8L2C)pJJJJ IH(ȱH:=IH[H`@HcH  $ +   I/H`JLNGȄBȄF aK  haaFF  mJm# KKJ UJ )J ۈ) ;J3ȱJFȱJGJKaȄM  aaNNJFLGJL LTEXT SKIM FOR SPEED Many people skim automatically to some extent when they read. For example, you may focus on the key words of a sentence without even realizing it. Follow the sentence below: |W1 Most of the audience stood |W1 !oo&LES6.2y ~~&LES6.3 ~~RPD6.4LES5.B&FTR6.2&RPD5.4[ (APDRIVER2aOSOUND.3B0OHINPUT-OCPRAC2OJMRINT2 >OI&TITLES ROF&FTR5.2NOO&RPD6.2 PP&RPD6.3 'TEST6.1QQ'TEST6.28 OO'TEST6.3||&FTR6.1 'TEST5.2h||'TEST5.3m*OO&LES6.1se ~~&ART6.1 QQ&ART6.2? ||&ART6.3 OORPD6.1 OO&ART5.3; OO&FTR5.1B ooRPD5.1OOO&RPD5.2QOO&RPD5.3Tx 'TEST5.1cOOSPEED4O' &&LES5.1 ||&LES5.2 4||&LES5.4 QQ&LES5.3$^ dd&ART5.1-[ OO&ART5.24 >dLԡm#i㰼m#iЕOLԡȱfg hi !dLԡ憦  Ljmkm l y`2 Lԡ8(Je稽)ʈ@LLnSOS BOOT 1.1 SOS.KERNEL SOS KRNLI/O ERRORFILE 'SOS.KERNEL' NOT FOUND%INVALID KERNEL FILE: xةw,@  ȱlmi8#)!)? &PRODOS `DaElH$?EGvѶK+`L HHLy XP LM ŠϠĠӠS)*+,+`F)) (*=GJFjJJA QE'+ '== `@ STSP8QSS8 m P o R(8R and applauded wildly |W1 when the concert was over. STOP If you read the sentence efficiently, you probably saw it something like this: |W1 Most audience stood |W1 applauded wildly |W1 when concert over. You  g (or surveying) are critical not only prior to thorough reading, but also in instances when you plan to skim-read. END EOF LES5.2 reading, but also in instances when you plan to skim-read. END SKIP14 &OK, READER. Let me refresh your memory. Establishing your purpose and prereadin Y. YES N. NO STOP 2YNY+0N+15 Please Enter Your Choice. &OK, READER. If you came up with establishing your purpose and prereading (or surveying), you're absolutely right! These two steps are critical not only prior to thoroughments and expand your background knowledge. Whatever your purpose, skim-reading is a valuable option. END ASK # MEMORY JOGGER Before we discuss how to skim, can you recall the first two steps one should take before starting to read? most often to practical writing, such as when you're reviewing a textbook for an examination or clearing a stack of correspondence off your desk. How- ever, you may find it necessary at times to skim books and magazines just to keep abreast of new developer, with its colors and shadings, which is a thing of beauty. And it is the author's style, or skill in developing and embellishing the essential points, which makes a piece of writing enjoyable to read. STOP You will need to apply your skimming ability sacrifice something in the process... STOP Just as a painter sketches out a rough outline of shapes on the canvas before she begins to paint, so the writer starts with a basic outline of the ideas he wants to convey. It is the finished painting, howevin ideas 2 To find a specific detail STOP When you skim for main ideas, you are trying to "crack" the printed page as quickly as possible. You want to extract the most important points, or lay bare the author's skeletal outline. Obviously, you mustut technique for reading which allows you to get specific or general information from material without reading all of it. This skill is a major time-saver, but it requires practice for proficiency. The two basic types of skimming are: 1. To find ma demands rigorous mental application and deliberate practice. In fact, some reading experts call this technique "previewing" to distinguish it as a more complex activity than is usually associated with skimming. STOP Skimming may be defined as a short-c any information you want to read closely. STOP If you think about skimming, perhaps you conjure an image of breezing along effortlessly--like a flat rock skimming over water--as you read. But contrary to most people's notion, skimming is a skill whichn order to get through the daily news quickly and efficiently, you probably skim all the headlines on a page before choosing the articles you want to read. Or you may skip over or skim through certain sec- tions of an article, selectively focus- ing onsimply skipped over the less im- portant, linking words (of, the, and, was) and focused on those words which convey the meaning of the sentence. STOP You may have already developed some initial skimming skill through reading newspapers and magazines. ITEXT SKIMMING FOR MAIN IDEAS If you determine that your purpose is to look for the main ideas, or to find out the author's point of view, then you can choose to skim-read. But skimming must be done systematically to be effective. Rather thanOK, READER. Can you recall the new skim-reading skill discussed in this lesson? Y. YES N. NO STOP 2YNY+0N+08 Please Enter Your Choice. &Very Good, READER! The answer is skim-reading by focusing on the key words of each sentence Y JOGGER" list which follows.) STOP The following skills will help you develop your skimming ability: 1. Prereading (or surveying) 2. Analyzing paragraph structure (to find main ideas) 3. Phrase reading 4. Being alert for signal words END ASK & STOP # MEMORY JOGGER Take a few seconds now to recall the skills you've already learned in this course which will help you develop your skimming ability. (Then compare your list with the "MEMOR aid to skim-reading. When you are forced to read a phrase in a split second, you automatically focus on the key words of the phrase. Being on the alert for signal words will also help you skim-read more efficiently. rately to skip over the less important, linking words and focus only on those words which convey the essential meaning of a sentence. (You will have some practice with this tech- nique later in the lesson.) STOP Practice with phrase reading is anothers only on the key words of each sentence. Skim-read in this manner until you find the main idea of the paragraph. STOP As we've noted, you may already skim- read in this manner to some extent, per- haps unconsciously. But you can train yourself delibe For instance, if you can't grasp the main idea of a paragraph by reading the first sentence, then read the final sen- tence. If this isn't the topic sentence either, then go back to the beginning of the paragraph and apply this skimming technique: Focug. Knowing the author's conclusions beforehand may help you skim the rest of the selection more efficiently. And you may need to apply your knowledge of paragraph structure when you skim each paragraph of the reading. STOP e entire third paragraph if it is ob- vious that the author has expanded his initial development of the main points beyond the first two paragraphs. STOP You may also decide to read the last two paragraphs before you begin skimming the body of the readino alter this method, depending on the material or on your purpose. For example, you may not need to read the entire second paragraph if the first paragraph has already intro- duced the main points of the reading. On the other hand, you may need to read thying could be considered the first step to skimming): 1. Read the first two paragraphs of the selection. 2. Read the first sentence of each succeeding paragraph. 3. Read the last two paragraphs of the selection. STOP You may need t skim through the entire reading in haphazard fashion, you can draw on other skills you've learned in this course to attack the material intelligently. STOP To skim for main ideas, start with a surveying technique you've already learned (in fact, surveand passing over less essential, linking words ( the, a, it, was, for, of, is, with, this, etc.) END SKIP9 &OK, READER. The answer is skim-reading by focusing on the key words of each sentence and passing over less essential, linking words ( the, a, it, was, for, of, is, with, this, etc.) END TEXT SKIMMING FOR DETAILS If you determine that your purpose in skimming a particular reading is to look for a specific fact or detail, focusing on key words is the technique you will use. Of course ___ sleep--fast! Speak clearly ___ distinctly. Vary ___ rate ___ pitch ___ ___ voice--don't sound ___ ___ drone. Try ___ sound vibrant ___ alive! STOP Keep ___ speech short--under 20 min- utes. If ___ speech runs longer ___ ___, ___ audience will b___ things that ___ familiar ___ ___ audience. STOP If ___ must use ___ lot ___ facts ___ figures ___ get ___ point across, space ___ out ___ use visuals ___ keep them clear. If ___ rattle off ___ many facts ___ figures, ___ confuse ___/___ put everyonee dazzled them ___ ___ in- troduction, ___ must work hard ___ keep ___ attention. Ask questions ___ give examples ___ ___ audience ___ re- late to. Humanize ___ speech. Tell ___ story ___ will hit ___ responsive chord. Talk ___ terms ___ people, places al question, ___ quotation, ___ line of poetry, ___ ___ anecdote. Avoid dry in- troductions ___ ___ "Good morning, I'm pleased that you invited me to ..."--it sounds ___ boring! ___ avoid off-color jokes. ___ tend ___ put people off. STOP After you'vme alive? Before ___ give ___ speech, psyche yourself up ___ talk about ___ subject. ___ you'll have ___ better chance ___ keeping everyone's attention. People like ___ listen ___ ___ speaker who ___ enthusiastic. STOP Begin ___ talk ___ ___ rhetoric !"d I am here to speak ___ you are here to listen. Let's hope we both finish ___ ___ same time." STOP Certainly, ___ trick ___ catching ___ keeping ___ group's attention ___ ___ make ___ talk exciting. ___ how? How ___ ___ make even ___ dull subject coTREAD345 ___ common fear ___ public speakers ___ ___ ___ audience will lose interest ___ stop listening. Adlai E. Stevenson addressed ___ problem ___ ___ rather lighthearted fashion when ___ told ___ group ___ Princeton University students: "I understandiscretion--most often to save time. END EOF LES5.3 tion you're seeking. But skimming is a device you will use most often when you're working against time pressure, so if you allow yourself to become dis- tracted, you've lost the benefit of this technique. Remember, skim-reading is a tool you use with en you find it, slow down and read the sentence, para- graph or surrounding paragraphs until you have all the information you need. STOP It may be easy to become distracted while skimming, or to read beyond what you need once you've located the infor- maing for a word, date, name or number is to keep that item foremost in your mind, training your eye over the page until it leaps out at you. If you're looking for a particular idea, you may need to select one word which will alert you to that concept. Wh, you should still survey the material first, as this will help direct you to the sections most likely to contain the information you want. The index, for example, may send you quickly to the page you need. STOP The important point to remember when looke finished lis- tening before ___ finished talking. Finally, end ___ ___ comment or fact that will call ___ group ___ action. Leave them thinking ___ what you've said ___ what they must do ___ change ___ correct ___ situation ___ addressed. END TEXT &OK, READER. \GYou skimmed this selection at GWPM words per minute. (Compare this speed with your present reading rate.) Now answer the following five questions to see how well you understood what you skim-read. END QUIZ 1. According to this reading, Ad ___ loud crunching sound ___ ___ truck came ___ ___ sudden stop. ___ driver ___ miscalculated, ___ ___ truck ___ stuck tight. STOP No other vehicles ___ get through ___ underpass, ___ traffic ___ backed up ___ ___ mile. Police officers arrived ___ rad as fast as you can for understanding. Try not to regress. STOP A SIMPLE SOLUTION ___ sign___ ___ underpass read "10-ft Clearance," ___ ___ driver ___ ___ truck ___ sure he could make it, ___ just barely. So ___ started through. ___ ___ desired foremost in your mind. ENDM TEXT &OK, READER. Let's try a practice exercise in skim- reading by focusing only on the key words of each sentence. In the following reading, all the less important, linking words have been omitted. Read HOW TO SKIM B. To find a SPECIFIC DETAIL: 1. Survey material. 2. Select a word, name, or number which will direct you to the information needed. 3. Skim-read entire selection (or selected parts), keeping item find the topic sentence). STOPM HOW TO SKIM A. To find MAIN IDEAS (continued): 4. Read last two paragraphs (to find author's conclusion or summary). 5. Adjust this method as necessary. STOPM #%&'()*ad the first two paragraphs (to find author's introduction of main points). 