find it challenging to truly grasp the concepts covered in their courses. This results in a lack of deep understanding. On the other hand, when you undertake a challenging assignment, you'll be applying knowledge to real world issues. These issues often have multiple possible solutions. You'll find that developing this kind of thinking and improving your assignment writing skills will help you throughout the course and the rest of your academic career.

2. Improve student's problem solving skills

Another benefit of assignments is when students work on complex projects; their analytical and critical thinking skills are also enhanced. This is an extremely useful skill for students to possess. Since it will help them in their academic and professional journey. We continue to learn from this process regardless of our age.

A great technique to master your course material is to challenge yourself. Give yourself a complex problem to solve and strive to find a solution. Similar to the benefits of homework , you can only improve at something by putting it into practice and giving it a lot of thought. We are always working on these analytical and problem solving skills, and going back to school will force you to develop them even more. 

3. Boost your writing caliber

We frequently find ourselves with a lot on our minds but unable to properly and clearly explain it in front of the audience. Assignments help us in improving our writing skills. When you have a habit of writing, then you can communicate easily. Your writing skills will improve because your academic task requires you to write. Another benefit of assignments is that they assist you in writing concisely and clearly.

4. Help to think under pressure

Sometimes, you might be assigned a very difficult assignment that requires a lot of knowledge, and you are not familiar with it. Handling these complex tasks assists you in persevering when you don't have enough information. It also helps you to grow confidence in your skills to find the right solution.

Additionally, all students and professionals need to learn how to think under pressure. The assignment gives you the opportunity to do so. Since you probably only have a few days to finish the assignment. You'll need to not only manage your busy schedule to finish it. But also squeeze in a lot of learning and application of what you've learned. Possessing this ability will be beneficial because it will enable you to think clearly under pressure, which will help you succeed in school and in your career.

5. Help in boosting grades

There is more pressure to perform well on exams when a course has few exams that make up for an important part of your final grade. Smaller assignments that account for a smaller portion of your final grade mean that even if you don't perform well on one of them, you will still have more chances to improve your grade.

You can feel more at ease knowing that your grades are divided in this manner. This provides you with multiple chances to work towards a higher grade. Many students prefer smaller assessments. These relieve them of worrying about a single test significantly impacting their final grade.

6. Build time management skills

A study conducted among students revealed that students who completed more assignments performed better in their overall academics. They also achieved higher scores in specific subjects.

Due to these tasks, students gain more time management skills, which further empowers them. They learn the ability to allocate their time between assigned tasks and prioritized activities. They are aware of what needs to be done first. How to solve problems faster, and how to turn in their work ahead of schedule. Furthermore, this practice teaches them to use their time wisely.   

7. Enhance organizing and planning skills

Completing an assignment requires thoughtful planning. Students' organizational skills are improved through the information search, sorting, and use of relevant data. Following that, students will be able to plan out when and how to complete their assigned work. Attempting assignments allows them to effectively handle their learning habits. They also help them to apply their knowledge wisely to improve their academic performance.  

8. Understand how to apply in real life scenarios

Applying theoretical concepts to real world situations also gets easier when one learns how to write theoretical assignments. This enables them to be prepared to deal with any problems that arise in the future.

9. Boosts your knowledge of technical subjects and ideas

When a subject is taught in a classroom environment, it's normal for students to not understand it. They are forced to spend more time comprehending and finishing their work when they are assigned assignments on those subjects, though.

This enables them to respond to those questions with ease and proficiency. Regardless of a concept's technicality, you'll gain a strong command over it. This happens when you write multiple articles on the same topic or idea.

10. Improve research skills

Doing homework and assignments also helps students get better at researching. When a professor assigns any assignment, students perform thorough research on different topics. This allows them to learn the ability to find useful information and sort it accordingly. Their professional life is positively impacted, and their academic performance is improved by this habit.

11. Learn the art of tasks prioritizing

When handling a lot of assignments, you will learn to prioritize the task based on its importance. It is a crucial skill that is needed in professional life. Prioritizing your work will help you to complete all your tasks on time. You will be able to meet the deadlines.

12. Making a personal study space

You can get help from your colleagues and online resources. But the task of implementing that knowledge is your own. This is exactly what you need to understand concepts.

As you work on your assignments, you can create a relaxing study space that increases productivity. You'll be able to create a unique working style by doing this. In addition, you can focus on creativity, productivity, learning, and pursuing interests.

Of course, everything has a negative aspect, even though there are definite advantages. Sometimes, students may question the true value of assignments. They wonder if there are any restrictions on this particular grading scheme. Students usually wonder this when they are having difficulty with their coursework or with specific concepts. These carry significant burdens. They can be stressful for students struggling with course material.

However, this belief has a reason. Even experts can't agree on the best way to evaluate a student's performance in a course. This sparks a lot of discussion.

How to finish assignments fast?

Firstly, make a plan of what steps you will cover in your assignment. It includes how much time is required to complete the assignment. Then, list out all the tasks that you will do in your assignment. Identify what you need to complete this assignment, like a calculator, books, paper, and pen. Find a relaxing and quiet place to work without any distractions. Switch off your phone. Have some light snacks and water. Take quick breaks between assignment tasks. When you're done with the assignment, reward yourself.

Concluding Remarks

Now, you have a clear understanding of what the assignment means and its importance. And how it is beneficial for the student's academic career. Would you like additional information? Or do you simply not have the time to complete it? Stop worrying! You can find the solution at Nerdpapers, all under one roof. Our professionals have years of experience. So, if a student gets stuck on a project or assignment, they can take a variety of actions to help them finish it on time. Not only can our native experts produce high quality assignments. But they can also help you achieve good grades at reasonable costs. Therefore, hire subject related experts for appropriate guidance and assistance rather than compromising your grades. Whether you are a college, university, or high school student, there are several benefits of assignment writing.

Table of Contents

Persuasive essay topics – how to choose one for you, how to write a persuasive essay- expert tips.

Advantages and Disadvantages of Assignments For Students

Looking for advantages and disadvantages of Assignments For Students?

We have collected some solid points that will help you understand the pros and cons of Assignments For Students in detail.

But first, let’s understand the topic:

What is Assignments For Students?

Assignments for students are tasks or activities given by teachers to be completed outside of class time. These can include writing essays, solving math problems, or reading books. They help students practice what they’ve learned and prepare for future lessons.

What are the advantages and disadvantages of Assignments For Students

The following are the advantages and disadvantages of Assignments For Students:

Advantages of Assignments For Students

• Boosts understanding of topics – Assignments help students dive deeper into topics, providing a clear and thorough understanding that goes beyond surface-level knowledge.
• Encourages independent learning – They promote self-learning, pushing students to study and solve problems on their own, fostering self-reliance.
• Enhances time management skills – Time management skills are honed as students balance assignments with other responsibilities, teaching them to prioritize tasks.
• Improves research and writing abilities – Assignments also refine research and writing skills, as students learn to gather information and articulate ideas effectively.
• Reinforces classroom learning – They serve as a reinforcement tool, solidifying what is taught in the classroom and making learning more effective.

Disadvantages of Assignments For Students

• Can increase stress levels – Assignments can often lead to elevated stress levels in students due to tight deadlines and high expectations.
• Limits free time – When students are loaded with assignments, their leisure time gets compromised, affecting their work-life balance.
• May discourage creativity – The rigid structure of assignments can sometimes curb the creative instincts of students, stifling their innovative ideas.
• Risks of plagiarism – Assignments also pose the risk of plagiarism as students might copy answers from readily available sources, compromising their learning.
• Difficulty understanding instructions – Sometimes, students face challenges in comprehending the instructions of assignments, leading to incorrect submissions.
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Why we remember more by reading – especially print – than from audio or video

Professor Emerita of Linguistics, American University

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Naomi S. Baron does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

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During the pandemic, many college professors abandoned assignments from printed textbooks and turned instead to digital texts or multimedia coursework.

