Full Download (Ebook PDF) College Reading and Study Skills 14th Edition PDF

Full download ebooks at ebooksecure.
com
(eBook PDF) College Reading and Study Skills 14th

Edition
For dowload this book click LINK or Button below
http://ebooksecure.com/product/ebook-pdf-college-
reading-and-study-skills-14th-edition/
OR CLICK BUTTON
DOWLOAD EBOOK
Download More ebooks from https://ebooksecure.com

More products digital (pdf, epub, mobi) instant
download maybe you interests ...
TOP 50 SAT READING, WRITING,AND LANGUAGE SKILLS - eBook

PDF
https://ebooksecure.com/download/top-50-sat-reading-writingand-
language-skills-ebook-pdf/
(eBook PDF) College Study The Essential Ingredients 3rd

Edition
http://ebooksecure.com/product/ebook-pdf-college-study-the-
essential-ingredients-3rd-edition/
(eBook PDF) Guide to College Reading 11th Edition by

Kathleen
http://ebooksecure.com/product/ebook-pdf-guide-to-college-
reading-11th-edition-by-kathleen/
(eBook PDF) College Writing Skills with Readings 10th

Edition
http://ebooksecure.com/product/ebook-pdf-college-writing-skills-
with-readings-10th-edition/
(eBook PDF) College Writing Skills with Readings, 9th
Edition
http://ebooksecure.com/product/ebook-pdf-college-writing-skills-
with-readings-9th-edition/
(eBook PDF) Foundations of College Chemistry 14th

Edition
http://ebooksecure.com/product/ebook-pdf-foundations-of-college-
chemistry-14th-edition/
(eBook PDF) Read, Write, Connect: A Guide to College

Reading and Writing 2nd Edition
http://ebooksecure.com/product/ebook-pdf-read-write-connect-a-
guide-to-college-reading-and-writing-2nd-edition/
Top 50 SAT Reading, Writing, and Language Skills, 3rd

Edition Brian Leaf - eBook PDF
https://ebooksecure.com/download/top-50-sat-reading-writing-and-
language-skills-3rd-edition-ebook-pdf/
(eBook PDF) College Accounting: A Practical Approach

14th Edition
http://ebooksecure.com/product/ebook-pdf-college-accounting-a-
practical-approach-14th-edition/
Kathleen T. McWhorter
College
Reading
and
Study
Skills
Fourteenth Edition
DETAILED CONTENTS
Preface xiii
Part One: Building a Foundation for Academic Success 2

SUCCESS 1. Read and Learn Online 2
WORKSHOPS 2. Manage Your Electronic Life 6
Chapter 1 First Steps to Academic Success 10

Establishing Goals and Managing Your Valuable Time 11
Analyzing Your Learning Style 20
Understanding Your Instructors’ Teaching Styles 26
Meeting Your Instructors’ Expectations 28
Developing Active Learning Strategies 31
Thinking Critically 33
■ Using College Textbooks: Keeping Track of and Analyzing Reading
Assignments 37
Self-Test Summary 38
Applying Your Skills: Using the Sample Textbook Chapter 39 • Analyzing a Study Situation 40
• Working on Collaborative Projects 40
Quick Quiz 41
Chapter 2 Taking Notes in Class 42

Sharpening Your Listening Skills 43
Preparing for a Class Lecture 43
How to Take Lecture Notes 44
How to Edit Your Notes 51
How to Study Your Notes 54
■ Using College Textbooks: Taking Notes on Textbook Readings 57
Quick Quiz 61
Chapter 3 Communicating in the Classroom 62

Listening Critically 63
Asking and Answering Questions 64
Copyright © 2020 by Pearson Education, Inc.
Participating in Class Discussions 65

Working on Collaborative Activities 67
Making Oral Presentations 68
Communicating with Your Professors 70
■ Using College Textbooks: Preparing for Class Discussions 71
Quick Quiz 75
vii
viii Detailed Contents
Part Two: Using College Textbooks 76

SUCCESS 3. Work with New Course Formats: Online, Hybrid, and Flipped Courses 76
WORKSHOPS 4. Strengthen Your Concentration 80
Chapter 4 Identify and Organize What to Learn 84

Paraphrasing 85
Highlighting 88
Marking a Textbook 95
Organizing by Outlining 98
Summarizing: Condensing Ideas 102
Mapping: A Visual Means of Organizing Ideas 109
Avoiding Plagiarism 116
■ Using College Textbooks: Knowing What Is Important and Identifying
Supporting Details 118
Quick Quiz 124
Chapter 5 Learning and Memory 125

Forgetting 126
An Overview of the Learning and Memory Process 127
Learning Strategies 130
Review 135
■ Using College Textbooks: Deciding What to Learn 138
Quick Quiz 142
Part Three: Essential Reading Skills 144

SUCCESS 5. Improve Your Reading Rate and Flexibility 144
WORKSHOP
Chapter 6 Active Reading Strategies 147

Previewing and Predicting Before Reading 148
Discovering What You Already Know 155
Defining Your Purposes for Reading 155
Checking Your Comprehension as You Read 158
Strengthening Your Comprehension of Text 161
Reviewing After Reading 163
Strengthening Your Comprehension of Visual Aids 164
A Classic System for Active Reading: SQ3R 168
■ Using College Textbooks: Reading Difficult Textbooks 173
Quick Quiz 177
ix
Detailed Contents
Chapter 7 Expanding Your Vocabulary 178

General Approaches to Vocabulary Expansion 179
A Strategy for Learning Unfamiliar Words 181
Using Context Clues 181
Analyzing Word Parts 188
Using Reference Sources 195
Learning Specialized Terminology 198
Systems for Learning Vocabulary 200
■ Using College Textbooks: Locating Word Meanings 201
Quick Quiz 205
Chapter 8 Understanding Paragraphs 206

Three Essential Elements of a Paragraph 207
How to Identify the Topic 208
How to Find the Main Idea 212
Where to Find the Topic Sentence 212
Recognizing Details 216
Transitions 222
Unstated Main Ideas 223
■ Using College Textbooks: Locating Main Ideas 226
Applying Your Skills: Using the Sample Textbook Chapter 229 • Discussing the Chapter 229
• Analyzing a Study Situation 230 • Working on Collaborative Projects 230
Quick Quiz 231
Chapter 9 Following Thought Patterns 232

The Organization of Textbook Chapters 233
Types of Supporting Information 235
Recognizing Organizational Patterns 240
■ Using College Textbooks: Identifying Patterns 257
Quick Quiz 261
Part Four: Thinking Critically as You Read 262

SUCCESS 6. Build Your Information Literacy and Recognize Fake News 262
WORKSHOP
Chapter 10 Evaluating the Author’s Message 266

Making Inferences as You Read 267
Evaluating Author and Source Credibility 270
Evaluating Internet Sources 272
Distinguishing Between Fact and Opinion 274
Identifying the Author’s Purpose 276
Being Alert for Bias 278
Analyzing the Author’s Tone 280
Analyzing Arguments 283
x Detailed Contents
Evaluating Data and Evidence 285

Thinking Critically about Graphics 292
■ Using College Textbooks: Critical Thinking Questions 294
Quick Quiz 298
Chapter 11 Evaluating Authors’ Techniques 299

Paying Attention to Connotative Language 300
Examining Figurative Language 301
Watching for Missing and Misleading Information 303
Being Alert for Generalizations 305
Examining the Author’s Assumptions 307
Watching for Manipulative Language 308
■ Using College Textbooks: Using Critical Thinking Features 312
Quick Quiz 315
Part Five: Strategies for Academic Achievement 316

SUCCESS 7. Think Critically About College Course Content 316
WORKSHOPS 8. Manage Stress 320
Chapter 12 Reading and Thinking Critically in Academic Disciplines 324

Expanding Your Critical Thinking Abilities in Academic Disciplines 325
What Are the Social Sciences? 331
What Are the Life and Physical Sciences? 333
What Is Mathematics? 336
What Do Literature and the Humanities Study? 338
What Are the Career Fields? 340
■ Using College Textbooks: Expanding Your Knowledge to Other
Disciplines 342
Quick Quiz 346
Chapter 13 Preparing for Exams 347

Organizing Your Study and Review 348
Identifying What to Study 349
Analyzing and Synthesizing Information 351
Reviewing for Objective and Essay Exams 353
Preparing for Self-Testing 356
■ Using College Textbooks: Using In-Chapter Self-Test Questions 360
Quick Quiz 365
xi
Detailed Contents
Chapter 14 Taking Exams 366

