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Textbook Analysis

Use this activity to better understand the textbook for your most difficult class. Find examples of pull out boxes or sidebars and what kind of information appears in them. Feature: Color 4. Does the textbook use color to convey information? make a brief but accurate outline.

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Fabián Andrés Santis Toro
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© Attribution Non-Commercial (BY-NC)
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Download as PDF, TXT or read online on Scribd
283 views

Textbook Analysis

Use this activity to better understand the textbook for your most difficult class. Find examples of pull out boxes or sidebars and what kind of information appears in them. Feature: Color 4. Does the textbook use color to convey information? make a brief but accurate outline.

Uploaded by

Fabián Andrés Santis Toro
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 2

Your Name: _____________________________ Date_________________Period____

ACCESS: Textbook Feature Analysis


Directions: Use this activity to better understand the textbook for your most difficult class. Its purpose is
to teach you how the textbook works by showing you what it is made of and how these elements are
organized.
Types of Text
1. Skim through the book and make a list of all the
different types of documents or types of text you
will have to read (include graphic texts like
graphs, maps).

Sidebars and Pull Boxes


2. Find examples of pull out boxes or sidebars.
What kind of information appears in these? Are
they standardized throughout the book (e.g.,
“Profiles in History,” “Science in the
Workplace”)?

Feature: Typography
3. Find examples of different type faces and styles.
Write down the examples and where they appear
(e.g., large, bold type for chapter titles (e.g., 24
point font), 18 point font for subheadings
throughout the chapter). How does this book use
bold-faced type ? What does it mean when they
use italicized words?

Feature: Color
4. Does the textbook use color to convey
information (e.g., what does it mean when you
see words in red ink on the page?)

Feature: Symbols and Icons


5. Does the textbook use symbols or icons to
convey information? (e.g., if you see an icon with
a question mark in it, what does that mean? Are
you supposed to do something, like ask a
question? Does it mean this is a potential test
question? Or is it a link to a theme running
throughout the book?)

Features: Images and Graphics


6. What kind of information accompanies
illustrations or images? Find examples of a map,
chart, and a photograph and then look for
captions or sidebars that explain or discuss the
image. How is the image identified (e.g., Figure
2.6)?

© 2001 Jim Burke. Visit www.englishcompanion.com for this and other School Tools. May be copied for classroom use.
Organization
7. How are chapters organized? Make a brief but
accurate outline.

Navigation: Headers and Footers


8. Look at the top and bottom of the pages of the
book. These are called the header and footer.
What kind of information is contained in this
space? What do you notice as you flip through 50
consecutive pages (e.g., does the content of the
header or footer change? If so, in what way, for
what purpose?)
Testing! Testing!
9. Imagine you must now prepare for a big test.
What features of this book would help you to
prepare for that test? (Hint: Do not limit your
answer to the practice or study questions).

Note-making Strategies
10. Q Notes or Outline Notes would probably help you the most while reading this book. Read a page
and create an example for yourself of what good notes for this book will look like. You could also use
Post-It notes to annotate your textbook since you cannot write in it.
Reading Speed
11. While your teacher times you, read one page of
the book, taking notes as you normally would
while reading it for homework. How long did
that take you? Now do the math: If your teacher
tells you to read the opening section for
tomorrow and this section is 10 pages long,
how much time do you need to allot for your
homework in this class?
Concerns
12. After familiarizing yourself with this textbook,
you may have concerns or questions. Getting
these answered up front might help you read
the textbook with greater success and
confidence. Take this time to list any concerns
you might have (e.g., reading speed,
vocabulary).

© 2001 Jim Burke. Visit www.englishcompanion.com for this and other School Tools. May be copied for classroom use.

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