As a professor of linguistics , I have been studying how electronic communication compares to traditional print when it comes to learning. Is comprehension the same whether a person reads a text onscreen or on paper? And are listening and viewing content as effective as reading the written word when covering the same material?

The answers to both questions are often “no,” as I discuss in my book “ How We Read Now ,” released in March 2021. The reasons relate to a variety of factors, including diminished concentration, an entertainment mindset and a tendency to multitask while consuming digital content.

Print versus digital reading

When reading texts of several hundred words or more, learning is generally more successful when it’s on paper than onscreen. A cascade of research confirms this finding.

The benefits of print particularly shine through when experimenters move from posing simple tasks – like identifying the main idea in a reading passage – to ones that require mental abstraction – such as drawing inferences from a text. Print reading also improves the likelihood of recalling details – like “What was the color of the actor’s hair?” – and remembering where in a story events occurred – “Did the accident happen before or after the political coup?”

Studies show that both grade school students and college students assume they’ll get higher scores on a comprehension test if they have done the reading digitally. And yet, they actually score higher when they have read the material in print before being tested.

Educators need to be aware that the method used for standardized testing can affect results. Studies of Norwegian tenth graders and U.S. third through eighth graders report higher scores when standardized tests were administered using paper. In the U.S. study, the negative effects of digital testing were strongest among students with low reading achievement scores, English language learners and special education students.

My own research and that of colleagues approached the question differently. Rather than having students read and take a test, we asked how they perceived their overall learning when they used print or digital reading materials. Both high school and college students overwhelmingly judged reading on paper as better for concentration, learning and remembering than reading digitally.

The discrepancies between print and digital results are partly related to paper’s physical properties. With paper, there is a literal laying on of hands, along with the visual geography of distinct pages. People often link their memory of what they’ve read to how far into the book it was or where it was on the page.

But equally important is mental perspective, and what reading researchers call a “ shallowing hypothesis .” According to this theory, people approach digital texts with a mindset suited to casual social media, and devote less mental effort than when they are reading print.

Podcasts and online video

Given increased use of flipped classrooms – where students listen to or view lecture content before coming to class – along with more publicly available podcasts and online video content, many school assignments that previously entailed reading have been replaced with listening or viewing. These substitutions have accelerated during the pandemic and move to virtual learning.

Surveying U.S. and Norwegian university faculty in 2019, University of Stavanger Professor Anne Mangen and I found that 32% of U.S. faculty were now replacing texts with video materials, and 15% reported doing so with audio. The numbers were somewhat lower in Norway. But in both countries, 40% of respondents who had changed their course requirements over the past five to 10 years reported assigning less reading today.

A primary reason for the shift to audio and video is students refusing to do assigned reading. While the problem is hardly new , a 2015 study of more than 18,000 college seniors found only 21% usually completed all their assigned course reading.

Audio and video can feel more engaging than text, and so faculty increasingly resort to these technologies – say, assigning a TED talk instead of an article by the same person.

Maximizing mental focus

Psychologists have demonstrated that when adults read news stories or transcripts of fiction , they remember more of the content than if they listen to identical pieces.

Researchers found similar results with university students reading an article versus listening to a podcast of the text. A related study confirms that students do more mind-wandering when listening to audio than when reading.

Results with younger students are similar, but with a twist. A study in Cyprus concluded that the relationship between listening and reading skills flips as children become more fluent readers. While second graders had better comprehension with listening, eighth graders showed better comprehension when reading.

Research on learning from video versus text echoes what we see with audio. For example, researchers in Spain found that fourth through sixth graders who read texts showed far more mental integration of the material than those watching videos. The authors suspect that students “read” the videos more superficially because they associate video with entertainment, not learning.

The collective research shows that digital media have common features and user practices that can constrain learning. These include diminished concentration, an entertainment mindset, a propensity to multitask, lack of a fixed physical reference point, reduced use of annotation and less frequent reviewing of what has been read, heard or viewed.

Digital texts, audio and video all have educational roles, especially when providing resources not available in print. However, for maximizing learning where mental focus and reflection are called for, educators – and parents – shouldn’t assume all media are the same, even when they contain identical words.

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Learning Through Discussion 

Discussions can be meaningful and engaging learning experiences: dynamic, eye-opening, and generative. However, like any class activity, they require planning and preparation. Without that, discussion challenges can arise in the form of unequal participation, unclear learning outcomes, or low engagement. This resource presents key considerations in class discussions and offers strategies for how instructors can prepare and engage in effective classroom discussions.

On this page:

• The What and Why of Class Discussion

Identifying your Course Context

• Plan for Classroom Discussion
• Warm up Classroom Discussion
• Engage in Classroom Discussion
• Wrap up Classroom Discussion

Leveraging Asynchronous Discussion Spaces

• References and Further Reading

The CTL is here to help!

Seeking additional support with discussion pedagogy? Email [email protected] to schedule a 1-1 consultation. For support with any of the Columbia tools discussed below, email [email protected] or join our virtual office hours .

Interested in inviting the CTL to facilitate a session on this topic for your school, department, or program? Visit our Workshops To Go page for more information.

Cite this resource: Columbia Center for Teaching and Learning (2021). Learning Through. DIscussion. Columbia University. Retrieved [today’s date] from https://ctl.columbia.edu/resources-and-technology/resources/learning-through-discussion/

The What and Why of Class Discussion 

Class discussion can take many forms, from structured prompts and assignments to more casual or informal conversations. Regardless of class context (e.g.: a seminar, large lecture, or lab course) or the form (e.g.: in-person or asynchronous) discussion takes, it offers a number of benefits to students’ learning. As an active learning technique, class discussion requires students to be co-constructors of their learning. Research shows that students learn more when they actively participate in their learning, rather than passively listen. Furthermore, studies have also shown that “student participation, encouragement, and peer-to-peer interaction was consistently and positively related to the development of critical thinking skills” (Howard, 2015, pp. 6). Class discussion has also been linked to greater student motivation, improved communication skills, and higher grades (Howard, 2015). But just like effective lectures or assignments require planning and preparation, so too does class discussion. 

The following sections offer a framework and strategies for learning through discussion. These strategies are organized around four key phases: planning for classroom discussion, warming up for classroom discussion, engaging in classroom discussion, and wrapping up classroom discussion.

While the strategies and considerations provided throughout this resource are adaptable across course contexts, it is important to recognize instructors’ varied course formats, and how discussion might differ across them. This section identifies a few of these contexts, and reviews  how these contexts might shape instructors’ engagement with both this resource and class discussion more broadly. 

I teach a discussion-based course

Small classes and seminars use discussion-based pedagogies, though it can be challenging to get every student to contribute to discussions. It is important to create multiple opportunities for engagement and not just rely on whole group discussion. Pair and small group discussions can create trust among students and give them the confidence to speak up in the larger group. Instructors of discussion-based courses can extend in-class discussions into the asynchronous space. These inclusive moves allow students to contribute to discussions in multiple ways.

I do not teach a discussion-based course

Whether teaching a large lecture course, a lab course, or other non-discussion based course, students will still benefit from interacting with each other and learning through discussion. Small group or pair discussion can be less intimidating for students regardless of class size and help create a sense of community that impacts learning.

I teach a course that may have some Hybrid/HyFlex meetings.

In-person classes might sometimes offer hybrid or HyFlex opportunities for students to accommodate extenuating circumstances. In a hybrid/HyFlex course session, students participating in-person and remotely should have equal opportunities to contribute to discussions. To make this a reality, advanced preparation involves thinking through the logistics using discussion activities, roles and responsibilities (if working with TA(s)), classroom technologies (e.g., ceiling microphones available in the classroom; asking in-person students to bring a mobile device and headset if possible to engage with their remote peers), and determining the configurations if using discussion groups or paired work (both in a socially distanced classroom, and if asking both in-person and remote students to discuss together in breakout groups).

