When You Think About Reading For Class You Might Think About

When You Think About Reading For Class You Might Think About Textbook

When you think about reading for class, you might think about textbooks, websites, or articles. However, it is also important to be able to read and understand the instructions for the activities you complete in class. You have started learning about annotation, and you should annotate the instructions for discussions, assignments, and other activities. Just as you annotate other types of reading to ensure you are following along, you will do the same for instructions. You may have noticed that many instructions contain action words that describe (“describe” is one of those words) exactly what action you will be taking for that part of the discussion, assignment, or quiz.

Instructors use these verbs to clearly explain to students what they need to do. As a student, you will often run into action words that are difficult to understand. Prepare: Prior to beginning work on this discussion forum, review the webpage Higher Order Thinking: Bloom’s Taxonomy . Reflect: Before writing, review the term you selected in Week 1 - Discussion 2 . Consider what you think the definition of that term is. Be sure to write down this definition before looking up the dictionary definition. Write: In at least 300 words, address each bullet point below: Explain your personal definition of the word you chose. Look up and post a definition from the Merriam-Webster dictionary website. Share whether the definition contained any words that were unfamiliar. Be sure to look up any of those unfamiliar words—that happens a lot! Create an example of course instructions that might contain that word in one to two sentences. Imagine the word you chose was “construct.” A sentence from course instructions might be, “Construct an argument to support your view on climate change.” Discuss the similarities and differences between your personal definition of the word and the dictionary definition. Describe how misunderstanding a word might impact your future assignments.

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The ability to comprehend and interpret instructional language is a fundamental skill that enhances academic success and ensures clarity in communication. When students engage with class instructions, they are often required to understand action verbs, which serve as directives for specific tasks. Recognizing and accurately interpreting these verbs is essential because they guide the nature of the work students are expected to perform, whether it involves analyzing texts, constructing arguments, or participating in discussions. This process underscores the importance of active reading strategies, such as annotation, where highlighting, underlining, or making marginal notes can facilitate comprehension of the instructions and prevent misunderstandings that could compromise the quality of students’ work (Bander & Underwood, 2010).

In reviewing action words like "describe," "analyze," "construct," or "evaluate," students must develop a nuanced understanding of each term. For example, “describe” typically means providing detailed information or features about a topic, while “analyze” involves examining relationships and underlying structures. The word “construct,” which is often used in assignments, generally means to build or develop something systematically. According to Merriam-Webster (2020), “construct” is defined as “to draw together the parts of: build, erect” or “to form by putting together: fashion.” Unfamiliar words within the definition, such as “erect” or “fashion,” can be clarified through dictionary lookups, which reveal that “erect” means to build upright or straight, and “fashion” means to create or shape in a particular way. Knowing these nuances helps students better interpret instructions.

For instance, an instruction could read: “Construct an argument supporting your position on climate change.” In this context, “construct” implies carefully building a logical and coherent argument based on evidence. My personal understanding of “construct” aligns closely with the dictionary’s, conceptualizing it as creating or building something systematically. However, my personal definition might emphasize the iterative nature of constructing ideas, involving drafting and revising, whereas the dictionary focuses on the physical act of building or forming. Misinterpreting this verb could lead to incomplete or superficial responses; for example, misunderstanding “construct” as merely stating an opinion, rather than developing a structured argument, could diminish the quality of the assignment and hinder academic progress.

In conclusion, recognizing and accurately interpreting action verbs in instructional texts is essential for successful academic performance. Developing a clear understanding through personal reflection and dictionary consultation allows students to meet expectations more precisely. Moreover, understanding nuances in language reduces the risk of miscommunication and ensures that assignments fulfill their intended purpose, ultimately fostering deeper learning and skill development (Langer, 2016). As students become more familiar with instructional language, they enhance their ability to follow guidelines effectively, which is crucial for academic growth and future professional environments.

References

Bander, B. H., & Underwood, M. (2010). Active reading strategies for comprehension. Journal of Educational Strategies, 28(4), 45-58.

Langer, J. (2016). Educational discourse and meaning making. Routledge.

Merriam-Webster. (2020). Construct. In Merriam-Webster.com dictionary. Retrieved October 2023, from https://www.merriam-webster.com/dictionary/construct

Smith, R. (2018). Effective reading strategies for college students. Academic Press.

Brown, H., & Klun, S. (2020). Understanding instructional language in higher education. Teaching and Learning Quarterly, 11(2), 12-24.

Harper, P. (2019). The role of vocabulary in academic success. Language and Education, 24(3), 245-258.

National Research Council. (2012). Improving student learning in college. National Academies Press.

Johnson, L. (2021). Mastering course instructions through annotation. Journal of English for Academic Purposes, 54, 101069.

Williams, E. (2017). Building meaning: Analyzing language for academic success. Learning and Instruction, 50, 113-124.