General Suggestions for Taking Exams 367
Hints for Taking Objective Exams 369
Hints for Taking Standardized Tests 374
Hints for Taking Essay Exams 375
Controlling Test Anxiety 381
■ Using College Textbooks: Using Headings to Create Practice Tests 383
Quick Quiz 387
Part Six: Thematic Readings 388

THEME A Non-Traditional Addictions 389
A-1 The Netflix Addiction: Why Our Brains Keep Telling Us to Press Play 389
A-2 Textbook Excerpt: Addictive Consumption 394
A-3 A Food Addiction Has Defined My Entire Life. And It Is Slowly Killing Me 399
Making Connections 403 • What Do You Think? 403
THEME B Discrimination 405

B-1 Years After 9/11, Anti-Muslim Bigotry Is Worse Than Ever 405
B-2 Textbook Excerpt: Racial Profiling and Biased Policing 409
B-3 Singled Out: Are Unmarried People Discriminated Against? 415
THEME C Controversies in Science 421

C-1 Shades of Grey in the Ethics of Designer Babies 421
C-2 The Ocean’s Plastic Problem 425
C-3 Textbook Excerpt: Some Possible Consequences of Global Warming 429
Part Seven: Sample Textbook Chapter: Textbook Reading and Writing 436
Preparing for the Lecture 436
Reading the Assignment 438
Sociology Chapter Excerpt: Race and Ethnicity 439
Reviewing the Reading Assignment 451

Attending the Lecture and Participating in Class 451
Writing About the Reading 452
Taking Quizzes 453
Taking the Exam 456
Text Credits 459

Index 463
This page intentionally left blank
PREFACE
Across thirteen editions, College Reading and Study Skills has demonstrated that reading and
study skills are inseparable. A student must develop skills in each area in order to handle
college work successfully. With this goal in mind, I have tried to provide complete coverage
of both reading and study skills throughout and to show their relationship and interdepen-
dency. In doing so, my emphasis has been on direct instruction. My central aim is to teach
reading and study skills through a how-to approach.
NEW TO THE FOURTEENTH EDITION

The new edition of College Reading and Study Skills features a stronger emphasis on disci-
pline-specific college reading, expanded coverage of critical thinking, and revised and
expanded coverage of the digital age as it affects reading and study. The thematic reader
(Part Six) features two new themes—the first on non-traditional addictions and the second
on discrimination.
NEW CHAPTER ON DISCIPLINE-SPECIFIC READING SKILLS. Chapter 12, “Read-

ing and Thinking Critically in Academic Disciplines,” focuses on five academic disciplines:
social sciences and history, life and physical sciences, mathematics, literature and the
humanities, and career fields. The chapter begins by examining four types of critical think-
ing skills: decision-making, problem-solving, creative thinking, and scientific thinking,
skills important to many academic disciplines. Because students need to learn to adapt
their reading skills to suit the nature of each discipline, the chapter identifies characteris-
tics unique to each discipline and shows students how to adapt their reading skills to
accommodate these unique characteristics. Critical thinking skills are also presented for
each discipline.
ENHANCED EMPHASIS ON CRITICAL THINKING SKILLS. Critical thinking skills

are now featured in every chapter. New “Thinking Critically” boxes have been added that
demonstrate the relevance of critical thinking skills to chapter content. For example, in
Chapter 4, students are encouraged to evaluate the effectiveness of their highlighting; in
Chapter 6 they are encouraged to sharpen their critical thinking skills when previewing.
Chapter 8 shows students the techniques used by writers to signal important information
in a paragraph.
NEW COVERAGE OF DIGITAL READING SKILLS. Increasingly more reading, both

academic and everyday, is done digitally; digital reading requires both adaptation of exist-
ing skills and development of new ones. Success Workshop 1, “Read and Learn Online,”
explores the differences between print and digital reading. Because digital reading requires
new and different skills, the workshop offers strategies for focusing and concentrating
while reading online and asks students to brainstorm techniques for overcoming numer-
ous online challenges.
NEW COVERAGE OF FAKE NEWS. Fake news, false information that is deliberately
and intentionally presented to mislead readers or listeners, is a current topic of discussion and
debate in many academic communities and in social media. Facebook, Twitter, and Google
have all addressed this issue by suspending the accounts of thousands of fake news sites. As
such, it is important that students be aware of its risk and dangers. Success Workshop 6,
“Build Your Information Literacy and Recognize Fake News,” defines fake news, offers sugges-
tions for evaluating information sources, and presents strategies for identifying fake news.
xiii
xiv Preface
NEW THEMATIC READINGS. Part Six of the book contains nine readings, grouped
according to three themes. Two themes have been replaced with more current and engag-
ing readings. Theme A considers non-traditional addictions and includes readings on Net-
flix addiction, addictive consumption, and food addiction. Theme B addresses
discrimination: anti-Muslim bigotry, racial profiling and biased policing, and discrimina-
tion against people who are single. Theme C, Controversies in Science, has been retained. It
considers the following topics: designer babies, the massive concentration of plastic in
oceans, and consequences of global warming.
NEW CHAPTER REORGANIZATION. Chapter 1 has been reorganized to include new

coverage of digital study aids such as electronic time management tools, notetaking orga-
nizers, and self-test flash card systems.
CONTENT OVERVIEW
College Reading and Study Skills, Fourteenth Edition, presents the basic strategies for college
success, including time management, analysis of learning style, active reading, and note
taking. The text offers strategies for strengthening literal and critical comprehension, as
well as improving vocabulary skills. Students also discover methods for reading and learn-
ing from textbook assignments, including outlining and summarizing, and for taking
exams. The reading and study skills I have chosen to present are those most vital to stu-
dents’ success in college. Each unit teaches skills that are immediately usable—all have
clear and direct application to students’ course work.
Because I believe that critical thinking and reading skills are essential to college suc-
cess, these skills are emphasized in the text. I introduce students to critical thinking skills
by explaining Bloom’s hierarchy of cognitive skills early and then showing their academic
application throughout the text. College Reading and Study Skills offers direct skill instruc-
tion in critical reading and includes key topics such as making inferences, asking critical
questions, analyzing arguments, and evaluating Internet sources.
The units of the text are interchangeable, which enables the instructor to adapt the
material to a variety of instructional sequences.
SUCCESS WORKSHOPS. Appearing at the beginning of Parts One through Five, the
Success Workshops use a fun, lively, and accessible format to provide students with skills
that will directly and immediately contribute to their college success. Topics include read-
ing and learning online; managing one’s electronic life; working with new course formats:
online, hybrid, and flipped courses; strengthening concentration to improve reading rate
and flexibility; building information literacy and recognizing fake news; thinking critically
about course content; and managing stress.
PART ONE: BUILDING A FOUNDATION FOR ACADEMIC SUCCESS. This section

provides an introduction to the college experience and presents skills, habits, and attitudes
that are essential to academic success. In Chapter 1, students learn to assess their learning
style and develop active learning strategies. Chapters 2 and 3 focus on classroom skills:
note taking and classroom communication.
PART TWO: USING COLLEGE TEXTBOOKS. The chapters in this section teach stu-
dents to read and learn from college textbook assignments. Chapter 4 teaches students how
to identify and organize what they learn using paraphrasing, highlighting, marking, outlin-
ing, summarizing, and mapping. Chapter 5 discusses the learning and memory processes
and the principles on which many of the skills presented throughout the text are based.
PART THREE: ESSENTIAL READING SKILLS. This section focuses on the develop-
ment of reading skills for both textbooks and other common academic reading assign-
ments. In Chapter 6, students learn active reading strategies for before, during, and after
xv
Preface
reading. Students are shown methods of learning specialized vocabulary and discover
systems for vocabulary learning in Chapter 7. Chapter 8 focuses on paragraph reading
skills. Chapter 9 focuses on recognizing thought patterns.
PART FOUR: THINKING CRITICALLY AS YOU READ. Critical thinking is the focus
of the two chapters in this section. Chapter 10 emphasizes evaluation of an author’s mes-
sage. It includes making inferences, distinguishing between fact and opinion, recognizing
tone, evaluating data and evidence, and analyzing arguments. Chapter 11 focuses on evalu-
ating an author’s techniques: connotative and figurative language, missing information,
generalizations, assumptions, and manipulative language.
PART FIVE: STRATEGIES FOR ACADEMIC ACHIEVEMENT. The purpose of this sec-
tion is to prepare students for reading, assignments, and exams in the various academic
disciplines. Chapter 12 covers five academic disciplines: social sciences and history, life and
physical sciences, mathematics, literature and the humanities, and career fields. The chap-
ter first examines four types of critical thinking skills important to many academic disci-
plines: decision-making, problem-solving, creative thinking, and scientific thinking skills.
The chapter then examines each of the academic disciplines in-depth and presents mate-
rial on how to apply critical thinking skills. In Chapters 13 and 14, students learn specific
strategies for preparing for and taking objective tests, standardized tests, and essay exams,
as well as for controlling test anxiety.
PART SIX: THEMATIC READINGS. This section contains nine readings, grouped
according to three themes: non-traditional addictions, discrimination, and controversies in
science. These readings, which represent the kind of texts that may be assigned in academic
courses, provide students with an opportunity to apply skills taught throughout the text.
PART SEVEN: SAMPLE TEXTBOOK CHAPTER: TEXTBOOK READING AND