Planning for Classroom Discussion

Regardless of your course context, there are some general considerations for planning a class discussion; these considerations include: the goals and expectations, the modality of discussion, and the questions you might use to prompt discussion. The following section offers some questions for reflection, alongside ideas and strategies to address these considerations.

Goals & Expectations

What is the goal of the discussion? How will it support student learning? What are your expectations of student participation and contributions to the discussion? How will you communicate the goals and expectations to students?

Articulate the goals of discussion : Consider both the content you want your students to learn and the skills you want them to apply and develop. These goals will inform the learner-centered strategies and digital tools you use during discussion.

Communicate the purpose (not just the topic) of discussion: Sharing learning goals will help students understand why discussion is being used and how it will contribute to their learning. 

Specify what you expect of student contributions to the discussion and how they will be assessed: Be explicit about what students should include in their contributions to make them substantive, and model possible ways of responding. Guide students in how they can contribute substantively to their peers’ live responses or online posts. You might consider asking students to use the 3CQ model: 

• Compliment—I like that ___ because…; 
• Comment—I agree/disagree with (specific point/idea) because…; 
• Connection—I also thought that…; 
• Question—I wonder why…  

Establish discussion guidelines: Communicate expectations for class discussion.  Be sure to include desired behaviors/etiquette and how technologies and tools for discussion will be used. Students in all classes can benefit from discussion guidelines as they help to clearly identify and establish expectations for student success. For more support with getting started, see the Barnard Center for Engaged Pedagogy’s resource on Crafting Community Agreements . Additionally, while there are some shared general discussion guidelines, there are also some specific considerations for asynchronous discussions: 

Sample Discussion Guidelines:

• Refer to classmates by name.
• Allow everyone the chance to speak (“Take Space, Make Space”).
• Constructively critique ideas, not individuals.
• Listen actively without interrupting. 
• Contribute questions, ideas, or resources.

Sample Asynchronous Discussion Guidelines:

• Respond to discussion posts within # of hours or days.
• Review one’s own writing for clarity before posting, being mindful of how it may be interpreted by others.
• Prioritize building upon or challenging the strongest ideas presented in a post instead of only focusing on the weakest aspects. 
• Acknowledge something someone else said. 
• Build on their comment by connecting with course content, adding an example or observation.
• Conclude with critical thinking or socratic questions. 

Invite students to revise, contribute to, or co-create the guidelines. One way to do this is to facilitate a discussion about discussions, asking students to identify what the characteristics of an effective discussion are. This will encourage their ownership of the guidelines. Post the guidelines in CourseWorks and refer to them as needed.

In what modality/modalities will the discussion take place (in-person/live, asynchronous, or a blend of both)?

The modality of your class discussion may determine the tools and technologies that you ask students to engage with. Thus, it is important to determine early on how you would like students to engage in discussion and what tools you will use to support their engagement. Consider leveraging your asynchronous course spaces (e.g., CourseWorks), which can help students both prepare for an in-class discussion, as well expand upon and continue in-class discussions. For support with setting up asynchronous discussions, see the Leveraging Asynchronous Discussion Spaces section below.

What prompts will be used for discussion? Who will come up with those prompts (e.g.: instructor, TA, or students)?

The questions you ask and how you ask them are important for leading an effective discussion. Discussion questions do not have to be instructor-generated; asking students to generate discussion prompts is a great way to engage them in their learning. 

Draft open-ended questions that advance student learning and inspire a range of answers (avoiding closed-ended, vague, or leading questions). Vary question complexity over the course of a discussion. If there’s one right answer, ask students about their process to get to the right answer. 

The following table features sample questions that increase in cognitive complexity and is based on the six categories of the revised Bloom’s Taxonomy.

Warming up for Classroom Discussion 

Get students comfortable talking with their peers, you, and the TA(s) (as applicable) from the start of the course. Create opportunities for students to have pair or small group conversations to get to know one another and connect as a community. Regardless of your class size or context (i.e.: seminars, large-lecture classes, labs), for discussions to become a norm in your course, you will need to build community early on in the course.

Get students talking early and often to foster community

How will you make peer-to-peer engagement an integral part of your class? How can you get students talking to each other?

To encourage student participation and peer-to-peer interaction, create early and frequent opportunities for students to share and talk with each other. These opportunities can help make students more comfortable with participating in discussion, as well as help build rapport and foster trust amongst class members. Icebreakers and small group discussion opportunities provide great ways to get students talking, especially in large-enrollment classes where students may feel less connection with their peers (see sample icebreakers below ).  For additional support with building community in your course, see the CTL’s Community Building in Online and Hybrid (HyFlex) Courses resource. (Although this resource emphasizes online and hybrid/HyFlex modalities, the strategies provided are applicable across all course modalities.)

Establish class norms around discussion and participation

How can you communicate class norms around discussion and participation on day one? 

The first class meeting is an opportunity to warm students up to class discussion and participation from the outset. Rather than letting norms of passivity establish over the first couple of weeks, you can use the first class meeting to signal to students they will be expected to participate or interact with their peers regularly. You might ask students to do a welcoming icebreaker on the first day, or you might invite questions and syllabus discussion. No matter the activity, establishing a norm around discussion and participation at the outset will help warm students up to participating and contributing to later discussions; these norms can also be further supported by your discussion guidelines . Icebreakers:  Icebreakers are a great way to establish a positive course climate and encourage student-student, as well as instructor-student, interactions. Some ideas for icebreaker activities related to discussion include:

• (Meta)Discussion about Discussions: In small groups during class, or using a CourseWorks discussion board , students introduce themselves to each other, and share their thoughts on what are the qualities of good and bad discussions.
• Course Content: Ask students to share their thoughts about a big question that the course addresses or ask students what comes to mind when they think of an important course concept. You could even ask students to scan the syllabus and share about a particular topic or reading they are most excited about.

Engaging in Classroom Discussion

With all of your preparation and planning complete, there are some important considerations you will need to make with both your students and yourself in mind. This section offers some strategies for engaging in classroom discussion.

Involve students in discussion 

How will you engage all of your students in the discussion? How will you make discussion and your expectations about student participation explicit and integral to the class?

Involving your students in class discussion will allow for more student voices and perspectives to be contributed to the conversation. You might consider leveraging the time before and after class or office hours to have informal conversations and build rapport with students. Additionally, having students rotate roles and responsibilities can keep them focused and engaged.

Student roles: Engage all students by asking them to volunteer for and rotate through roles such as facilitator, summarizer, challenger, etc. In large-enrollment courses, these roles can be assigned in small group or pair discussions. For an asynchronous discussion, roles might include: discussion starter / original poster, connector to research, connector to theory. Additional roles might include: timekeeper, notetaker, discussion starter, wrapper, and student  monitor:

• Discussion starter / original poster: Involve students in initiating the discussion. Designate 2–3 students per discussion to spark the conversation with a question, quotation, an example, or link to previous course content.
• Discussion wrapper: Engage students in facilitating the discussion. Help students grasp take-aways. Designate 2-3 students per discussion to wrap up the discussion by identifying themes, extracting key ideas, or listing questions to explore further. 
• Student monitor: Ask a student (on a rotating basis) or TA(s) if applicable, to monitor the Zoom chat (in hybrid/HyFlex courses) or the CourseWorks Discussion Boards (when leveraging asynchronous discussion spaces). The monitors can then flag important points for the class or read off the questions that are being posed. 

