Hello Class!
Please go to the chapters that you must read for your test next Monday and comment this entry with the following instructions:
- Choose a concept among the three chapters and write a 150-word paragraph to synthesize it and explain it in your own words.
Remember that opinions can not be exactly the same and if you do not write the amount of words requested, or comply with an effective explanation, you will not get all the points for your comments.
Ruth Yalile Lazo Ferman Cohesive devices
ResponderBorrarCohesive devices are those that help us to connect sentences, paragraph, etc. Cohesive devices are called linking words, linkers, connectors, discourse markers or transitional words. There are many devices that we can use to make a text more cohesive. They include lexical chains, pronoun references and ellipsis. Writing is said to have coherence when the relationship between events and ideas are presented in a clear and logical way. When writing has coherence, it is easy to follow. When we make the connections between our ideas clear, we help the person who is reading and they can understand our message more easily. We use cohesive devices in order to examplify, clarifying, contrast, cause and effect, refering, divisions, etc. We make use of those to do that. As a conclusion we can say that, the main the main purpose of cohesive devices is to join sentences together, including conjunctions, reference words, substitution and lexical devices such as repetition of words, collocations and lexical groups.
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ResponderBorrartOPIC: IMPROVING READING SPEED:
ResponderBorrarPeople read in different ways some of them read slowly others read quickly Sometimes we think that speed and comprehension are related, speed is not precisely link up with understanding because a person can read quickly and it does not mean that they understand the meaning of the whole text it can be scanning in the other hand when a person read slowly it does not mean that they do not understand or are poor reader there are many factor that infer in reading speed for instance a poor vision or an unclear print. However we as teachers are responsible to help the students increase not only their speed if not their understanding, a good strategy is the use of pre-teaching lexis, because it can help students to understand and discuss the unknown words before reading. If they do a pre- reading activity will be familiarized with the vocabulary presented in the text and their speed and fluency will increase. They can start with easy and short paragraphs discussing first the unknown lexis items. They can match words with pictures, or with its meaning. Also you can size the reading students problems by counting the number of words they read in a minute and according to that you can choose the adequate text to their level
tOPIC: IMPROVING READING SPEED:
ResponderBorrarPeople read in different ways some of them read slowly others read quickly Sometimes we think that speed and comprehension are related, speed is not precisely link up with understanding because a person can read quickly and it does not mean that they understand the meaning of the whole text it can be scanning in the other hand when a person read slowly it does not mean that they do not understand or are poor reader there are many factor that infer in reading speed for instance a poor vision or an unclear print. However we as teachers are responsible to help the students increase not only their speed if not their understanding, a good strategy is the use of pre-teaching lexis, because it can help students to understand and discuss the unknown words before reading. If they do a pre- reading activity will be familiarized with the vocabulary presented in the text and their speed and fluency will increase. They can start with easy and short paragraphs discussing first the unknown lexis items. They can match words with pictures, or with its meaning. Also you can size the reading students problems by counting the number of words they read in a minute and according to that you can choose the adequate text to their level
EFFICIENT READING
ResponderBorrarEfficiency means using the least effort to obtain satisfactory results; we want students to use their time and energy to best effect.
Knowing what you want from reading
The first demand requirement for efficient reading is to know what you want, then can judge your success according to how well and how fast you achieve it. So the first thing for the student to do is to decide exactly what he wants to get out of his reading. Teacher can help by setting a clear purposes for reading in class.
Choosing the right material
Once reader has defined his objective he must next decide what resources to consult.
Using external resources: Advices and bibliography from a knowledgeable person are the first resources for choosing material and other resources are books, newspaper etc.
Using resources within the text.
Linear and non-linear text
Linear text is the sequence of the sentences and paragraph.
Non- linear text contribute to our understanding of linear text.
Non- linear elements include:
Reference apparatus: all the part of a text that help the reader to locate information or predict what the text contains
Figures: we include under this heading all information.
Graphic conventions: layout, punctuation, type face, and use symbols.
