I have difficulty knowing what I have read, once I have finished the book (C6, C7, C10).
The way to handle a text depends on the aim of your reading (C1, C5). Actively going through (parts of) a text always requires that you take notes.
1. Underlining
Printed texts are not sacred, so underline important sentences and sections, even in expensive hardback books (except those from libraries!). You increase the intensity and speed (C12) with which you read a text.
• Do not underline everything. If you force yourself to be selective you will be able to understand the argument more clearly. Also, do not underline full sentences, rather underline words or groups of words.
• Only underline once you have read the whole paragraph. If you underline while you read, you could end up underlining everything. Restricting the use of underlines also increases your understanding of the message in the text.
• Should you underline with a pencil or a pen? A pencil has the advantage that you can rub it out afterwards. But: if you know that what you underline with a pen cannot be erased, you will probably be more selective.
• The same principle can be used to decide whether lines made with a ruler are preferable to (less time consuming) those made freehand: the more accurate the underlines are, the more time it takes, and therefore the more you will be inclined to be selective. So it may be advisable to use a ruler and write with a pen! If you prefer this, use a marker. Remember, however, that the marks fade away and are sometimes difficult to photocopy.
2. Use the margins
• Indicate the number of arguments used by numbering the different components: 1, 2, 3.
• Write a question mark in the margin if you do not immediately understand the argument. If the text contains many question marks, you should ask yourself the reason why you did not understand large parts of the text. Remember that this is often because the text itself has been badly written and argued (C7, C8).
• Write an exclamation mark in the margin if you find a phrase particularly relevant. Interestingly enough, you may think differently of this passage later: sometimes exclamation marks can even become question marks or vice versa..
• Get used to writing codes in the margins which refer to your research topics. For example: the part of this text which includes information on active reading skills would be given the code ‘SS-C10’ in the margin.
• A text which you think may be interesting for someone else could be marked by a vertical line in the margin, together with the first name or initials of the person. • Other remarks can also be written in the margins. Try to make them legible so that they can serve their purpose: as input for further digestion and use of the text.