Student-generated questions: Prepare students for discussion and involve them in asking and answering peer questions about the topic. Invite students to post questions to a CourseWorks Discussion before class, or share their questions during the discussion. If students are expected to respond to their peer’s questions, they need to be told and guided how to do so. Highlight and use insightful student questions to prime or further the discussion.

Student-led presentations: In smaller seminar-style classes or labs, invite students to give informal presentations. You might ask them to share examples that relate to the topic or concept being discussed, or respond to a targeted prompt.

Determine your role in discussion 

How will you facilitate discussion? What will your presence be in asynchronous discussion spaces? What can students expect of your role in the discussion? 

Make your role (or that of your co-instructor(s) and/or TA(s)) in the discussion explicit so that students know what to expect of your presence, reinforcement of the discussion guidelines, and receipt of feedback. 

Actively guide the discussion to make it easy for students to do most of the talking and/or posting. This includes being present, modeling contributions, asking questions, using students’ names, giving timely feedback, affirming student contributions, and making inclusive moves such as including as many voices and perspectives and addressing issues that may arise during a conversation. 

• For in-class discussions , additional strategies include actively listening, giving students time to think before responding, repeating questions, and warm calling. (Unlike cold calling, warm calling is when students do pre-work and are told in advance that they will be asked to share their or their group’s response. This technique can minimize student anxiety, as well as produce higher quality responses.)
• For asynchronous discussions , additional strategies include having parallel discussions in small groups on CourseWorks, and inviting students to post videos, audio clips, or images such as drawings, maps, charts, etc.

Manage the discussion and intervene when necessary : Manage dynamics, recognizing that your classroom is influenced by societal norms and expectations that may be inherently inequitable. Moderate the ongoing discussion to make sure all students have the opportunity to contribute. Ask students to explain or provide evidence to support their contributions, connect their contributions to specific course concepts and readings, redirect or keep the conversation on track, and revisit discussion guidelines as needed.

For large-enrollment courses, you might ask TAs or course assistants to join small groups or monitor discussion board posting. While it’s important for students to do most of the talking and posting, TAs can support students in the discussion, and their presence can help keep the discussion on track. If you have TAs who lead discussion sections, you might consider sharing some of these discussion management strategies and considerations with them, and discuss how the discussion sections can and will expand upon discussions from the larger class.    

Give students time to think before, during, and after the discussion

Thinking time will allow students to prepare more meaningful contributions to the discussion and creates opportunities for more students, not just the ones that are the quickest to respond, to contribute to the conversation. Comfort with silence is important following a posed question. Some thinking time activities include:   

• “ Silent meeting ” (Armstrong, 2020): Devote class time to students silently engaging with course materials and commenting in a shared document. You can follow this “silent meeting” with small group discussions. In a large enrollment class, this strategy can allow students to engage more deeply and collaboratively with material and their peers. 
• Think-Pair-Share : Give students time to think before participating. In response to an open-ended question, ask students to first think on their own for a few minutes, then pair up to discuss their ideas with their partner. Finally, ask a few pairs to share their main takeaways with the whole class. 
• Discussion pause : Give students time to think and reflect on the discussion so far. Pause the discussion for a few minutes for students to independently restate the question, issue, or problem, and summarize the points made. Encourage students to write down new insights, unanswered questions, etc. 
• Extend the discussion: Encourage students to continue the class discussion by leveraging asynchronous course spaces (e.g.: CourseWorks discussion board). You may ask students to summarize the discussion, extend the discussion by contributing new ideas, or pose follow-up questions that will be discussed asynchronously or used to begin the next in-class discussion. 
• Polls to launch the discussion : Pose a poll closed-ended question and give students time to think and respond individually. See responses in real time and ask students to discuss the results. This can be a great warm up activity for a pair, small group, or whole class discussion, especially in large classes in which it may be more challenging to engage all students. 

Wrapping up Classroom Discussion 

Ensure that the discussion meets the learning objectives of the course or class session, and that students are leaving the discussion with the knowledge and skills that you want them to acquire. Give students an opportunity to reflect on and share what they have learned. This will help them make connections between other class material and previous class discussions. It is also an opportunity for you to gauge how the discussion went and consider what you might need to clarify or shift for future discussions. 

Debrief the Discussion

How will you know the discussion has met the learning objectives of the course or class session? How will you ensure students make connections between broader course concepts and the discussion?

Set aside time to debrief the discussion. This might be groups sharing out their discussion take-aways, designated students summarizing the key points made and questions raised, or asking students to reflect and share what they learned. Rather than summarizing the discussion yourself, partner with your students; see the section on Student Roles above for strategies. 

• Closing Reflection: Ask students to reflect on and process their learning by identifying key takeaways. Carve out 2-5 minutes at the end of class for students to reflect on the discussion, either in writing or orally. You might consider collecting written reflections from students at the end of class, or after class through a Google Form or CourseWorks post. Consider asking students to not only reflect on what they learned from the discussion, but to also summarize key ideas or insights and/or pose new questions.

Collect Feedback, Reflect, Iterate  

How will you determine the effectiveness of class discussion? How can you invite students into creating the learning space? 

Feedback: Student feedback is a great way to gauge the effectiveness and success of class discussion. It’s important to include opportunities for feedback regularly and frequently throughout the semester; for feedback collection prompts and strategies, see the CTL’s resource on Early and Mid-Semester Student Feedback . You might collect this through PollEverywhere, a Google Form, or CourseWorks Survey. Classes of all sizes and modalities can benefit from collecting this type of feedback from students.

Reflect: Before you engage with your students’ feedback, it’s important to take time and reflect for yourself: How do you think the discussion went? Did your students achieve the learning goals that you had hoped? If not, what might you do differently? You can then couple your own reflection with your students’ feedback to determine what is working well, as well as what might need to change for discussions to be more effective.

Iterate: Not all class discussions will go according to plan, but feedback and reflection can help you identify those key areas for improvement. Share aggregate feedback data with your students, as well as what you hope will go differently in future discussions.   

Asynchronous discussion spaces are an effective way for students to prepare for in-class discussion, as well as expand upon what they have already discussed in class. Asynchronous discussion boards also offer a great space for students to reflect upon the discussion, and provide informal feedback. 

Columbia Tools to Support Asynchronous Discussion 

There are a number of Columbia tools that can support asynchronous discussion spaces. Some options that instructors might consider include: 

• CourseWorks Discussion boards : CourseWorks discussion boards offer instructors a number of customizable options including: threaded or focused discussions , post “like” functionality , graded discussion posts , group discussions , and more. For further support with your CourseWorks discussion board, see the CTL’s CourseWorks Support Page or contact the CTL at [email protected] to set up a consultation. 
• Ed Discussion (via CourseWorks): Starting in Fall 2021, instructors will have access to Ed Discussion within their CourseWorks site. For support on getting started with Ed Discussion, see their Quick Start Guide , or contact the CTL at [email protected] . For strategies and examples on how to enhance your course’s asynchronous discussion opportunities using Ed Discussion’s advanced features, refer to Enhance your Course Discussion Boards for Learning: Three Strategies Using Ed Discussion .    

References and Further Reading 

Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Longman.

Armstrong, B. (2020). To Spark Discussion in a Zoom Class, Try a ‘Silent Meeting .’ The Chronicle of Higher Education. November 18, 2020.

Barkley, E.F. (2010). Student Engagement Techniques: A Handbook for College Faculty . Jossey-Bass.

Barkley, E.F.; Major, C.H.; and Cross, K.P. (2014). Collaborative Learning Techniques: A Handbook for College Faculty . Second Edition. Jossey-Bass. 

Barnard Center for Engaged Pedagogy. (2021). Crafting community agreements .

Brookfield, S. D., & Preskill, S. (2016). The Discussion Book: 50 Great Ways to Get People Talking . Wiley.