3. Read the first sentence of each succeeding paragraph; read final sentence if necessary; skim-read entire paragraph if necessary (toASKM # MEMORY JOGGER Would you like a quick review of how to skim? Y. YES N. NO STOP 2YNY+00N+30 Please Enter Your Choice. HOW TO SKIM A. To find MAIN IDEAS: 1. Survey material. 2. Res over 20 minutes, your audience may stop listening before you're finished talking. T. True F. False END 2TFT True or False? EOF RET T. True F. False STOP 2TFF True or False? 4. Presenting a lot of facts and figures is an effective way to keep your audi- ence interested. T. True F. False STOP 2TFF True or False? 5. If your speech run talk with a rhetorical question. T. True F. False STOP 2TFT True or False? 3. If you manage to dazzle your audience with a catchy introduction, you can rest assured they will listen to your speech. lai E. Stevenson---like many public speakers-- feared losing the attention of his audience. T. True F. False STOP 2TFT True or False? 2. One suggestion given for capturing an audience's attention is to begin yourioed ___ ___ tow truck. ___, ___ ___, some irate motorists spent ___ time blowing ___ horns ___ adding ___ ___ confusion. STOP ___ truck ___ still ___ half hour later when ___ young girl ___ ___ bicy- cle offered ___ suggestion. Within ___ few minutes, traffic ___ moving. She ___ simply suggested ___ they let some air out ___ ___ tires. END ASKM Would you like to see the reading again with the omitted words so you can check your comprehension? Y. YES N. NO STOP 2YNY+0se it somehow lessened the awful taste. Smell and taste work together to give food its STOP savor. You've also probably noticed how tasteless food seems when you have a head cold. Loss of smell can be caused by dentures, heavy smoking, burns, and headn most people realize. Since fra- grances reach the brain very quickly, we often react to them emotionally without thinking. Increased food taste appeal: When you were a child you probably held your nose when swallowing something you didn't like becauy on the tenth floor brings back memories of your grandparents' house, it's not just by coincidence. And if Jane's new perfume makes you think of your aunt, it's not just by chance. The brain retains the memory of a smell or odor much longer STOP tha,./012pent at the beach. Although largely taken for granted, our sense of smell plays an important part in our daily lives. Here are some subtle STOP characteristics you may never have considered: Homesickness and nostalgia: If the smell of the musty librarACC049207 SMELLING LIKE A ROSE That wonderful aroma of warm pastries that wafts out to you from the open door of a bakery makes your mouth water for a freshly baked doughnut. And a whiff of salt air brings back memories of the summer you scalize or subvocalize the words you're reading. STOP Here is a sample of the WORD RECOGNITION exercise: |W1 !F30,06@string - strain strung string stop !F26,05@risk - wisk disk risk task !F20,05,35,05@smart - heart smart cart smarTEXT &OK, READER. Let's go on now to the WORD RECOGNITION drill. In this exercise you will count the number of repeated words as you did in previous lessons. &Remember, READER, counting while you're reading is a good exercise because it's impossible to vo test will follow the exercise. Read as fast as you can for understanding. END EOF LES5.4 She had simply suggested that they let some air out of the tires. ENDM SKIP4 ENDM TEXT &OK, READER. Now let's try a longer skim-reading exercise. This time you will be given a chance to clock your speed. A five-question comprehensionnd, of course, some irate motorists spent the time blowing their horns and adding to the confusion. STOPM The truck was still stuck a half hour later when a young girl on a bicycle offered a suggestion. Within a few minutes, traffic was moving. his truck came to a sudden stop. The driver had miscalculated, and the truck was stuck tight. STOPM No other vehicles could get through the underpass, and traffic was backed up for a mile. Police officers arrived and radioed for a tow truck. A0N+32 Please Enter Your Choice. A SIMPLE SOLUTION The sign on the underpass read "10-ft Clearance," and the driver of the truck was sure he could make it, although just barely. So he started through. There was a loud crunching sound as and neck injury, as well as illness. Individual "odor signatures": All of us have personal voice prints and a unique set of fingerprints. Now there's STOP a machine capable of producing a per- son's odor print. By analyzing an in- dividual's body vapors and breath, it is 80 to 90 percent accurate in iden- tifying that person. It is conceivable that, in the future, police will be able to determine the race, sex and eating habits of a criminal just by analyzing the air at the scene of a crime. STOP he brain. Cone cells respond to the primary colors of light: red, green, and blue-violet. The degree to which each of the prim- ary colors stimulates the cone cells deter- mines which of the colors of the spec- trum we see: red, orange, yellow, green, STand the image is "seen." Along with light-sensitive cells, the retina also contains color-sensitive STOP cells, called cones, and cells which de- termine the brightness of light, called rods. To see color, the cone cells send their special impulses to tcuses the light, forming a picture at the back of the eyeball. There, the retina, which contains ap- proximately 130 billion light-sensitive cells, sends the impulses through fibers along the optic nerve. The impulses are thus transmitted to the brain, - pulses? The impulses travel through the pupil of the eye, which is the opening to the lens. The pupil can expand and contract depending on the intensity of light present. This is due to the colored muscle surrounding it, the iris. STOP The lens fo objects give off light, your eyes pick up the impulses and transmit them through the optic nerve to the brain. As the brain re- ceives the impulses, it "translates" STOP them into the images you see with your eyes. How do the eyes receive the light im356789r morning, viewing the breathtaking beauty of the red, orange, and yellow leaves as Mother Nature puts STOP on her annual fall display. You can en- joy these scenes because of the gift of vision. How do you "see" these things around you? Basically, asACC050807 HERE'S LOOKING AT YOU You're sitting on the beach, mesmer- ized by the blue-green waves of the ocean breaking onto the shore in a spray of white foam. Or perhaps you're driv- ing through the Vermont countryside on a bright Septembean "odor print." T. True F. False END 2TFT Please Enter Your Choice. EOF RET T. True F. False STOP 2TFT Please Enter Your Choice. Question 2. Heavy smoking can cause us to lose our sense of smell. T. True F. False STOP 2TFT Please Enter Your Choice. Question 3. There is a machine capable of producing t a fire, a gas leak, or that the meat you were about to use for dinner was spoiled? Don't take the ability to detect odors for granted-- it's nothing to sniff at. END QUIZ Question 1. We often react emotionally to fragrances without realizing it. ese peaks can occur monthly as well. Your sense of smell is more important to your well-being than you may have STOP thought. Even in our modern world your sense of smell is still necessary for survival. When was the last time your nose told you abouPeaks in smell ability: Regardless of what you may think, your sense of smell probably isn't equally acute all day long. Just as you have peaks and val- leys of alertness during the day, so does your ability to perceive smells increase and decrease. ThOP blue, indigo, and violet. If the pri- mary colors stimulate the cones equally, we perceive the color as white. People who are color blind have cone cells that are not sensitive to the color impulses in the right proportions. For example, when someone is color blind for red and green, rays of red light that strike the eye not only stimulate the cells sensitive to red, but also STOP those sensitive to green. The colors of red and green are perceived as gray- ish-yellow, distinguishable by tone and lumr vocal inflection. Focus on the main subject of the message. With practice, it will become easier. Then, use those STOP skills whenever you're involved in con- versation. Don't be the one who re- sponds to the question, "Do you think the school shoulil, which can be confusing. STOP Their concentration is thus geared to the message at all times. Practice this yourself the next time you hear a political speech, a news broadcast, even a commercial. Watch the speaker. Notice unspoken cues. Listen fobody language, facial expressions. As they listen, they identify the general subject of the message as quickly as possible. This helps them to focus on main ideas and supporting materials of the message, rather than trying to remember every single detas you to keep your mind on the game to the exclusion of everything else. Good listeners follow this practice by "keeping their eye" on what is being said. They keep their focus on the STOP speaker, constantly looking for message cues--vocal inflection, nction effectively in our communica- tions-oriented world. STOP How do you develop concentration? Try an interesting parallel--picture your- self playing in a tennis match. The most important thing to remember is "keep your eye on the ball," which helpation. It's been es- timated that you spend as much as 45 percent of your time listening. Con- trast that with the estimated 30 percent of your time spent speaking, and it's obvious that listening is an extremely important skill to develop in order to fuscious of words being spoken; listening to something means that you hear, understand, and respond to the spoken words. Are your listening abilities up to par? If not, the most effective way to improve them is by increasing your STOP powers of concentr:<=>?@on't have the slightest idea of what was said. Your only response to the question is, "Sorry. What did you say?" STOP You weren't listening! You may have heard what was being said, but it's not the same thing. Hearing something means that you're conACC048207 LEND AN EAR It's not a very comfortable situation. You're involved in a conversation with somebody, when suddenly he stops talk- ing. Maybe you were daydreaming, or thinking of what to say next, but the fact remains that you d 3. We see objects when we receive their light impulses in our brains. T. True F. False END 2TFT Please Enter Your Choice. EOF RET which expands and contracts to let in light. T. True F. False STOP 2TFF Please Enter Your Choice. Question 2. Color-sensitive cells in the retina are called cones. T. True F. False STOP 2TFT Please Enter Your Choice. Questioninosity only. Take a look around you. Focus on the sky, the walls, the shoes you're wear- ing. Thanks to the interaction of your eyes and brain, you're able to see and enjoy the world around you. END QUIZ Question 1. The pupil of the eye is a muscled buy a new water cooler?" with the reply, "Heck, no. I'm chilly enough as it is!" END QUIZ Question 1. During the course of an average day, most people speak more than they listen. T. True F. False STOP 2TFF Please Enter Your Choice. Question 2. Hearing and listening are similar activities. T. True F. False STOP 2TFF Please Enter Your Choice. Question 3. Concentration allows us to remember every single detail of what we hear. T. True F. False END 2TFF Plea Read all topic sentences and/or skim-read for key words 4. Read summary or conclusion Rereading is sometimes necessary when STOP you are study reading, however. Depend- ing on the difficulty or the arrangement of the material, you may decide to re use a combination of both STOP prereading and skimming once they've decided on their purpose for reviewing. For example, a typical review process would include these steps: 1. Read title and subtitles 2. Check graphic aids for relevant material 3. purpose, for example, is an essential first step. You must de- cide whether you need to review the main points or just the particulars of one specific point. Do you need a thorough review for test taking, or is a quick refresher enough? Most people to the student. It usually isn't neces- sary to reread an entire selection if you find that you need to review the important