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Maybe this sounds familiar: you’re sitting in class, racking your brain for the answer to a question you know you should be able to answer, but the information’s just not there. You’re frustrated. You spent hours doing the reading, yet now it’s like it evaporated from your head.
College professors often assign their students hundreds of pages of difficult academic reading per week. These reading-intensive assignments reflect a faulty assumption on the part of those professors: that college students arrive on campus already knowing how to make sense of dense texts and process information in huge quantities. Freshman ...