Titles and headings
Tittles are not always reliable indicators of content, but they are a reasonable starting point in choosing relevant text.
Topic: Using resources effectively
ResponderBorrarDoesn't mean to read as fast as possible ,the important thing is to determine what is the appropiate for your purpose .
Flexibility is one of the principal characteristics of a good reader , which means keeping in mind what you need to read to satisfy or achieve your purpose .
Efficient reading also requires to ignore or skip some parts and it can sound strange but for the skimming and scanning techquines is neccesary too.
By scanning we mean making a quick reading to search for specific information , by skimming we also do a quick reading but looking for the gist that will determine the purpose of our reading . The task for scanning must be developed orally in skimmimg the task can be developed in groups .
To have an efficient reading we must take into account also all the resources the book provides such as appendixes,notes, list of symbols, list of special words etc.
Graphic conventions also are involved in efficient reading these may include : layout (valuable aid for comprehension), spacing , indentation,typeface(type design, /standard, italic or bold/ type size/ upper or lower case ) punctuation(which reflects meaning ) and symbols .
Figures which are the final resource to be disscused are a useful resource but we can not assume that all the students are able to interpretate figures so you have to give specific instruction to those who need it .
Prediction: We understand the word prediction as the expectation of what will happen. The speculation comes from statements about the future. Sometimes, it's a guess and sometime based on facts or evidences.
ResponderBorrarIn literature, prediction can be used as strategy in which readers use information of text ( titles, magazines, headings, pictures and diagrams) by their own personal experiences to what they are about to read or what comes next in a text.
Students may initially be more comfortable making predictions about fiction than nonfiction or informational text. This may be due to the fact that fiction is more commonly used in early reading instruction. Students also tend to be more comfortable with the structure of narrative text than they are with the features and structures used in informational text. However, the strategy is important for all types of text. Teachers should make sure to include time for instruction, modeling, and practice as students read informational text. They can also help students successfully make predictions about informational text by ensuring that students have sufficient background knowledge before beginning to read the text.
Interpreting Discourse Markers
ResponderBorrarBesides those cohesive devices, these markers also work to show the reader the connection among ideas. The signal relationships between the writer and the written message. They tell us what parts of the text are followed by others.
Using these markers is possible to understand ideas that probably we do not understand at first but when we read the complement part which is connected by a discourse marker we'll likely to understand it better.
These markers are classified into three categories. The firs one is:
1) to signal the sequence in which reported events occurred. It means they help us to know what things or events happened first, in the middle or at the end. Some of them are: then, first, at once, after that, later on.
2) To signal the writer's manner of organizing the discourse. It means they help us to see what is the writer doing in the text, e.g if the writer is concluding the writing or the writer is giving an example, or if the writer is summarizing something etc. And some examples of these markers are: in conclusion, that is to say, for instance, etc.
3) To signal writer's point of view. Through these markers we see the relationships between the writer's ideas or facts. One example the book gives is; the relation cause and effect. They also show the relevance of his/her arguments. Some examples of these markers are: Moreover, incidentally, similarly, therefore, certainly etc.
These last markers may be divided into four different sub-categories:
1) Additive: moreover, furthermore.
2)Adversative: however, nevertheless.
3) Causal:for this reason, hence.
4)Disjunts: Certainly, obviously.
Knowing the way how these markers function will help us to understand a text much better. Therefore they are highly important to teach.
2.4. Skill 3: Interpreting Discourse Markers
ResponderBorrarBesides those cohesive devices, these markers also work to show the reader the connection among ideas. They signal relationships between the writer and the written message. They tell us what parts of the text are followed by others.
Using these markers is possible to understand ideas that probably we would not understand at first but when we read the complementary part which is connected by a discourse marker we'll be likely to understand it better.
These markers are classified into three categories. The first one is:
1) to signal the sequence in which reported events occurred. It means they help us to know what things or events happened first, in the middle or at the end. Some of them are: then, first, at once, after that, later on.
