Brain Train: Studying for Success

By Richard Palmer | Go to book overview

APPENDIX B READING NOVELS AND CREATIVE LITERATURE *

It is, I think, obvious why my six-point speed-reading programme is unsatisfactory for works of literature. Novels, plays, and poetry cannot be dealt with in this manner-not because there's anything 'holy' about them, but because it simply doesn't work. If you dart through a novel or a Shakespeare play employing the first four 'points' I suggest, you end up precisely where you started, and annoyed to boot. The main reason, of course, is that literary works don't have summaries, graphs, illustrations or even chapter headings. And their introductory and concluding sections work in a different, less straightforward, way.

So how can you increase your rate of coverage if the central part of your course is literature? To come to terms with a major play takes a lot of time. Even more arduous is a text the length of Jane Eyre or Our Mutual Friend (both frequent choices for A-Level and undergraduate courses). When you remember that reading the text is only the first stage-you've then got to discuss, analyse and absorb it-the task can seem forbidding.

One answer is to cultivate 'skip-reading', which I've looked at already. This provides useful 'ignition', which is important; but, clearly, it won't do much more than get you started, especially if you're missing out twenty pages at a time. By all means use it to kick you off; but you need something else as well.


LETTING THE BOOK DO THE WORK

I haven't yet mentioned the simplest kind of 'speed-reading' of all-that of reading the book very fast, without pausing to mull anything over, and not being at all concerned at the bits that make no sense or seem dull.

I have found this method consistently valuable ever since I started A-Levels thirty years ago. When I read in this way, I don't consciously ignore anything, as I would if 'skip-reading'. This method is more passive. I make no decisions, no choices, no clever short-cuts. I let the

*This section is primarily meant for students specializing in Literature.

-315-

Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this book

This book has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this book

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this page

Cited page

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited page

Bookmark this page
Brain Train: Studying for Success
Table of contents

Table of contents

Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen
/ 331

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.