Case Study: Chapters 6 & 7

Keisha never tried really hard in high school but still managed to graduate with a 3.0 GPA. She is in her first semester of college and is taking 12 credit hours: ACA 111, HSC 110, ENG 111, PSY 150, and developmental math. She’s doing well in most of her classes except for ENG 111 and PSY 150. Both courses regularly have multiple chapter reading assignments. In PSY 150, she failed her first test and all three of her quizzes. In ENG 111, she hasn’t had a test yet, but she feels completely lost. Keisha struggles to complete all her reading assignments and is really having a hard time finding an effective way to take notes while in class.
When Keisha tries to read some of the chapters, she often reads at the end of the day. She never starts reading with an intention or a goal in mind. She has tried reading in the kitchen and in the living room while her roommates watch television, but she easily gets distracted.
In class, Keisha vigorously tries to write down everything her instructor says. She is often so focused on writing exactly what her instructor says, that she doesn’t truly hear the material the instructor is covering. When Keisha does try to review her notes after class, she has trouble reading what she wrote. She gets frustrated and gives up.
Keisha is thinking about dropping ENG 111 and PSY 150.

Your Assignment
Put yourself in Keisha’s shoes. If you were struggling in one of these areas (Reading or Note-Taking), what would you do differently? How could you become a more effective reader OR note-taker and in turn, improve your grades in these courses? After considering this scenario, develop a thorough response to the questions below and include specific examples/methods from your text.
Answer the following questions. 1. What area are you addressing? (List One: Reading OR Note-Taking)