2) To signal the writer's manner of organizing the discourse. It means they help us to see what is the writer doing in the text, e.g if the writer is concluding the writing or the writer is giving an example, or if the writer is summarizing something etc. And some examples of these markers are: in conclusion, that is to say, for instance, etc.
3) To signal writer's point of view. Through these markers we see the relationships between the writer's ideas or facts. One example the book gives is; the relation cause and effect. They also show the relevance of his/her arguments. Some examples of these markers are: Moreover, incidentally, similarly, therefore, certainly etc.
These last markers may be divided into four different sub-categories:
1) Additive: moreover, furthermore.
2)Adversative: however, nevertheless.
3) Causal:for this reason, hence.
4)Disjuncts: Certainly, obviously.
Knowing the way how these markers function will help us to understand a text much better. Therefore they are highly important to teach.
Skill 5: Recognize Text organization
ResponderBorrarRhetorical structure is the way in which the writer presents the text, the organization and the coherence he wants to give. It is important for a reader to identify how a text is organized and to comprehend the rhetorical structures. If students are used to this type of texts it will help them to interpret difficult sentences and predict them to get the main idea. Sometimes paragraphs do not appear in a clear way, they could have more than one organizing principle such as cause-effect, pose a questions, comment on it, introduce a new concept, discuss and explain, but it does not mean that are difficult to understand.
Articles can be used in class than longer texts unless they are familiar to the students. Also if students have classes like, chemists, economists, psychology that are taught in the target language we can use them to explore and examine the organization by looking chapters headings and skimming the contents.
The importance of aware students of recognize the organization of a text is that helps students to understand better, read more selectively and identify specific information quickly.
Topic: Integration and application
ResponderBorrarThe reader must have the ability to understand the text as a whole, which includes recognizing its relationship with external factors, must be able to introduce a new way of seeing things through knowledge and opinions in the mind (has it taught me something? .This important stage includes activities such as evaluation (how far has the writer succeeded?), Appreciation (what effect has the writer achieved?) And application (what use can be made of this information?). Range of reading and thinking skills, the reader will be able to add own ideas. To understand a text, a reader must be able to distinguish between.
Important and unimportant points
Fact and opinion
Relevance and irrelevance
Sound and unsound conclusions
Hypothesis, evidence, inference and conclusion
Certainty, probability, possibility, necessity and their absence
Causes, effects, purposes, conditions.
In this list we find characteristics that students should be able to develop, the different texts require combinations of skills that have to be integrative where they can apply texts, so that students reach the end using a variety of activities
Chapter 4 - Efficient Reading
ResponderBorrarKnowing what you want
Efficient reading is about reading in a way that allows you to understand the writer's message without spending too much time in the process It's also about reading with a clear purpose in mind .Efficient reading starts with choosing a strategy to suit the kind of text you have to read because your purpose in reading and the nature of text to be read will determine your strategy. We want students to use their time and energy to best effect the first requirement for efficient reading is to know what you want from reading, before you start reading anything, ask yourself why you’re reading it. Are you reading with a purpose, or just for pleasure? What do you want to know after you've read it?
students can read to learn something, or just for practical purposes (how to use a tool) also for pleasure, Students have to try having time for reading because if they waste a lot of time reading a book they lost their motivation or the sense of the text so they can’t enjoy a book if it takes ages to finish it. One of the criterions is about helping students to understand texts. But understanding is not the only criterion for efficient reading another is the time taken to read as I already mentioned. These two criteria often conflict: who has read more efficiently someone who has understood more or someone who has read faster? Everything depends on the reader’s purpose, that’s why, when you read you must have a purpose in that way it’s going to be easier for you. When you decide exactly what you want to get out of your reading Teachers can help students to define what they need to find out and decide what and how to read.
Text attack Skill 8: Prediction
ResponderBorrarMost of the time readers use prediction while they are reading, although they do not realize it. If a reader is able to predict something of the story is because he understands it. This ability comes naturally to the reader, and it is a good way to build early love of reading.