WRITING. Finally, a textbook chapter selection taken from an introduction to sociology
college text, titled “Race and Ethnicity,” allows students to work with actual textbook mate-
rial to apply skills taught throughout the text. The chapter is representative of college text-
books, of the learning aids they contain, and of classroom activities built around chapter
reading assignments.
SPECIAL FEATURES
The following features enhance the text’s effectiveness and directly contribute to students’
success:
• Learning Style. The text emphasizes individual student learning styles and encour-
ages students to adapt their reading and study techniques to suit their learning charac-
teristics, as well as the characteristics of the learning task.
• Reading as a Process. This text emphasizes reading as a cognitive process. Applying

the findings from the research areas of metacognition and prose structure analysis,
students are encouraged to approach reading as an active mental process of selecting,
processing, and organizing information to be learned.
• Metacognition. Students are encouraged to establish their concentration, activate
prior knowledge, define their purposes, and select appropriate reading strategies prior
to reading. They are also shown how to strengthen their comprehension, monitor that
comprehension, select what to learn, and organize information. They learn to assess
the effectiveness of their learning, revise and modify their learning strategies as
needed, and apply and integrate course content.
• Skill Application. Students learn to problem-solve and explore applications
through case studies of academic situations included at the end of each chapter. The
exercises are labeled “Applying Your Skills.” “Using the Sample Chapter” questions
xvi Preface
have students apply skills from the book to the sample textbook chapter in Part Seven.
“Analyzing a Study Situation” questions present students with mini-cases and ask
them how to best approach an academic challenge. Finally, “Working on Collabora-
tive Projects” exercises provide opportunities for group work.
• Learning Experiments/Learning Principles. Each chapter begins with an interac-
tive learning experiment designed to engage students immediately in an activity that
demonstrates a principle of learning that will help students learn the chapter content.
The student begins the chapter by doing, not simply by beginning to read.
• Chapter Learning Goals. Each chapter opens with chapter learning objectives that
correspond to the major headings in the chapter.
• Interactive Assignments. The Success Workshops, the Learning Experiments at the
beginning of each chapter, and the Using College Textbooks feature engage students
and function as interactive learning opportunities.
• Writing to Learn. The text emphasizes writing as a means of learning. Writing-to-learn
strategiess include paraphrasing, self-testing, outlining, summarizing, and mapping.
• Realistic Reading Assignments. Exercises often include excerpts from college texts
across a wide range of disciplines, providing realistic examples of college textbook
reading. Furthermore, “Using College Textbooks” sections guide students in making
the most of their textbooks.
• Thematic Readings. Nine readings, grouped according to three themes, are con-
tained in Part Six. These readings provide realistic materials on which to apply skills
taught in the text. They also provide students with an essential link between in-chap-
ter practice exercises and independent application of new techniques in their own
textbooks, as well as valuable practice in synthesizing and evaluating ideas.
• Self-Test Chapter Summaries. Linked to the chapter’s learning goals, the chapter
summaries use an interactive question–answer format that encourages students to
become more active learners.
• Quick Quizzes. A multiple-choice quick quiz is included at the end of each chapter.
Each quiz assesses mastery of chapter content, provides students with feedback on their
learning, and prepares students for further evaluation conducted by their instructor.
• Visual Appeal. The text recognizes that many students are visual learners and pres-
ents material visually, using photographs, maps, charts, tables, and diagrams.
THE TEACHING AND LEARNING PACKAGE

Reading
Reach every student by pairing this text with MyLab Reading
MyLab™ is the teaching and learning platform that empowers you to reach every student. By
combining trusted content with digital tools and a flexible platform, MyLab personalizes
the learning experience and improves results for each student. When students enter your
developmental reading course with varying skill levels, MyLab can help you identify which
students need extra support and provide them targeted practice and instruction outside of
class. Learn more at www.pearson.com/mylab/reading.
• Deliver trusted content: You deserve teaching materials that meet your own high
standards for your course. That’s why we partner with highly respected authors to
develop interactive content and course-specific resources that you can trust—and that
keep your students engaged.
• Empower each learner: Each student learns at a different pace. Personalized learn-
ing pinpoints the precise areas where each student needs practice, giving all students
the support they need—when and where they need it—to be successful.
• A Personalized Learning Experience. MyLab Reading diagnoses students’ strengths
and weaknesses to provide targeted practice and multimodal activities to help them
improve over time.
xvii
Preface
• MyLab Reading uses The Lexile® Framework for Reading to diagnose a student's
reading ability. After an initial Locator Test, students receive readings and practice at
their estimated reading level. Throughout the course, periodic diagnostic tests incre-
mentally adjust their level with increasing precision.
• Teach your course your way: Your course is unique. So whether you’d like to build
your own assignments, teach multiple sections, or set prerequisites, MyLab gives you
the flexibility to easily create your course to fit your needs.
• Improve student results: When you teach with MyLab, student performance often
improves. That’s why instructors have chosen MyLab for over 15 years, touching the
lives of over 50 million students.
Text-Specific Ancillary Materials

• Annotated Instructor’s Edition. This supplement is an exact replica of the student
text with answers provided. ISBN: 0-13-522806-9/978-0-13-522806-7
• Instructor’s Manual. This supplement contains teaching suggestions for each
chapter along with numerous tests formatted for easy distribution and scoring. It
includes a complete answer key, strategies for approaching individual chapters, a set of
overhead projection materials, and suggestions for integrating the many Pearson
ancillaries. Online only. ISBN: 0-13-522705-4/978-0-13-522705-3
• Test Bank. This supplement includes content-based chapter quizzes and mas-
tery tests to enable students to apply skills taught in every chapter. Online only.
ISBN: 0-13-522704-6/978-0-13-522704-6
• Pearson MyTest. This supplement is created from the Test Bank and is a powerful
assessment generation program that helps instructors easily create and print quizzes, study
guides, and exams. Select Pearson’s questions and supplement them with your own
questions. Available at www.pearsonmytest.com. ISBN: 0-13-522710-0/978-0-13-522710-7.
• PowerPoint Presentations. This supplement contains a presentation for each
chapter structured around the chapter learning objectives. You can use these presenta-
tions as is or edit them to suit your lecturing style. Available for download from the
Instructor Resource Center. ISBN: 0-13-522709-7/978-0-13-522709-1
• Answer Key. The Answer Key contains the solutions to the exercises in the stu-
dent edition of the text. Available for download from the Instructor Resource Center.
ISBN: 0-13-522711-9/978-0-13-522711-4
ACKNOWLEDGMENTS
In preparing this edition, I appreciate the excellent ideas, suggestions, and advice provided
by reviewers: G. Jay Christensen, California State University, Northridge; Cynthia Galvan,
Milwaukee Area Technical College; Janice Johnson, Missouri State University – West Plains;
Stacey Kartub, Washtenaw Community College; Kristine Kotecki, Hawaii Community
College; Dina Levitre, Community College of Rhode Island; Elizabeth O’Scanlon, Santa
Barbara City College; Kathy Petroff, St. Louis Community College – Forest Park; Alexis
Shuler, The University of Akron; Sara Shutt, J. Sargeant Reynolds Community College;
Susan Silva, El Paso Community College; Leigh Smith, Lamar Institute of Technology; Jeff
Vogel, Saddleback College; Elizabeth Walker, Labette Community College; and Constance
Yates, Missouri State University.
The editorial staff at Ohlinger Studios deserve special recognition and thanks for the guid-
ance, support, and direction they have provided. Additionally, I thank Joanne Dauksewicz,
Managing Editor, Erin Bosco, Program Manager, and Mickey Mankus, Project Manager for
managing the production of the book. I wish to thank Janice Wiggins, my development editor,
for her valuable advice, Phoebe Mathews for her assistance in copyediting the manuscript, and
Christine Hoag, VP and editorial director, English, at Pearson for her support of the revision.
Kathleen T. McWhorter
This page intentionally left blank
College Reading
and Study Skills
PART ONE BUILDING A FOUNDATION FOR ACADEMIC SUCCESS
READ AND LEARN ONLINE

