ACADEMIC READING

SKILLS
Hemma Yulfi

FOR

OVERVIEW
FOR IN-DEPTH STUDY
FOR SPECIFIC INFORMATION

WHY DO WE READ?

Factual information
Terminology
Concepts
Principles
Tables (find out the message)
Figures (find out the message)
Evidence (scientific evidence)

MAIN CONTENTS

paragraph is a section or
subdivision of a piece of writing; it
always begins on a new line and
contains at least one sentence.
Topic sentence
Types of paragraphs: deductive &
inductive

PARAGRAPH READING

Deductive

Inductive

General Specific

General
Specific

Types of Paragraph
5

Deductive
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Inductive
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Types of Paragraph

PARAGRAPH
Identify the topic sentence(s) and find out
the important message (idea, thought)

PARAGRAPH READING

Information

about objects, events and

processes, allowing us to differentiate
various things and classes (e.g.
identifying examples and nonexamples!).
Lack of understanding of concepts leads
to lack of clarity in thinking.
Example of concepts: hypertension, risk
factors, cardiovascular disease, etc.

WHAT IS A CONCEPT?

The

combining in relationship of two or

more concepts in a statement or sentence.
A comprehensive and fundamental law,
doctrine, or assumption.
Scientific principle is general scientific law
which explains how something happens or
works.
E.g.: Uncontrolled hypertension is associated
with greater risk for cardiovascular events.

WHAT IS A PRINCIPLE?

Any important & reliable information or

data; main outcomes or conclusions of a
study/research.
Source of evidence: textbook, monograph,
review article, and research e.g.
experimental studies and clinical trials.
Important characteristics of scientific
evidence: up-to-datedness, validity, and
applicability (best available evidence).

WHAT IS AN EVIDENCE?

EVIDENCE-BASED MEDICINE
EVIDENCE-BASED PRACTICE

Explain events
Predict consequences
Infer causes
Control situations
Solve problems

WHY EVIDENCE IS SO
IMPORTANT?

When

a physician believes a drug to be

effective in the management of a disease
despite strong scientific evidence to the
contrary, this represents irrational
prescribing. Nonscientific factors can or do
influence physician prescribing even
though the physician may be unaware of
their presence and effort.

Examples of Evidence

SCANNING
SKIMMING
EXTENSIVE

READING
INTENSIVE READING

TYPES OF READING

To

look through it quickly.

Scanning is used to find a particular piece of
information. Run your eyes over the text looking
for the specific piece of information you need.
Scan for main (principal) idea (thought)
Scan for tables, diagrams, illustrations, graphical
representations, schedules, etc. to find the
details you require.
If you see words or phrases that you don't
understand, don't worry when scanning.

SCANNING

To

read through it quickly

Skimming is used to quickly gather the most
important information, or 'gist'. Run your eyes over
the text, noting important information.
Skimming for key words, concepts, and principles
Skimming for main messages in the tables,
diagrams, illustrations or graphical representations
It's not essential to understand each word when
skimming.

SKIMMING

Extensive

reading is used to obtain a

general understanding of a subject and
includes reading longer texts for pleasure,
as well as medical books.
Use extensive reading skills to improve
your general knowledge of clinical
procedures.
Do not worry if you dont understand each
word.

EXTENSIVE READING

Intensive

reading is used on shorter texts

in order to extract specific information. It
includes very close accurate reading for
detail.
Use intensive reading skills to grasp the
details of a specific situation.
It is important that you understand each
word, number or fact.

INTENSIVE READING

 Scan

title of passage

Sections
Paragraph title
References

Skim

Main thought/idea in each paragraph

Figures and tables
Introduction
Conclusions/summary

Read

& re-read the whole article/passage

Reflect on what you've read and connect with what
you have known

HOW TO READ AN ARTICLE?

Nutrition is the science of food and its relationship to

health. They are chemicals in foods that are used by the
body for growth, maintenance, and energy. Nutrients that
cannot be synthesized by the body and thus must be
derived from the diet are considered essential. They
include vitamins, minerals, some amino acids, and fatty
acids. Nutrients that the body can synthesize from
compounds, although they must also be derived from the
diet, are considered nonessential. Macronutrients are
required by the body in relatively large amounts;
micronutrients are needed in minute amounts.
Lack of nutrients can result in deficiency syndromes
(e.g. kwashiorkor, pellagra) or other disorders. Excess
intake of macronutrients can lead to obesity; excess
intake of micronutrients can be toxic.

1)
2)
3)
4)

How many paragraphs are found in the

passage?
What is main message/thought/idea of
each paragraph?
How is paragraph 1 constructed?
Explain your answer!
What do you think about the
construction of paragraph 2? Explain
your answer!

QUESTIONS

1)
2)

3)
4)

Two paragraphs
Paragraph 1: The concepts of nutrition
Function of nutrients
Types of nutrient: essential/nonessential nutrients;
macro/micro-nutrients
Paragraph 2: Clinical patterns of nutritional disorders
Function of nutrients
Paragraph 1: deductive paragraph
Paragraph 2: Topic sentence is missing, but the main
thought is implicit in the message of the paragraph.
It resembles a (modified) deductive paragraph.

SUGGESTED ANSWERS

THANK YOU