Kiser1

Seattle Kiser Dr. Rieman September 11, 2013 English 1100 Reading On-line

This article was er! interesting. " ha e ne er reall! th#$ght ab#$t h#w pe#ple read articles. %cc#rding t# this article, pe#ple hardl! read thr#$gh a wh#le article. &ere is a list #' ($st a c#$ple #' reas#ns that " thin) pe#ple ma! #r ma! n#t read thr#$gh a wh#le article* The article is n#t interesting t# the pers#n reading it. The pers#n reading the article clic)ed #n it thin)ing it is ab#$t a di''erent t#pic The pers#n reading the article g#t distracted b! s#mething else and st#pped reading The article was b#ring t# the reader "t was t## l#ng and the reader l#st interest. The a$th#r said s#mething that the reader did n#t li)e #r agree with.

Kiser2 %n #pini#n " ha e alwa!s had is that an ed$cated pers#n, wh# l# es reading, will alwa!s 'inish an article. % pers#n wh# is n#t as ed$cated will n#t ta)e the time t# read the wh#le article. This ma! #r ma! n#t be tr$e in man! sit$ati#ns. " h#pe this d#es n#t s#$nd stere#t!picle, it is ($st an #pini#n that " ha e. " ha e n$mer#$s reas#ns '#r n#t 'inishing an article. +hen " happen t# r$n acr#ss a title that s#$nds interesting, " start t# read. " $s$all! #nl! clic) #n the article i' " ha e time and am n#t w#r)ing #n an assignment. "' the article is e,tremel! l#ng, " $s$all! d# n#t 'inish it. %ls#, i' it is b#ring and d#es n#t get t# the main p#int -$ic)l! " st#p reading. " )n#w this s#$nds la.!/ h#we er, " w#$ld rather spend m! time reading s#mething " li)e and helps me with s#mething. " '#$nd it er! interesting that pe#ple tend t# share an article with#$t reading it. 0ers#nall!, " w#$ld ne er share s#mething that " had n#t read '$ll!. %nt#her t#pic that " 'elt was intersting in the article was s)imming. 1an! #' m! teachers ha e t#ld me n#t t# s)im/ h#we er, man! ha e t#ld me its #) t# s)im in certain sit$ati#ns. " tend t# s)im a l#t when reading #nline. The #nl! pr#blem with s)imming is that !#$ ma! miss imp#rtant details. "n t#da!s s#ciet! there are a l#t #' reading #pti#ns and pe#ple can a''#rd t# pic) and ch##se what the! want t# read. S#me pe#ple, inc$ding me, d# n#t read en#$gh int# an article t# gi e it a chance. +e als# li e in er! 'ast pace s#ciet! where e er!#ne is alwa!s b$s! and d#es n#t alwa!s ha e time t# read thr#$gh a wh#le article. Re'lecti#n +hen writing this +TE, " tried resp#nding t# the pr#mpt with m! #wn 'eeling and #pini#ns. " made the list t# pr# ide s#me practical ideas #' wh! pe#ple might n#t read an article that were n#t

Kiser3 alread! menti#ned in the article. This was )inda hard beca$se there c#$ld be milli#ns #' reas#ns wh! a pers#n might n#t ch##se t# read a certain article, #r st#p reading #ne. S# " tried t# resp#nd b! $sing m! #wn pers#nal #pi#ns and ideas. " tried t# disc$ss this +TE b! adding a m#re pers#nal t#ne.