points. Instead, you can STOP draw on other reading skills and tech- niques to make the process more effi- cient. Setting your STOP need to go back and review the key points to refresh your memory. Some people think that reviewing simply means rereading. On the con- trary, reviewing is another short-cut technique which can be as indispensable to the busy professional as it ises, and review the material. Reviewing is a valuable technique which isn't limited to study reading. For example, you might decide to skim- read an article for the main points, noting their placement in the text with a mark in the margin. Later, you mayreserved for the most difficult reading you do, such as legal or technical material which must be STOP mastered for use in your work. This type of reading is more time-consuming because you must analyze what you're reading, reread when necessary, take not 4. skimming The actual speeds will vary according to the individual, but they can range from 200 words per minute or less for study reading to 500 or more words per minute for skimming. STUDY READING is the slowest rate you will use. It is ose--and you are using the speed that will best accomplish your purpose. The good reader has four different reading rates to draw upon as needed. These include: 1. study reading 2. slow reading STOP 3. rapid reading ACDEFGHIJKLreading SMARTER, not just FASTER. By reading flexibly--or adjusting your speed to the material and to your STOP purpose--you can read both more effi- ciently and more effectively. Compre- hension and retention improve because you are reading with purpTREAD812 READING FLEXIBLY The term SPEED READING can be mis- leading. Many people assume that "speed" in reading means merely skim- ming over the surface at rapid rates. Instead, speed reading is more accurate- ly described as a system for se Enter Your Choice. EOF RET ad through a selection quickly the first time, noting key points with a pencil mark in the margin (this is less time- consuming than highlighting or underlin- ing). Then immediately go back and read more carefully, paying attention to the supporting details. The details will mean more once you have a general idea STOP of the main points. This approach is especially useful for material which must be mastered thoroughly. SLOW READING is a rate even efficient readers use when necessary for difficult or RNDL1944 EOF RET M to read- ing efficiency STOP 31233 Please Enter Your Choice. Question 2: Speed reading can be described as a system for: 1. skim-reading all material at a rate two to five times your normal read- ing speed 2. reading smarter, not just fastQUIZ Question 1: The main point of this reading is that: 1. speed reading will make you smarter 2. the good reader uses many different reading speeds 3. being able to shift easily and effectively from one reading speed to another is the real keycomplete the following five comprehension questions. You will be given your score after you've finished the test. END EOF FTR5.2acon) should be tasted, which ones should be swallowed, and which few should be chewed and digested. END TEXT \GYou read this selection at GWPM words &per minute, READER. This is your GROSS READING RATE. To determine your EFFECTIVE READING RATE, please key to becoming an efficient reader. Although this ability is based on other reading skills, it is also developed through personal judgment. Ultimately, the reader must decide for himself which books (to paraphrase the famous words STOP of Sir Francis Bve times faster than their normal reading speed. This technique is especially STOP useful to the person who needs to regu- larly absorb information from a large volume of material. Being able to shift gears easily from one speed to another is the real it is not considered reading in the strictest sense. When thorough reading is not necessary, how- ever, or when your primary purpose is to find specific information, then skim- ming is invaluable. Most readers can learn to skim anywhere from two to fiase reading, using a wide eye-span, and reading for main ideas. Inefficient habits like regressing and subvocalizing must be overcome or reduced in order to STOP reach maximum rapid reading rates. SKIM-READING is the fastest rate you will use, although reading efficiency is to read MORE on a variety of topics. RAPID READING is the speed an effi- cient reader would normally apply for most everyday and professional reading. This is usually an acquired rate based on efficient reading habits--such as phrunfamiliar material. Since prior knowledge of a topic can greatly facili- tate reading speed, it makes sense that fast readers are usually well-informed people with a broad background knowledge in many subject areas. An important STOP way to improve yourRNDW12 acrobatics hypotheses rectangular quadraphonic great expectations open sesame heart palpitations major achievement rhetorical question extraterrestrial dark-horse candidate well-meaning friend RATE RNDW12 foreign correspondent personal involvement schup catsup END ASK Did you count 11 repeated words? (Y/N) STOP 2YNY+00N+05 Enter Y or N Good! Now try again at a faster speed. END SPD+100 SKIP6 &O.K., READER. Try again at a little slower speed. END SPD-100 ACC003901 motion - movie lotile hollow seven - eleven seven seven even chess - chess chest cheat dress throng - wrong sarong throng three window - window widow minnow window greasy - greedy greeting greasy greasy ketchup - kelp chimp ketrepeated words? (Y/N) STOP 2YNY+00N+05 Enter Y or N Good! Now try again at a faster speed. END SPD+100 SKIP6 &O.K., READER. Try again at a little slower speed. END SPD-100 ACC003901 escape - escargot escape estate hollow - holiday follow ho epic open pen camera - camisole camera camel murky - murky maybe turkey mercy idea - ideal idea ilea idiot parrot - parent carrot parrot parrot marble - marvel barbell maple marble END ASK Did you count 10 t !F22,05,30,05@shine - shingle shine shine shirt |W2 There are six repeated words. &Now, READER, let's go on with the exercise. END ACC003901 mouse - house mouse mousse grouse table - table fable label table open - opera +UVWXY horns EOF RPD5.3 e nose read a romantic novel telling a tall tale beyond the blue horizon double-play combination strange turn of events when the chips are down the agony of defeat water off a duck's back well-tailored wool suit major medical insurance take the bull by thehook, line and sinker confusing conglomeration transactional analysis tempest in a teapot fry to a crisp when push comes to shove unavoidable circumstances thoroughly documented claim absent-minded professor lay it on the line RATE RNDW12 paying through thPRSympathetic listener confidential memo upper stratosphere business as usual parking lot attendant beast of burden strange-sounding name unfinished symphony haste makes waste geographical location RATE RNDW12 Oscar-winning performance maintenance and repair on motion motion friar - fryer flyer liar friar pebble - pebble treble nibble peddle station - nation static ration station catnip - catnap cattle cattle catnip sickle - cycle tickle sickle nickel quote - quote quit quiet wrote session - mission session lesson END ASK Did you count 9 repeated words? (Y/N) STOP 2YNY+00N+05 Enter Y or N Good! Now try again at a faster speed. END SPD+100 SKIP6 &O.K., READER. Try again at a little slower spee: 1. faster 2. slower 3. same speed STOP 31231+002+043+08 ENTER THE NUMBER OF YOUR SELECTION END SPD+100 SKIP12 END SPD-100 SKIP08 END SKIP5 END SKIP52 EYEM|0235|04|45 The War of the Worlds/ began on Halloween in 1938./ This famous radio dramat on something else. Freeing your mind/ for other decisions helps to prevent/ other worries from building up/ in your mind. END ASK &How was that, READER? Would you like to try another one? (Y/N) STOP 2YNY+00N+21 Enter Y or N END ASK OK. Do you want to goulated chores and tackle them/ one by one. Look at your fears/ rationally. Ask yourself,/ "What good will my worrying do?"/ By taking STOP an objective look/ at your worries, you're less likely/ to blow them out of proportion./ Keep busy by concentrating/ worries away won't make them/ disappear. Try to determine/ the cause of your anxiety./ Understanding the reason for your uneasiness--/ for example, the worry for what has/ yet to be done-- will often indicate/ a solution. You can make a list/ of the accumabout petty matters,/ and only 12 percent of the time/ about health and 8 percent/ of the time about other/ real problems. How can you avoid/ wasted worry? Here are some tips/ on how to cope with this energy-draining/ time-waster: STOP Trying to will/ yourif you worry,/ chances are you're wasting your time./ According to STOP Dr. A.J. Cronin,/ people worry 40 percent of the time/ about things that never happen,/ 30 percent of the time about things/ in the past that can't be changed,/ 10 percent of the time Country, it's no wonder/ that the brow of the tanned,/ rugged Marlboro cowboy is deeply etched/ with worry lines. Riding the range/ can be hazardous to your health./ How about your brow?/ Is it furrowed with worry?/ Well, it doesn't have to be./ In fact, Z\]^_` it works? END EYEM|0015|01|03 / As you read this/ your eyes should pause/ or fixate only once/ on each phrase. END TEXT &Let's begin, READER. END EYEM|0215|04|43 Rattlesnakes, windstorms--/ with all the hazards found in the territory/ of MarlboroTEXT &Very good, READER. You are ready now for another drill-- the EYE MOVEMENT EXERCISE. This drill is similar to the ones you have done in previous lessons. It is designed to help train your eyes to move quickly across a line of print. Remember howsson. END SKIP6 &That's O.K., READER. You'll have a chance to do this exercise again in another lesson. END EOF RPD5.4 noble motel noble whistle - whisky thistle whistle armor - army armoire armor armor END ASK Did you count 11 repeated words? (Y/N) STOP 2YNY+00N+05 Enter Y or N Good! You'll have a chance to do this exercise again in another led. END SPD-100 ACC003901 scrap - trap track scrap treat lemur - lemur demur lemon murmur bottle - bobby throttle bottle bottle under - undone under undo uncle heaven - haven heaven heathen uneven noble - naval ization/ by Orson Welles reported an invasion/ of our planet by the inhabitants/ of Mars. The listeners'/ immediate reaction? Thousands of people/ panicked, and some even tried/ to take their own lives. They couldn't bear/ the thought of having to live/ with one of their own worst fears--/ fear of the unknown. That was/ many years ago STOP and people/ haven't changed. Fear remains/ a part of the human psyche./ And there's no end to the number/ of shapeless fears we have./ There is the fear of heights,/ of QUIZ Question 1: Tchaikovsky was born in: 1. Romania 2. Russia 3. Poland STOP 31232 Enter the number of your choice Question 2: When he was a schoolboy, it became clear Tchaikovsky was developing into a full-fledged: 1. neurasthenic 2. schizophreents shouldn't feel guilty about taking a short vacation without their children END 31233 Enter the number of your choice EOF RET n live up to your expectations STOP 31231 Enter the number of your choice Question 10: Dr. Merry Haber feels: 1. it is healthy for husbands and wives to take separate vacations 2. a marriage can be threatened by sep- arate vacations 3. par of your vacation will: 1. improve it 2. spoil it 3. make you anxious STOP 31231 Enter the number of your choice Question 9: Psychologists say you should: 1. erase expectations about your vacation 2. avoid the unexpected 3. try to make your vacatioy you need 3. both of the above STOP 31233 Enter the number of your choice Question 7: Make certain traveling companions are: 1. knowledgeable 2. compatible 3. bilingual STOP 31232 Enter the number of your choice Question 8: Determining the purposet the travel brochures 2. read between the lines 3. pick exotic places for vacations and ignore the disadvantages STOP 31232 Enter the number of your choice Question 6: When planning a trip, think about: 1. how much time you need 2. how much moneice Question 4: Some vacations fail because of: 1. too many restrictions 2. too little planning 3. both of the above STOP 31233 Enter the number of your choice Question 5: The Chicago travel agent mentioned in the reading advises people