Cashin, W.E. (2011). Effective Classroom Discussions . IDEA Paper #49. Retrieved from www.ideaedu.org 

Center for Research on Teaching and Learning. Guidelines For Classroom Interactions. Retrieved from http://www.crlt.umich.edu/examples-discussion-guidelines

Davis, B.G. (2009). Tools for Teaching , 2 nd Edition. 

Hancock, C., & Rowland, B. (2017). Online and out of synch: Using discussion roles in online asynchronous discussions. Cogent Education, 4(1).

Howard, J.R. (2015). Discussion in the College Classroom: Getting Your Students Engaged and Participating in Person and Online . Wiley. 

Howard, J.R. (2019) How to Hold a Better Class Discussion: Advice Guide. Chronicle of Higher Education. https://www.chronicle.com/interactives/20190523-ClassDiscussion

The K. Patricia Cross Academy. Making Good Use of Online Discussion Boards. Retrieved from https://kpcrossacademy.org/making-good-use-of-online-discussion-boards/  

Read more about Columbia undergraduate students’ experiences with discussion

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Classroom Q&A

With larry ferlazzo.

In this EdWeek blog, an experiment in knowledge-gathering, Ferlazzo will address readers’ questions on classroom management, ELL instruction, lesson planning, and other issues facing teachers. Send your questions to [email protected]. Read more from this blog.

Response: Pros & Cons of ‘Reading Logs’

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(This is the second post in a four-part series. You can see Part One here .)

The new question-of-the-week is:

Should “reading logs” be assigned to students and, if not, what are alternatives?

In Part One , Mary Beth Nicklaus, Beth Jarzabek, Jennifer Casa-Todd, Jennifer Orr, and Leah Wilson contribute their responses. You can listen to a 10-minute conversation I had with Mary Beth and Beth on my BAM! Radio Show . You can also find a list of, and links to, previous shows here.

Today, Laura Robb, Melissa Miles, Ryan Huels, and Rinard Pugh share their thoughts.

Response From Laura Robb

Author, teacher, coach, and speaker, Laura Robb has worked with children and teachers for more than 40 years. At present, she works at Daniel Morgan Intermediate School in Winchester, Va., training 5th and 6th grade teachers and teaching children who read four to five years below grade level. Author of more than 30 books on literacy, Robb co-authors therobbreviewblog.com with her son, Evan. In addition, Robb speaks at national and state conferences and trains teachers in schools in the U.S. Follow her on twitter @LRobbTeacher:

Reading Logs: Know Your WHY

Several years ago, a superintendent and his middle school reading teachers attended an all-day conference on reading at a school in rural Virginia. During the morning break, his teachers complained about a top-down decision made by the superintendent: Students had to read 30 minutes a night and then write a summary of their reading in a reading-log journal. By the end of six weeks, students rebelled against this homework routine and refused to write summaries. One teacher told me: “Students were happy to take an F to avoid the negative feelings developing toward independent reading.”

After lunch, the superintendent pulled me aside: “I hear you don’t agree with students writing nightly summaries of books they’re reading. They [students] get a grade for this. That’s how we know they’re reading.”

“Can you bring your reading logs with summaries to show me?” I asked as gently as possible.

“I don’t do that,” he said, annoyance creeping into his tone.

“Then why would you ask students to do that?”

Frustrated and angry, he walked away.

This literacy story is a warning and nudges you to consider your WHY for using reading logs as an accountability tool.

When Accountability Is King

Using reading logs to grade assigned tasks can cause students to build frustration and anger toward reading. Moreover, it is not an authentic learning experience for these reasons:

• Adults do not do it. Like book reports, reading logs are a school-created assignment that no adult would consider completing.
• Independent reading work in book logs punishes proficient and advanced readers, for the more they read, the more work they have to complete. When reluctant and striving readers receive low grades or failures for book-log work, anxiety, anger, and frustration increase and turn students further away from reading. Moreover, Richard Allington’s research demonstrates that students who read little to nothing experience a continual backward slide.

The questions teachers and administrators need to ask are, Do I do this?

Would I do it? If the answer is a resounding “no,” then don’t have students do what you would never do. The goal of independent reading should be to offer students a choice of reading materials and the practice they need to become lifelong readers, as well as to develop personal literary tastes and a passion for reading and learning!

It’s impossible to monitor every book students read. Trust your students and look at the glass half full. Sure, there will be students who don’t read. However, if you offer them alternatives to book logs such as engaging in discussions and encouraging them to advertise books they enjoyed, you can develop a class culture of book love. Equally important is that you love reading and share parts of your reading life with students because students can sense your passion as you book talk and honor their choices through conferring.

Alternatives to Book Logs

Consider inviting students to enter the title and author of completed and abandoned books onto a computer or in a reserved section of their reader’s notebook. This works well if you offer students a few minutes twice a week to do this in class. Students and I use listed books for these seven alternatives to book logs:

Teacher-student conferences: Schedule these while the student is reading a book, as well as after he or she has completed it. Open with a general question like the one Carl Anderson asks, “How’s it going?” Let the student talk about the book and be an active listener. Hold these five-minute conferences as often as you can because they let you into students’ reading lives and provide insights that enable you to offer support and plan interventions.

Student-to-student conferences: Organize these once students have experienced conferring with you. Let students choose their partners and encourage them to confer with different students so they observe diverse perspectives and literary tastes.

Monthly book talks: Ask students to choose a book from their lists then plan and present a brief book talk. You can use a search engine to find examples of librarians and students presenting book talks that take two to three minutes.

Elevator Talks: Invite students to sign up for these 60-second talks and schedule one or two a day. The goal is for students to “sell” their book to peers.

Graffiti Wall: Put a large piece of construction paper on a bulletin board. Ask students to write the title and author of a book they loved plus one to two sentences about why it was terrific, then sign their names. Set aside time for students to read the graffiti wall as peer recommendations are an excellent way to find books.

Discussions: Invite small groups and partners to choose and discuss a book from their list as meaningful talk deepens understanding. Using different books is no problem because students can discuss literary elements for fiction and biography and what they learned from informational texts. They can also share and discuss photographs and illustrations.

• Book Reviews: Have students study books reviews in The Horn Book and in School Library Journal, so they understand that a review can start with a short summary, but the helpful part is the reader’s opinion.

Remember, everything students do with independent reading doesn’t have to be graded. Instead, help them develop book love and experience joy in reading.

To Grade or Not to Grade?

This question haunts teachers. If teachers grade independent reading, it can build negative feelings and surely diminish students’ desire to read. In addition, grading doesn’t align with the goals of independent reading: to develop students who love to read and choose to read during free time at school and at home. If your school requires grades, the only task I suggest you grade are book reviews, but only after students have practiced these several times to ensure they will be successful.

Closing Thoughts

When students self-select books for independent reading, they can identify topics, genres, and authors they enjoy. To keep the joy in reading, ask your students: What can I do to support independent reading in our class? Students’ suggestions can guide your WHY and break the “we’ve-always-done-it-this way” mindset and cycle.

Response From Melissa Miles

Co-author of the upcoming books, Rigor in the K-5 Language Arts and Social Studies Classroom and Rigor in the 6-12 Language Arts and Social Studies Classroom, Melissa Miles is currently back in the classroom teaching middle school language arts after she was the director of educational resources at a K-8 school. She is a national-board-certified teacher with over 15 years experience. She may be reached through her co-author’s website: www.barbarablackburnonline.com :

Reading logs may be a traditional practice employed to manage minutes read or pages completed by students in a given time period. However, once parental control is no longer required (past 3rd or 4th grade), students can easily escape the pains of reading if they view it as a miserable activity. Independent reading, with today’s available technology, should be done in a way that speaks the digital language of this generation of students. What is that language, you ask? Gaming. Social opportunities. Technology. Choice. Students will most likely rise to the occasion and actually surprise themselves if we provide opportunities for them to do what they enjoy. There are many web-based platforms such as CommonLit ( commonlit.org ) or Zinc Reading Labs (paid service) that offer a gaming approach to independent reading. Students gain points for texts read, questions answered, vocabulary studies, etc. ... and allow students to “compete” with others in their class, school district, or anywhere else across the globe. This is a higher level of accountability than the reading log. With these options available for independent reading, it is hard to imagine hanging on to the reading log.

