There can be an air of excitement about beginning a new subject, topic or assignment – it’s a fresh start and everything seems possible.
It can be energizing to search for and assemble the reading material, but it isn’t uncommon for students to be so enthusiastic that they become frustrated if all the books aren’t immediately available through their university library.
All too often, at some point between that initial enthusiasm and completing the course, reading can become a battleground.
Considering, and developing awareness of, your responses to reading can help you to get more out of your reading sessions.
Consider these typical student responses to academic reading. Identify any which are similar to your own – some or all of the time.
Note down any other responses to reading that you have in the box alongside. Then, consider how you might overcome these. You may find the article Find the joy in learning a useful starting point.
There can be an air of excitement about beginning a new subject, topic or assignment – it’s a fresh start and everything seems possible.
It can be energizing to search for and assemble the reading material, but it isn’t uncommon for students to be so enthusiastic that they become frustrated if all the books aren’t immediately available through their university library.
All too often, at some point between that initial enthusiasm and completing the course, reading can become a battleground.
Considering, and developing awareness of, your responses to reading can help you to get more out of your reading sessions.
Consider these typical student responses to academic reading. Identify any which are similar to your own – some or all of the time.
- Refusal: I don’t like this topic/book/font/cover/writer/theory/lighting/room/seating etc. so I am not going to read this
- Blaming the text: It's obviously too boring/difficult/long etc.
- Pretending to read: I am going through the motions of reading so I will probably remember it (despite taking nothing in)
- Excuses: I don't want to re-read this. I don't really need to because...
- Misleading yourself: It's OK to read less than I really need to
- Intellectual arrogance: I'm so smart, I don't need to read this; I can wing it and nobody will notice I haven't read it
- Filtering it out: I don't want to read this so I'll do it with TV/radio/music on in the background/while watching out for alerts on my phone, etc.
- Craving alternatives: I want to do something/anything else
- Delays: I should read this during vacation but I'll wait until term begins
- Distraction-craving: I really need to eat/drink/rest etc. Right now! (Even though I have barely started reading)
- Rushing it: I'll read this quickly so I can get it out of the way
- Doing the bare minimum: I don't like this much so I'll read as little as possible
- Misguided emphasis: I must read and note everything – just in case!
- Grade-craving: I must read everything or I won't get great grades
- Wanting to outdo others: I must be the first to access all the library books
My journal
Note down any other responses to reading that you have. Then, consider how you might overcome these. You may find the article Find the joy in learning a useful starting point.