to: 1. trusbdefcation 3. climbed Mt. McKinley STOP 31232 Enter the number of your choice Question 3: On Sara and Linda's tour: 1. the hotel was in the country 2. the taxi ride from the airport was free 3. neither of the above STOP 31233 Enter the number of your choQUIZ Question 1: The Kramers took their vacation in: 1. the Caribbean 2. Washington, D.C. 3. Europe STOP 31232 Enter the number of your choice Question 2: Mark and Carolyn Jones: 1. enjoyed their cruise 2. wished they'd taken a more active vapills to help thwart occasion- al sleeplessness, but there are safer, more natural methods. For example: Find your own schedule. Too many people arrange their sleeping habits by the STOP clock or by a schedule other people use. What's best for you may ACC037805 CAN'T SLEEP? We all have trouble falling asleep or staying asleep occasionally. Maybe it's aches and pains keeping us awake, or anxiety about the job, our family, marriage, or health. Whatever the cause, we might turn to sleeping crowds, of enclosure,/ of flying in an airplane,/ of nuclear holocaust. Yes, fear is/ a crippling emotion. It can render us/ paralyzed if we succumb to it./ Perhaps that's why it's best to realize/ that almost everyone STOP is afraid/ at one time or anothenic 3. asthmatic STOP 31231 Enter the number of your choice Question 3: As an older student, Tchaikovsky: 1. became a leader in school activities 2. developed friendships with students interested in literature 3. both of the above STOP 31233 Entegijk STOP 31231 Enter the number of your choice Question 6: To get printed, letters to the editor must be: 1. written by famous people 2. eloquently written 3. short and to the point STOP 31233 Enter the number of your choice Question 7: Another way to your local phone book 3. the Congressional Quarterly STOP 31232 Enter the number of your choice Question 5: You can make your views known to thousands of people just by: 1. writing a letter to the editor 2. voting in an election 3. both of the aboveress a letter to your senator is: 1. Dear Sir or Madam: 2. The Honorable _____: 3. Dear Senator: STOP 31233 Enter the number of your choice Question 4: You can often find addresses and phone numbers of legislators in: 1. the Congressional Record 2.lnopqice Question 2: Congressional surveys show that: 1. legislators are influenced by letters 2. legislators are not influenced by letters 3. only low-level aides read the mail STOP 31231 Enter the number of your choice Question 3: The proper way to addQUIZ Question 1: In our complex society: 1. a lone voice can never be heard 2. there are many ways to express your opinions 3. voting is the only way to make govern- ment officials aware of your opinions STOP 31232 Enter the number of your chor choice Question 10: According to this reading, Tchaikovsky's greatest work was the: 1. Pathetique 2. Fourth Symphony 3. Ninth Symphony END 31231 Enter the number of your choice EOF RET stop writing each other 3. they should never meet STOP 31233 Enter the number of your choice Question 9: When visiting America, Tchaikovsky helped open: 1. Lincoln Center 2. Carnegie Hall 3. the Metropolitan Opera STOP 31232 Enter the number of youis wife 3. he began corresponding with Nadejda von Meck STOP 31233 Enter the number of your choice Question 8: Mme. von Meck provided Tchaikovsky with an annual salary based on the stipulation that: 1. she be invited to attend all his concerts 2. they marriage proved to be a: 1. calming influence 2. motivating force 3. disastrous mistake STOP 31233 Enter the number of your choice Question 7: Tchaikovsky experienced an important turning point in his life when: 1. he became famous 2. he divorced hyour choice Question 5: While teaching at the conservatory, Tchaikovsky wrote that his greatest and most insurmountable obstacle was: 1. ill health 2. living alone 3. lack of funds STOP 31232 Enter the number of your choice Question 6: Tchaikovsky'sr the number of your choice Question 4: Tchaikovsky was forced to resign his post at the Ministry of Justice because: 1. his interest in music was so consuming 2. he was incompetent at his work 3. his health was failing STOP 31231 Enter the number of express your opinions is to: 1. call up a radio talk show 2. write an article for your local newspaper 3. both of the above STOP 31233 Enter the number of your choice Question 8: If you want to do a guest editorial on TV, you have to: 1. call the producer of the news 2. call the public affairs director 3. call the station's advertising manager STOP 31232 Enter the number of your choice Question 9: Whenever you write to a government official: 1. use personal stationery 2. use a form letter sugged more re- warding for you to read and absorb what is being presented. Basically, authors rely on five pat- terns of writing. STOP The FIVE BASIC WRITING PATTERNS are: 1. Experience-sharing 2. Question-and-answer 3. Information-sharing 4. Opinion-and-r find the main ideas. END TEXT Once you've preread the material and have a basic idea of the content, you're ready to identify the pattern of writ- ing the author uses. Knowing how the author will present the main ideas of a selection makes it easier anND SKIP9 &OK, READER. To review, first read the title, chapter titles, and subheadings to get a basic idea of the contents. Then skim the first two paragraphs, the first sentence of each succeeding paragraph, and the last two paragraphs of the selection toyou read the title, chapter titles, and sub- headings to get a basic idea of the con- text. Then you skim the first two para- graphs, the first sentence of each suc- ceeding paragraph, and the last two paragraphs of the selection to find the main ideas. E view before you begin a more detailed reading. END ASK # MEMORY JOGGER &Before we continue, READER, do you re- member the steps involved in prereading a selection? (Y/N) STOP 2YNY+00N+10 ENTER Y or N &Good, READER ! You've remembered that r reading habits to that particular pattern. STOP When you read a selection, the first thing you should do is preread the material. This way, you'll get a general idea of what the selection is about and you will be able to determine the author's point of level. To achieve a goal, or purpose, when writing, authors use patterns to help themselves along the way. If you can deter- mine a pattern before you begin read- ing, it will be much easier to recog- nize the purpose of the selection and to adjust yourtuvwe you feel linked to the author as you read along. When reading anything, it's important to be aware of the author's purpose for writing. If you're aware of why something STOP was written, you can appreciate the material beyond a literal comprehension TEXT PATTERNS & STRUCTURE Take a moment to reflect on the many books and articles you have read. Which of them did you enjoy most? Why did you like them? Most likely, your favorite selections were those which got you involved, those which mad Enter the number of your choice EOF RET sted by a citizens' group 3. type your name instead of signing STOP 31231 Enter the number of your choice Question 10: When writing to your representative, con- fine your letter to: 1. one paragraph 2. one or two pages 3. two paragraphs END 31232easoning 5. Conclusion-and-substantiation Let's take a closer look at each pattern. END EOF LES6.2 TEXT 1. Experience-sharing An author uses this pattern to tell us about a personal experience. Mostly, the author is concerned with presenting vivid descriptions of people, places, and events. This pattern is the easiest to read, since you don with a per- sonal point of view, but sometimes an STOP author will only hint at an opinion. You will have to make an educated guess about the author's true opinion. For instance: A WHITE HORROR People slipping on the sidewalk, cars skidding ahat opinion. Sometimes this pattern is hard to determine. You may have to read several paragraphs before you can be sure that an opinion is being ex- pressed. Of course, "I think" or "I believe" tells you immediately that the material is being presentedobil service stations. The guide rates 22,000 res- taurants, hotels, motels, and resorts for quality of food, atmosphere, and service. STOP 4. Opinion-and-reasoning An author uses this pattern to state an opinion and to offer reasons for hav- ing tle: STOP A GUIDE TO GOING The Mobil Travel Guide was started in 1958 as a guide to five southwestern states. It now covers the continental U.S. and parts of Canada in seven re- gional volumes, all of which are avail- able at bookstores and M the previous two patterns we've discussed. A selection full of information needs to be read more carefully, since it will include facts and details you'll need to remember. You may have to read at a slower rate, but this pattern requires it. As an exampless. STOP The doctor's advice for arriving at work raring to go includes getting a good night's sleep and eating a well-bal- anced breakfast. STOP 3. Information-sharing This pattern is fairly easy to iden- tify, but is more difficult to read thano a good day's work? Medical experts say that a person who is run- down and low on energy will find it difficult to keep alert while on the job. Statistics show that many on-the- job accidents are caused by workers who are fatigued, and therefore care idea of the selection's purpose. This pattern is also easy to follow, since the question provides you with the topic of discussion. All you STOP have to do is read along until you find the answer. For example: BE ALERT WHEN WORKING Want to dswer In this pattern, the author poses a question and then answers it. The ques- tion may be asked in the title of the selection, in a subheading, or at the beginning of a paragraph. It can be used to pique your interest, or to give you an immediate. Ahh! The feeling of that tart, cool goodness trick- ling down my parched throat! As the hot sun poured through the window, I sat with my glass full of the heavenly nectar and watched the world go by. This truly was bliss! STOP 2. Question-and-ande was making my mouth water. I walked into the kitchen and headed for the refrigerator, where I found a plump, juicy lemon. I cut it in half, squeezed the juice into a glass, STOP added ice water and two heaping teaspoons of sugar, and sat down to drinkxz{|}~'t have to be con- cerned with recalling facts and details when you're finished. STOP Here's an example of the experience-sharing pattern: THE QUENCHER I was feeling very thirsty after my 10-mile bike ride, so the thought of an ice-cold lemonacross the street, shrubs buried in drifts--all of these unpleasant sights can be seen after a snowstorm. STOP And as if these occurrences aren't enough, I've also seen people collapse with heart attacks while shoveling the white stuff out of their driveways. It's as though Mother Nature was punishing us for enjoying the sunshine of summer. STOP 5. Conclusion-and-substantiation An author using this pattern will re- ly on facts to support a conclusion pre- sented in the selection. Sometimes the conclu 5123451+072+073+074+075+00 Enter the number of your selection &Good, READER! You recognized that the author presented a conclusion at the beginning of the paragraph and went on to substantiate the statement. END SKIP8 &Actually, READER, the correct anshis gesture and become more loyal customers as a result. END ASK &O.K., READER. Which pattern of writing was used? 1. Experience-sharing 2. Question-and-answer 3. Information-sharing 4. Opinion-and-reasoning 5. Conclusion-and-substantiation STOPpathetic letter from the Customer Services Manager at the com- pany's headquarters in Houston, Texas. In addition to good wishes, the letter offers special payment terms to those who may need help. The company has STOP found that customers appreciate tng selection and identifying its pattern: END TEXT KINDNESS PAYS Showing concern for its customers is one way that Exxon helps to build its business. When natural disaster strikes, Exxon's charge customers in the affected areas get a sym Information-sharing 4. Opinion-and-reasoning 5. Conclusion-and-substantiation END TEXT With a little practice, recognizing these patterns of writing should become second nature to you. Start sharpening your recognition skills now by reading the followi s: 1. Experience-sharing 