B.Sc. Semester I – Basic English (SEP)
Unit 1: Language through Prose
“HOW TO MARK A BOOK” – MORTIMER J.
ADLER
Multiple Choice Questions with
Answers
A) Francis Bacon
B) Mortimer J. Adler
C) George Orwell
D) Bertrand Russell
Answer: B) Mortimer J. Adler
2. “How to Mark a Book” is primarily
about:
A) Writing books
B) Publishing books
C) Reading actively and intelligently
D) Buying books
Answer: C) Reading actively and intelligently
3. Mortimer J. Adler was primarily
known as a:
A) Philosopher and educator
B) Poet
C) Novelist
D) Historian
Answer: A) Philosopher and educator
4. The essay emphasizes the
importance of:
A) Passive reading
B) Active reading
C) Fast reading only
D) Memorizing every word
Answer: B) Active reading
5. According to Adler, a book should
be treated as:
A) A decoration
B) A precious object that must never be touched
C) A tool for intellectual engagement
D) An object for entertainment only
Answer: C) A tool for intellectual engagement
6. What does Adler mean by “marking
a book”?
A) Damaging a book
B) Writing meaningful notes and markings in it
C) Drawing pictures on every page
D) Changing the title
Answer: B) Writing meaningful notes and markings in it
7. According to Adler, the best way
to read a book is:
A) Passively
B) Actively
C) Without thinking
D) Without understanding
Answer: B) Actively
8. Active reading involves:
A) Merely turning pages
B) Engaging mentally with the author's ideas
C) Reading only the first page
D) Reading as quickly as possible
Answer: B) Engaging mentally with the author's ideas
9. What is one major purpose of
marking a book?
A) To make it heavier
B) To remember important ideas
C) To increase its price
D) To make it look old
Answer: B) To remember important ideas
10. Adler considers reading to be a
form of:
A) Intellectual conversation
B) Physical exercise
C) Entertainment alone
D) Memorization
Answer: A) Intellectual conversation
11. The reader should interact with
the author through:
A) Silence only
B) Questions, comments and markings
C) Ignoring the text
D) Skipping difficult portions
Answer: B) Questions, comments and markings
12. Marking a book helps the reader
to:
A) Forget the contents
B) Understand and remember the contents
C) Avoid difficult ideas
D) Read without concentration
Answer: B) Understand and remember the contents
13. Adler's approach encourages
readers to become:
A) Passive observers
B) Active participants
C) Silent spectators
D) Speed readers only
Answer: B) Active participants
14. The essay mainly teaches readers:
A) How to write fiction
B) How to annotate books effectively
C) How to sell books
D) How to publish books
Answer: B) How to annotate books effectively
15. According to Adler, reading is
incomplete without:
A) Conversation with friends
B) Active thinking
C) Illustrations
D) Memorization
Answer: B) Active thinking
16. What is the first important kind
of marking mentioned by Adler?
A) Underlining
B) Erasing
C) Painting
D) Folding the entire book
Answer: A) Underlining
17. Underlining is useful for:
A) Identifying important statements
B) Decorating pages
C) Hiding words
D) Making pages darker
Answer: A) Identifying important statements
18. A reader may use vertical lines
in the margin to:
A) Mark important passages
B) Draw pictures
C) Number pages
D) Correct printing errors
Answer: A) Mark important passages
19. What can an asterisk (*)
indicate in a book?
A) A particularly important point
B) A spelling mistake only
C) The end of a chapter
D) A quotation mark
Answer: A) A particularly important point
20. Numbers in the margin can be
used to:
A) Indicate a sequence of points
B) Count the pages
C) Indicate the price
D) Replace headings
Answer: A) Indicate a sequence of points
21. Writing numbers in the margin
can help identify:
A) A series of important points
B) The publisher
C) The author's address
D) The book's price
Answer: A) A series of important points
22. Circling important words is a
form of:
A) Annotation
B) Translation
C) Publication
D) Printing
Answer: A) Annotation
23. Writing notes in the margin
helps the reader to:
A) Record thoughts and reactions
B) Remove information
C) Avoid reading
D) Change the author's meaning
Answer: A) Record thoughts and reactions
24. A reader may use a question mark
in the margin to show:
A) Doubt or uncertainty
B) Agreement
C) Importance only
D) Completion
Answer: A) Doubt or uncertainty
25. An exclamation mark can
indicate:
A) Surprise or an important point
B) Confusion only
C) The end of the book
D) A spelling error
Answer: A) Surprise or an important point
26. Marginal notes are useful
because they:
A) Help preserve the reader's thoughts
B) Make reading impossible
C) Replace the entire text
D) Remove difficult ideas
Answer: A) Help preserve the reader's thoughts
27. Marking a book can help a
reader:
A) Review it later
B) Forget it quickly
C) Avoid understanding it
D) Read without attention
Answer: A) Review it later
28. Which of the following is NOT a
useful marking technique?
A) Underlining
B) Marginal notes
C) Numbering important points
D) Randomly scribbling everywhere
Answer: D) Randomly scribbling everywhere
29. Adler distinguishes active
reading from:
A) Passive reading
B) Critical reading
C) Analytical reading
D) Careful reading
Answer: A) Passive reading
30. Passive readers generally:
A) Engage deeply with the text
B) Simply receive information
C) Question the author
D) Make detailed notes
Answer: B) Simply receive information
31. An active reader should:
A) Ask questions
B) Avoid difficult ideas
C) Ignore arguments
D) Read without reflection
Answer: A) Ask questions
32. Which quality is essential for
active reading?
A) Curiosity
B) Laziness
C) Indifference
D) Carelessness
Answer: A) Curiosity
33. Active reading requires:
A) Concentration
B) Distraction
C) Negligence
D) Silence without thought
Answer: A) Concentration
34. A good reader should try to
understand:
A) Only individual words
B) The author's main ideas and arguments
C) Only the title
D) Only the conclusion
Answer: B) The author's main ideas and arguments
35. Reading intelligently means:
A) Reading without questioning
B) Understanding, questioning and evaluating ideas
C) Memorizing every sentence
D) Reading only easy passages
Answer: B) Understanding, questioning and evaluating ideas
36. The reader's marks in a book
represent:
A) His or her intellectual response
B) The publisher's instructions
C) Printing defects
D) The author's corrections
Answer: A) His or her intellectual response
37. Adler argues that a book should
be marked if:
A) It belongs to the reader
B) It is borrowed from a library
C) It belongs to a friend
D) It is being sold
Answer: A) It belongs to the reader
38. Why does Adler support marking
books?