A prediction is a process of formulating an opinion on what will happen in future parts of the story. Prediction is possible because the majority of time people have similar thought or ideas of a determine thing and the ideas that some writers have in their stories are organized in a predictable way with which readers get familiar. The reader´s predictions do not have to be successful but they have to be useful for them. It helps readers to understand the text.
Some texts contain foreshadowing which makes easier to readers to predict satisfactorily in some cases. Readers start to predict since the moment they read the title of a book and they formulate ideas of what is the book about. Sometimes as it said before, those predictions are wrong, for example it has happen to anyone that read the title of a book and it seems to be boring or less interesting, however while the reader is going deeper to the story he realizes that he predicted wrongly and he starts to get the essence of some literature masterpieces.
Prediction can occur in all levels. A little children can predict only by seeing the illustrations of the books. Prediction is a good way also for incorporating and developing many other reading skills. And also readers can feel engaged and they reinforce the need to use prior knowledge.
A teacher can ask they student to make questions, which can be answered by the text. The function of the teacher is to guide his students to find the answers. And better yet, students can practice this skill in almost every book.
Training text attack Skill 5: Rhetorical Organization.
ResponderBorrarThe first thing that we have to do before to develop class, is to prepare the materials that we are going to use. This kind of task are popular with student and extremely effective. The students have the advantage thay they draw on many of other reading skills, we have looked at, therefore the students learn how to integrate these. It is not easy to prepare, but this type of tasks are challenging and always take time to do properly. This kind of task is more effectively that students work in groups, because they demand critical thinking which is easier, helping and more stimulating get in discussion. Another possible advantage of groupwork, is that groups can work with different material. For example the teacher give a copy of each task to the groups, then they can exchange materials with other groups after completing them.
To creat awareness in the students, that rhetorical organization exist and is useful, lets them practice by doing some exercises, they have to follow the instruction step by step.
Supply a text several paragraphs long with the oppening or conclusing paragraph omitted then sepparately. Supply several possible opening or conclusing paragraphs including that original one, they have to arrange the sequence of the paragraphs according to the ideas of the texts.
Summer Andrea Salgado
ResponderBorrarSkill: 6 Recognizing Presuppositions
Sometimes is really hard for us to interpret what the writer expects that we already know or the ability to coincide with the point of view that the writer has. A presupposition basically consists in the background or previous knowledge that we have to associate facts in a text. The presuppositions are divided into two groups:
• The knowledge and experience that the writer expects the reader to have.
• The opinions, attitudes, emotions that the writer expects the reader to share, or at least to understand.
In the first group what the writer want or pretend is to manipulate or predict the thoughts of the reader in order to make them able to recognize different points of view. As an example of this first group of presupposition we have the following:
1. Total movement of the belt should be approximately 10 mm midway between the pump and the jockey pulleys when checked with normal wrist effort (From a car user’s handbook)
In the previous article the writer assumes that the reader has a previous knowledge about the movement of the belt. In the second group it has to do with feelings or emotions that must be shared.
Topic:choosing the right material.
ResponderBorrarUsing external resources: we need to find a knowledgeable person( is the person with a long experiences in our interest). After that we need to find other sources, and on library catalogues and so on.
Using resourcws within the text.
Linear and non-linear text ; those refer to the organization of sentences, paragraphs and so on . Non-linear elements include:
●Reference apparetys:help the reader to locate information or predict what the text contains.
●figures:diagrams, tables, maps.
●graphic conventions: use of symbols, puntuation.
Titles and headings:not always reliable indicators of content,but reasoanable starting point in choosing relevant text.
The blurb:is usually ond the back cover of a book. Blurd may incluse press comment(selective, of course) normally consist mainly of the writer's own estimation of the book's purpuse, principal features and strong points.
Biographical information about the writer: appears on book jackers like a blurb, or in paperbacks, on the page preceding the title page. It can be valuable in indicating the writer's background and position.
The summary, running titles, table of content, list of figures: all these are aids to estimating the suitability of a text and locating context within it. Point out to students that if the book includes diagrams and illustrations, a list of these, or glance at the figures themselves, may also give some idea of the contents.