Aside from technological options, try using peer accountability. I allow students to be in Book Clubs at school. Students are given a variety of books from which to choose (oftentimes based on the same theme or genre). After letting them analyze the front covers and read the back summaries and reviews, they choose the book they would like to read. After I place them in groups (Book Clubs), students work together to agree upon a reading schedule and tasks or roles to complete individually. Book Clubs can meet once or twice per week, but I have found that students hold one another accountable for making sure group members are keeping up with their reading. If the purpose for your reading logs is to ensure students are reading, perhaps you can try using Book Clubs if your students are old enough to do so. Reading logs are a great idea in and of themselves, but I think it’s time for a makeover so they become a tool that is appropriate for this generation!

Response From Ryan Huels

Ryan Huels is the assistant principal of Oregon Elementary School in Oregon, Ill. He spent five years as a 1 st grade classroom teacher prior to entering administration:

Reading logs do more harm than good to promote literacy development. Not only is there a plethora of research to support this stance, I have also seen from my experience as a classroom teacher that it became more of an exercise in parental compliance than a tool to increase reading achievement.

The main alternative we can encourage in classrooms that currently use reading logs is the following: Continue to encourage/expect students to read 20-30 minutes a night but not assign their parents with the task of filling out a reading log. As professionals, we will know which kids are reading and which are not based on how they are progressing throughout the year, thus making the reading log an unnecessary exercise. Richard Allington has long stated that students need to be engaged in independent reading as opposed to literacy-related worksheets, so please do not encourage families to fill out any type of worksheet to accompany at home reading.

Kids need to be reading books they enjoy to help foster a love of reading instead of engaging in activities that feel like a punishment such as a worksheet or reading log. Many of our teachers have transitioned to providing families with a variety of resources that help promote reading comprehension such as bookmarks with comprehension questions parents can ask as a child reads to them.

If our goal is to promote a love of literacy to ensure students are more inclined to develop as readers, we can do a number of things in our school systems. First and foremost, we should promote literacy in all things that we do centered around a Reader’s Workshop approach designed to ensure students have ample time to independently practice reading throughout the school day. Jennifer Serevallo is a tremendous resource with her book The Reading Strategies Book . Creating opportunities for students to read books that are of high interest and near their instructional level will have a profound impact on their development. I discourage you from using reading as a punishment or trying to incentivize reading in any form as it will not have a lasting effect.

Host family education nights that encourage reading at home such as a Family Reading Night that allows families to engage in an enjoyable experience with literacy at school. These events can be best supported by teaching staff providing resources for families to use to help support their child’s reading development at home. This could be comprehension strategies to support, resources to find appropriate texts, how to support a struggling reader, etc. Leaders can help promote literacy in their schools by making it a point to regularly visit classrooms to read alongside students or read to entire classes with a themed read-aloud with a positive behavioral message. The more and more our students can see the adults they admire enjoying reading, the more motivated they will be to become better readers themselves.

Response From Rinard Pugh

Rinard Pugh is currently an elementary principal. He lives with his wife and two children in west Michigan. He’s a graduate of Western Michigan University. He is currently working on his Ed.S. degree at Central Michigan University:

There are many benefits to using reading logs in schools. In primary grades, reading logs can help students practice rereading their books. Rereading improves fluency. Rereading with the use of a log strengthens comprehension, and it can be fun. In primary grades, reading logs can have tally marks, boxes to draw things, smiley faces, red, green, and yellow lights, and sections to write a few notes. In intermediate grades, reading logs are useful to help students and teachers track reading volume and progress. Also, reading logs put ownership of learning back into the students’ hands and allow them to own their learning.

I was a former middle school teacher and I taught a reading-intervention class. My class used Read 180 through Scholastic, and we enjoyed the curriculum and resources. My kids had options of several reading-log templates to choose. One of the preferred reading logs had sentence starters at the bottom of it. The sentence starters were very effective in helping the students organize and start their writing. I would challenge the students to use each of the 14 sentence starters. Weekly, I would meet and confer with each of my students individually. At this time, we would look at their reading logs together, and I would sit and listen to them summarize their week of reading. I felt this was a beneficial use of the reading logs. My goal was to help my students gain stronger skills in literacy, and the log supported that. The log was not used for incentives or “junk” that did not relate to reading. Rather, it was a purposeful teaching tool to collect and track data for the students as well as myself, being the teacher.

If you do not believe in a reading log, you should use something to track student progress and support their fluency and comprehension. I offered my students the use of sticky notes to jot down questions, wonderings, and affirmations while they read.

Thanks to Laura, Melissa, Ryan, and Rinard for their contributions.

Please feel free to leave a comment with your reactions to the topic or directly to anything that has been said in this post.

Consider contributing a question to be answered in a future post. You can send one to me at [email protected] . When you send it in, let me know if I can use your real name if it’s selected or if you’d prefer remaining anonymous and have a pseudonym in mind.

You can also contact me on Twitter at @Larryferlazzo .

Education Week has published a collection of posts from this blog, along with new material, in an e-book form. It’s titled Classroom Management Q&As: Expert Strategies for Teaching .

Just a reminder; you can subscribe and receive updates from this blog via email or RSS Reader. And if you missed any of the highlights from the first seven years of this blog, you can see a categorized list below. The list doesn’t include ones from this current year, but you can find those by clicking on the “answers” category found in the sidebar.

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Look for Part Three in a few days.

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Pedagogy – best practices – technology.

How Do You Get Your Students to Do the Assigned Reading?

Gooblar suggests starting by making sure that the assigned reading is really necessary. Students prioritize their work and won’t bother with the reading if they feel it is not essential. Make sure that your required reading aligns with course objectives and can be completed in a reasonable amount of time. Show students that the reading is, indeed, necessary. At the end of class preview the upcoming reading assignment, explain how it fits into the material to be covered in the next class, and give the students some questions to consider as they do the reading.

Handouts created for the students can be useful, Gooblar writes. These can be specific to each reading assignment or more general to be used for all the readings. Questions posed in handouts help prepare students for in-class discussion. End by asking “What one question would you like me to answer in class about the reading?”   Instead of a quiz, create a questionnaire to gauge problems students are having with the reading. “By asking questions that point to the use you’ll make of the reading, you’ll underline the fact that the reading is indeed integral to the course. You’ll also provide yourself with useful information to guide your lecture or class discussion.” These questionnaires can be used to monitor students’ completion of the reading.

Finally, Gooblar advises making use of the information from the reading assignments in class without repeating it in detail. Why should students spend their time reading if you are going to tell them what they need to know? You want the reading to serve as a foundation for in-class discussion or use lecture time to build on the ideas presented in the reading.

A special report from Faculty Focus on Teaching offers 11 Strategies for Getting Students to Read What’s Assigned [Magna Publications, July 2010]. I’ve summarized the main point(s) of each one after the title, but the articles are all short, so it won’t take long to review the full report.