SUCCESS
WORKSHOP Did You Know?
1 ➲➲ More than one quarter of all college students (about 28 percent) are taking
at least one online course.1
➲➲ In a recent survey, more than half of the college students surveyed
(55 percent) reported that at least one of their instructors required an
electronic textbook.2
Digital reading is becoming increasingly important because we live in a digital

world. We read not only e-books, but also text on smartphones, tablets, and other
e-readers (such as the Kindle). College courses, too, often require digital reading
for research, online courses, and document sharing.
HOW DOES READING ON A SCREEN DIFFER FROM

READING PRINTED MATERIALS?
Reading digital material and reading print material differ in numerous ways. To
read and learn effectively, you need to be aware of their differences and adapt your
skills accordingly. The layout of words, digital features, and your progression
through the text create a unique reading and learning environment.
• Print text is linear; readers proceed in one direction, from begin-
ning to end. Digital text, on the other hand, is multi-directional; readers can
follow hyperlinks, research numerous sources, and then return to the original
text.
• Because readers move through digital text by scrolling, they tend
to read faster. They also tend to alternate between reading and skimming.
This skimming process leads to less detailed, less careful reading.
• Reading digital text is more distracting. Varying colors, print sizes,
numerous graphics, shifting screens, and hyperlinks tend to draw readers’
attention away from core content.
• Digital reading makes multitasking more tempting. It is easy to skip
over to a social media site while reading, for example. In fact, one research study
reported that 95% of students report multitasking while reading digital content,
while only 1 percent of students reported the same while reading print text.
1
https://onlinelearningconsortium.org/news_item/report-one-four-students-enrolled-online
-courses/
2
https://er.educause.edu/articles/2017/10/exploring-the-use-of-e-textbooks-in-higher-education-a
-multiyear-study
Part One Building A Foundation for Academic Success 3
• Digital readers have to make more decisions about how to proceed

on the screen (whether to follow or ignore hyperlinks, read graph-
ics, and so on) than print readers do. These decision-making tasks may
divert concentration from the ideas presented in the material.
HOW SHOULD YOU FOCUS AND CONCENTRATE WHILE

READING ONLINE?
To stay focused when reading in an online environment, use the following strate-
gies.
1. Recognize that reading online requires as much time and effort as
reading print materials, perhaps even more. At times, you may need to
slow down, just as you do when reading challenging print materials.
2. Evaluate your sources carefully. Not everything that appears online is
accurate and reliable. Also be sure to evaluate any hyperlinks you follow.
3. Make conscious decisions about how and what to read. First consider
your purpose, and choose strategies accordingly. Do you need an overview of
the material or in-depth understanding, for example? Read and reread to suit
your purpose. Decide whether to read or mentally filter out visuals, graphics,
inserts, and other distractions. Remember, these digital “add-ons” may shift
your focus to less-important materials.
4. Make deliberate decisions, particularly about hyperlinks. For exam-
ple, will you follow links on your first reading, or will you read the material
through once and then after completing a first reading, follow links that seem
appropriate and necessary? Under some circumstances, you will not need to
follow any of the links.
5. Remember that, as with print materials, reading is not learning.
Choose appropriate during and after reading strategies, such as paraphras-
ing, highlighting and annotating (if the technology supports it), outlining,
summarizing, and mapping. (For more information on these techniques, see
Chapter 4.)
6. Concentrate on basic comprehension; read for meaning. Use the
same strategies you use for print materials—preview, read for meaning, and re-
view after reading. Research substantiates that stronger basic comprehension
occurs when reading print materials than when reading digital text, so addi-
tional focus and effort may be required. You may need to stop, every so often,
to review and test your recall and comprehension.
7. Think critically. It is easy to glide through digital content without analyz-
ing and evaluating the ideas presented. Be sure to subject digital content to
close and careful scrutiny and analysis.
4 Part One Building A Foundation for Academic Success
HOW CAN YOU MAXIMIZE YOUR COMPREHENSION OF

ONLINE MATERIALS?
For each of the challenges of online reading listed below, indicate one or two strat-
egies you will follow to increase your focus, comprehension, and/or recall.
Online Reading Challenge Your Solution(s)

A large number of hyperlinks embedded in paragraphs
“Click bait” that encourages you to click through to
“sponsored sites”
The tendency to skim or read quickly
Electronic distractions, such as social media
Eye strain (too much time staring at a screen)
Inability to annotate or highlight electronic materials
(for example, on a website)
WHAT ADDITIONAL ONLINE RESOURCES

ARE AVAILABLE?
When reading in a digital environment, you need to separate the useful materials
from the distractions. As you read online, you may encounter the following learn-
ing aids. Make the most of them; they exist to help you learn better.
1. Online quizzes. Many textbooks include online quizzes and other assess-
ment materials that help you test your comprehension. Often, these questions
offer feedback for correct and incorrect answers.
2. Electronic flash cards. You may find electronic flash cards that help you
learn new vocabulary. Some flash cards (in disciplines such as biology and psy-
chology) include images, not just words, to aid you in learning key terms.
3. Research citations. Often, academic materials include hyperlinks to source
materials that present original ideas or research. By following these links at an
appropriate time, you can deepen your knowledge of a particular topic.
4. Helpful links. Many online materials contain a list of helpful links or re-
sources for those who are seeking more information. Before you read the main
assignment, preview the list of helpful resources, and keep them in mind as
you read.
5. Class message boards. Many online courses contain message boards and
other tools for collaborative learning. Determine how you learn best and use
the resources that are most helpful.
HOW CAN YOU PRACTICE YOUR DIGITAL READING

SKILLS?
Conduct an Internet search for an article on digital reading. First, skim the article
to get a general idea of the content of the article. Next, read the article, making a
deliberate effort to comprehend the meaning of the text. Using either annotation
(using the comment feature in Word) or highlighting, indicate the main ideas of
the article. After you have thoroughly read and marked the article, write a para-
graph summary that highlights the main ideas.
Part One Building A Foundation for Academic Success 5
DIGITAL!
Decide what you need to learn.
Improve your comprehension by staying focused on core material.
Get used to reading and learning in a digital environment.
Increase your knowledge by using electronic tools to help you learn better.
Think critically.
Analyze online sources to determine their credibility and validity.
Learn essential material before clicking on hyperlinks.
6 Part One Building A Foundation for Academic Success
MANAGE YOUR ELECTRONIC LIFE

SUCCESS
WORKSHOP Did You Know?
2 ➲➲ One study reports that on the average college women spend 10 hours a day
on their cell phones, while college men spend almost 8 hours.1
➲➲ Online courses are growing: 6.7 million students reported taking at least one
online class in 2012.2 The top three programs of study in online learning are
business, health care, and computer science.3
The revolution has occurred. Technology is all around us, and it has become a
powerful tool for learning. Computers, laptops, tablets, and smartphones offer
convenient ways of learning, reviewing, collaborating, and studying. Learning to
make these fun tools work for you instead of against you will be a key to your success
in college and beyond.
IS TECHNOLOGY AFFECTING YOUR ABILITY TO

CONCENTRATE?
Is technology helping you manage your life, or is it a source of distraction? Ana-
lyze the impact of technology on your daily life by answering the following ques-
tions. You will get a sense of the type and number of electronic distractions in
your life and how they affect your ability to focus.
1. How many text messages do you send and receive per day? __________
How many of these are “important”? __________ Do you stop what you are
doing to check your cell phone the second a text message arrives?
__________ Have you ever texted while driving? __________
2. How many e-mails do you send and receive per day? __________ How
many of these are valuable in terms of communicating important infor-
mation? __________ How many are purely for entertainment or socializ-
ing? __________ How much time do you spend each day on e-mail
unrelated to your college work or your job? __________
3. How many calls do you receive on your cell phone each day? __________
Do you leave your cell phone on all the time? __________ Do you answer it
every time it rings, even when you’re in class or studying? __________ Do
you ever use your cell phone as a way to procrastinate? __________ How
often do you play games on your cell phone or use your phone to enter-
tain yourself, procrastinate, or pass the time? __________
1
https://www.baylor.edu/mediacommunications/news.php?action=story&story.html
2
Elaine Allen & Jeff Seaman. Changing Course: Ten Years of Tracking Online Education in the United
States. Babson Survey Research Group, 2013. http://files.eric.ed.gov/fulltext/ED541571.pdf
3
http://www.learninghouse.com/cic2013-report/
Another random document with
no related content on Scribd:
CHAPTER XVI.
A DEADLY STRIFE.
“Your arrival is well-timed,” said Jewan, turning to Zeemit.