Preliminary material: foreword, preface, introduction.
The usufulness of these sections depends on what use the writer makes of them; they often include statements of purpuse and sometimes outline the weiter's qualifications for writing the book. An introduction is typically longer .
Index: is like a dictionary.
Bibliography: it also givea some idea of how up-to-date the contenta are.
7. TEXT DIAGRAMS
ResponderBorrarText diagrams tries to give you a reduced part of the texts. The main objective of text diagrams is that the person who make the diagram have to understand the text, in that way the person will show his understanding in order to help some less skillful readers to understand the idea or the more complex parts of the texts, it can be useful for students because it shows how a text is organized.
As teachers we have to look for the right decision what to write in the texts diagrams we will create for our students, you can make it easier explaining them by filling in most of the boxes and then let them to do rest of it, but it will depend on the objective, and the level of the students, there are some advanced students which can create the text diagrams by their own, this can be developed in groups because students have the opportunity to discuss about the text at the same time, also because there are no wrong or right representations of the texts, there are ways of evaluate the diagrams made by students a good one is to let others give opinions or comment as well as provide feedback about the work.
Work on text diagrams can be varied in some ways:
1. In whether or not metalinguistic labels are used.
2. In the number of boxes that are completed for the students and hence the number he has to fill in himself.
3. In whether the labels or the contents of the boxes are supplied.
4. Boxes can be labelled with alternatives from which students has to choose.
5. Text diagram can be used as the basis for written work.
This can be useful if students first study or check some text diagrams.
Topic:Organization of sentences into paragraphs
ResponderBorrarSimilar exercises can be used to investigate the organization of sentences within a paragraph. This is likely to be more difficult than working at paragraph level,but this sentences have a sequence.We can use scramble sentence, key sentence and omitted some of them in a paragraph. The book purpose some task that we can used in class for organization of sentences into paragraph:
1.Supply a paragraph with the key sentence omitted and replaced by a gap.supply separately a number of possible key sentences. They choose the correct key sentence.
2.Supply a paragraph with one sentence omitted(but no indicate by a gap). Task: To decide where in the text the omitted sentence should go.
3. Sentence are scramble arranged in random order. That is one of the most common activity the tecaher use in the level.The story need to have a coherent.
Topic:Organization of sentences into paragraphs
ResponderBorrarSimilar exercises can be used to investigate the organization of sentences within a paragraph. This is likely to be more difficult than working at paragraph level,but this sentences have a sequence.We can use scramble sentence, key sentence and omitted some of them in a paragraph. The book purpose some task that we can used in class for organization of sentences into paragraph:
1.Supply a paragraph with the key sentence omitted and replaced by a gap.supply separately a number of possible key sentences. They choose the correct key sentence.
2.Supply a paragraph with one sentence omitted(but no indicate by a gap). Task: To decide where in the text the omitted sentence should go.
3. Sentence are scramble arranged in random order. That is one of the most common activity the tecaher use in the level.The story need to have a coherent.
Paragraphs into texts:
ResponderBorrarPeople make this in different times of life for that reason I think is important to teach the correct way to make it. Thus make students able to create our own text In other hand, student need to learn to follow usuful steps to begin with the organization of paragraph into texts. we have to know that a text is formed by paragraph.
First We will start choosing several paragraph with one omitted but the ommited paragraph separately then we can to decide where we consider the ommited paragraph fits. It will be easy for us if we choose a text with a clear sequence. Also we decide which paragraph best fits in the text. The aim is to provide students the opportunity to practice the sequense of thought.
Is important to arrange the paragrahp In case it was necessary and that way to make a truly coherent text. If we do it in a correct way, we can provide a skeletal summary of the text.
In my opinion it is really good exercise to develop writing and thinking skill in students.
RECOGNIZING FUNCTIONAL VALUE:
ResponderBorrarTo understand a text correctly we must know the terminology that exists in the text, the functional value and be familiar with the concept of each word. Readers can recognize the functional value of a text through different circumstances and categories associate with three of the types of meaning such as:
1.-Independent functions: It is important that at this point we know the functions of words and concentrate on the function they have in sentences and the relationship between two or more words or terms.