• Enhancing Students’ Readiness to Learn : Being explicit with your students about expectations [concerning the reading assignments] and assessing their preparedness improves motivation and learning outcomes
• What Textbook Reading Teaches Students : Make sure your students understand why you are assigning textbook readings and how it relates to other course content. Don’t repeat the exact information in class and thus make it easy for students to skip the reading.
• Getting Students to Read : Design your course so that students must do the reading to do well. Create assignments that require more than passive reading, structuring these so that students must engage with and respond to the reading.
• Helping Students Use Their Textbooks More Effectively : Suggestions in this article include giving explicit requirements, introducing the text in class, and offering students effective textbook study practices.
• Still More on Developing Reading Skills : Quizzing is not an effective motivator for students to complete reading assignments and may encourage surface reading. Assignments, such as reading responses, that structure reading for the students work better.
• Text Highlighting: Helping Students Understand What They Read : Have students bring highlighted/annotated/underlined texts to class and share their reasons for the markup. “In this way, the types of thinking that accompanies purposeful, active reading become more apparent.”
• When Students Don’t Do the Reading : Students won’t read if they know that the material will be closely reviewed during lecture. Let students know that the reading is necessary background that will be referenced and built on.
• Pre-Reading Strategies: Connecting Expert Understanding and Novice Learning : Examples of scaffolding or structuring the reading experience for students, especially underclassmen, by building a framework for topics, giving them reading strategies, making connections to the course content, identifying roadblocks to understanding, and uncovering the structure of the argument presented.
• The Use of Reading Lists : The article looks at a British study on how students can be motivated to read outside of required texts for a course. The answer lies in taking time to develop student reading skills and raising interesting, challenging questions whose answers are to be found in the readings.
• The Student-Accessible Reading List : Structured and discussion-specific lists (of non-required texts) with a limited number of readings are more accessible to students. Annotations direct students to readings that will be useful to them .
• How to Get Your Students to Read What’s Assigned : The final article provides a nice summary of ideas. Introduce the textbook and encourage use of supplemental materials the textbook provides, identify discipline-specific terminology, have students mark-up readings, structure the reading by providing questions to be answered ahead of class, use the textbook in class to emphasize its importance, teach students to ask questions about the reading, link the reading to exams, and identify and work with students who need help with reading.

Faculty I talked with pointed out that students coming into colleges and universities today may be less prepared to take on reading assignments than in the past. In high schools today many students are being taught to the test and may be associating reading with learning facts, which often means reading on the surface without understanding the big picture. If you teach a course that relies heavily on reading assignments, consider taking time at the beginning of the semester to provide some in-class training on the best practices and strategies that your students should adopt. Have the students scan a text, skimming the abstract or first paragraphs and conclusion, noting the section headings, illustrations and or graphics. Based on this preview, have them frame several questions that they have about the content, before they do a thorough reading. Discuss the value of taking notes and what those notes should cover. Ask them what they highlight when they read and why. Remind your students that they should be bringing questions to class about their reading assignments.

If you have a solution that you’ve used to encourage students to do the reading, please share it with us in the comments.

*********************************************************************************************************

Macie Hall, Senior Instructional Designer Center for Educational Resources

Image source: Pixabay.com

2 thoughts on “ How Do You Get Your Students to Do the Assigned Reading? ”

I pretty much do all of these things. On days when students need to have done the reading to participate, I invite them to leave the class and do the reading and come back when they finish. I’m tired right now so can’t remember how effective it was, but it did show them that they couldn’t pretend to have done the reading and not contribute to class.

in my opinion, one of good things to engage with reading activities is through computer games, but you have to develop such a game conjoined with the syllabus.

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6 Reasons to Read Before Class

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Everyone's college and grad school experience is a little different, but the one thing all have in common is reading. You already know that college entails a lot of reading. Guess what? Grad school is way worse.  Expect your reading load to triple, at least, in graduate school . With such a huge set of reading assignments, you might be tempted to fall behind and not read before class. Here are six reasons why you should avoid temptation and read ahead of the class.

Make the Most of the Class Time

Class time is valuable. Be sure that you can follow along. When you read ahead of time, you are more likely to understand the organization of the lecture. You'll be better able to figure out what's important and what isn't (and thereby take effective notes ).

Understand the Topic and What You Don't Understand

If everything that you hear in class is new, how will you determine what you understand and whether you have questions? If you have read beforehand you can focus your attention on filling gaps in your understanding by paying more attention during some parts of the lecture and by asking questions.

Participate

Most classes require at least some participation. Be ready to answer questions and to discuss the topic. It's easy to participate when you know the topic. Reading beforehand helps you to understand the material and gives you time to consider your perspective and opinions. Don't get caught unprepared. Professor's opinions matter - do not get caught faking it.

Reading before class lets you show that you've read, that you care, and that you are intelligent. You'll be able to ask good questions and participate in a way that demonstrates preparation, interest, and mastery of the material. These are all positive marks in profs' views.

Participate in Group Work

Many classes require group work, often in class. If you have read, you are ready and likely will not mooch off of your classmates, or benefit from their hard work. In turn, if you have read you can tell when the group is taking a wrong turn. Contrary to some stereotypes, effective group work requires preparation.

Show Respect

Reading ahead of time shows respect for the instructor and interest in the class. While instructors' feelings should not be the primary motivator of your behavior, relationships with faculty are important and this is one easy way to get your relationship with your professor off to a good start. Think ahead—faculty are often important resources for advice , recommendation letters , and opportunities.

Many students find reading tiresome, a great deal of work. Try employing reading strategies such as the SQ3R method .

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The Surprising Benefits of Early Reading

Early reading for pleasure is linked to enhanced thinking, feeling, and acting..

Updated May 9, 2024 | Reviewed by Kaja Perina

• Research into children who start reading for pleasure at an early age, shows notable brain enhancement.
• Reading for pleasure between 2 and 9 supports healthy development in a variety of brain regions.
• Reading rather than screen time is connected to better cognitive, mental health, and behavioural outcomes.
• Reading offers children a proven way to reduce anxiety and depression.

In 2023, researchers in the United Kingdom, at the universities of Warwick and Cambridge, and others in China at the University of Fudan, published results of the data they analyzed from over 10,000 teens gathered from the Adolescent Brain and Cognitive Development cohort in the United States.

Their focus was not academic. They were not trying to see who read the earliest and tested the best. They studied children who read for pleasure and how it improved their brain function if they began between two and nine years old, started after that time, or did not read for pleasure at all. The study was cross-sectional. The researchers collected data from many different teens at a single point in time. They were from diverse socio-economic backgrounds in families that had a whole range of educational levels.

The study was longitudinal. They assessed the over 10,000 adolescent participants over a series of years. Furthermore, a “2-sample Mendelian randomization (MR) analysis for potential causal interference was also performed.” While the study revealed “moderately significant heritability of early” reading for pleasure “with considerable contribution from environments,” the brain differences were found to be causally connected to those children who started reading for pleasure early in life.

This major dataset showed that children who start reading early, for the sheer pleasure of it, develop brain structure in such a way that they improve their thinking skills, mental health, and conduct. They show signs of reduced stress , as well as reduced tendencies towards aggressive behaviours such as bullying .

Imagine children excited to go to school because their peers are joyfully turning the pages of stories rather than seeking opportunities to target, humiliate, and harm. Imagine for teachers a classroom where their students have healthy brains, facility with thinking and learning, and a capacity to self-regulate both internalizing and externalizing behaviours. In other words, their students aren’t withdrawing, disengaging, feeling anxiety and depression . Their students aren’t aggressively lashing out or breaking rules.

Twelve hours a week of reading for pleasure, started early in life, could potentially transform today’s classrooms into spaces where education comes alive and mental health issues are significantly reduced. It might even save many teachers from burnout .

The more children read early, the less time they are on screens which has been shown to change the way their brains develop. The early readers for pleasure showed distinct improvements in their brain development as documented on brain scans. The impacts were notably positive for children’s verbal learning, memory , speech development, and overall academic performance. The impacts were also notable for improvements in mental health and behaviour.