A) Because books are meant to be used
B) Because books are disposable
C) Because marks increase their price
D) Because books need decoration
Answer: A) Because books are meant to be used
39. According to Adler, a personal
book can become:
A) A record of the reader's thoughts
B) A blank object
C) A piece of furniture
D) A newspaper
Answer: A) A record of the reader's thoughts
40. A marked book can reveal:
A) How its owner responded to the ideas
B) The publisher's profits
C) The printer's identity
D) The cost of paper
Answer: A) How its owner responded to the ideas
41. The markings in a book can serve
as:
A) A record of one's intellectual history
B) A financial record
C) A diary of travel
D) A list of expenses
Answer: A) A record of one's intellectual history
42. Adler's attitude toward books is
that they should be:
A) Used actively
B) Kept untouched
C) Hidden away
D) Displayed only
Answer: A) Used actively
43. Underlining a sentence primarily
helps to:
A) Highlight an important idea
B) Remove an idea
C) Change the author's argument
D) Correct grammar
Answer: A) Highlight an important idea
44. Writing a short summary in the
margin is useful for:
A) Remembering the passage
B) Avoiding the passage
C) Replacing the book
D) Changing the author's words
Answer: A) Remembering the passage
45. A reader may write “Agree” in
the margin to indicate:
A) Agreement with the author's idea
B) Confusion
C) A spelling mistake
D) The end of a paragraph
Answer: A) Agreement with the author's idea
46. A reader may write “Disagree” to
indicate:
A) A difference of opinion
B) Complete understanding
C) A quotation
D) A definition
Answer: A) A difference of opinion
47. A question written beside a
passage shows that the reader:
A) Is thinking critically
B) Has stopped reading
C) Does not value the book
D) Wants to sell the book
Answer: A) Is thinking critically
48. Marking key passages makes
later:
A) Review easier
B) Reading impossible
C) Writing unnecessary
D) Understanding harder
Answer: A) Review easier
49. The most effective markings are:
A) Meaningful and purposeful
B) Random
C) Excessive
D) Decorative
Answer: A) Meaningful and purposeful
50. Excessive marking may:
A) Reduce the usefulness of markings
B) Improve every passage
C) Make the book clearer automatically
D) Increase comprehension automatically
Answer: A) Reduce the usefulness of markings
51. Why does Adler encourage readers
to write in books?
A) To engage actively with the material
B) To damage the book
C) To make it attractive
D) To increase its value
Answer: A) To engage actively with the material
52. What does an active reader do
when encountering an important idea?
A) Marks or comments on it
B) Skips it
C) Ignores it
D) Memorizes the page number only
Answer: A) Marks or comments on it
53. Why are marginal notes valuable?
A) They preserve the reader's reactions
B) They hide the text
C) They replace the author
D) They increase the book's size
Answer: A) They preserve the reader's reactions
54. A marked book can be revisited
more effectively because:
A) Important passages are easy to locate
B) The pages become shorter
C) The author becomes clearer
D) The book contains fewer words
Answer: A) Important passages are easy to locate
55. Adler believes that reading
should involve:
A) Dialogue between reader and author
B) Complete silence of thought
C) Memorization alone
D) Speed alone
Answer: A) Dialogue between reader and author
56. What does marking a book
demonstrate about the reader?
A) The reader has actively responded to it
B) The reader dislikes books
C) The reader has not understood it
D) The reader wants to sell it
Answer: A) The reader has actively responded to it.
57. What is the ultimate purpose of
active reading?
A) Better understanding
B) Faster page turning
C) More book ownership
D) Better handwriting
Answer: A) Better understanding
58. According to Adler, a reader
should not merely:
A) Receive information passively
B) Question the author
C) Make notes
D) Think about ideas
Answer: A) Receive information passively
59. The word “annotate” means:
A) To add notes or comments
B) To erase
C) To publish
D) To translate
Answer: A) To add notes or comments
60. The word “margin” refers to:
A) The blank space around the text
B) The title page
C) The cover
D) The index
Answer: A) The blank space around the text
61. “Underline” means:
A) Draw a line beneath words
B) Cross out words
C) Circle the page
D) Fold the page
Answer: A) Draw a line beneath words
62. “Intellectual” is related to:
A) Thinking and reasoning
B) Physical strength
C) Money
D) Appearance
Answer: A) Thinking and reasoning
63. “Passive” means:
A) Not actively participating
B) Highly energetic
C) Very questioning
D) Highly creative
Answer: A) Not actively participating
64. “Active” means:
A) Involved and participating
B) Silent and inactive
C) Uninterested
D) Careless
Answer: A) Involved and participating
65. “Engage” in the context of
reading means:
A) Become involved with something
B) Avoid something
C) Destroy something
D) Forget something
Answer: A) Become involved with something
66. “Critical” reading involves:
A) Examining and evaluating ideas
B) Accepting everything blindly
C) Ignoring the author
D) Reading only difficult words
Answer: A) Examining and evaluating ideas
67. Choose the correct statement.
A) Adler supports completely passive reading.
B) Adler supports active reading.
C) Adler discourages thinking while reading.
D) Adler advises readers never to mark books.
Answer: B) Adler supports active reading.
68. Which statement is TRUE?
A) Marking a book can help readers remember important ideas.
B) Marking has no connection with understanding.
C) Marking is only decoration.
D) Marking should be completely random.
Answer: A) Marking a book can help readers remember important ideas.
69. Which statement is FALSE?
A) Readers can underline important passages.
B) Readers can make marginal notes.
C) Readers can question the author's ideas.
D) Readers should never interact with the text.
Answer: D) Readers should never interact with the text.
70. Which statement best expresses
Adler's view?
A) A book should be actively used.
B) A book should never be touched.
C) A book should only be displayed.
D) A book should be read without thinking.
Answer: A) A book should be actively used.
71. Which of the following is NOT
associated with active reading?
A) Questioning
B) Underlining
C) Making notes
D) Reading without attention
Answer: D) Reading without attention
72. Which statement best describes a
marked book?
A) It contains evidence of the reader's interaction with the text.
B) It has been damaged intentionally.
C) It cannot be read again.
D) It has lost its intellectual value.
Answer: A) It contains evidence of the reader's interaction with the text.
73. Ravi underlines the main
argument of every paragraph. What reading skill is he using?