2. Question-and-answer 3. Information-sharing 4. Opinion-and-reasoning 5. Conclusion-and-substantiation END SKIP9 &OK, READER. Remember, there are basically five patterns of writing: 1. Experience-sharing 2. Question-and-answer 3.ASK Now that you've seen examples of the different patterns of writing, can you remember all five? Y. Yes N. No STOP 2YNY+00N+10 Enter Y or N &Good, READER! Now you should be able to pick up any selection and determine whether the pattern of writing iincidents, employees would only shrug their shoulders and say, "Beats me." Even raunchy jokes and raucous laughter often heard in the locker room was a thing of the past. END EOF LES6.3 e very dissatisfied with management. An entire work shift would call in sick on the same day. Buses were being "mys- teriously" vandalized. The owner of the STOP firm was receiving crank phone calls at all hours of the night. When questioned about these you're aware of STOP what is being substantiated, it's impor- tant that you read slowly enough to un- derstand all the facts and how they re- late to the conclusion. As an example: A DEFINITE PROBLEM Employees of the Haggerty Bus Company wersion will be presented at the be- ginning, with facts used to substantiate it. Other times, facts will be stated and the conclusion will follow. To de- termine this pattern, find the conclu- sion, which will be expressed as a defi- nite statement. Once wer is 5, conclusion-and-substantiation. The author presented a definite statement in the first sentence and went on to substantiate it. END ASK Would you like to try another exercise? STOP 2YNY+00N+48 Enter Y or N END TEXT STOP WORRYING If excessive worrying appears to be adversely affecting your outlook on life, you may find the following tips a big help in putting these worries on hold: Admit that you're worried. Trying to will your worries away won't make them disappear. T the methods described in this reading, and before you know it, Mr. Sandman will be knocking at your door! END TEXT &O.K., READER. You will now have a chance to take a short comprehension test. END QUIZ Question 1: Watching a movie befor sheep is a classic example. Relax your muscles one by one, and you'll be able to feel yourself drifting off. Above all, don't let your inability to drift off right away keep you keyed up. All you'll do is prolong your sleeplessness. Try one or more of blank. Suppose you're too wide awake to get to sleep but too tired to get out of bed. The best thing to do is stay in bed and make your mind a blank. Think restful thoughts--imagine a quiet brook, for instance. Or think boring STOP thoughts--countingasleep. STOP The solution to this problem is to get out of bed and read for a while, write a letter, or do some other constructive activity while you're awake. The bonus is that it will also help put you to sleep, probably sooner than you think. Draw are bedding down for the night. Get up to go to sleep. This may sound like odd advice, but it could work for you. So many people hop into bed, find they can't fall asleep right away, and keep themselves awake just worrying about why they aren't falling before going to bed--the caffeine keeps them awake. But other stimulants can keep you wide-eyed, too. Reading an exciting novel, having an argument, or STOP watching an eerie TV thriller can keep you from unwinding. The best thing to do is relax befobe to go to bed at one and rise at seven. Or perhaps you'd do better falling asleep at ten and rising at six. Whatever is natural and feasible for you is the deciding factor. Go easy on stimulants before bedtime. Many people cannot drink coffee or colaa the way the author intended. Once you've determined the method an author is using to express himself or herself, you can sift through the mate- rial as you read, determining the major points and relating the minor ones to them. STOP Reading for meanie correct answer is 3, information-sharing. The author was giving you information on how to cope with stress induced by worrying. END TEXT Now that you're on your way to recog- nizing patterns of writing, you'll find it easier to absorb the material inasoning 5. Conclusion-and-substantiation STOP 5123451+072+073+004+075+07 Enter the number of your selection &Good, READER! You recognized that the author was giving information on how to overcome the stress of worrying. END SKIP8 &Actually, READER, th on some- thing else. Freeing your mind for other decisions helps prevent more worries from building up. END ASK &O.K., READER. Which pattern of writing was used? 1. Experience-sharing 2. Question-and-answer 3. Information-sharing 4. Opinion-and-rery to determine the cause of your anxiety. Understanding the reason for your uneasiness will often point to a STOP solution. Look at your fears rationally. Try to figure out what good your wor- rying can--and can't--do. Keep busy by concentratinge going to bed can keep you awake. STOP 2TFT ENTER T or F QUESTION 2: If you can't fall asleep, it might be a good idea to write a letter. STOP 2TFT ENTER T or F Question 3: Contrary to popular belief, counting sheep actually keeps you awake. END 2TFF ENTER T or F EOF RET st eight hours of sleep a night. END 2TFF ENTER T or F EOF RET ION 1: When you sleep, your brain slows down for as long as you're sleeping. STOP 2TFF ENTER T or F QUESTION 2: An average sleep cycle lasts approximately 20 minutes. STOP 2TFF ENTER T or F QUESTION 3: To be well rested everybody needs at leas of the cycle, he or she will complain of not sleeping well. It's the time you spend in total oblivion that determines how rested you really are. END TEXT &O.K., READER. You will now have a chance to take a short comprehension test. END QUIZ QUESTin a light-sleep phase. The most important thing to remember about sleep, according to scientists, is that it's quality, not quantity, that counts. In other words, if a person spends more time in the light-sleep phases rather than the deep-sleep phaseactive, phase increasing with each cycle. As the night goes on, your cycle will adjust itself so that you alternate be- tween light and heavy sleep, with no in- between. This way, you are easier to awaken STOP toward the end of your sleep, when you're s activity will last for about five minutes, at which time the blood flow to the brain slows down, you shift position, turn over, and start the cycle again. An average sleep cycle lasts for approximately 90 minutes, with the length of the last, and most se of slumber involves quite a bit of biological activity. Breathing becomes irregular, your hands and feet begin to twitch, and your eyes begin to dart furiously from side to side. Your heartbeat quickens and blood flow to the STOP brain increases. Thiolling delta waves, you are truly in the depths of sound slumber. STOP It is at this point that you are prac- tically immobile, and it will take quite a large disturbance to wake you. This stage of sleep can last for as long as 20 minutes. The next phare awakened during this stage, you'd swear you were never sleeping at all. As you descend into deeper sleep, your heart rate and blood pressure drop and the frequency of brain waves increases. After about 10 minutes, as your brain begins to emit large, rAs you first drift off into light sleep, your muscles relax, your heart rate slows down, and the brain engages in peace- ful activity. Your mind will take you back over the experiences of the day. You're STOP sleeping so lightly, in fact, that if you weACC037605 YOU'RE GETTING SLEEPY.... Did you ever wonder what exactly hap- pens to you as you drift off into peace- ful slumber? There have been a number of studies done on the biological process we call sleep. Here are some of the findings: QUIZ Question 1: When making a decision, there is a natural tendency to reason by: 1. logic 2. analogy 3. stimulus-response STOP 31232 Enter the number of your choice Question 2: Associations between existing circumstances and earlier events can be:tually see our dreams. STOP 2TFF ENTER T or F QUESTION 3: Sleepwalkers don't walk while they are dreaming. END 2TFT ENTER T or F EOF RET sleep. END TEXT &O.K., READER. You will now have a chance to take a short comprehension test. END QUIZ Question 1: If you don't remember having dreamed, the chances are you didn't dream. STOP 2TFF ENTER T or F QUESTION 2: When we dream, we acpulses and became irritable, listless, uncoordinated, and in- efficient. Many complained of blurred vision, hallucinations, lack of memory, anxiety, and personality changes. All of these problems were remedied with one good night's worth of dream-filled the dream phase of sleep. It is during the lighter phases of sleep that STOP the physical activity occurs. Is dreaming good for you? In a scien- tific study, when participants were de- prived of the dreaming phase of sleep, they had no control over imnning, flying, or jumping? Actually, you're not moving at all. During the dream phase of sleep, your body undergoes mus- cular paralysis, which keeps you from kicking your "attackers" during a night- mare. Even sleepwalkers do not get out of bed duringin being stimulated in our dreams that sends the active impulse to the eyes. Blind people experience the same rapid eye STOP movement during sleep, but their dreams are centered on the sensations of sound and touch. Have you ever dreamed that you were ru exciting and pleasurable) dreams take place. Do we actually see our dreams? Scien- tists claim we do not. Although our eyes dart furiously from side to side during the dreaming phase of our sleep cycle, it is a result of the visual nerves in our bra by a highly excited brain. We experience cycles of sleep lasting ap- proximately 90 minutes. It is in the last phase of the cycle, when our brains are STOP undergoing extensive activity, that the most vivid, horrifying (and on the oppo- site side, most day, or those that we hope will happen to us sometime in the future. They can be the product of ex- ternal events. For example, if the covers blow off we may dream about being caught in a hurricane. Nightmares are the result of the images conjured up sleep cycle, but many people don't remember those dreams unless they wake up during, or immediately after, one. Our dreams involve our emotions, fears, longings, wishes, needs, and memories. STOP They can involve events that happened to us during theACC036205 TO SLEEP, TO DREAM Do you dream at night? Probably. Even if you claim you never dream, there's a 99 percent chance that you do. Scientists who study sleep patterns say that just about everybody dreams at some point during their 1. inappropriate 2. misleading 3. both of the above STOP 31233 Enter the number of your choice Question 3: The Gilovich study of the NFL used: 1. 14 male sportswriters 2. university football coaches 3. 