The Research

The Warwick, Cambridge, and Fudan researchers put their study into the context of an extensive meta-analysis of other studies. What they add to our understanding is the significant connection between early reading for pleasure and enhanced brain health versus the correlation between screen time and “multiple psychopathological problems” ranging from externalizing behaviours like bullying, and internalizing ones like depression and anxiety, and learning challenges like ADHD .

Not only are structures in the brain linked specifically to reading impacted, other brain regions, such as “the middle frontal, temporal pole, circular insula, left superior frontal” and more, were positively associated with cognitive or thinking performance. Just as important, the positive impact on so many brain regions were also associated with reducing “psychopathology scores.” If we want children and teens to succeed at academics and avoid the sometimes lifetime curse of mental illness and mental disorders then encouraging and facilitating early reading for pleasure is one critical intervention. The improved health of these brain regions didn’t just slightly improve cognition and mental health outcomes, they “significantly mediated” them.

To put these research insights more forcefully, specific brain regions impacted by early reading for pleasure, among the many identified, “play critical roles in cognitive function.” This is vitally important to lay a foundation for learning that underpins academic success. At the same time, these findings show “abnormal pathological dysfunctions/defects and alterations in these brain regions are significantly related to multiple psychiatric and mental health disorders.”

There is that powerful word once again “significantly.” It is not used lightly by scientific researchers who are cautious to overstate their findings.To recap, if we prioritize children’s early reading for pleasure and keep them away from screen time as their brain is developing intensely, we not only give them an enhanced foundation to academically achieve, but we may also help protect them from the immense suffering and loss frequently connected to mental health disorders.

Early Reading for Pleasure is Protective

Research shows that children who spend time with care-givers reading in early childhood suffer less from social-emotional problems. Children who are reading for pleasure, rather than interacting with screen content, suffer less depression and aggression . They disengage less. They have less anxiety. They are less likely to develop ADHD. They don’t bully as much or break rules as frequently.

Why? Is one activity morally better than the other? Is reading the ethical choice and screen time a "bad" choice? Not according to this research. Because reading for pleasure enhances many brain regions associated with thinking and emotions and mood and behaviours, it is a prescription for success and mental health.

If children cannot see properly, we are quick to get them glasses. If children cannot hear effectively, we get them hearing aids. When they cannot walk, we get them crutches or a wheelchair. If children are struggling to think clearly, problem-solve, develop social- emotional intelligence , behave in regulated, empathic ways, we need to get them reading for pleasure, the sooner the better.

If children are struggling to avoid acting with cruelty and aggression, if they struggle to be motivated, engaged, and happy, we need to supply them with books so that they can learn to read for pleasure. We need to surround them with caregivers who read to them, show them pictures, say words out loud, tell stories until they reach that moment when children are keen to read for pleasure on their own. These children become teens who read rather than are addicted to screens.

If we are a society that intervenes when eyes need support, when ears need enhancement, when legs require rehabilitation, recovery, or assistance, then the research encourages us to become a society that prevents pressing mental health issues, strives for all to have educational and career success, and reduces bullying and aggression by intervening on behalf of brains and brain development.

As one of the study’s researchers, Cambridge psychiatry professor Barbara Sahakian explains: “Reading isn’t just a pleasurable experience – it’s widely accepted that it inspires thinking and creativity , increases empathy and reduces stress. But on top of this, we found significant evidence that it’s linked to important developmental factors in children, improving their cognition, mental health, and brain structure, which are cornerstones for future learning and well-being.”

Sun, Y., Sahakian, B., Langley, C., Yang, A., Jiang, Y., Kang, J., Zhao, X., Li, C., Cheng, W., & Feng, J. (2023). Early-initiated childhood reading for pleasure: associations with better cognitive performance, mental well-being and brain structure in young adolescence. Psychological Medicine.

Jennifer Fraser, Ph.D., is an award-winning educator and bestselling author. Her latest book, The Bullied Brain: Heal Your Scars and Restore Your Health , hit shelves and airwaves in April 2022.

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At any moment, someone’s aggravating behavior or our own bad luck can set us off on an emotional spiral that threatens to derail our entire day. Here’s how we can face our triggers with less reactivity so that we can get on with our lives.

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2024 Public Notice HX Bargaining

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PUBLIC NOTICE

The current collective bargaining agreement between the University of California and UPTE – CWA 9119 (HX bargaining unit), provides for successor contract negotiations in 2024. Bargaining may begin following completion of the public notice meetings scheduled below.

The University will convene two initial public notices meetings on:

• Wednesday, May 29, 2024 from 1:00 p.m. – 2:30 p.m. via Zoom at: https://UCOP.zoom.us/j/98485528676pwd=b1dpbUZYcHYvQzM3MDBzbFd3T1ZaZz09&from=addon or by phone: 1-669-444-9171, use Meeting ID: 984 8552 8676 Passcode: 384495
• Thursday, June 6th, 2024 from 10:00 a.m. – 11:30 a.m. via Zoom at: https://UCOP.zoom.us/j/95601759774pwd=UzZoNzlNcjV5MHBZSUJuN3UrWFZVQT09&from=addon or by phone: 1-669-444-9171, use Meeting ID: 956 0175 9774, Passcode 464356

Interested members of the public may review copies of initial bargaining proposals from both parties online.

• UPTE HX Proposed Articles for Change
• UC HX Proposed Articles for Change

Copies of the procedures governing the required public notice meeting may be requested from the University of California, Office of the President, Labor Relations at  [email protected]

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Research puts dollar figure on climate savings from electric school buses

A substantial portion of the half-million school buses in the United States are “highly polluting old diesel vehicles,” the researchers write.

Switching to electric school buses could yield significant health and climate benefits, researchers suggest in a new analysis that seeks to quantify those gains in dollar terms.

Published in the journal PNAS, the study estimated the per-mile benefits of replacing diesel buses with electric ones in 3,108 U.S. counties. Researchers combined data about average diesel bus pollution with statistical estimates of the cost of maintenance and repair, the environmental impact of diesel emissions, and the dollar value of new childhood asthma cases and deaths that could be attributed to such pollution.

A substantial portion of the half-million school buses in the United States are “highly polluting old diesel vehicles,” the researchers write. Though emissions have fallen over time thanks to increased regulation, they add, older, more polluting diesel models are still common. As of June 2023, they write, just 2,277 electric school buses had been ordered or delivered, or were operating nationwide.

Replacing the average diesel bus would generate a benefit of $84,200 per bus, split nearly evenly between health and climate effects. Such a replacement would cut 181 metric tons of carbon dioxide emissions per bus and reduce childhood deaths and asthma cases from diesel emissions, the researchers conclude.

The benefits would vary depending on the location, with buses generating as much as $247,600 in benefits in dense metropolitan areas. Impacts would be smaller in rural areas because diesel emissions affect smaller populations there.

The benefits would come at a cost, the researchers acknowledge; they estimate an unsubsidized electric school bus costs an average of $156,000 more than a new diesel school bus over the vehicle’s lifetime. But in large metropolitan areas, they write, “replacing a relatively small number of miles driven by [diesel buses] could lead to substantial public health benefits.”

“In a dense urban setting where old diesel buses still comprise most school bus fleets, the savings incurred from electrifying these buses outweigh the costs of replacement,” Kari Nadeau, a professor of climate and population studies and environmental health at the Harvard T.H. Chan School of Public Health and the study’s senior author, said in a news release . “Not to mention how the tangible benefits of electric school buses can improve lives — especially for racial minorities and those living in low-income communities who are disproportionately impacted by the everyday health risks of air pollution.”

Black, Hispanic and low-income Americans would probably experience the greatest health benefits of large metropolitan areas electrifying their school bus fleet, the researchers write. They call for more research on the exposure of the children riding the buses to particulate pollution, because data on in-cabin pollution generated by newer buses is still unclear.