A) Active reading
B) Passive reading
C) Speed reading
D) Skimming only
Answer: A) Active reading
74. Anu writes “Why?” beside an
argument she does not understand. This is an example of:
A) Critical engagement
B) Passive reading
C) Decorative marking
D) Copying
Answer: A) Critical engagement
75. A student writes a short summary
beside an important paragraph. This helps mainly with:
A) Recall and review
B) Decoration
C) Page numbering
D) Book pricing
Answer: A) Recall and review
76. A student marks every sentence
in a book without distinction. What is the likely problem?
A) The markings lose their usefulness
B) The book becomes easier automatically
C) The reader becomes more active automatically
D) The author's ideas change
Answer: A) The markings lose their usefulness
77. If a reader disagrees with an
author's argument, according to Adler's approach, the reader may:
A) Record the disagreement in the margin
B) Stop thinking
C) Tear out the page
D) Ignore the argument completely
Answer: A) Record the disagreement in the margin
78. A student wants to revise a book
before an examination. Which practice would help most?
A) Marking important points while reading
B) Reading without notes
C) Avoiding difficult passages
D) Turning pages quickly
Answer: A) Marking important points while reading
79. A reader writes “important”
beside a central idea. This is an example of:
A) Marginal annotation
B) Translation
C) Proofreading
D) Publication
Answer: A) Marginal annotation
80. A reader places numbers beside
several arguments to show their order. This is useful for:
A) Organizing ideas
B) Decorating the page
C) Correcting grammar
D) Identifying the publisher
Answer: A) Organizing ideas
81. Why does marking a book make
reading more active?
A) It requires the reader to respond to ideas.
B) It makes the book physically heavier.
C) It reduces the number of pages.
D) It eliminates difficult ideas.
Answer: A) It requires the reader to respond to ideas.
82. Why can marginal notes be
considered a record of intellectual growth?
A) They preserve the reader's changing thoughts and reactions.
B) They record the cost of books.
C) They contain only vocabulary.
D) They replace the author's writing.
Answer: A) They preserve the reader's changing thoughts and reactions.
83. Which practice best represents
Adler's philosophy of reading?
A) Reading, questioning, marking and reflecting
B) Reading without thinking
C) Memorizing without understanding
D) Skimming every book
Answer: A) Reading, questioning, marking and reflecting
84. What is the relationship between
reading and thinking in Adler's essay?
A) Good reading requires thinking.
B) Reading and thinking are unrelated.
C) Thinking prevents understanding.
D) Reading should replace thinking.
Answer: A) Good reading requires thinking.
85. Why should important ideas be
marked selectively?
A) To make significant ideas easy to identify later
B) To make every page look similar
C) To increase the number of markings
D) To make the book difficult to read
Answer: A) To make significant ideas easy to identify later
86. What does an active reader do
with an author's argument?
A) Understands, examines and responds to it
B) Accepts it automatically
C) Ignores it
D) Memorizes it without understanding
Answer: A) Understands, examines and responds to it
87. What does Adler's method
encourage readers to develop?
A) Independent thinking
B) Blind acceptance
C) Carelessness
D) Passive habits
Answer: A) Independent thinking
88. The best evidence that a reader
has actively engaged with a book is:
A) Thoughtful annotations and responses
B) The number of pages read
C) The speed of reading
D) The age of the book
Answer: A) Thoughtful annotations and responses
89. A reader who asks questions
while reading is:
A) Active
B) Passive
C) Careless
D) Indifferent
Answer: A) Active
90. A reader who simply reads words
without thinking is:
A) Passive
B) Critical
C) Analytical
D) Active
Answer: A) Passive
91. Which is the most useful purpose
of underlining?
A) Highlighting significant ideas
B) Decorating the page
C) Filling empty spaces
D) Making the book colourful
Answer: A) Highlighting significant ideas
92. Which marking method is
particularly useful for recording personal reactions?
A) Marginal notes
B) Page numbering
C) Book cover
D) Indexing
Answer: A) Marginal notes
93. Which of these best represents a
dialogue with the author?
A) Asking questions and responding to arguments
B) Reading without reflection
C) Skipping difficult paragraphs
D) Memorizing the title
Answer: A) Asking questions and responding to arguments
94. A book marked thoughtfully can
become:
A) A personal record of learning
B) A meaningless object
C) A newspaper
D) A dictionary
Answer: A) A personal record of learning
95. Adler's method of reading is
particularly useful for:
A) Serious study
B) Avoiding difficult books
C) Decorating books
D) Collecting books without reading them
Answer: A) Serious study
96. The reader's annotations
primarily show:
A) Interaction with the text
B) The printer's opinion
C) The publisher's opinion
D) The author's handwriting
Answer: A) Interaction with the text
97. Which one is most closely
connected with “How to Mark a Book”?
A) Active reading
B) Passive entertainment
C) Book publishing
D) Literary biography
Answer: A) Active reading
98. What should a reader do when an
idea seems especially important?
A) Mark it appropriately
B) Ignore it
C) Skip it
D) Erase it
Answer: A) Mark it appropriately
99. What should a reader do when an
idea is unclear?
A) Question it and make a note
B) Ignore it completely
C) Tear out the page
D) Stop reading forever
Answer: A) Question it and make a note
100. What is the central message of
“How to Mark a Book”?
A) Reading should be active, thoughtful and engaged.
B) Books should never be marked.
C) Books are meant only for decoration.
D) Reading should be as fast as possible.
Answer: A) Reading should be active, thoughtful and engaged.
Complete
Summary
“How to
Mark a Book” is an informative
and thought-provoking essay by Mortimer J. Adler, a well-known
philosopher, educator, and writer. The essay explains how a reader should read a
book actively and intelligently. Adler argues that reading is
not merely looking at printed words or moving from one page to another. True
reading involves thinking, questioning, understanding, responding, and interacting with
the author's ideas.
The central idea of the essay is that a book should be used as
an intellectual tool. When a person owns a book, Adler
encourages the reader to mark it, underline important passages, write comments
in the margins, ask questions, and record personal reactions. Such markings
make reading an active process and help the reader understand and remember the
contents better.
Reading
Is an Active Process
Adler begins by challenging the idea that reading is
simply a passive activity. A person can look at the words on a page without
really understanding what the author is saying. Such reading does not lead to
deep knowledge.
According to Adler, good reading requires mental participation.