42 Stanford undergraduates STOP 31231 Enter tRNDL2045 EOF RET sow END ASK Did you count 12 repeated words? (Y/N) STOP 2YNY+00N+05 ENTER Y or N Good! Now try again at a faster speed. END SPD+100 SKIP6 &O.K., READER. Try again at a little slower speed. END SPD-100 ACC004001 tenant - tenet ten tenant tent stick sick stuck pear - peer pare pear pea stone - stone store stole stone diagram - diagonal diagram diadem beagle - beagle bugle beagle bagel branch - bunch brunch branch batch clover - clover clever clover cloves saw - sew saw saws wanes weaves waves END ASK Did you count 11 repeated words? (Y/N) STOP 2YNY+00N+05 ENTER Y or N Good! Now try again at a faster speed. END SPD+100 SKIP6 &O.K., READER. Let's try again at a slower speed. END SPD-100 ACC003901 stick - ticklower - follower flow flower mower tree - tree tee true tree saddle - sadden saddle sudden sad produce - product prodigy produce onion - opinion onion orion onion capable - cable capable able cap jeans - genes jams jeans beans waves - wave6,04@pick - pack pick puck pick !F24,05@chair - chaise chase chair char !F08,04@card - card cord curd care !F20,07@picture - pitcher picture pittance |W2 There are five repeated words. &Now, READER, let's go on with the exercise. END ACC003901 fvious lessons. &Remember, READER, counting while you're reading is a good exercise because it's impossible to vocalize or subvocalize the words you're repeating. STOP Here's a sample of the WORD RECOGNITION exercise to refresh your memory: |W1 !F14,04,2tion massacre a group of prisoners a victim of false advertising prescribe an antihistamine press the panic button TEXT &OK, READER! Let's move to the WORD RECOGNITION drill. In this exercise you will count up the number of repeated words as you did in precheme infiltrate an organization RATE RNDW12 get down to brass tacks bark up the wrong tree suffer from an unrequited love hit the bottom of the barrel drink decaffeinated coffee get the show on the road have a good bedside manner experience an eerie sensaects RATE RNDW12 meeting of the minds keeping to oneself co-author of an essay in a holding pattern flirting with disaster from the horse's mouth pay off a mortgage world heavyweight champion an eye for an eye word-of-mouth advertising stage a diabolical snquestionable loyalty inappropriate commentary openmouthed astonishment autobiographical sketch Constitutional amendment ostentatious display commencement exercises precocious adolescent professional administrator biodegradable detergent kaleidoscopic effRNDW12 gratification efflorescence imaginative fundamental progress emergency appendectomy hyperventilating athlete unmitigated circumstances judicial decision hazardous material pessimistic attitude unexplained phenomenon meandering waterway RATE RNDW11 ubosun - bossy bosun bassoon boron post - past pose post pots cushion - cashew custard cushion cash bench - bunch bench bench wrench leaf - left leaf leave leap carry - curry carrot carry carrel ample - able ample ampule amble END ASK Did you count 9 repeated words? (Y/N) STOP 2YNY+00N+05 ENTER Y or N Good! Now try again at a faster speed. END SPD+100 SKIP6 &O.K., READER. Try again at a little slower speed. END SPD-100 ACC003901 career - careen career care career professorame speed STOP 31231+002+043+08 ENTER THE NUMBER OF YOUR SELECTION END SPD+100 SKIP12 END SPD-100 SKIP8 END SKIP5 END SKIP56 EYEM|0220|04|44 "Won't you join us/ for lunch?" "Will you/ babysit tonight?" Those of us/ who are completely in charge/ ofssure to succeed./ And that, oddly enough,/ can increase your chances/ of success. END ASK &How was that, READER? Would you like to try another one? (Y/N) STOP 2YNY+00N+21 Enter Y or N END ASK O.K. Do you want to go: 1. faster 2. slower 3. s in the right frame/ of mind to take on/ the rest. STOP Accept/ your limitations. This isn't/ an easy task since procrastinators/ are perfectionists in disguise./ Yet, coming to grips with your/ personal limitations can relieve you/ of that paralyzing preer than by/ the progress they're making toward their goal./ To break this mental pattern,/ give yourself some incentive/ for changing your way of thinking./ For example, when you/ are halfway through a project,/ take a break from your work./ Then you'll beu/ on the right track: Make big jobs/ seem less intimidating by setting/ specific goals and deadlines/ and tackling them one by one./ Reward yourself for progress./ Procrastinators STOP tend to measure/ their worth by the end product/ of their efforts rathin hindsight, "If I'd only/ had time, STOP I'd have done/ it better." If you have/ a procrastination problem, how can you/ solve it? Understanding why/ you put things off is a first step/ in the right direction. Following these tips/ should help to keep yosts/ Jane Burka and Lenora Yeun,/ the problem often goes/ much deeper. Dr. Burka/ tells us that people who/ let things slide until the last minute/ do so because they're perfectionists./ By doing a last-minute job,/ she explains, procrastinators can say,/ eminder of how it goes: END EYEM|0015|01|03 As you read this/ your eyes should pause/ or fixate only once/ on each phrase. END TEXT &O.K., READER, let's begin. END EYEM|0225|04|45 Procrastinators/ have more than a bad habit./ According to psychologiTEXT &Very good, READER. You are now ready for another drill-- the EYE MOVEMENT EXERCISE. This drill is similar to the ones you have done in pre- vious lessons. It is designed to help train your eyes to move quickly across a line of print. Here is a ranother lesson. END EOF RPD6.3 loosen less END ASK Did you count 11 repeated words? (Y/N) STOP 2YNY+00N+05 ENTER Y or N Good! You'll have a chance to do this exercise again in another lesson. END SKIP6 &That's O.K., READER. You'll have a chance to do this exercise again in - professor profess profession turkey - turnkey turtle turkey turn excess - exit excess excel excess digit - digit digital digest digging mantle - marble mangle mantle mantle collar - collier collar dollar collie lesson - lesson lessen our lives will give an honest answer/ to these questions. Yes, if we want to--/ no, if we don't. Far too many of us, though,/ will end up saying yes because we don't know/ how to say no. And by answering yes/ to every request that comes our way,/ we lose some control of our lives./ Why do we find it so difficult/ to say no? STOP Many of us believe/ in the theory that nice people/ don't say no And because we want/ to be popular with otthe above STOP 31233 Enter the number of your choice Question 9: Gilovich's third experiment involved: 1. World War I 2. a hypothetical foreign policy crisis 3. sports STOP 31232 Enter the number of your choice Question 10: The lesson to be learned ing about war? 1. Kennedy 2. Truman 3. FDR STOP 31232 Enter the number of your choice Question 8: Gilovich thinks American foreign policy has been heavily influenced by associations with: 1. the appeasement of Hitler 2. the Vietnam war 3. both of iations STOP 31232 Enter the number of your choice Question 6: Reasoning by association can be seen daily in: 1. politics 2. medicine 3. the arts STOP 31231 Enter the number of your choice Question 7: Which U.S. president used association when think usually valid STOP 31231 Enter the number of your choice Question 5: Gilovich thinks experts are: 1. less likely to be influenced by irrel- vant associations 2. more likely to be influenced by irrel- evant associations 3. never influenced by assoche number of your choice Question 4: The results of the NFL study showed that: 1. players associated with successful pro- fessionals were always rated higher 2. people don't use associations as much as psychologists thought 3. associations areEOF RET ional decision/ based on your own honest feelings./ Yes, if you want to-- no, if you don't./ END TEXT &OK, READER. That was very good. Now let's go on to something else. You will have a chance to do more EYE MOVEMENT drills in the next lesson. END All it takes/ is some courage, STOP preparation and practice./ First, prepare some negative responses/ by putting yourself in hypothetical situations./ Then start practicing in some real situations./ Make a point of addressing/ each request and make a rate kind of person who can't say no?/ If so, stop and consider/ all the extra things you're doing/ for others that you really/ don't want to do. Now think about the things/ you'd like to be doing for yourself./ Is it time to start saying no?/ You can do it. g a job and carrying out/ responsibilities are things we must all do./ But that doesn't mean we shold carry over/ this attitude STOP into our personal lives--/ lending money to friends who never repay/ or joining clubs we're not interested in./ Are you thhers,/ we automatically answer yes to their requests./ Trouble is, we can sometimes/ get ourselves into situations we dislike/ and may even disagree with./ Of course, there are times when we can't say no./ Doinfrom these exper- iments is: 1. irrelevant analogies can influence decisions 2. experts always learn from the past 3. those who forget the past can be led to misapply it END 31231 Enter the number of your choice EOF RET TREAD813 REMEMBERING Once long ago in the dawn of time, there was a dinosaur named Diplodocus. The Chicago Tribune described him this way: "You will observe by the remains The creature had two sets of brains... If something slipped his forwhich of the following was not discussed in this article: 1. electrode stimulus of the brain as an aid to memory recall 2. Socrates's theory that the brain affects our ability to love 3. learning abilities are formed in a simple-to-complex pato run stems from the ability to crawl 2. say that mental ability develops separately from physical ability 3. say that alcohol consumption affects the development of brain patterns STOP 31231 Enter the number of your choice Question 10: W 1. brain cells, once they die, are not replaced 2. yogurt prevents senility 3. both of the above STOP 31231 Enter the number of your choice Question 9: Theorists who compare brain patterns to a groove on a recent record: 1. believe that the ability your choice Question 7: The number of brain cells the average human is born with is approximately: 1. 10 million 2. 10 billion 3. 10 thousand STOP 31232 Enter the number of your choice Question 8: Which of the following statements has been proven: Which of the following is true: 1. we have immediate access to all our memories 2. when we forget, it means the memory is lost forever 3. our old memories can sometimes impede us in remembering more recent events STOP 31233 Enter the number of y: 1. Hippocrates 2. van Helmont 3. Aristotle STOP 31233 Enter the number of your choice Question 5: The most crucial element of our memory system is: 1. retention 2. retrieval 3. recognition STOP 31232 Enter the number of your choice Question 6: ous 2. we can feel what we are thinking about 3. food affects the memory process STOP 31232 Enter the number of your choice Question 4: The theory that the brain was used only to cool the blood, while the heart was used for reasoning, was developed bored 2. in living color with stereo sound 3. when the temporal cortex is touched with an electrode STOP 31232 Enter the number of your choice Question 3: According to the reading, the phrase "gut feeling" means: 1. we remember every time we get nauseQUIZ Question 1: The reading says that the brain: 1. doesn't forget anything 2. is used to cool the blood 3. both of the above STOP 31231 Enter the number of your choice Question 2: Information is stored in the brain: 1. only if we want it to be stard mind 'Twas rescued by the one behind. STOP One in his head, the usual place, The other at the spinal base. Thus he could reason a priori As well as a posteriori." Unhappily, we poor humans are not as well off as Diplodocus. We have only one brain ttern END 31232 Enter the number of your choice EOF RET QUIZ Question 1: The Journal of the Plague Year suc- ceeds as an "eye-witness" account due to Defoe's: 1. attention to detail 2. matter-of-fact lifestyle 3. both of the above STOP 31233 Enter the number of your choice Question 2: Defoe wrote for: 1 do it in order to build a foundation for what you are learning today. So, now you're more willing to spend time mem- orizing information. But you really don't have to memorize as much or as often as you used to. In fact, the only time you should memorizdiculously simple tricks. At the heart of it all, however, is memorization. STOP Memorization probably brings back mem- ories of school days. At that time, you probably didn't understand why you had to memorize things. But now you know that you had tos STOP to remember almost any number of items or any amount of factual information. Happily, there are many different ways to improve memory retention and retrieval of information. The methods range from seemingly complicated mental maneuvers to some rit. But this isn't so, say the experts. While it's true that some people have a natural facility for remembering odd trivia or seem to possess a photographic memory, it is possible for almost all of us to develop our conscious memories and train ourselvewith which to do our remembering-- and, alas, our forgetting. STOP Many people, therefore, consider devel- oping their memories a lost cause. They think that a good memory comes with their genes, like eye color or height - you either have it or you don'sea STOP 31231 Enter the number of your choice Question 10: Defoe's goal in his books was: 1. authenticity 2. poetic imagery 3. both of the above END 31231 Enter the number of your choice EOF RET re 2. another shipwrecked sailor 3. a native islander who has been in hiding STOP 31231 Enter the number of your choice Question 9: After Crusoe escapes the island, he: 1. marries and lives