2.-Text-independent functions: Is when readers associate the meaning of a word according to the context in which they are or the relationships between sentences of the same text.
3.-Interaction-dependent functions: this category is controversial, because the sentences produce a semantic acceptance but their meaning and interpretation depend on the content and the linguistic context and that the same sentence can have several senses in different contexts.
READING FOR PLAIN SENSE:
ResponderBorrarI think this topic talk about how we want to read and wich strategies we will use in order to understand a difficult topic.
Some strategies can be use all the previous knowlegde that you have about the topic you are reading and then readig carefully searching the structure that the author is using. I like the phrase "an eagle eye" because as it says in the tex the idea is to look for the main ideas reading deeply and some cases reading twice.
All procedures has a begining, here in fist place we have UNDERSTANDING SYNTAX this is not easy but if you follow the steps can find it interesting and useful. Even when the vocabulary is familiar to you, comprehension is difficult so that is why you shuould read reflectively.
It is essential to create a critical and analytical awareness at the same time.
JOSSELINE ALEXANDRA FLORES VARGAS
Efficient reading
ResponderBorrarUssing the text effectively
You are going to use a text of a efficient way when you know what you want to read, so you will be able to understand every point of the material. If you enter the world of reading you are going to have a purpose. It can be in a flexible way as long as you practice tecniques to get your purpose but with plenty of practice.
In a efficient reading you can practice the tecniques of scanning and skimming that are good help in this case. These tecniques are rapidly reading that allow determine the specific information and the gist of the text. These are valuable tecniques to develop difficult texts. In the books there are a variety of resources wich help you to choose the right text for your purpose.
Writers use elements such as: print size, style, desing, punctuation, symbols and figures to help readers in recognizing text but some of these elements can be unfamiliar with your language. It depends of the writing systems.
Topic: The multi-functional sentence / Complex functional value
ResponderBorrarInterpreting complex functional value of a sentence requires beyond a simple superficial view of the text, this requires a thorough analysis of each word involved, since one word can alter the meaning of the whole sentence. We can even find solutions to the same problem presented if we look at it from a different perspective and open our minds to new ideas and move away from the idea of traditionalism, prediction is an important path to interpretation since we can speculate about the meaning of this , Imagining what the writer wanted to imply in code would be a useless work if we as readers could not predict what the writer wanted to give us to understand because there would be an effective interpretation of it, of course clear to find a final result may have different ways of analyzing different ways to interpret it but the result of all should be if not the same It should be very close.
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ResponderBorrarText attack skill 1: understanding syntax
ResponderBorrarUnderstanding syntax is a difficult topic for us, as a teachers or students, but I am going to try to explain you; this skill is about how the readers try to capture the essence of a paragraph or a reading, in the chapter of the book the author used an activity when the student has to re-organize a text, first for try to explain it, first we have to try to predict maybe how is going to be the next paragraph through some clues that we have in the paragraph before, here one clue can be the main idea of it, and you just have to follow the idea and so on. After that and if you could complete the step 1 you have to summarize the main message of the text I think to this step is easy if you could realized the first step because when you were trying to organize the paragraphs again you had to read and read them and capture the most important message in each one and then the main message to all text. Step number 3 is reread the and fine unfamiliar words that make difficult to understand the text and you have to fine the meaning because they become in lexical barriers to comprehension. In the step number 4 you are going to take ideas that you have about the main message of the text, that is because as you know all texts are the answers for whichever topic in the world, so…well you have to do a questionnaire for your text,With the questions that you think your text has the answers. Step 5 obviously reread to answer your questions and check if your general impression it’s clear and finally you have to reread again in this last step sentence by sentence, because we need to know if we capture the plain sense of each sentence. At this point we see how we can understand syntax that is possible trough reading and if you could not on the first try, reread and you will see how to understanding syntax is not difficult.