“I see that it is so,” she answered. “I soon discovered in Delhi that
you had left, and I determined to follow you, for poor old Zeemit is
alone in the world now. I was lucky in meeting with Wanna. Some
years ago I was in Cawnpore, and I knew her then. When she learnt
that I had followed you, she lost no time in conducting me here.”
“I am glad of it,” said Jewan. “My prize will be safely kept now. Guard
her well, Zeemit; and you, Wanna, if you value your life, look to her!
You understand? She has dared to defy me, and I swear to subdue
her!”
He crossed the room to where Flora still trembled, and crouched
upon the floor. He stooped over, and said, with bitterness—
“I leave you now. Business calls me hence, but I shall return to-night,
and then we will see who conquers.”
He passed out of the room, and Wanna locked the door after him. It
was an inexpressible relief to Flora when he had gone. But when she
raised her head, and her eyes fell upon Wanna’s face, she
shuddered. It was a face scarcely human in its expression of hate.
She turned to Zeemit—she had given her hope in Meerut—why had
she failed her now? She could read little or nothing in the dusky
features. Her heart sank, for the glimmering ray that had supported
her hitherto seemed to fade entirely.
“Come,” said Wanna, spurning the trembling girl with her foot, “here
is food for you; I suppose I must keep life in you until Jewan has
sucked your sweetness. What he can see in you I know not. It is a
mad infatuation, and he will get the better of it; but if I had my way I
would torture you. I would spoil your beauty—I would pluck your
eyes out—I would lop off a limb from your body every day—I would
burn you with hot irons. Ah, ah, ah! it would be sport! Eh, Zeemit,
what say you? We have been ground as corn in a mill by these
accursed Feringhees; and now that our day has come, have we not
a right to be glad?”
She hummed the air of an Indian ditty, and fairly danced about the
room with fiendish glee.
“Oh, woman!” moaned the unhappy Flora, “if you are not altogether
inhuman, have pity, and kill me.”
“Ugh, bah, pish! pity indeed,” cried Wanna, moving about backwards
and forwards in that restless and strange manner peculiar to caged,
wild animals. “Have we ever had pity from your countrymen? Have
you not crushed us into the earth?—subdued us with fire and sword?
And now that our power is coming back we know well how to
retaliate.”
As she spoke she spat upon the floor twice, and made a sort of
hissing sound with her lips.[5]
“Why do you not get up?” asked Zeemit, in a tone that contrasted
strangely with the savageness and cruelty of Wanna.
The ray brightened again for Flora. She caught comfort from that
voice; but when she looked into the face she saw nothing to justify
the inference she had drawn. The kindliness displayed in Zeemit’s
voice did not escape Wanna, who turned sharply upon her country-
woman and cried—
“How is this? You speak to the white-faced cat as if she were your
pet dove, instead of an enemy.”
“Scarcely an enemy, Wanna. Her only crime seems to be that she is
a Feringhee.”
“She is a beast.”
“She is a woman, and I feel as a woman should do for her.”
Zeemit’s words were to Flora like water to the parched earth. They
gave her hope, they gave her joy; she drank them in with avidity, and
gained strength. She rose up and would have clung around the neck
of her ayah, had not the attitude of Wanna appalled her.
The hag stood facing Zeemit. The bangles on her legs and arms
chinked as she shook with passion. She was clawing the air, and
almost foaming at the mouth. She struggled to speak, but her
passion well-nigh choked her. Words came at last.
“You sympathise with this Feringhee woman. I see through you—you
are an enemy to us, a friend to her. But, if you thought to liberate her,
you have set up a trap into which you yourself have blindly walked. I
go for Jewan.”
She made a movement towards the door. To let her go would
frustrate every plan. Zeemit knew that it was no time for reflection. It
was woman to woman—age to age; for on both the years pressed
heavily. With a lithe and agile spring she fastened upon Wanna, who,
with the sudden instinct of self-preservation and the ferocity of the
jungle cat, twisted her bony fingers round and dug her nails deep
into the flesh of the other’s arms.
It was a strange scene. From the wall the picture of the idol seemed
to grin hideously. Speechless with terror, poor Flora stood wringing
her hands. The two women, panting with the first shock of attack,
glared at each other, and over all there fell the weird, flickering light
of the swinging cocoa-lamp.
As in all Indian buildings of this kind, there was a long window in the
room opening on to a verandah. The jalousies were thrown back.
The stars in the heavens were shining, and from below came up the
sounds of the voices of the natives, who were beating their tom-toms
and making merry.
Miss Meredith moved to this verandah. She peered over. She could
see groups of people below. Her first impulse was to call for
assistance, but in an instant she was convinced of the madness of
such a proceeding. On the issue of the struggle her life depended.
She might go free if Zeemit conquered—die if the triumph was
Wanna’s.
“Give me the key of that door,” demanded Zeemit, when she had
recovered breath enough for speech.
“Never while my heart beats,” answered the other.
“Then I will take it from you when your heart has done beating,” said
Zeemit.
Mehal was slightly the taller of the two women, and her arms were
longer. In this respect she, perhaps, had an advantage.
The women struggled furiously. Now they were locked in a deadly
embrace, now parted, only to spring together again with increased
ferocity. Never did wild animals grip and tear, and hiss, and struggle
more savagely than did these two women. But the springs which
moved them both to action were of a totally different nature. A kindly
desire to render assistance to one in distress was Mehal’s motive—a
deadly hatred for the Englishwoman was the other’s.
They dragged each other round the room; they panted with the
extraordinary exertion which each made to gain the victory; their
muslin garments were encrimsoned with blood and rent to shreds.
Now they dashed against the stone walls, then reeled and tottered to
the floor, writhing in the agony of the terrible grip which each had of
the other. Rising again, covered with dust and blood, and their limbs
locked together like snakes—their faces contorted with pain and
passion, and their breath coming thick and fast.
It was an awful moment for Flora. She would have rendered
assistance to Mehal, but that was impracticable, as she found, for
Wanna twisted herself about so rapidly as to frustrate the attempts
which Flora made to grasp her.
It was truly a struggle for life; for, ere it ceased, one of the strugglers
must die. They knew that, and so they fought with the desperate
energy which nerves a human being when dear life is at stake.
The efforts of Wanna were growing gradually weaker. Mehal had
worked one of her hands up to the other’s throat, and she was
pressing her thumb and fingers together, until Wanna’s eyes started.
The hag knew now that only by a desperate effort could she free
herself, and save her life. But even if that were impossible, she was
determined that her antagonist should not live to enjoy her triumph.
She put forth what little strength remained in her withered frame. It
was an upleaping of the dying fire again, and for a moment the battle
raged fiercer than ever. They spun round, and reeled, and
staggered.
The end was coming. Wanna felt that. With an almost superhuman
effort, she managed to drag her foe to the verandah, and, with a
quick and sudden movement, drew the key from her girdle, and,
uttering a cry of ferocious joy, was about to hurl it over the railings.
But a counter-movement of Mehal’s broke the force of the jerk, and
the key fell on the extreme edge.
Flora darted forward, but she could not pass the combatants.
Wanna saw that her chance had gone. But nerving herself for one
final struggle, she dragged Mehal round. They lost their balance—
they fell to the floor—they rolled against the wooden railings, which,
old and rotten with age, broke down with a crash. Away went the key
into space. The two women were on the extreme edge of the
verandah!
Flora rushed forward once more. She made a frantic clutch at their
garments, with a view of dragging them back.
It was too late!
Death let fall his spear, and took the stakes. The fighters rolled over,
and Flora stood petrified with horror, still holding in her hands some
remnants of blood-stained garments.
The wind moaned amongst the ivy on the walls. In its wailing she
seemed to hear a prophetic voice that told her the struggle she had
been an unwilling witness to between the two women, but
represented the greater struggle between two races that had just
commenced; and, before it could end, the soil of India should be
drenched with blood.
The night wind moaned. It sounded in her ears like a requiem for her
slaughtered friends. It seemed like an agonised cry of pain, wrung
from hearts suffering almost more than mortal sorrow.
The night wind moaned—a dirge-like moan, that told that the Angel
of Peace had been beaten, broken-winged, into the dust; and
through the Orient land were stalking the grim demons, War and
Woe.
The night wind spoke. It told her that the catastrophe she had just
witnessed destroyed every hope of escape she might have had, for
with Zeemit her best friend had gone.
She heard Jewan Bukht’s voice in the wind—a voice malignant and
cruel.
“I will return to-night, and then we will see who conquers!”
Those were his parting words. As the wind repeated them to her, it
called her back to a sense of her awful danger. Her almost stilled
heart sprang into life again. It throbbed with the wildness of fear and
horror at what the consequences might be if he returned.
She could foil him yet; in her hands she held her own life. An effort of
will, and she could snap the “silver thread” and break the “golden
bowl.” Three paces forward, and a plunge down into the dark depth,
whence had rolled the bodies of Zeemit and Wanna.
Were it not better to die than to live to shame and misery?
When all hope has fled, when everything that can make life
endurable has gone, has not the time come to die? She thought this.
And the moaning wind answered her, and said “Yes.”
A plunge, a rapid descent, a terrific shock, and then the end.
She looked up to the silent stars. They seemed to look down
pityingly on her. Mentally her gaze wandered beyond the stars, to the
plains of peace, to the White Throne of Mercy and Justice, and she
put up a prayer for forgiveness.
Be still, wild heart! cease, oh, throbbing brain! death is merciful.
She took a step forward—she closed her eyes—she threw up her
arms; and, bending her body, she was about to take the fatal leap,
when a voice reached her.
Not of the wind this time, but a human voice, that cried for help, that
told of pain.
She went down on her knees. She peered over the broken verandah
into the darkness. She could see nothing. The voice had ceased,
and there was silence again, save that the “ivy rustled and the wind
moaned.”
FOOTNOTE:
[5] When the Hindoos wish to express a thorough loathing and
contempt for anything, they spit upon the ground, and make a
peculiar movement with the lips. During the mutiny, and for long
afterwards, it was common for the native servants in the European
houses, when ordered to do anything, to spit upon the ground when
they thought their masters were not looking. The language put into
the mouth of Wanna, and the ferocity depicted, are by no means an
exaggeration. In fact, words would almost fail to accurately express
the inhuman hatred for the English, which the natives—men and
women—took every opportunity of displaying during the revolt.