happily 2. becomes a clergyman 3. returns to a life at roduct of Defoe's fer- tile imagination 3. inspired by the actual experience of Alexander Selkirk STOP 31233 Enter the number of your choice Question 8: The footprint Crusoe discovers belongs to: 1. a cannibal from elsewheon 6: Crusoe always solves his problems: 1. in practical ways 2. in miraculous ways 3. in unusual ways STOP 31231 Enter the number of your choice Question 7: Crusoe's adventure is: 1. based upon Defoe's own life story 2. wholly the pce Question 5: The most fascinating aspect of "Robin- son Crusoe" is the lead character's: 1. psychological makeup 2. adaptation to isolation 3. inventive ways of coping with his predicament STOP 31233 Enter the number of your choice Questi's relations 3. after a family friend STOP 31232 Enter the number of your choice Question 4: Young Crusoe delays going to sea be- cause: 1. he is needed at home 2. his father is opposed 3. he becomes a soldier STOP 31232 Enter the number of your choi. political reasons 2. financial reasons 3. both of the above STOP 31233 Enter the number of your choice Question 3: In "The Life and Strange Surprising Adventures of Robinson Crusoe", Crusoe says he was named: 1. after his father 2. after his mothere information now is when STOP you have to remember small amounts of specific information, or when you must remember information verbatim for a rela- tively short period of time. Memorization usually requires repeating the information over and over until it sinks in. Perhaps you quiz yourself and try to recall the information without the help of notes. There's another way to memorize information that is more STOP creative and fun than this old tried-and- true method. In some cases, you can use "mnemoniTEXT \GYou read this selection at GWPM words &per minute, READER. This is your gross reading rate. To determine your effective reading rate, please complete the following five com- prehension questions. END QUIZ Question 1: You should try to memorizeD EOF FTR6.2 device can be more com- plicated than the material. That's why mnemonic devices should be used sparingly. Whichever methods you use to remember things you read, just remember this: You can always improve your memory-- if you're willing to work at it. ENy up nights, period. Trans- lation: Mercury, Venus, Earth, Mars, Jupi- ter, Saturn, Uranus, Neptune, Pluto. STOP One of the main pitfalls of mnemonic de- vices is that you have to learn a special device for remembering the information and sometimes the ocial, and Cultural Organization." Another variation of this special memory device is to make a catchy sentence from the first letters of each item on a list of words. Maybe you learned the names of the planets this way: Mary's violet eyes make John sta the acronym is remembered, but the words the letters stand for are forgotten. For instance, almost every- one knows that UNESCO is a worldwide organization helping children. STOP But who remembers that the letters stand for "United Nations Educational, S forms a word. These STOP are called acronyms and two commonly known ones are NATO (North Atlantic Treaty Organization) and SWAT (Strategic Weapons Attack Techniques). But there is a disadvantage to this method besides its one-time-only use. Sometimesreet sign keeps the new- comer from getting lost, a new idea is point- ed out or highlighted with a mental marker. One of the oldest tricks to aid mem- ory recall is arranging a list of whatever you want to remember so that the first letter of each itementally what you want to remember with something you already know. STOP The key to accurate recall using this type of device is association. The item you already remember acts like a signpost or mental marker on which to hang the new idea. Just as a sted history, humans have been using numerical and alphabetical systems to spur recall. These types of systems are internal and of the intellect, because only your own brainwork makes the remembering process occur. As will be demonstrated, you associate m example, if you are of a certain age you might remember, "George Elliot's old grandmother ran a pig home yesterday." That helped many a youngster remember how to spell geography. STOP This kind of memorizing is nothing new. Since the dawn of record"memory," and was taken from the name of the Greek goddess, Mnemoyne, who could remember everything. A mnemonic device is a system for remembering facts and ideas by remembering other things which have little or nothing to do with that in- formation. Forc" (pronounced ni-mon-ik) tech- niques to help you memorize. Mnemonic techniques, or mnemonic devices as they are commonly called, are especially useful when you're trying to memorize a list of things that aren't logically arranged. STOP Mnemonic means information only when you have to: 1. remember small amounts of specific information. 2. remember information verbatim for a relatively short period of time. 3. both of the above. STOP 31233 ENTER THE NUMBER OF YOUR SELECTION Question 2: Mnemonic A$)123)):1 headerX2HEADER$""HEADER$"SPEED READING...THE COMPUTER COURSE"m3XC((HEADER$))41:X:HEADER$7<Y%:X%:PROMPT$;" ";:D NWPM FROM GWPM WAS AT 70 \/E m.j.;FP1,116:P2,116:DR,208:MU:J150::P1,128: pause #I1PAUSE::* ' getchar4 (KS,0N )TQTQ1:(KB)12841o *AA$((KB)128((KB)127))u + , char w curs -KS,0 .TQTQ1:TQ10(TQ10)98:(KB)12846 /AA$((KB)128((KB)127)) 0AA$((AA$)32((AA$)96(AE BAR> to Continue."8 (FUNCT$,5)"TREAD"İ190:23` XC((MESSAGE$)):24:X:MESSAGE$;h 40 AA$(8)(MESSAGE$,7)"Review."İ90:23 AA$(32)AA$(21)AA$(8)İ90:23 MESSAGE$"": I1940DLAY%:   ! "s Survey":TITL$(3)"Read for Main Ideas":TITL$(4)"Preread with a Purpose" TITL$(5)"Skim for Speed":TITL$(6)"Patterns and Structure":TITL$(7)"Retention And Recall":TITL$(8)"Extend Your Reading Habits": MESSAGE$""MESSAGE$"Please Press 1 TLN)"END"280#AA$(8)280qPGE%1FRST%(PGE%)M%:LNFRST%(PGE%1):M%FRST%(PGE%1):PGE%PGE%1:210FPLN1:+ quiz & ask,LNFP:WG0:M%LN:FRST%(1)LN:PGE%16VP1;Q$(TXT$(LN),1):Q$"!"Q$"\"Q$"&"Q$"#"İ10000:360 to Continue"?20:AA$(8)PGE%1Č936:200I936TXT$(LN)"STOP"277:AA$(8)FRST%(PGE%)M%:M%LN1:LNLN1:PGE%PGE%1:210LNFRST%(PGE%1):M%FRST%(PGE%1):M%FRST%(PGE%1):PGE%PGE%1:210: ELSE GOTO 271TXT$(Q$"!"Q$"\"Q$"|"Q$"&"Q$"#"İ10000:260FVP:20:TXT$(LN)ZLNLN1:VPVP2s TXT$(LN)""VPVP1TXT$(LN)"STOP"TXT$(LN)"END"212PGE%1MESSAGE$"Press OR --> To Continue, <-- To Review.":273MESSAGE$"Press90:105#(A$)MAXLİ90:105<AA$;:A$A$AA$:105L" "(8);:XC((MESSAGE$)):23:X:"______________________________________"24:X::" ";MESSAGE$;:: textLNFP:M%LN:FRST%(1)LN:PGE%1VP10Q$(TXT$(LN),1):20))(8);:c input+dA$"":AA$""=i"_"(8);:45\lAA$(32)SM%FALSE%:180{nAA$(13)SM%FALSE%:180oAA$(8)120q(A$)0ĺ" ";(8)(8);r(A$)1A$(A$,(A$)1):105s(A$)1A$"":105v90:105 x(AA$)32(TXT$(LN))2:(SP$,(TXT$(LN))):29,=FPFPNUM%:Cf FLSH(1)3:FLSH(2)4:FLSH(3)10!936:4:21:"How are you doing, "REEDER$"?""WRECĢ6:21:"Those letters were flashed at 1/"FR" of a" #WRECĢ6:21:"Those words were flashed at 1/"FR" of a"F $8:21:"second. Do you wish to continue at:"m &11:21:" 1. 1/3 of a second?" (13:21:" 2. 1/4 of a second?" *15:21:" 3. 1/10 of a second?"!/21:21:"Please enter the number of your selection: ";:45:A$AA1151,(NWPM256)M.j 16:36,32:A$" wpm. ":21:33:"Thank you.":20:. ================ MAIN PROGRAM \/ ================.(997)0İ3:FILE$"LES"(LS%)"."((996)):997,0:5020/936:3:50:9:11:21:LS%9Ģ10:36:"MAGIC CONVERTERREADING"F- 12:20:"in Lesson ";LS%1;" and then press ."c-. 16:36,32:" ____ wpm."~-8 16:36,32:MAXL4:100-L 36,32:(SP$,18)-V JJ1(A$):(A$,JJ,1)"0"((A$,JJ,1))0İ90:2350-W JJ.` NWPM(A$):1150,NWPM(NWMP256)256: ------- confirm & clear \/`,20:28:"Press To Confirm.":40:AA$(13)2125f,,20:23:(SP$,36);:21:22:(SP$,40);:,936, 8:20:REEDER$;", please type your effective reading" - 10:20:"rate from the FINAL TIMED A$(CH$,JJ,1)21856+JJ:A$(13)K%ROW%:2165@+2195w+K%(JJ1)2:ROW%START%:EDGE%:C$(ROW%);:ROW%K%+K%1K%NCH%2165+2230:START%K%:EDGE%::C$(K%);:EDGE%4:G$(K%);::2228+K%5006,5027,5085,5170,5180,9670+2125!,$AA$/*wJJ1(LEG$):A$(LEG$,JJ,1)21737*xJJA*{2165*}A$DOWN$ROW%NCH%ĝ:ROW%START%:EDGE%:C$(ROW%):ROW%ROW%1*A$UP$ROW%1ĝ:ROW%START%:EDGE%:C$(ROW%):ROW%ROW%1*ROW%START%:EDGE%::C$(ROW%);:*JJ1(CH$)+1NCH%:PSTART%:EDGE%4:G$(P);:e)aTP%START%:BT%TP%NCH%1:LT%EDGE%1:RIGHT%EDGE%1:2105)f20:23:" Move The Cursor To Your Choice And";)k21:22:"Press Or Just Type The Letter.";)uROW%START%:EDGE%::C$(ROW%);::40*vA1)(BT%1):Y:LT%:(124);:Y:RIGHT%:(124);:9(Ce(H ...................................(M936:HEADER$TT$:50(R5:25:"Please Choose From The Following:";(USTART%9:EDGE%27:ROW%1:K%1(WP1NCH%:PSTART%:EDGE%:C$(P);:&)\P:C$(4)"D";' G$(5)"Final Timed Reading/Test":C$(5)"E"e' G$(6)"Return to Main Menu":C$(6)"F"p' NCH%6'%UP$(11):DOWN$(10)'*LEG$"AaBbCcDdEeFf"(13)UP$DOWN$:CH$"AaBbCcDdEeFf"'/2125: skip past box subr. -->'4'93(>Y(TP%ne "FP".":&@FPFP1#&B1052)&GF& ------------- menu \/P&936`&2300:936&G$(1)"Introduction":C$(1)"A"& G$(2)"Rapid Perception Drills":C$(2)"B"& G$(3)"Accelerated Reading/Test":C$(3)"C" ' G$(4)"Practice Reading/Test"090:%6(FUNCT$,3)"ASK"(FUNCT$,4)"QUIZ"İ300:1090%7(FUNCT$,4)"EYEM"NW%((FUNCT$,6,4)):NSCREENS%((FUNCT$,11,2)):N2%((FUNCT$,14)):15000:1090%8(FUNCT$,8)"SETFLASH"FR((FUNCT$,9)):1090 &>936:"Invalid command in file at li600:1090C$)(FUNCT$,5)"TREAD"WC%((FUNCT$,6)):500:1090}$,FUNCT$"HCODE"SEG$TXT$(FP):FILE$TXT$(FP1):55000$-(FUNCT$,3)"SPD"İ840:1090$.FUNCT$"RATE"İ800:1090$3(FUNCT$,4)"RNDW"İ700:1090%5(FUNCT$,4)"RNDL"İ40000:1E$TXT$(FP1):51000:900:1050+#1095I# (FUNCT$,4)"SKIP"1059m#!((FUNCT$,5))0FPFP2:1059#"FPFP((FUNCT$,5)):1090##936:FPFP1#$FUNCT$"TEXT"İ200:1090 $&(FUNCT$,3)"ACC"NW%((FUNCT$,4,4)):NSCREENS%((FUNCT$,8)):$(LN)""925:"IFASC (TXT$(LN)) = 33 THEN LN = LN - 1K"LNLN1:915g"D$;"CLOSE";FILE$:N2LLm"" ----------------------------------------------" "900"FP1"FUNCT$TXT$(FP)"FUNCT$"EOF"1056!#TXT$(FP1)"RET"FIL$!!4(A$)1(A$)3İ90:815)!6A$B9:20:"Remember to read this selection">D11:20:"carefully, so you can complete the">F13:20:"comprehension test. But do not">H15:20:"lag in your reading.">J20#?P936:1:20::"PLEASE READ9:20:"section of the program."Y=5MESSAGE$"Press for instructions.":20j=7936:12000=; ------------ final timed readings \/=<936:LS%814000==2:20:"O.K., "REEDER$"."=>4:20:"The following FINAL TIMED READING"&>@t a faster speed? (Y/N) ";:40:A$AA$:A$"Y"A$"y"NWPM1.1NWPM:5167d<+A$"n"A$"N"5162v to begin the reading.":209VV1:FILE$"ART"20:"Please turn to page "WW(LS%)" of your workbook"q814:20:"and enter below your effective reading rate"816:20:"for the FINAL TIMED READING in Lesson ";LS%1818:20:"or any other rate and press RETURN: ____ WPM"9 18:36,55:MAXL4:1." 720D7936:2:20:"This exercise will help pace you to"x74:20:"read faster. It will also help you to"76:20:"eliminate inefficient reading habits."78:20:"You won't have time to subvocalize or"710:20:"regress."6812:selections which are"H614:20:"already timed for you. They will"x616:20:"be set at faster rates than your"618:20:"normal reading speed. You will"620:20:"also complete a short comprehension"722:20:"test after each selection/'5936:2:20:"O.K.,"REEDER$"."V54:20:"Now that you've 'warmed up' with"56:20:"the perception drills, let's try"58:20:"an ACCELERATED READING TEST."510:20:"As in previous lessons, you will read"612:20:"several short he words will"K410:20:"flash before you in a fraction of a second,"412:20:"then reappear briefly so you can check"414:20:"yourself."4WREC1:SPD150420:FILE$"RPD"(LS%)".2":51000:10005 ----------- acc. reading tests \ith rapid perception of"H317:20:"items unrelated to each other."P320V33FILE$"RPD"(LS%)".1":51000:10003936:3:20:"Good, "REEDER$"."36:20:"Now try perceiving WORDS and PHRASES in a"48:20:"fraction of a second. TON DRILLS"@27:20:"with a WARM-UP EXERCISE with LETTERS."v29:20:"In this drill, you will perceive random"211:20:"letters in a fraction of a second as you"213:20:"did in previous lessons. This will give"315:20:"you practice wsson ";LS%;" -- ";TITL$(LS%):11:20:(DT$,40):95t114:33::" INTRODUCTION ";::FILE$"LES"(LS%)".1":201510001111000:LS%1508511936:4:211:3:20:"O.K., ";REEDER$;"." 25:20:"Let's begin the RAPID PERCEPTI THESE INSTRUCTIONS CAREFULLY!":Z?R4:20:"1. When you press to begin,"?T6:20:" the reading will appear. Timing"?V8:24:"will begin immediately so start"?X10:20:" reading right away."@Z12:20:"2. As soon as you finish reading each"O@\14:20:" screen, 'turn the page' by pressing"{@^16:20:" as directed."