ResponderBorrarChapter 7 Understanding discourse
Skill 7 Recognizing implication and making inferences
well, For a student to consider himself metacognitively mature, he must know what it is to understand, and how he must work mentally to understand, so that metacomprehension is the knowledge of one's own understanding and of the mental processes to achieve it. This is one of the most important aspects of learning, as the student moves from learning to reading to reading to learning. And from our point of view, it is a very personalized process for each person, taking into account the knowledge and inferences that each of the students is able to do from the contact with the teaching text. As can be observed, the understanding must be evaluated from the analysis through the inferences that the student possesses, which has to construct his own text, has to elaborate interpretive, value and creative messages as a result of a communicative interaction: teacher - student discourse . In addition, it teaches him to learn, to infer, he must know what and how through the activities developed the student is given a practical working algorithm that allows him to train in the process of compression through inferences.
Interpreting Lexical Cohesion
ResponderBorrarsince we know that cohesion is "that part of grammar that reflects the coherence of the writerd thought and helps the reader to make the right connections between ideas" and there are some cohesive devices that can affect our comprenhension of a sentence, one of them is lexical cohesion, it causes some problems when a readaer falls to interpret the relationship between a lexical item and other part of the discourse .
one of the main problems with this cohesive device, specially in English because is a language that tend to avoid repetition by using a differet expression with the same meaning, in other words it's preference is for elegant variation.
these are some forms of lexical items.
-Synonymy: here a reader can interpret in a parapraph when the writer uses differet words to refer to the same thing.
-Hyponymy: it is a term that denotes a subcategory of a more general class(e.g the hyponymy relatioship between dog and animal)
-Metaphor: the problem here is that the reader must not only understand the metaphor as such, but also recognize that it has the same referent as other non-figurative terms.
teh problem with these cases is that sometimes we do not recognize that one or more expressions co-refer,but these expressions can be separated by sentences or even paragraphs, there are also category of words which can present similar problems,though they are not exactly co-referential/
-tex- instructuring words: this operate in a similar way as the pro-forms, they are signals telling the reader to fill out their meaning.
the ability to fill out the meaning of these words is a crucial skill for interpretation of text.
-pin down words: pinning down may involve reference to other parts of the text, of the external facts, common sense ect.
is important to prepare our students to face all of these cases when reading a text in order to understand comprenhen a text successfully.
🔹Text attack skill 5: Displaying the structure of a text:
ResponderBorrar⏩text diagrams are graphic organizers that help us condensing the ideas and information of a text. They facilitate the understanding of the text as a whole and in some cases, are clearer to understand than paragraphs. The point about them is that the person who elaborates it has to understand the text first in order to represent its essence in a clear way, so that it can help less skillful readers.
Creating text diagrams is a complex task, it requires components such as technical words, abstract terminology, that can make the reader lost and lead to distortion rather than interpretation. There is no right or wrong way of representing a text; it is just that some diagrams are more helpful than others. A good way of evaluating the efficiency of text diagrams is letting others read them out and giving feedback about them.
Text diagrams are a very interesting and enjoyable way of representing and interpreting a text, they facilitate the comprehension and allow us to use our creativity to catch the attention of the reader
Text attacking skills
ResponderBorrarTop-down and Bottom-up Approach
In order to read for plain sense people use bottom-up and top-down approaches. When Reading, people use first the top-down approach which consists of activating all the prior knowledge you can about the topic and the type of text.
Then skimming (the cognitive process of understanding the written linguistic message) to get a rough idea of the content and structure. This will give you an idea of the context and the general direction of the argument.
If the top-down approach does not throw enough light on the meaning, you use the bottom-up one. This involves analyzing sintax (Word order, sentence structure) until you arrive at a possible interpretation of the text whose plausibility you assess using top-down means. Whenever a person reads, both approaches are used. First, top-down, if it doe not work, the you use bottom up, always supported and clarified by top down. For the bottom up approach there are some techniques that can be used to interpret syntax, in order to simplify it when it is too complex and long.