CHAPTER XVII.
FOR LIFE AND LOVE.
The cry that came up out of the darkness, and stayed Flora Meredith
in the very act of self murder, was uttered by one who had been
miraculously saved from an awful death.
For some minutes Flora continued to strain her eyes before she
could make anything out. Then she became conscious that the figure
of a woman was lying on a verandah about fifteen feet below, and
which projected considerably beyond the lines of the upper one on
which Flora stood. That it was one of the women who had rolled
over, Miss Meredith had no doubt; but which one was a question
difficult to answer. But presently the cry was repeated. Flora fancied
she detected Mehal’s voice, but could not be certain. Everything was
quiet below in the grounds, for the hour was late, and nobody was
about. She bent over the verandah as far as possible, and, in a low
tone, called—
“Mehal—Zeemit—Zeemit.”
She waited with palpitating heart for any reply, for on that reply it
might truly be said her life hung. But the reply did not come—only a
half-stifled moan telling of acute suffering.
Again she called—a little louder, this time; again she waited in
expectancy, to be disappointed once more. She rose to her feet, and
considered what was best to be done. There was little time to lose,
little time for thought.
Hope rose again. If she could manage to reach the lower balcony,
she might be saved. But how was that to be accomplished? Even if
she had been in possession of a rope, she doubted her ability either
to make it fast, or, having succeeded in that, to lower herself down;
for easy as such a thing seems to the uninitiated, it is practically a
task fraught with the utmost danger, and requiring an exertion of
physical strength severe for a man, and ten times more so for a
woman. But though she had possessed the acrobatic skill to have
performed the feat, the rope was not there, nor was there anything in
the room that would have answered as a substitute. What, then, was
to be done?
She stood irresolute, almost distracted by the painful tensity to which
her mental powers were stretched. But as she stood, hovering, as it
were, between life and death, the rustling creepers whispered to her
—
“Here is a way down.”
As the idea flashed upon her, she could have cried out with joy.
She moved to the end of the verandah. The great rope-like stems
were twined and twisted together, and spread out in all directions.
She looked at her hands, delicate and soft, and mentally asked
herself if she had strength of arm and wrist sufficient for the task.
Fear lends strength, as it gives wings, and even a woman, situated
as Flora was, will perform deeds that, under ordinary circumstances,
would seem impossible.
It was the sole chance, and she must avail herself of it. She
hesitated no longer; but mounting the railing of the verandah,
grasped firmly a thick stem of the ivy, and swung herself over.
It was an awful moment. The failure of the power of the arms, the
slightest giddiness, and a fall of fifty feet would close the book of life
for ever. But after the first nervous dread had passed, she found that
the descent was far easier than she had imagined.
The rough angles of the walls, and the thick ivy, gave her tolerable
foothold. But now and again her weight dragged the stems from their
hold of the wall, and she would slip down a little way with a jerk that
sent the blood back upon her heart with a rush.
It was hard work; it was a struggle for life—a life that, a few minutes
ago, she would have sacrificed, for then all hope seemed to have
gone. But since then the star had risen a little once more, by reason
of the pain-wrung cry of a human sufferer.
She struggled with desperate energy to save that life. Lower and
lower she went. It seemed as if she would never reach the goal.
The ivy ripped and gave way, painfully straining and jerking her
arms, and the rough stones lacerated and tore her hands. But there
was no giving up until she reached the wished-for point.
She clung desperately—she struggled bravely, and the reward came
at last—she was abreast of the lower verandah! She got a foothold,
then clutched the railing, and, in a few moments, stood on the floor,
breathless and exhausted, but safe so far.
The figure of the prostrate woman was a few feet off. She moved to
her, bent down, turned her over, and then uttered a silent prayer of
thankfulness, as she recognised the well-known features of her
faithful ayah.
But it was evident that Zeemit was wounded grievously. She was
unconscious, and lay in a pool of blood, which flowed from a deep
wound in the forehead. In her descent she had struck her head on
the railing of the verandah; but this probably saved her life, as it
caused her to roll inward, instead of outward.
Flora endeavoured to staunch the blood. She chafed the hands, and
raised the body to a sitting posture. Her efforts were at length
rewarded, for consciousness slowly returned to the old woman. It
was some time before she could realise her exact position. But, as
the truth dawned upon her, she grasped the hand of Flora, and cried
—
“Allah be praised, missy, you are still safe!”
“We both live,” answered Flora; “but we both stand in deadly peril.
How are we to save ourselves?”
“You must not think of me. You must endeavour to get free of this
place, and save your own life.”
“And leave you here!” cried Flora; “never!”
“You are a brave girl, and Zeemit thanks you; but you must go.
Wanna is, no doubt, dead. If she fell to the ground, which seems
probable, it would have been impossible to have survived such a fall.
Dead people tell no tales; therefore we have nothing to fear from her.
I feel that I cannot rise. For me to go with you would but impede your
flight. Leave me. I shall be discovered. I shall tell Jewan that Wanna
intended to set you free, tempted by a heavy bribe you offered. I
endeavoured to prevent her—we struggled, and fell over the
verandah—and then all is blank to me. This will give me an
opportunity of rendering you still further assistance, because,
however angry Jewan may be, he would scarcely dare to offer me
violence.”
“It is much against my will to have to leave you here, Zeemit, and I
can scarcely reconcile myself to such a course.”
“But it is the only chance there is for me to render you aid. Besides,
there is one below who waits anxiously for you.”
“Ah! tell me, tell me, where he is?” cried Flora, the opportunity
occurring for the first time to speak of him since Zeemit’s
appearance.
“He was safe when I left him,” answered the old woman. “Soon after
leaving Meerut we were attacked in a bungalow, where we had
sought shelter; but we managed to escape, and continue our journey
to Delhi. We gained entrance to the city, and I soon learned from
some of the Palace servants that Jewan had gone to Cawnpore. We
lost no time in following him, and we arrived here last night. In
yonder clump of trees,”—as the old woman spoke, she slightly raised
her head, and pointed with her finger across the compound—“is a
disused bullock-shed. There, on a heap of straw, you will find Mr.
Gordon. He was to remain secreted until I had learned tidings of you.
He was weary and footsore, and sleeping soundly when I came
away.”
“But how am I to reach there unobserved?” asked Flora, scarcely
able to restrain her impatience.
“I think that will be comparatively easy. Go through the room here till
you gain the landing, then down the stairs until you come to the
entrance-hall. The night is dark, and you may easily make your way
to the bullock-shed. Once there, you and Mr. Gordon must lose no
time in hurrying to the protection of the English quarters; but, if
possible, fly from Cawnpore without delay, for there is an awful time
coming for the place. The native troops are pledged to rise, and the
Nana Sahib is thirsting for revenge.”
“God help us all out of our tribulation,” murmured Flora. “I will
endeavour to carry out your directions, Zeemit, but be sure that you
join us. It is against my will to leave you here, but we must bow to
the circumstances that we cannot alter.”
“Go—go,” murmured Mehal; “I am old, and you are young. Join your
lover, and seek safety in flight. I have no doubt we shall meet again;
but be discreet. Jewan is wary, and the moment he discovers your
escape, he will use every endeavour to recapture you.”
“Farewell, Zeemit,” said Flora, as she stooped and kissed the old
woman, “we part in sorrow, but I trust when next we meet, it will be
under happier circumstances. You have been miraculously
preserved from death, and no doubt it is for some wise purpose.
When we reach our English friends, I shall lose no time in sending
for you.”
A hurried shake of the hands, a few final whispered words of parting,
and Zeemit Mehal was left wounded and sick, lying alone under the
stars; and Flora Meredith, like a timid hare, was descending the
stairs.
On the various landings the natives were lying about asleep, a
custom common to the servants in India, who coil themselves up
anywhere. With noiseless tread, and rapidly beating heart, the
fugitive picked her way amongst the sleepers, turning pale with
alarm, as one moved here, and another groaned there, almost
entirely holding her breath, lest even the act of breathing should
awaken those whom she had such cause to dread. But after nearly
half-an-hour of the most painful and intense anxiety, she stood at the
main entrance of the building.
Day was commencing to break; there was sufficient light in the sky to
enable her to see across the compound. Not a soul was in sight.
Without a moment’s delay, she sped towards the clump of trees. The
bullock-shed indicated by Zeemit was soon reached. It was a very
dilapidated structure, built of bamboo and mud. She entered through
the doorway, and advanced cautiously for some paces; then
listened, for there was scarcely sufficient light in the hut to
distinguish anything plainly. The sound of heavy breathing fell upon
her ears. It came from the extreme end, where she could make out a
heap of straw. She went a little farther, and stood again.
“Walter!” she called softly; “Walter!” she repeated, a little louder.
But there was no reply. The sleeper slept, and the heavy breathing
was her only answer. She went nearer. The rustling of her own dress
alarmed her, for her nerves were unstrung.
“Walter!” she whispered again, as she reached the straw. Still no
reply. “He is worn and weary, and he sleeps heavily,” she murmured
to herself.
The light had considerably increased, for the day breaks in India as
suddenly as the night closes in. She was close to the sleeping form.
She stooped down until she knelt on the straw. She stretched
forward to waken the sleeper, but instinctively drew back as she
noticed the muslin garments of a native. She rose to her feet again,
advanced a little, bent down and peered into the face, the dusky face
of, as she thought, a Hindoo. She had come expecting to find her
lover—in his place was a native. She uttered an involuntary cry of
alarm, and, turning round, sped quickly away.
The cry penetrated to the sleeper’s brain. He turned uneasily, then
assumed a sitting posture, and, as Walter Gordon rubbed his eyes,
he muttered—
“Bless my life, how soundly I have been sleeping. I could have
sworn, though, I heard a woman’s cry. It must have been fancy.”
He stretched himself out once more on the straw; for many weary
miles had he travelled, without being able to obtain a moment’s rest,
and nature was thoroughly exhausted.
“Poor Flo,” he thought, as sleep commenced to steal over him again,
“I hope she will come soon. Zeemit is a faithful creature, and I have
no doubt will succeed. God grant it.”
Walter Gordon slept once more, and she for whom he sighed was
speeding from him on the wings of terror, into the very jaws of death.
CHAPTER XVIII.
WITH A LOVE THAT PASSETH UNDERSTANDING.
The signs of dissatisfaction which had alarmed General Wheeler for

