Building College Vocabulary Strategies (2nd Edition) - Softcover

Pabis, Darlene C.; Hamer, Arden B.

9780131572713: Building College Vocabulary Strategies (2nd Edition)

Softcover

ISBN 10: 0131572717 ISBN 13: 9780131572713

Publisher: Pearson, 2007

Basic College Vocabulary approaches vocabulary development with a unique and proven systematic strategy called SSCD— See and Say the word, use Structural analysis, apply Contex t clues, and incorporate Dictionary knowledge. The book addresses the need for identifying learning styles and reinforces the system with techniques to develop a repertoire of memory steps to improve retention of information. Besides vocabulary instruction, this book includes information on learning styles and memory development, allowing readers to glean knowledge from all reading experiences. For anyone needing to improve their vocabulary and reading skills.

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From the Back Cover:

Before college students can learn new vocabulary
words, they must understand how they learn.

This new vocabulary text addresses the need for identifying learning styles by exposing students to the VARK Learning Inventory—encouraging every type of learner to use the skills they already have to master hundreds of new words.

BUILDING COLLEGE VOCABULARY STRATEGIES also approaches vocabulary development with a unique and proven systematic strategy called SSCD: (1) See and Say the word; (2) use Structural analysis; (3) apply Context clues; and (4) incorporate Dictionary knowledge. Numerous practice exercises further reinforce comprehension of the word lists.

Part II of the text includes four chapters of discipline-specific words, covering Government and History Business, Sociology, and Biology—thereby exposing students to words they would encounter in their other textbooks.

PURPOSE

Strong vocabulary knowledge and word acquisition skills are necessary for reading success. This book presents both general and content-specific vocabulary that is common to college texts. Also, given the amount of information students need to acquire, they need to be efficient in their approach to new material; therefore, this book has a dual purpose. The primary purpose is to present words and vocabulary skills that are important for reading success. It is our goal to give students information and word attack skills that they can apply to future reading. The second purpose is to help students be more efficient in their vocabulary learning. Therefore, besides vocabulary instruction, we have included information on learning styles and memory development. It is our hope that students will transfer the strategies presented in this text to all of their learning situations.

SPECIAL FEATURES

This text has several features that make it unique among vocabulary textbooks. The first is the inclusion of the VARK Learning Inventory. Through this inventory, students will better understand how they learn. As a result, they will be able to adapt their learning style to a variety of situations that will enable them to be successful. The inventory is reproduced in the first chapter. (A website with self-scoring is provided as well.) Chapter review exercises are specifically designed to accommodate individual learning styles.

Second, the book provides students with information about memory improvement techniques. Memory tips are based on John Langons's "Seven Steps to a Powerful Memory" from Reading and Study Skills. The seven memory tips are introduced in Chapter One and are further explained in Part One: Word and Word Elements. Again, these tips will help students effectively learn the new vocabulary and will give them information that they can transfer to other academic and nonacademic learning situations.

Each chapter also includes a Learning Strategy. These strategies are specifically designed for vocabulary, but students are encouraged to incorporate these strategies in other learning situations.

The vocabulary words are presented in the format that effective readers use to determine the meaning of unknown words—SSCD: See and Say, Structure, Context Clues, Dictionary. In a reading situation, the primary goal is to keep reading and not lose comprehension. The words are first presented with their pronunciation to give students the necessary information so that they can say the word. Students may be able to identify the word using the pronunciation key, or they may go to step two, understanding word structure. Throughout the text, students will develop an extensive knowledge of word parts that will help them in future reading situations. Next, the words are presented in context so that students can determine the word meaning in an authentic reading situation. Context clues are clearly indicated, and information about this strategy is presented in the text. Finally, a dictionary definition is given with another sentence to help the reader understand how the word would actually be used. The dictionary definitions are from the American Heritage Dictionary, www.bartleby.com/am.

CHAPTER ORGANIZATION

There are two sections to this text. The first nine chapters contain general vocabulary words and word elements. The last four chapters focus on content-specific words chosen from common academic areas.

In Part One, each chapter begins with a memory tip and a learning strategy that can be applied to learning vocabulary as well as other information. The format for the vocabulary presentation is:

A memory tip
A learning strategy
A list of words to learn
A list of structural elements
A pronunciation guide for the highlighted words
The definitions of structural elements
Words presented in context
Dictionary definitions and another example sentence
Practice exercises

a. Fill in the Blank
b. Correct or Incorrect?
c. Short Answer
d. Multiple Choice

Power Words are included at the end of each chapter. These are interesting words that are common in everyday reading. The Power Words section contains pronunciations, definitions, sentences, and exercises.

Finally, in the Chapter Review, you will find a puzzle and activities specifically designed to enhance learning styles. Students are encouraged to do one or more of the learning style activities in order to develop their ability to adapt their learning to different situations.

In Part Two, the discipline-related chapters, there is a focus tip relating to successfully reading and learning information in that discipline.

TO THE INSTRUCTOR

This text has more words and chapters than Basic College Vocabulary. At this point students should be able to master an increased number of words during one semester. We have, however, kept the number of words in each chapter to a manageable number so that students will be successful and learn the information well enough to use in their everyday conversation and reading as well as in their academic work. This is based on a memory principle, which states that learners are most successful when dealing with seven to nine bits of information at a time.

In the selection process for the words in Building College Vocabulary, we solicited the help of college freshmen over a two-year period. The students were asked to identify words that were challenging from general as well as academic reading. From these words, a list of common word elements was identified and the words were grouped accordingly. The general premise of Building College Vocabulary is to take the students from what they know to what they do not know. Therefore, once students know the common elements, they will be able to use this knowledge with unknown words.

TO THE STUDENT

We hope you will find this text both entertaining and useful. We have selected the words carefully with input from hundreds of college students. All of the words are important to your understanding of basic college textbooks, as well as everyday reading experiences. In addition, we have included information about memory and learning that you can transfer to all of your academic learning requirements. Please review the information in the above section, "Special Features," that explains what is included in the text:

An expanded vocabulary will improve your academic reading and learning. The information about learning styles, memory, and learning strategies can be applied to all academic experiences. We trust that you will find this information as meaningful and as helpful as we have throughout our own learning experiences.

Darlene Canestrale Pabis
Arden B. Hamer

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