The reader must concentrate on the author's ideas and try to understand the
meaning behind the words. The reader should not simply accept everything that
is written. Instead, the reader should think about the arguments, ask
questions, agree or disagree with them, and form independent opinions.
Thus, reading becomes similar to a conversation between the
author and the reader.
Although the author is not physically present, the reader can mentally respond
to the author's arguments.
Why
Should We Mark a Book?
One of the main purposes of the essay is to explain
why readers should write in their books.
Adler believes that marking a book is evidence of active reading.
When readers underline a sentence, circle a word, write a comment, or make a
note in the margin, they are showing that they are thinking about what they are
reading.
A marked book becomes more than just a collection of
printed pages. It becomes a record of the reader's intellectual journey.
For example, a reader may underline an important
argument and write “important” in the margin. The reader may write “Why?”
beside an unclear statement or “Agree” beside an idea with which he or she
agrees. In this way, the book records the reader's reactions.
A
Book Should Be Used, Not Merely Preserved
Adler strongly believes that books are meant to be used.
Some people treat books as precious objects and are afraid to write in them.
They want to keep their books perfectly clean and untouched.
Adler presents a different attitude. If a book belongs
to us, we should feel free to interact with it. Writing in a book does not
necessarily mean damaging it. When done thoughtfully, marking helps us
understand and remember the book.
A book that contains meaningful annotations can be
more valuable to its owner because it contains not only the author's ideas but
also the reader's
thoughts and responses.
Underlining
Important Ideas
One
of the simplest methods of marking a book is underlining.
A
reader can underline:
·
Important ideas
·
Main arguments
·
Significant
statements
·
Important
definitions
·
Key conclusions
·
Useful examples
Underlining
makes it easier to return to important passages later.
However,
Adler's approach suggests that the reader should not underline everything. If
every sentence is underlined, nothing stands out as particularly important.
Therefore, markings should be selective and meaningful.
Writing
in the Margins
Another
important technique is making marginal notes.
The
blank spaces on the sides of a page can be used to record thoughts, questions,
comments, and reactions. For example, a reader may write:
·
“Important”
·
“Why?”
·
“Agree”
·
“Disagree”
·
“Example”
·
“Main idea”
·
“Excellent point”
Such
short notes help the reader remember what was important about a particular
passage.
Marginal
notes also allow the reader to have a kind of conversation with the author.
Using
Symbols and Signs
Readers
can develop their own system of symbols while marking books.
For
example:
·
Underline – important statement
·
Vertical
line in the margin – important
passage
·
Asterisk
(*) – especially significant
point
·
Question
mark (?) – doubt or uncertainty
·
Exclamation
mark (!) – surprise or strong
reaction
·
Numbers – sequence of important points
·
Circle – important word or phrase
The
exact symbols are less important than using them consistently and
meaningfully.
Marking
Helps in Revision
One
of the greatest advantages of marking a book is that it makes revision easier.
Suppose
a student reads a book several months before an examination. If the student has
carefully underlined important ideas and written useful notes in the margins,
it becomes much easier to review the book later.
Instead
of reading every word again, the student can look at the marked sections and
quickly recall the important points.
Therefore,
marking is particularly useful for:
·
Students
·
Researchers
·
Teachers
·
Serious readers
·
People studying
difficult subjects
Marking
Creates a Personal Record
A
marked book can become a record of the reader's intellectual development.
When
we read a book for the first time, we may have certain opinions. When we return
to it later, our understanding may have changed. Our old markings can show what
we thought at an earlier stage.
Thus,
a marked book can preserve a person's:
·
Thoughts
·
Questions
·
Opinions
·
Discoveries
·
Agreements
·
Disagreements
·
Intellectual
development
In
this sense, the book becomes partly the reader's own intellectual history.
Reading
as a Dialogue
One
of the most important ideas in the essay is that reading is a dialogue
between the reader and the author.
Normally,
a dialogue involves two people speaking and responding to each other. In
reading, the author presents ideas through the book, while the reader responds
mentally.
The
reader can ask:
·
What does the
author mean?
·
Why does the
author make this argument?
·
Do I agree with
the author?
·
Is the argument
convincing?
·
What evidence
supports the argument?
·
Is there another
way of looking at the issue?
By
asking such questions, the reader becomes an active participant.
The
Importance of Questioning
Adler
encourages readers to ask questions while reading.
Questioning
is an important part of critical thinking. If a reader simply accepts
everything in a book, the reading remains passive.
A
thoughtful reader examines the author's ideas carefully.
For
example, if an author makes a strong statement, the reader can ask:
What
evidence supports this statement?
If
an argument seems unclear, the reader can write a question mark in the margin.
If
the reader disagrees with an argument, the disagreement can be recorded in the
margin.
Therefore,
questioning makes reading more thoughtful and analytical.
Agreeing
and Disagreeing with the Author
An
active reader does not have to agree with everything the author says.
The
reader may:
·
Agree with an
argument.
·
Disagree with an
argument.
·
Partly agree.
·
Find an argument
interesting.
·
Find an argument
weak.
·
Need more
evidence.
Writing
these reactions in the book helps the reader develop independent judgment.
The
purpose of reading is not simply to accept information but to understand and
evaluate it.
Marking
Is Different from Random Scribbling
Adler
does not suggest that readers should simply scribble all over their books.
Marking
should have a purpose.
A
good reader marks only those portions that are useful or significant. Random
marks do not help much during later revision.
Effective
annotation should answer questions such as:
·
What is the main
idea?
·
What is
important?
·
What is
difficult?
·
What do I agree
with?
·
What do I
disagree with?
·
What should I
remember?
Thus,
meaningful
annotation is more useful than excessive annotation.
Active
Reading and Critical Thinking
The
essay connects reading closely with critical thinking.
Critical
thinking means examining ideas carefully rather than accepting them blindly.
An
active reader:
1.
Understands the
author's ideas.
2.
Identifies the
main argument.
3.
Examines
supporting evidence.
4.
Questions unclear
statements.
5.
Compares ideas.
6.
Forms personal
judgments.
7.
Records important
thoughts.
This
approach makes reading intellectually rewarding.
Importance
for Students
The
ideas in Adler's essay are especially useful for students.
Students
often have to read textbooks, reference books, articles, and study materials.
Simply reading them once may not be enough.
By
using annotation techniques, students can:
·
Identify
important concepts.
·
Remember
difficult information.
·
Organize ideas.
·
Prepare for examinations.
·
Revise quickly.
·
Develop
critical-thinking skills.