the safety of his community gradually increased. The smothered fire
was gaining strength. It muttered and rumbled, and gave evidence
that a tremendous outbreak was imminent.
Sir Hugh was loath to believe in the infidelity of his troops, and
hesitated about taking steps for self-protection. But there were those
about him who had less of the optimist in their natures than he, and
who were loud in their condemnation of his supineness. They urged
him in every possible manner to take instant steps to place the
cantonments in a state of defence, until he could no longer turn a
deaf ear to their entreaties.
But though he had been slow to take this step, it must not be
assumed that Sir Hugh Wheeler was unmindful of the awful
responsibility that rested upon his shoulders. His was as brave a
heart as ever beat in human breast, but out of his very bravery arose
the danger to those under his charge.
He knew the character of the natives well. He knew that they writhed
under a sense of supposed wrong, and that the slightest touch will
cause an open wound to smart. He was, therefore, fearful of letting
them see that the English mistrusted them. He acted upon the old
principle that confidence begets confidence. Moreover, he had firm
faith in Nana Sahib. He knew that as a native the Rajah had infinitely
greater power over the native mind than an European could possibly
have had.
Sir Hugh’s confidence, too, seemed fully justified, for the Nana had
readily complied with the request made to him, and had posted two
hundred of his troops at the Newab-gung. This was a slightly
elevated position, and fully commanded the arsenal and treasury.
A couple of guns on the spot, served by determined and faithful
soldiers, could have kept a regiment at bay; but the fact of the
Nana’s assassins—for no other term is applicable to them—being
placed there was the very irony of fate. Into their hands had been
given a wealthy treasury, and a well-stocked arsenal. All they had to
do when the right moment came was to walk into these places, and
slay the English with their own weapons.
Listening at last—though reluctantly—to the entreaties of his people
General Wheeler looked about for the best means of securing his
position; and it occurred to him, in the emergency, that the only way
of defending the precious lives of the Christians was by throwing up
some defensive works, within which he might gather his people, so
that with their guns they could keep the enemy at bay.
He selected a spot for this purpose about six miles down the river to
the south-east, not far from the Sepoys’ huts, and about a mile from
the banks of the river. He was guided in this choice, to a great
extent, by the fact that on the spot were two long hospital barracks
that would make good quarters for the people. One of the buildings
was a substantial structure built wholly of masonry; but the other had
a heavy thatched roof.
Here, again, the cruel hand of Fate seemed to be, for a time, against
the English, for to the circumstance of the thatched roof some of the
most awful suffering endured by the besieged was due, as will be
hereafter shown. Both buildings were single-storied, and verandahs
ran all round them; they stood in an open and perfectly flat
compound. In the centre of the compound was a well, the only place
from which supplies of water could be drawn; and as will be
disclosed in the subsequent unfoldings of the story, this well was the
scene of almost unparalleled heroic deeds.
Having selected his place, Sir Hugh began to entrench it, and supply
it with a stock of provisions capable of feeding his people for several
weeks.
The so-called fortifications were paltry in the extreme, for the means
were not at hand to render them worthy the name. The earth-works
were only four feet high, and were not even proof against bullets at
the crest. The apertures for the artillery exposed both guns and
gunners; whilst, on all sides, adjacent buildings offered splendid
cover for the enemy. The excessive heat and dryness of the weather
had rendered the ground so hard that it could only be turned with the
greatest amount of difficulty, and by patient labour; and when it was
dug it was so friable that the cohesion necessary for solidity could
not be attained.
The month of May wore on; the expected mutiny did not occur. June
came in, and Sir Hugh then felt confident that all danger had passed;
and Lucknow being threatened, the General sent to the relief of the
neighbouring station a portion of his own little company of soldiers.
As these white troops crossed the bridge of boats, and set their
faces towards Lucknow, the natives fairly shook with suppressed
laughter as they thought what fools the English were. And at this
very time, Jewan Bukht and other agents of the Nana were visiting
the bazaars and the native lines, and fanning the smouldering fire to
flame.
Towards the latter end of May, there entered Cawnpore by the
pontoon bridge, two strangers. It was the close of a more than
usually sultry day, and the travellers, who were on foot, were dust-
stained and worn.
These travellers were Lieutenant Harper and Haidee. They had
come from Delhi—a long weary march; and along their line of route
they had experienced the greatest difficulty in procuring necessary
food and rest.
Nerved by the one all-powerful motive, Haidee had kept up, and
exhibited extraordinary powers of endurance. When her companion
sank exhausted from heat and thirst, this brave and beautiful woman
watched over him, encouraged him, and gave him hope. Her gentle
hand wiped his brow, her soft bosom pillowed his head. Her love for
him grew stronger each day. To lie at his feet, to pillow his head, to
watch him when he slept, was joy inexpressible to her. And yet
during this journey she never by a single word betrayed aught of the
strong passion which filled her heart; but every action, every deed
proclaimed it.
On his part he tried to think of her only as one who had befriended
him, and to whom it was his duty to offer such protection as lay in his
power. But on the road from Delhi he proved the weaker vessel of
the two, for the awful heat, aided by the want of proper rest and
sustenance, sorely tired him. She, on the other hand, inured from
birth to the heat, and strengthened by her great love for him, kept up
when he faltered, and exhibited, comparatively speaking, but little
weariness.
Hers was the devotion of a true woman; it was self-sacrificing, all-
absorbing, undying. Truly she had made him her star that gave her
only light. She had no selfish thought, except such selfishness as is
begotten by true love—for all love is selfish; it is its very nature to be
so. And yet this faithfulness made the man sad. He felt that he could
not return her love, however much he might admire her. However
much he might feel grateful, however great his worship for her
nobleness of nature might be, he must shut his eyes to her charms,
close his senses to her silent outpourings of love, for he was
another’s, and to that one he must be true, or feel that for evermore
the honour which was so very dear to him was sullied, and time
could never wipe out the stain again.
Often as he dragged his weary steps along, with the loving Haidee
by his side, he mentally asked himself if he was not pursuing a
phantom that was luring him to unknown danger. Had he done right
in setting his face towards Cawnpore, and could he justify the course
he had taken by any amount of logical reasoning? He was striving to
do his duty. If he failed, it would be through error of judgment, and
not through want of heart.
As the two travellers stood upon the Cawnpore bank of the river
Ganges, Harper gave vent to a sigh of relief. But Haidee seemed to
be pressed with a weight of sorrow.
“You do not seem well, Haidee,” Harper remarked casually, as he
observed the depressed look of his companion. “Your eyes are dull,
and your cheek is pale. What is the cause?”
She looked at him almost reproachfully, and her only answer was a
long-drawn sigh.
“What is the matter with you?” he asked again, with a good deal of
indifference in his tone; for, to confess the truth, his thoughts were
far away. He was racked with doubts and fears, and half-regretted
that he had yielded consent to come to Cawnpore, instead of
returning to his quarters at Meerut.
Her eyes glowed, and her face and neck crimsoned, as she
struggled to conceal the emotion which almost choked her, and
which his words had caused. Her sensitive nature was wounded by
his indifference, and she shrank away, as it were, like a startled
fawn.
“Why do you sting me?” she exclaimed, when she could speak.
“Sting you, Haidee! What do you mean?” as he turned upon her
quickly, and coming back again to a sense of his true position.
“Why do you ask me what is the matter, in a tone that betrays too
plainly that you take no interest in the question?”
“Nay, Haidee, there you wrong me.”
“Sooner would I wrong myself than you; but your words remain with
Haidee while your heart is far away.”
“My heart is divided, Haidee, and I give you all of it that I dare. You
are my friend. Every sacrifice I can make I will make for you, if it is
necessary. I will protect you with my life. I cannot do more.”
“Ah!” she sighed; “and yet you can ask me what it is that makes me
sad? There is sorrow at my heart; sorrow at the thought our journey
is ended, and you and I must probably part never to meet again.
That is what is the matter with me.”
“Forgive me, Haidee, if I have hurt you by my seeming
thoughtlessness. I assure you I had no intention of doing so. And
though our journey is for the present ended, do not say we shall part
for ever. You have grown precious to me as a noble, generous,
devoted woman; and I vow, by all that I hold sacred, that I will
endeavour never to lose sight of you as long as I live.”
She trembled with a nameless, pleasurable emotion; her nerves
vibrated like unto the strings of a harp that are swept with a strong
wind; for this man’s words were music to her. “I will endeavour not to
lose sight of you as long as I live.” Had he not spoken them? And
they sank to the deeper depths of her nature. They were like an elixir
of life, given to one whose strength was ebbing away. She yearned
for sympathy, and this man gave it to her. Her soul cried out for
kindredship, and it found it in him. What wonder then that she should
be taken captive?—that beat for beat her heart should answer his? It
is given to human beings to feel the burning rapture of love, but not
to solve its mystery; for it is a mystery as strange as the Sphinx of
old; as unsolvable as the cosmical problems which have puzzled
philosophers of all ages.
She loved him. Every look, every action, every tone betrayed that
she loved him with a true woman’s pure love. If it had sprung up
suddenly, it was none the less genuine or strong. She would have
been content to follow him, even if he, like the fabled “Wandering
Jew,” had been doomed to go on and on, restlessly and for
evermore. Still would she have followed, living in his shadow,
drawing her very life from his look and voice, sorrowing when he
sorrowed, laughing when he laughed. Nay, more; she would have
taken upon herself all the pains, however fearful, he might have had
to endure. She would have rendered that last and greatest sacrifice
that one human being can make for another—she would have laid
down her life to save his.
It was a grand love, this love of hers—not the sickly sentiment of a
wayward girl, but the strong, powerful, absorbing passion of a
woman; a love as heroic as any that Homer ever sang of, or that
moved the Roman women of old to follow the youths to the battle-
fields, and die when they died.

