A precise is like a miniature portrait of the passage.

It retains the absolute essential points accompanied with the mood and tone of the author of the passage.

One should not add one’s subjective interpretation or comments to the

précis One should try to retain the original author’s voice and opinions.

Precise writing

Is marked by clarity and precision

It must have a title

It should be written in reported speech

It must have a certain logical order

It must contain linking words such as so, therefore, and, because and so on

Must not contain any detail not found in the originals

Features of a good precise

SQ3R provides a different method of reading textbooks that will most likely enhance understanding and retention of material.

  It's not a quicker way to read a chapter in a textbook but it is likely to reduce the amount of time one will need to spend studying the material immediately prior to the test.  This is so because more time is spent actually understanding the chapter when it is read initially. 

Study time then becomes deepening your understanding of the material. The SQ4R Method provides a systematic way of attaching textbook reading

assignments. It encourages active rather than passive reading. In passive reading, one simply

decodes the words without any mental engagement with the information in the text. In active reading, one is deliberately seeking information from a text by asking questions, anticipating information to come, making connections with previously read material or formulating personal reactions. The more mental interaction one has with the text, the more likely one will understand and retain it

Techniques for comprehension

As the acronym SQ3R suggests, the process has five steps. They are:

Survey Question Read Recite Review Survey First Read the title Read the introduction and/or summary Read each boldface heading and subheading

SQ3R

QUESTION Now that you have surveyed the entire chapter to build a framework for

understanding the chapter, it's time to begin the reading process. 

When your mind is actively searching for answers to questions, it becomes engaged in the learning process.  This will help you remember and understand the information.

  READ Read the title

Read the introduction and/or summary Read each boldface heading and subheading Now that you have surveyed the entire chapter to build a framework for

understanding the chapter, it's time to begin the reading process

SQ3R

RECITE Reciting material as you go retrains your mind to concentrate and learn as

it reads. When do you recite? At the end of each section of the chapter.

Review The review step helps you refine our mental organization of the

material in the chapter and begin to build memory.  We learn through repetition.  This step provides another

opportunity for repetition of the material and therefore will enhance our recall of the information.

SQ3R

Survey Scan material to get a general idea of the material. Read the introduction and main headings. Look at pictures and graphs. Read summary and end of chapter questions. Question Ask questions by turning main headings into questions – What? Where? When? Why? How? Form questions using graphs, charts, bold words, introductions and

summaries.

SQ4R

Read Read with definite questions in mind.

Attempt to answer these questions and organize the material in your own mind.

Read only to the end of each headed section.

Recite Look away from the material and ask yourself the questions.

Answer them out loud.

If you cannot answer the questions, go back over the material and read it again.

SQ4R

Record Underline in text. Take notes – jot down concepts, not complete sentences. See handout on Taking Notes (Cornell Style).

Review Review each headed section briefly as you complete it. Review the complete section later. Use notes rather than the book to refresh your memory. Plan regular reviews.  

SQ4R

Preview: Look at the topic you have to learn by glancing over the major headings or the points in the syllabus.

Question: Formulate questions that you would like to be able to answer once you have finished the topic.

It is important that you match as much as possible what you would like to know to your syllabus or course direction. This allows a certain flexibility to take in other topics that may aid your learning of the main point or if you are just interested.

Make sure that your questions are neither more specific or more open-ended than they might be in an exam.

PQRST

Read: Read through your reference material that relates to the topic you want to learn for your exam being mindful to pick out the information that best relates to the questions you wish to answer.

Summary: This is the most flexible part of the method and allows individual students to bring any ways that they used to summarize information into the process.

This can include making written notes, spider diagrams, flow diagrams, labelled diagrams, mnemonics, making a voice recording of you summarizing the topic, or any method that feels most appropriate for what has to be learned.

You can combine several methods as long as this doesn't extend the process too long as you may lose sight that you are merely seeking to use the information in the most appropriate way.

PQRST

Test: Use this step to assess whether you have focused on the important information and stayed on topic.

Answer the questions that you set for yourself in the Question section as fully as you can as this using of the information is another way of using the information and remembering more of it.

This section also reminds you to continually manipulate the information so that you are focused on whatever form of assessment that it is needed for.

It is sometimes easy to lose sight of the point of learning and see it as a task to be completed mundanely.

Try to avoid adding questions that you didn't formulate in the Q section.

PQRST

I hope that this presentation is useful for the listeners and must have given them an insight on the comprehension skills. The steps that are mentioned in the presentation are followed by us in some way or the other but are often not recognised. Keeping them in mind we can reduce the amount of time and effort required to answer a comprehension.

Thank you

Conclusion

Anurag Pandey A2324612030 Bhupesh Kumar Singh A2324612029 Harshvardhan Joshi A2324612049

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