·
Improve
concentration.
·
Understand
complex arguments.
Therefore,
Adler's method can make academic reading more effective.
The
Book as a Learning Tool
Adler
sees a book as more than a physical object. It is a tool for learning and
thinking.
When
the reader interacts with the book, it becomes personalized. The book contains
the author's original ideas, but the reader's annotations add another layer of
meaning.
A
heavily and thoughtfully marked book can therefore tell two stories:
1. What the
author wrote
2. How the
reader responded to it
This
makes the book valuable not only for its information but also for the
intellectual experience it represents.
Conclusion
Mortimer J. Adler's “How to Mark a Book” is
essentially a guide to intelligent and active reading. The essay teaches that a serious reader should participate
mentally in the reading process. Underlining important passages, making
marginal notes, asking questions, expressing agreement or disagreement, and
identifying key ideas are all ways of making reading meaningful.
The
essay is particularly relevant to students because effective annotation
improves understanding,
concentration, memory, revision, and critical thinking. A
reader who actively engages with a book does not merely finish it; the reader thinks with it and learns
from it.
10-Mark
Essay Questions and Answers
1.
Explain the importance of marking a book according to Mortimer J. Adler.
Answer:In
his essay How to
Mark a Book, Mortimer J. Adler explains the importance of marking a
book as a part of active and intelligent reading. According to Adler, reading
should not be a passive activity. A reader should interact with the author's ideas,
think about them, question them, and respond to them. Marking a book is one of
the best ways to make this interaction possible.
A reader can underline important sentences, circle
significant words, write comments in the margins, and use different symbols to
identify important passages. These markings help the reader understand the
central ideas of the book. For example, an important argument can be
underlined, while a question mark can be placed beside an unclear statement. A
reader can also write “Agree” or “Disagree” to record a personal response.
Marking a book is also useful for remembering what has
been read. When a reader returns to the book later, the important passages can
be identified quickly. This is particularly helpful for students preparing for
examinations. Instead of reading the entire book again, they can revise the
portions they have already marked.
A marked book also becomes a record of the reader's
intellectual development. It contains not only the author's ideas but also the
reader's thoughts, questions, agreements, and disagreements. In this way, the
book becomes personal and meaningful.
Adler does not encourage random or excessive marking.
Markings should be selective and purposeful. The aim is to identify important
ideas and record meaningful reactions.
Thus, marking a book makes reading active, improves
understanding and memory, helps in revision, and develops critical thinking. It
transforms a book from a collection of printed pages into a personal record of
learning and intellectual growth.
2.
What is active reading? Explain Adler's views on active reading.
Answer:Active
reading is one of the central ideas in Mortimer J. Adler's essay How to Mark a Book. Active reading means reading with
concentration, understanding, questioning, thinking, and responding. Adler
believes that simply looking at the words on a page is not enough to understand
a book properly.
A passive reader reads the words without deeply
engaging with their meaning. Such a reader may complete a book but may remember
very little of it. An active reader, however, participates mentally in the
reading process. The reader tries to understand the author's main ideas,
arguments, examples, and conclusions.
According
to Adler, an active reader should ask questions while reading. The reader may
ask what the author means, why a particular argument has been made, whether the
argument is convincing, and whether there is sufficient evidence to support it.
The reader may agree with some ideas and disagree with others. These reactions
can be recorded through annotations.
Marking
a book is therefore an important part of active reading. Underlining important
passages, writing notes in the margins, using symbols, and recording questions
all show that the reader is thinking about the text. Such activities turn
reading into a kind of conversation between the author and the reader.
Active
reading also improves memory and understanding. When readers stop to think
about important ideas and write their responses, they process the information
more deeply. This makes it easier to recall the information later.
Adler's
method is especially useful for students because academic reading requires more
than memorization. Students need to understand, analyze, compare, and evaluate
ideas.
Thus,
active reading means becoming an intellectual participant in the reading
process. Adler encourages readers to read thoughtfully, question intelligently,
and respond independently to the author's ideas.
3. Discuss
the different methods of marking a book suggested in “How to Mark a Book.”
Answer: In
How to Mark a
Book, Mortimer J. Adler
describes several methods that readers can use to mark books effectively. These
methods make reading more active and help readers understand and remember
important information.
The simplest method is underlining. A reader can underline important
statements, arguments, definitions, examples, or conclusions. Underlining helps
identify important information when the book is reviewed later.
Another useful method is drawing a vertical line in the
margin beside an important passage. This is especially useful
when an entire paragraph is significant and underlining every sentence would be
unnecessary.
An asterisk (*) can be used to identify an especially
important point. A reader can use one or more asterisks according to the level
of importance. Numbers can also be written in the margin to show the
sequence of important ideas or arguments.
A question mark (?) is useful when the reader does not
understand a point or has doubts about an argument. An exclamation mark (!)
may indicate surprise, an unusual idea, or a particularly striking statement.
Readers can also circle important words or phrases.
This makes key terms easy to find later. Another important method is writing marginal notes. These notes may contain short
explanations, summaries, questions, agreements, disagreements, or personal
reactions.
These techniques should be used carefully. Adler does
not suggest marking every sentence. If everything is marked, it becomes
difficult to distinguish the most important ideas. Therefore, effective marking
should be selective and purposeful.
These methods transform the book into an interactive
learning tool. They help readers identify important ideas, express their
responses, organize information, and prepare for later revision.
Thus,
underlining, marginal lines, symbols, numbering, circling, and notes are
valuable techniques for active and intelligent reading.
4.
How does marking a book help a reader in understanding and remembering its
contents?
Answer:
Mortimer J. Adler considers marking a book an
important technique for improving both understanding and memory. In How to Mark a Book,
he explains that reading becomes more effective when the reader actively
interacts with the text.
When a reader underlines an important sentence, the
reader has to decide why that sentence is important. This requires
concentration and careful thought. Similarly, when a reader writes a note in
the margin, the reader has to understand the idea well enough to express a response
or summary.
Marking also helps readers identify the central ideas
of a chapter or book. Important arguments, definitions, examples, and
conclusions can be highlighted. When the reader returns to the book later,
these markings make it easier to locate important information quickly.
Marginal notes are particularly useful for
remembering. A reader may write a short explanation, question, or personal
reaction beside a passage. When the book is opened again, these notes act as
reminders of what was understood or considered important during the first
reading.
