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{"id":30887,"date":"2012-08-02T12:05:25","date_gmt":"2012-08-02T17:05:25","guid":{"rendered":"http:\/\/www.patheos.com\/blogs\/jesuscreed\/?p=30887"},"modified":"2012-07-29T15:54:52","modified_gmt":"2012-07-29T20:54:52","slug":"summer-reading-kinds-of-reading-michael-quicke","status":"publish","type":"post","link":"https:\/\/www.patheos.com\/blogs\/jesuscreed\/2012\/08\/02\/summer-reading-kinds-of-reading-michael-quicke\/","title":{"rendered":"Summer Reading, Kinds of Reading (Michael Quicke)"},"content":{"rendered":"\n<\/head>

$\"\"$ <\/a>The post below<\/a> is by my esteemed homiletics colleague, Michael Quicke<\/strong><\/a>, at Northern Seminary<\/strong><\/a>.<\/p>\n

How do you read? Do you have different reading strategies? Do you find yourself (admittedly) frustrated because you think you just\u00a0must<\/em> finish a book because you began it but wonder if it is worth the time?<\/strong><\/p>\n

Summer time is especially good for catching up with academic reading.\u00a0 I am always over-ambitious as I\u00a0select the\u00a0pile\u00a0and nearly always\u00a0end up disappointed that several books are left unread.\u00a0 But much depends on taking a realistic approach.\u00a0 Not all those books in the pile should be read closely!\u00a0 Indeed, some need to be skimmed in order to ensure\u00a0time is spent on the more significant. (My summer time\u00a0reading also includes\u00a0novels\u00a0but these rules do not apply to them!)<\/p>\n

Robert Webber used to advise students that they should not read an academic book word for word, page for page, chapter for chapter. Rather they should read a book like they would\u00a0look<\/em>\u00a0at a picture,\u00a0study<\/em>\u00a0its frame and\u00a0only at the end\u00a0examine<\/em>\u00a0its details.\u00a0 Often the first look would give a clear idea how much time to spend.\u00a0He suggested first reading the back cover, contents page, Introduction and Conclusion with time given over to thinking about the author\u2019s stance and books\u2019 purpose. Can you sum up in a sentence what the book\u2019s point is and how the author wants you to respond?<\/p>\n

To ensure you are not oversimplifying you need also to frame the book by studying the index, footnotes, and Scripture references to gain understanding of the author\u2019s sources and interpretation.\u00a0 Further, the\u00a0book\u2019s\u00a0 structure requires its chapters to be scanned.\u00a0\u00a0\u00a0<\/p>\n

All this happens to prepare you for the big question:\u00a0\u00a0Is this book significant enough that you need to examine it in detail, making notes of key sections and even of vital quotations.<\/em>\u00a0 Some of us have good enough memories to capture the main issues for the future with few notes.\u00a0 For me, note-taking has to be more extensive to keep reminding me of those distinctive ideas that now help to build up\u00a0my knowledge.\u00a0 Because this last stage is\u00a0time-consuming the early looking and thinking is essential for setting priorities.<\/p>\n

So, I find I have three kinds of academic books in my reading repertoire:
\nGrade A \u2013 I have paid critical attention to most pages because of its high caliber challenge.
\nGrade B \u2013\u00a0I am aware of the general issues and have given parts of the book some serious attention.
\nGrade C \u2013 I probably have engaged with its main issues already in other reading, or it falls outside my priority concerns.<\/p>\n

Do you have a system for sorting out which books most deserve your attention?\u00a0 Have you engaged with many Grade A books recently?\u00a0 Care to share?<\/p>\n<\/body><\/html>\n","protected":false},"excerpt":{"rendered":"