| Syntopical reading is a great tool to use to increase | | | | reader identifies in the works should be compared |
| reading knowledge and comprehension for the serious | | | | across the spectrum of authors. |
| high school or adult student. Another term for it would | | | | Next, readers using this in-depth approach to learning |
| be comparative reading, but the process involves | | | | should do the same thing with the following question - |
| reading and comparing multiple texts on the same | | | | "How are these different?" By adding into the charted |
| topic. When doing this, there are some fundamental | | | | notation system a new column that looks at |
| questions that readers can ask in order to set up | | | | differences, serious students will be able to stretch out |
| syntopical comparisons. Doing this will allow readers to | | | | deeper meanings and implications in the various works. |
| take cross sections from each source, summarize | | | | That will lead to the fourth column - "How are these |
| them, analyze them, compare them to the others, and | | | | distinctive?" That final question will lead the reader into |
| form independent perspectives on the truth or validity | | | | a dissection of the content at its most unique level. |
| of the reading material, thereby digging much deeper | | | | Only after reviewing the finer points, however, will the |
| into the learning process. | | | | distinctiveness of any one work begin to stand out. |
| Syntopical reading allows authors to evaluate a variety | | | | The final step in syntopical reading is to review, |
| of sources based on asking key questions. One | | | | compare, "dissect," and critique the various points that |
| example of such a question might be, "How are these | | | | each author makes for the purpose of giving his or her |
| similar?" It is helpful to actually set up a chart or table in | | | | agreement or disagreement to the opinions. This is the |
| a computer document and to outline major tenets of | | | | point where the deepest level of learning will occur as |
| each source and then note the various authors' | | | | students will begin to make informed decisions as to |
| perspectives on each major principle or concept. Once | | | | the spectrum of opinions that have been reviewed. |
| the similarities are outlined, then the serious student | | | | There may be additional sources that the reader will |
| should go on to address the question, "How are these | | | | need to consult at this point. Perhaps one of the |
| the same?" Notice the variance in the two questions. | | | | authors introduced a concept that none of the others |
| Similarities will point out places where the authors take | | | | did. A serious student may want to include new |
| a different approach but arrive at nearly the same end | | | | authors at this point. Ultimately, however, the student |
| result. "Sameness," however, indicates perfect | | | | reader will have an in-depth study in the topic at hand |
| agreement of the two points of view. If the serious | | | | and will be far more prepared to form their own |
| reader is examining three or more sources, then this | | | | conclusions and opinions on that study than if they had |
| analytical step may take some time, but it is well worth | | | | only read and considered one source. |
| the effort. Each point or foundational "truth" that the | | | | |