Marking is especially useful for students. During
examination preparation, students often have to revise large amounts of
material. If they have marked their textbooks carefully, they can concentrate
on the important portions instead of reading every line again.
Marking also encourages active thinking. A reader who
underlines, questions, comments, and summarizes is more involved than a reader
who simply moves from one page to another. This deeper involvement can lead to
better understanding and stronger memory.
A marked book can also become a personal record of
learning. It preserves the reader's intellectual responses and makes future
reading more meaningful.
Therefore, marking helps the reader understand ideas
more deeply, remember important information, revise efficiently, and think
critically. Adler's method shows that writing in a book can be an important
part of serious reading and learning.
5.
“Reading is a conversation between the author and the reader.” Explain this
statement with reference to Adler's essay.
Answer:
One of the important ideas in Mortimer J. Adler's How to Mark a Book
is that reading can be understood as a conversation between the author and the
reader. Although the author and reader are not physically together, their
intellectual interaction takes place through the book.
In an ordinary conversation, one person speaks and
another person listens and responds. Similarly, the author presents ideas,
arguments, opinions, and information through the written text. The reader
receives these ideas and responds mentally by thinking, questioning, agreeing,
disagreeing, and evaluating them.
An active reader does not accept every statement
automatically. Instead, the reader examines what the author has written. The
reader may ask: What does the author mean? Why has this argument been made? Is
the argument convincing? What evidence supports it? Are there alternative
viewpoints?
Marking a book provides a practical way of carrying
out this intellectual conversation. A reader may underline an important
statement, write “Agree” beside an argument, or put a question mark beside an
unclear idea. A reader may also write a short comment or summary in the margin.
Such markings demonstrate that the reader is actively
responding to the author's thoughts. The book therefore becomes more than a
source of information. It becomes a place where ideas are exchanged between the
author and the reader.
This process develops critical thinking. The reader
learns to examine information instead of accepting everything blindly. The
reader also develops independent opinions.
For students, this concept is especially valuable.
Academic reading requires students to understand, analyze, and evaluate ideas
rather than simply memorize them.
Thus, Adler's idea of reading as a conversation
emphasizes active participation. A good reader listens to the author through
reading and responds through thought, questioning, annotation, and reflection.
6.
Explain the role of marginal notes in active reading.
Answer:
Marginal notes play an important role in Mortimer J.
Adler's method of active reading. The margins of a book provide space where
readers can record their thoughts, questions, reactions, and interpretations
while reading.
A reader can use marginal notes for several purposes.
Important ideas can be summarized briefly in the margin. A reader can write
“Main idea,” “Important,” or a few words explaining the meaning of a difficult
passage. Questions can also be written beside statements that are unclear or
require further thought.
Marginal notes are useful for expressing personal
responses. If the reader agrees with an author's argument, the reader can write
“Agree.” If the reader disagrees, a note can be added to indicate the reason.
In this way, the reader actively responds to the author's ideas.
Marginal notes also improve understanding. When a
reader tries to explain a difficult passage in their own words, they must think
carefully about its meaning. This process helps turn information into
understanding.
They are also useful for memory and revision. When the
reader returns to the book after a long period, the notes serve as reminders of
important ideas and previous thoughts. Students can particularly benefit from
this technique when preparing for examinations.
Marginal notes also make a book personal. A marked
book can reveal what its reader considered important, confusing, interesting,
or questionable. It becomes a record of the reader's intellectual experience.
However, marginal notes should be concise and
meaningful. Random writing does not necessarily improve reading. The purpose is
to record useful information and reactions.
Thus, marginal notes are an important tool of active
reading. They help readers understand difficult ideas, remember important
information, question arguments, express opinions, and revise effectively.
Through marginal notes, the reader enters into a continuous intellectual
dialogue with the author.
7.
Discuss the importance of critical thinking in Adler's “How to Mark a Book.”
Answer:
Critical thinking is an important part of Mortimer J.
Adler's approach to reading. In How to Mark a Book,
Adler encourages readers to examine and respond to ideas instead of accepting
everything in a book without question.
Critical thinking means carefully examining
information, arguments, evidence, and conclusions. A critical reader asks
whether an argument is logical, whether the evidence is sufficient, and whether
another interpretation is possible.
Marking a book encourages this type of thinking. A
reader can underline an important argument and then write a comment about it.
If an idea is unclear, a question mark can be placed beside it. If the reader
agrees with an argument, the reader can record that agreement. If the reader
disagrees, the disagreement can also be noted.
Such activities make the reader intellectually active.
Instead of merely receiving information, the reader analyzes it. The reader
begins to distinguish between important and less important ideas and between
strong and weak arguments.
Critical thinking also encourages independent
judgment. A reader does not have to agree with everything an author says. The
reader can accept some ideas, question others, and remain uncertain about some
points until further evidence is available.
This approach is particularly important for university
students. Higher education requires students to understand concepts, analyze
information, compare viewpoints, evaluate arguments, and form reasoned
opinions.
Adler's method therefore connects reading with
intellectual development. A person who reads critically becomes more capable of
thinking independently.
The purpose of reading is not simply to collect
information. It is to understand ideas and examine them thoughtfully.
Thus, critical thinking makes reading deeper and more
meaningful. Adler's method of marking encourages readers to question, analyze,
evaluate, and respond. In this way, reading becomes an intellectual exercise
that develops independent thought and better understanding.
8.
Why does Adler consider a marked book more valuable to its owner?
Answer:
Mortimer J. Adler considers a thoughtfully marked book
more valuable to its owner because it contains both the author's ideas and the
reader's personal responses to those ideas. A clean book may preserve the
author's words, but a marked book also preserves the intellectual experience of
the person who read it.
When a reader underlines important passages, writes
marginal notes, asks questions, or records agreement and disagreement, the book
becomes personalized. These markings show what the reader considered important,
interesting, doubtful, or convincing.
A marked book can therefore become a record of
intellectual development. When a reader returns to it after several months or
years, the old markings may remind the reader of earlier thoughts and reactions.
The reader may also discover that his or her understanding has changed.
A marked book is useful for revision as well.
Important passages can be found quickly because they have already been
identified. Students can use this technique while preparing for examinations,
and serious readers can use it when returning to important works.
Marking also shows that the book has been actively
used. Adler believes that books should serve as tools for learning and thinking
rather than simply being kept untouched as decorative objects.
However, marking should not be careless. Random
scribbling does not necessarily make a book more valuable. The markings should
be thoughtful, selective, and useful.