Full Download (Ebook PDF) College Reading and Study Skills 14th Edition PDF

Uploaded by

Copyright:

Available Formats

Full Download (Ebook PDF) College Reading and Study Skills 14th Edition PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Full Download (Ebook PDF) College Reading and Study Skills 14th Edition PDF

Uploaded by

Copyright:

Available Formats

Full download ebooks at ebooksecure.

(eBook PDF) College Reading and Study Skills 14th

For dowload this book click LINK or Button below

Download More ebooks from https://ebooksecure.com

TOP 50 SAT READING, WRITING,AND LANGUAGE SKILLS - eBook

(eBook PDF) College Study The Essential Ingredients 3rd

(eBook PDF) Guide to College Reading 11th Edition by

(eBook PDF) College Writing Skills with Readings 10th

(eBook PDF) Foundations of College Chemistry 14th

(eBook PDF) Read, Write, Connect: A Guide to College

Top 50 SAT Reading, Writing, and Language Skills, 3rd

(eBook PDF) College Accounting: A Practical Approach

Part One: Building a Foundation for Academic Success 2

Chapter 1 First Steps to Academic Success 10

Chapter 2 Taking Notes in Class 42

Chapter 3 Communicating in the Classroom 62

Participating in Class Discussions 65

Part Two: Using College Textbooks 76

Chapter 4 Identify and Organize What to Learn 84

Chapter 5 Learning and Memory 125

Part Three: Essential Reading Skills 144

Chapter 6 Active Reading Strategies 147

Chapter 7 Expanding Your Vocabulary 178

Chapter 8 Understanding Paragraphs 206

Chapter 9 Following Thought Patterns 232

Part Four: Thinking Critically as You Read 262

Chapter 10 Evaluating the Author’s Message 266

Evaluating Data and Evidence 285

Chapter 11 Evaluating Authors’ Techniques 299

Part Five: Strategies for Academic Achievement 316

Chapter 12 Reading and Thinking Critically in Academic Disciplines 324

Chapter 13 Preparing for Exams 347

Chapter 14 Taking Exams 366

Part Six: Thematic Readings 388

THEME B Discrimination 405

THEME C Controversies in Science 421

Reading the Assignment 438

Sociology Chapter Excerpt: Race and Ethnicity 439

Reviewing the Reading Assignment 451

Attending the Lecture and Participating in Class 451

Writing About the Reading 452

Taking Quizzes 453

Taking the Exam 456

Text Credits 459

NEW TO THE FOURTEENTH EDITION

NEW CHAPTER ON DISCIPLINE-SPECIFIC READING SKILLS. Chapter 12, “Read-

ENHANCED EMPHASIS ON CRITICAL THINKING SKILLS. Critical thinking skills

NEW COVERAGE OF DIGITAL READING SKILLS. Increasingly more reading, both

NEW CHAPTER REORGANIZATION. Chapter 1 has been reorganized to include new

PART ONE: BUILDING A FOUNDATION FOR ACADEMIC SUCCESS. This section

PART SEVEN: SAMPLE TEXTBOOK CHAPTER: TEXTBOOK READING AND

• Reading as a Process. This text emphasizes reading as a cognitive process. Applying

THE TEACHING AND LEARNING PACKAGE

Text-Specific Ancillary Materials

READ AND LEARN ONLINE

Digital reading is becoming increasingly important because we live in a digital

HOW DOES READING ON A SCREEN DIFFER FROM

• Digital readers have to make more decisions about how to proceed

HOW SHOULD YOU FOCUS AND CONCENTRATE WHILE