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HBO/WO

MBO

1 juni 2021

2. ATC - Reading well

Why is reading important for writing? How can we read well?

Video

Philomeen Dol, Elly Dutton, Bryan O'Donovan, Gea Hakker

15 juli 2024

Evaluating sources through critical reading

In this module you will learn to understand what critical reading is and why it is important to practice, and to evaluate the content of a source by applying critical reading techniques.

Website

Maastricht University Library

2020

Student reading material per subject Molecular Neurobiology

At the start of the course the students are divided into four labgroups of which two will focus on ALS and two on PD. We selected three papers per subject (ALS-1 to -3 and PD-1 to -3) to start them of with some background reading. They should select more papers as a group, but this will give them some background information and can help them in finetuning their search

Website

Simone Mesman

1 januari 2020

Part of Managing your information: Reading for research

Part two of Managing your Information: Instructions on how to selectively read the information for your research.

Website

TU Delft Library

1 juni 2021

Unit 1: Introduction: reading well

Videos: Video 1: Introduction Video 2: Reading well Homework task(s): Read the introductory text. Make notes on the following three questions: • What does the author want to argue? • How does the author underpin their argument? • Does the argumentation convince you? Why or why not? Suggested tasks for the tutorial: Tutor introduces Assignment 1: Library Assignment and Assignment 2: Critical Reflection Discussion questions on [introductory text] • What is the main point the author wishes to make? • What are the arguments the author puts forward? • What evidence does the author use to support their arguments? • What kind of language does the author use when expressing their point of view? • Does the author argue, or do they just express their opinion? How do you know? Exercise on language use in [introductory text] In [introductory text], how does the author use language to communicate with the reader? Find and annotate examples of language use for the following (try to find two or three examples for each): • Expressing caution 'might', 'may', çould'etc. • Expressing certainty: 'definitely', ít is clear that'etc. • Expressing the author's attitude: 'únfortunately, Í agree', 'suprisingly' etc. • Adressing/involving the reader: 'consider', 'note that', ýou can see that'etc. • Self-mentions; Í', 'we', 'my', 'our'etc.

Document

Philomeen Dol, Elly Dutton, Bryan O'Donovan, Gea Hakker

1 augustus 2021

Teacher’s Handbook for the Academic Reading and Writing module

This handbook offers an overview of the Academic Reading and Writing module taught by the Academic Language Centre of Leiden University. This course has been offered in various forms to first-year students of BA International Studies, BA Urban Studies and other programmes since 2012. The aim of this handbook is to provide a framework for tutors outside the Academic Language Centre who wish to teach the module in its current format, and/or to serve as a basis for those who wish adapt the module to fit the needs of their specific programme. The overall goal is to enable departments and programmes to incorporate academic reading and writing skills into their curricula, using tried and tested materials developed by specialists.

Document

Philomeen Dol, Elly Dutton, Bryan O'Donovan, Gea Hakker

25 oktober 2017

Installing Orange and Reading Data in Orange

Powerpointpresentation on installing Orange and reading data in Orange

Document

Stimuleringsregeling Open en Online Onderwijs

1 januari 2020

Managing your information

Part two of an instructional webpage with three subjects: Searching & Resources, Managing your information, Writing & Publishing. This part contains three subjects: 1. managing your information 2. reading for research 3. reference managers

Website

TU Delft Library

28 juli 2021

Literature Snippets & Gallery Walk (Educational Format)

This exercise is meant to help students methodically read and dissect a complex text. The [article for today] will be split in three parts. The students will all be assigned one such ‘Snippet’ per group. This allows them to (re-)read the literature closely and to discuss aspects of the text with their peers. Besides close-reading the text, students can also make an assignment. The instructor can assign specific assignments to each group. Afterwards, when the reading is done and students have made documents with answers, the Gallery Walk can be done. In this exercise, students form ‘stations’ at their tables, where they can present their findings to visiting classmates. They will then interact with each other’s documents and designs to form a lively discussion on the ethics of [today’s topic] and will start to grasp the major challenges at stake.

Document

Roel Veraart

6 januari 2023

1.1.4 Goal-oriented reading

Als student, maar ook in de rest van je leven, zul je veel lezen om nieuwe kennis en vaardigheden op te doen, zodat je de nodige informatie kunt opdoen om goede oplossingen te ontwikkelen en up-to-date blijft met recente ontwikkelingen. ICT is een erg snelveranderend vakgebied. In deze HBO-ICT bouwsteen voor Onderzoek in Onderwijs leer je de basisleesstrategieen voor doelgericht lezen (scannend en begrijpend lezen).

HboDocument

Esther Hageraats, Danny Plass - Oude Bos, Floor Weijman, John van de Pas, Jenny Oude Bos