The real value of a marked book lies in the
intellectual interaction it represents. It preserves a conversation between the
author and the reader. The author's ideas remain in the printed text, while the
reader's questions, reactions, and insights appear in the margins and
underlined passages.
Therefore, a marked book can become a personal
intellectual record. It is valuable because it preserves not only knowledge but
also the reader's process of understanding, questioning, evaluating, and
learning.
9.
Explain how Adler's ideas about marking books are useful to students.
Answer:
Mortimer J. Adler's ideas in How to Mark a Book
are especially useful to students because students have to read textbooks,
reference books, articles, and other academic materials. Effective reading is
essential for understanding subjects and preparing for examinations.
First, marking helps students identify important information.
Students can underline definitions, concepts, arguments, examples, and
conclusions. This makes important information easy to locate later.
Second, marking improves understanding.
When students write short explanations or summaries in their own words, they
have to think carefully about what they have read. This helps them move beyond
simple memorization.
Third, marking improves memory.
Underlined passages and marginal notes act as visual reminders. When students
revise the material later, the markings help them recall what they learned
during the first reading.
Fourth, marking makes examination revision easier.
Students often have large amounts of material to study. If important sections
have already been marked, they can revise those sections quickly instead of
reading every page again.
Fifth, Adler's method develops critical thinking.
Students can write questions beside unclear ideas and record agreements or
disagreements with arguments. This encourages them to analyze information
rather than accept it blindly.
Sixth, annotation develops independent learning.
Students learn to interact directly with their textbooks and reference
materials. They become less dependent on simply receiving information from
teachers.
Students should, however, avoid marking every
sentence. Markings should be selective and meaningful. The purpose is to
identify important information and record useful thoughts.
Thus, Adler's method is highly practical for students.
It improves concentration, understanding, memory, revision, critical thinking,
and independent learning. By actively marking their books, students can turn
ordinary reading into an effective learning process.
10.
“A good reader is an active participant, not a passive receiver.” Discuss.
Answer:
The statement expresses the central message of
Mortimer J. Adler's essay How to Mark a Book.
According to Adler, a good reader should actively participate in the reading
process instead of merely receiving information from the printed page.
A passive reader reads the words without thinking
deeply about their meaning. Such a reader may complete a book but may not
understand or remember its important ideas. An active reader, however,
interacts with the author's ideas and tries to understand them thoroughly.
An active reader identifies important points, asks
questions, examines arguments, and develops personal responses. The reader may
agree with some ideas and disagree with others. Difficult or unclear statements
are examined rather than simply ignored.
Marking a book is one of the practical ways of
becoming an active reader. Underlining identifies important information.
Marginal notes record thoughts and questions. Symbols such as question marks
and asterisks can indicate doubt or importance. Numbers can organize a sequence
of ideas.
Active reading also develops critical thinking. A
reader learns to examine the author's arguments rather than accepting them
blindly. This encourages independent judgment and intellectual growth.
For students, active reading is especially important.
University education requires students to understand, analyze, compare,
evaluate, and apply information. Simply memorizing words from textbooks is not
enough.
A good reader therefore treats the book as a partner
in an intellectual conversation. The author presents ideas, and the reader
responds through thought, questioning, annotation, and reflection.
Thus, the difference between passive and active
reading is the level of intellectual participation. A passive reader simply
receives information, while an active reader thinks about, questions,
evaluates, and responds to it.
Adler's
message is clear: a good reader does not merely read a book; the reader thinks with it,
responds to it, and learns from it.
5-Mark
Short Notes – Questions and Answers
1.
Active Reading
Answer:
Active reading is one of the central ideas in Mortimer
J. Adler's essay How
to Mark a Book. It means
reading with concentration, understanding, questioning, and responding to the
author's ideas. An active reader does not simply look at the words on a page.
The reader thinks about the meaning of the text and examines the author's
arguments.
An
active reader can underline important sentences, write notes in the margins,
ask questions, and record agreement or disagreement. These activities make
reading more meaningful.
Active reading also improves memory and understanding.
When readers interact with a text, they remember its important ideas more
easily. It also develops critical thinking because readers learn to examine
information instead of accepting everything blindly.
Thus,
active reading transforms reading from a passive activity into an intellectual
experience.
2.
Marking a Book
Answer:
Marking a book means making useful notes, underlining
important passages, and using symbols while reading. Mortimer J. Adler
considers marking an important part of active reading.
A reader can underline significant ideas, circle
important words, write comments in the margins, and use symbols such as
question marks and asterisks. These markings help identify important information
and record the reader's thoughts.
Marking also makes revision easier. When the reader
returns to the book later, the important passages can be located quickly. It
also helps in remembering what has been read.
A marked book can become a record of the reader's
intellectual responses. Therefore, marking is not merely writing on a book; it
is a way of actively interacting with the author's ideas.
3.
Marginal Notes
Answer:
Marginal notes are comments or observations written in
the blank spaces around the printed text. Adler considers them an important
tool of active reading.
A reader can use marginal notes to summarize a
passage, ask questions, record agreements or disagreements, or explain difficult
ideas. Words such as “Important,” “Why?” “Agree,” or “Disagree” can be written
in the margin.
Marginal notes help improve understanding because the
reader has to think carefully about the meaning of a passage. They also help
with memory and revision. When the reader returns to the book, the notes act as
reminders of important ideas.
Thus, marginal notes make a book interactive and help
the reader maintain an intellectual conversation with the author.
4.
Underlining
Answer:
Underlining is one of the simplest and most useful
methods of marking a book. It involves drawing a line beneath important words,
sentences, or passages.
A reader can underline the main argument, an important
definition, a significant example, or a useful conclusion. Underlining makes
important information easy to identify during later revision.
However, Adler's approach suggests that readers should
underline selectively. If every sentence is underlined, it becomes difficult to
distinguish the most important ideas.
Underlining therefore helps the reader concentrate on
significant information. It also improves memory because the reader actively
identifies what deserves attention.
Thus,
underlining is a simple but effective technique for active reading and
revision.
5.
Intellectual Conversation between Author and Reader
Answer:
Adler describes reading as a kind of intellectual
conversation between the author and the reader. The author communicates ideas
through the book, while the reader responds mentally.
The reader can ask questions, agree with some
arguments, disagree with others, and examine the evidence presented by the
author. Marking the book makes this interaction visible.
For example, a reader may underline an important
statement, write “Agree” beside an argument, or put a question mark beside an
unclear passage. These responses show that the reader is actively thinking.