@`MESSAGE$"Press to begin timed reading.":20@bFILE$"FTR"(LS%)".1"@c51000:1000A'# -------- scoring for f#"SL", titled",N/7:20:"'";TT$(SL)"'."N/10:20:"Is that correct? (Y/N)":40:A$AA$:A$"y"A$"Y"A$"N"A$"n"İ90:12040N /A$"n"A$"N"12010N/13:20:"Good. I will now time how long it takes" O/15:20:"you to read the selection)" in your workbook."KM.22:20:"Please choose 1, 2 or 3 ": M.20:20:"Which reading have you selected? ";:40:A$AA$M.(A$)1(A$)3İ90:12028M/SL(A$)M/936:3:20:"O.K., "REEDER$"."N/5:20:"You have chosen Selection 0:"in sequence, or you may wish to pick"\L.7:20:"out one that interests you at this"pL.9:20:"time."L.12:20:"Please enter the number next to the"L.14:20:"title of the PRACTICE READING you have"M.16:20:"selected from page "YY(LS%)JJK)JJ0K)Z%JJYK)VP:20:(TXT$(LN),3,Z%4);" "GWPM" ";:(TXT$(LN),Z%5);_K/*jK. pracwK.51000:K.12300K.LS%8FILE$"PRAC1":12005K.FILE$"PRAC2"K.1000K.936:3:20:"You may choose to read the selections"+L.5:2JJ,6)"READER"10515J)JJ'J)JJ01J)Z%JJmJ)VP:20:(TXT$(LN),2,Z%2);REEDER$;:(TXT$(LN),Z%6);sJ^)Jg) pausesJh)DLAY%((TXT$(LN),3,1)):29:VP:20:(TXT$(LN),4);:J) gwpmJ)JJ1(TXT$(LN))J)(TXT$(LN),JJ,4)"GWPM"10715K(TXT$(LN)):(TXT$(LN),I1,1);:JI'I11NC%1:NUM$(I1)"":NUM%(I1)0:I'CL$"":PTR%0:NC%0:NUM$"":LM%0:CL%(1)7:CL%(2)0:CM$""I'I' m.j.I'I'HEADER$"MEMORY JOGGER":50I'70I2(I) readerI)JJ1(TXT$(LN))J )(TXT$(LN),2:NUM$(NLR%2)(NUM$,2)HH'I11NC%1:NUM%(I1)(NUM$(I1))::10160{H':I1PTR%LM%NUM%(G%)2:(TXT$(LN),I1,1);:H':I1LM%1NUM%(G%)LM%1NUM%(G%)NUM%(G%1)1:(TXT$(LN),I1,1);::PTR%I1:H'G1(2NLR%)2:G%G:10151:!I':I1PTR%10600,10700Gm'%Gs' vid options1Gt'VP:20;G~'NC%0DG'I%3G'(TXT$(LN),I%,1)"@"NUM$NUM$(TXT$(LN),I%,1):I%I%1:10135G'LM%I%1:PTR%LM%G'I11(NUM$)G'(NUM$,I1,1)","NC%NC%1:NUM$(NC%)(NUM$,I12,2)G'H'NLR%(NC%1)0:"some of the techniques you've learned."jF%MESSAGE$"Press to return to Main Menu.":20uF%51000F%60000F' spec charsF'F8'JJ1(SL$):Q$(SL$,JJ,1)10045F:'JJF;'F='SWITCH%JJ GL'SWITCH%10100,10200,10300,,10500,n,"5E%8:20:"simply press C and type"gE%10:20:"the word RUN. Then press ."E%12:20:"Remember to PRACTICE on your own"E%LS%8Ģ12:36,51:".":9660E%14:20:"before starting Lesson "LS%1". Be sure to try"-F%16:2TIVE READING RATE on the"aD^%23:20:"graph on page 121 of the workbook? (Y/N) ";:40:A$AA$tDb%(A$)"N"9565Dl%936:2:20:"O.K., "REEDER$"."Dv%4:20:"This is the end of Lesson "LS%". If you"E%6:20:"wish to repeat any part of this lesso:"FINAL TIMED READING:"LCD%13:20:" Gross Reading Rate: "GWPM" wpm."CN%15:20:" Effective reading rate: "NWPM" wpm."CX%19:20:"Have you noted the above rates? (Y/N) ";:40:A$AA$CZ%(A$)"N"9560D]%21:20:"Have you plotted your EFFECerhaps next time you should"SB$10:20:"slow down a bit so you can understand"~B$12:20:"better what you're reading."B&%20:936:6:20:"Please turn to page "XX(LS%)" in your workbook"B0%8:20:"and note the following rates under"C:%10:20tr \/0A(#PERC100WG20:NWPM(PERCGWPM100)WA$4:20:WG3ĺ"Very good, ";:9435uA$WG3WG4ĺ"OK, ";:9435A$4:20:"Gee, ";A$REEDER$"."A$6:20:"You scored "PERC"% comprehension on"A$8:20:"this test. ";A$WG4ĺ:9510B$"P. Just":O/17:20:"remember to try to PUSH yourself,"oO/19:20:"reading faster than your normal rate."wO/20O/936:1:20:"READ THESE INSTRUCTIONS CAREFULLY!"O/3:20:"In order for me to time you, you must"P /5:20:"tell me when to start timing and when"EP"/7:20:"to stop by pressing ."tP$/9:20:"You will follow these two steps:"P&/11:20:"1. When you're ready to begin reading,"P(/13:20:" press . I will respond"Q*/15:20:" with 'I AM TIMoff"+^A714:20:"to the nearest inch.)"^F718:20:"Type the number here and then press : ____ inches.";:18:36,65:MAXL4:100:(A$)0İ90:14150^P718:36,65:A$" inches. ":NI%(A$)^Z720^d7GWPM60NW%NI%NN%(20TYME)_e7GWPM(G1:12060: pick up middle of prac. rdng.j]7936:5:20:"Very good, "REEDER$"! Now I need to know"](77:20:"the following information: "]2710:20:"How many inches of the selection did you"^<712:20:"read all together? (Remember to round er to count only lines"V\713:20:"that go at least half way across the column!)"\717:20:"Type the number here and then press : __ lines.";:17:36,65:MAXL2:100:(A$)0İ90:14095\717:36,65:A$" lines. ":NN%(A$)\720,]7MG%N>: ___ words.":16:36,65:MAXL3:100:(A$)0İ90:14070e[716:36,65:A$" words. ":NW%(A$)m[ 720[ 7936:5:20:"I also need to know this:"[ 79:20:"How many lines are there in 4 inches (vertical)"\ 711:20:"of the selection? (Rememb06Z65:20:"All right, "REEDER$", I need to know"`Z67:20:"the following information: "Z610:20:"How many words are there in 5 lines of"Z612:20:"the selection you're going to read?"<[616:20:"Type the number here and then press 0X2 book pg #sX2X2X2II18:WW(II):IIX2II18:XX(II):IIX2II18:YY(II):IIY2IW/16:20:"Effective Reading Rate: "NWPM" wpm.";W/20wW/936:12:20:"Would you like to try another practice"W/14:20:"reading (Y/N)? ":40:A$AA$:A$"Y"A$"y"A$"N"A$"n"İ90:12181W/(A$)"Y"A$"y"Č936:12022W/ X 0D$;"OPEion on this"BV~/5:20:"test. Your EFFECTIVE READING RATE is"gV/7:20:NWPM" words per minute."V/9:20:"Please turn to page "ZZ(LS%)" in your workbook"V/11:20:"and note the following rates:"W/14:20:"Gross Reading Rate: "GWPM" wpm."3:20:"given your score as soon as you've finished"NUh/19:20:"the test."VUi/20xUl/FILE$"TEST"(LS%)"."(SL)Uq/51000:1000Uv/PERC10010WG:NWPM(PERCGWPM100)U{/936:1:20:"O.K., "REEDER$"."V|/3:20:"You scored "PERC"% comprehenst "GWPM" words"GT\/6:20:"per minute. This is your GROSS READING"[T^/8:20:"RATE."T`/11:20:"To determine your EFFECTIVE READING"Tb/13:20:"RATE, please complete the following ten"Td/15:20:"comprehension questions. You will be"5Uf/17START TIMING.":20oSI/MESSAGE$"PRESS TO STOP TIMING.":936:12:30:"I AM TIMING YOU NOW.":20SL/TYMETQ92:MG%1ıSN/GWPM(NUMW$(SL))TYME60SP/GWPM(GWPM)SX/936:2:20:"O.K., "REEDER$"."TZ/4:20:"You read this selection aly:"9R when you begin"UR>/10:20:" reading."R@/13:20:"2. Press when you finish"RB/15:20:" reading."RC/8:20:"1. Press when you begin"SD/TQ0:MESSAGE$"PRESS TO ING YOU NOW.'"BQ,/17:20:"2. As soon as you finish reading,"uQ./19:20:" press again to stop"Q0/21:20:" timing."Q5/23:20:"Do you understand the instructions? (Y/N)";:40:A$AA$R:/936:5:20:"Let's review again quickWPM)6_n7936:5:20:"Congratulations, "REEDER$"!"i_x77:20:"You read this selection at a rate of"_79:20:GWPM" words per minute."_712:20:"Please turn to page 124 of your workbook"_714:20:"and note the title of this selection and"9`716:20:"your reading rate. Then plot your progress"b`718:20:"on the graph on page 128."`721:20:"Now, "REEDER$", would you like to choose"`723:20:"another selection (Y/N)? ":40:(AA$)"Y"AA$"N"İ90:14260 a7AA$"Y"AA$"y"Č936 ` H R hȥoȥp`0ί)L`)İ90:61014 k\51000:60000 don't remove8jM936:10:16:(TP$,49(REEDER$))jR11:16::" Sorry, ";REEDER$;", you need a different disk in the drive.":jSJ13:90::jV14:6:"Please place the Introduction disk in the drive and press . ";:45kZAA$(1316:(TP$,49(REEDER$))jhR11:16::" Sorry, ";REEDER$;", you need a different disk in the drive.":}hSJ13:90::hV14:6:"Please place the Introduction disk in the drive and press . ";:45hZAA$(13)İ90:61014i\51000:60000ack to introg` "gbꥫ61000*gcD1Lgd(4)"PREFIX,D"D:(4)"CLOSE"cgf(4)"PREFIX":PX$ghPX$"/SPEED1/"D2:60020gjD2DD1:60004go216:0:61000gt216,0gyg(4)"RUNAPINTRO"gG dsk errgH don't removehM936:10:$(TP)(SP$,SD)fBf RAN$(RAN$,(RAN$)SD):RL(RAN$):Lf7Dz omp|f8nj936:10:C(18):"_____________________";f9Ǣ11:C(18)::" One Moment, Please. ";:f=Ǻ(4)"FRE":fֲ hcode segfֹ996,((FILE$,1)):51000::(4)"RUN"SEG$g_ b41(RL2)):RAN$LehI1940FR::12:(41(RL2)):(SP$,RL):DLAY%1:35e|12:(41(RL2)):RAN$:29:12:(41(RL2)):(SP$,RL):29ee'FR4:eRAN$""eJ1SN%eTP(((8)26)65)eTP65TP69TP73TP79TP8543006fRAN$RAN15100d:15040 d:FPLN1:/d? rnd letsod@LT%((FUNCT$,5,2)):SN%((FUNCT$,7,1)):SD((FUNCT$,8))dOPAUSE1200:35:10:39:" "(127);:95:35dTK1LT%d[(K7K14)İ800:PAUSE4800FR:936:10:39:" "(127);:95:35e^43000:12:((TXT$(LN),1,JJ1);:35:VP:20:(SP$,JJ1);:VP:40:(TXT$(LN),JJ1);:35:VP:40:(SP$,(TXT$(LN))JJ);c:TXT$(LN)""VPVP1c:TXT$(LN)"STOP"TXT$(LN)"END"VPVP2:LNLN1:15040c:TXT$(LN)"STOP"LNLN1:VP1:15040d:TXT$(LN)"END"Ę:936b:NWPM0NWPM500jb:DLAY%(NW%(NWPM60))NSCREENS%:LNLN1:PAUSEDLAY%450(N2%NSCREENS%)yb:LNFP:VP1b:(TXT$(LN))32LNLN1b: Top of loopb:JJ1(TXT$(LN))b:(TXT$(LN),JJ,1)"/"15050b:JJb:JJ0nc:JJ0ĢVP:20::14020a7LS%99580[a7936:12:20:"All right, "REEDER$". You're done with the"a714:20:"Magic Converter program now. Remember, you can"a716:20:"use it anytime to work on your reading speed."a720:a79670: 9680 a: eyem bTEXT For the PRACTICE READING, you should push yourself to read faster than your normal speed, while still trying to retain as much as possible. Remember, you will be given a 10-question comprehension test after you've completed each reading. Do not be ov- warding reading. END EOF RET viewed by a trained eye to be appreciated to its fullest. Now that you are aware of some of the many ways authors can express themselves, your appreciation of the written world will be enhanced. & Congratulations, READER! You're on your way to more reormat. Enjoy novels in an entirely different way, taking extra care to determine how the author uses patterns to develop the plot, describe the setting, and personalize the char- acters. STOP A good piece of writing, like many other works of art, must bep a textbook and notice how the information is categorized by subheadings and para- graphs into valuable bits of informa- STOP tion. Pick up a newspaper and read in- formative articles, editorials, and fea- tures, noticing how each has its own style and fng can be looked at as a mental "game"--challenge yourself to determine a selection's structure, the relationship of its parts, and how those parts merge to take you towards the author's "goal." Apply this method to all kinds of reading material. Pick uid the Leisure-Time Trap 962 Friendship: It's More Than Just Sharing a Laugh 920  548 Tchaikovsky - His Music Is His Autobiography 1592 Citizens Speak Up 1335 Overlearning the Past 1633 Mysteries of the Brain 1087 The First English Novel 1946 Controlling Your Anger 1068 Women At Work 1062 Speak Up! 904 Selling Convenience 856 How To Avo The Gentle Art of Persuasion 1295 Ancient Egyptian Architecture and Sculpture 1748 Kidnapping - Are You a Potential Victim? 1764 The Working Marriage 1455 Managing Your Health 1819 The Supreme Symphonist 2038 The Perfect Vacation? 1c- tions for using the Magic Converter program. END EOF RET ASK Welcome to the Magic Converter program, &READER. Do you know how to use this program and the ruler provided in your course folder? (Y/N) STOP 2YNY+05N+00 ENTER Y or N &All right, READER. Turn to page 122 in your workbook and review the instruerly concerned about your scores on the comprehension tests. You will have a chance to do more of these readings in other lessons. Remember that these readings are for PRACTICE. END EOF RET n the next lesson. END EOF RETjects, or events/ out of the darkness and into the light,/ the hidden enemy may be flushed out,/ studied, and understood. END TEXT &OKAY, READER. That was very good. Now let's go on to something else. You will have a chance to do more EYE MOVEMENT drills ie any sense to other people. 3. if you don't have a good memory to begin with you won't be able to re- member it either. END 31231 ENTER THE NUMBER OF YOUR SELECTION EOF RET gotten. 3. both of the above. STOP 31233 ENTER THE NUMBER OF YOUR SELECTION Question 5: One of the main pitfalls of using a mnemonic device is that: 1. learning it can be more complicated than the material to be remembered. 2. it won't necessarily mak a good memory. 2. association. 3. quick thinking. STOP 31232 ENTER THE NUMBER OF YOUR SELECTION Question 4: The disadvantage of using an acronym as a memory device is that: 1. it can be used only once. 2. the words the letters stand for are often fordevices are useful when you must remember information that is: 1. arranged logically. 2. hard to understand. 3. arranged haphazardly. STOP 31233 ENTER THE NUMBER OF YOUR SELECTION Question 3: The key to accurate recall when using a mnemonic device is: 1.al, fear threatens/ all of us-- including you./ "What can I do about it?"/ you might ask. STOP To lessen its impact,/ you have only one course of action--/ face your fears! Do this by/ talking them out among friends./ By bringing those fears of people,/ obr--/ the war hero who faces/ his first battle, the air traveler/ on her first flight, and the office worker/ who's called into the boss's office/ for that "long-overdue chat."/ Although its effect varies in depth/ and severity from individual/ to individu