Thus,
reading is not simply receiving information. It is a process of understanding,
questioning, evaluating, and responding to the author's ideas.
6.
Critical Thinking
Answer:
Critical thinking is the ability to examine
information and ideas carefully before accepting them. It is an important part
of Adler's approach to reading.
A critical reader does not blindly accept everything
written in a book. The reader asks questions, examines arguments, considers
evidence, and forms independent opinions.
Marking a book encourages critical thinking. A reader
can underline an important argument, write questions beside unclear statements,
and record agreement or disagreement.
Critical thinking helps students understand subjects
more deeply and become independent learners. It also enables them to
distinguish strong arguments from weak ones.
Thus,
Adler's method of active reading develops the ability to think carefully,
question intelligently, and form reasoned opinions.
7.
Importance of Reading
Answer:
According to Mortimer J. Adler, reading is an
important intellectual activity. It is not simply the process of looking at
printed words. Good reading requires concentration, understanding, questioning,
and reflection.
Reading introduces us to new ideas and allows us to
learn from the experiences and knowledge of others. Through books, readers can
develop knowledge, imagination, reasoning, and critical thinking.
Adler emphasizes that reading should be active.
Readers should interact with the text by underlining important ideas, writing
notes, and asking questions.
Effective reading is especially important for students
because it improves understanding, memory, vocabulary, and academic
performance.
Thus,
reading becomes valuable when the reader actively thinks about and responds to
what has been read.
8.
A Book as a Personal Record
Answer:
A marked book can become a personal record of the
reader's intellectual development. According to Adler, when readers underline
passages and write notes in the margins, they record their own thoughts and
reactions.
A marked book may show what the reader considered
important, confusing, interesting, convincing, or doubtful. When the reader
returns to the book later, these markings can bring back earlier thoughts and
experiences.
Such a book contains both the author's ideas and the
reader's responses. It therefore becomes more personal and meaningful.
A marked book can also help in revision because
important passages are already identified.
Thus, a book can become more than a source of
information. It can become a record of a person's learning and intellectual
growth.
9.
Symbols Used in Marking a Book
Answer:
Adler suggests that readers can use different symbols
to make their markings meaningful and organized.
An underline can identify an important statement. A vertical line
in the margin can mark an important passage. An asterisk (*) can indicate a
particularly significant point.
A question mark (?) can show doubt or confusion. An exclamation mark (!)
can express surprise or indicate a striking idea. Numbers
can be used to show a sequence of arguments or important points.
These symbols save time because they allow readers to
express their reactions briefly.
However,
symbols should be used consistently and purposefully. Their purpose is to make
reading, understanding, and later revision easier.
10.
Importance of Margins
Answer:
The margins of a book provide useful space for
recording the reader's thoughts. According to Adler, readers can use the
margins to write questions, comments, summaries, and reactions.
A reader may write “Important” beside a central idea,
“Why?” beside a confusing statement, or “Agree” and “Disagree” to express
personal responses.
Marginal notes make reading active because they
require the reader to think about the text. They also help readers remember
important information.
For students, margins are particularly useful for
writing short explanations and reminders that can be used during revision.
Thus,
the margins become an important space for intellectual interaction between the
reader and the book.
11.
Importance of Questioning
Answer:
Questioning is an important part of active reading.
Adler encourages readers to question the author's ideas rather than simply
accepting them.
A reader may ask what the author means, why an
argument is made, whether the argument is convincing, and what evidence
supports it. Questions can be written in the margins for future consideration.
Questioning helps readers understand difficult ideas
and develop critical thinking. It also encourages independent judgment.
A question mark beside a passage can remind the reader
to return to that point later. This is particularly useful when studying
difficult academic material.
Thus,
questioning turns reading into an active intellectual process and helps readers
understand and evaluate the author's ideas.
12.
Importance of Revision
Answer:
One of the practical benefits of marking a book is
that it makes revision easier. When readers underline important points and
write useful notes, they can quickly identify the essential parts of a book
later.
This is especially helpful for students preparing for
examinations. Instead of reading the entire textbook repeatedly, students can
focus on the passages they have marked.
Marginal notes, underlining, symbols, and short
summaries act as reminders of the main ideas. They help students recall
information and organize their revision.
Marking
also saves time and makes study more systematic.
Therefore,
Adler's method is useful not only during the first reading but also during
later revision and examination preparation.
13.
Active Reader and Passive Reader
Answer:
Adler makes an important distinction between active
and passive reading. A passive reader simply receives information from a book
without deeply thinking about it. Such a reader may read many pages but may not
understand or remember the important ideas.
An active reader,
on the other hand, interacts with the text. The reader asks questions,
identifies important ideas, underlines passages, writes marginal notes, and
expresses agreement or disagreement.
Active reading requires concentration and critical
thinking. It helps the reader understand the author's arguments and develop
independent opinions.
Thus, an active reader participates in the
intellectual process, while a passive reader mainly receives information. Adler
strongly encourages readers to become active participants.
14. Independent Thinking
Answer:
Independent thinking means forming one's own
understanding and opinions instead of accepting ideas blindly. It is an
important quality encouraged by Mortimer J. Adler.
In How to Mark a Book,
Adler asks readers to examine the author's ideas carefully. Readers can agree
with an argument, disagree with it, or question it. They can record these
responses through marginal notes and other markings.
This process encourages readers to think for
themselves. They learn to examine evidence, evaluate arguments, and make reasoned
judgments.
Independent thinking is particularly important for
university students because higher education requires analysis and
understanding rather than simple memorization.
Thus,
active reading and marking help readers become independent and thoughtful
thinkers.
15.
Books as Tools for Learning
Answer:
Mortimer J. Adler views books as tools for learning,
thinking, and intellectual development. He does not believe that books should
simply be kept untouched for decoration.
A book becomes more useful when readers actively
interact with it. Underlining, marginal notes, questions, and other annotations
help readers understand and remember its contents.
A marked book can contain both the author's ideas and
the reader's personal responses. It can also be used for later revision and
reference.
For students, books are especially important because
they provide knowledge and help develop analytical skills.
Thus, books should be actively used as instruments of
education and intellectual growth. Adler's approach encourages readers to read,
think, question, and learn actively.
 - Basic English –Unit 1: Language through Prose - “HOW TO MARK A BOOK” – MORTIMER J. ADLER - Complete Notes){kind=link}
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