Integrated English for Effective Communication

Reading and Writing Skills Lesson 2

Engaging Scenario: You are a neophyte book critic who has been invited to present a simple analysis
of a novel seven days from today. It is a novel you have not read before. To make the task lighter, you
have decided to use some of the strategies you have learned for prereading or planning (Word Splash,
Probable Passage, Book Feature Walk, and Anticipation Guide), while reading or monitoring (Marking-
Up Strategy, Question Creation Chart, and Story Map), and postreading or evaluating (Compose the
Test, Add-on Information, Summarizing and 3-2-1), among others. Document the strategies you have
used to process the chosen reading material.

Rubric for Novel Analysis

Your novel analysis shall be graded according to the following criteria.

Excellent Good Fair Needs Improve-

Criteria ment
(5 points) (4 points) (2 points) (1 point)
The opening The opening The opening The opening state-
statement is en- statement is gen- statement is ment is ineffective,
gaging. It intro- erally engaging. functional but poorly organized,
duces the topic, There is a need too brief or sim- and undeveloped.
inspires thinking to strengthen plistic. It needs The title and author
about the topic, presentation of to be developed are not cited.
and offers sound, the general topic, to engage the
critical, and ana- transition be- readers. Para-
Introduction
lytical thinking. tween the general graphs are inco-
The title and au- opening state- herent, jumping
thor are properly ment to specific from one point
cited. details. The title to the next with-
and author are out proper tran-
properly cited. sitions. The title
and author are
properly cited.

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 The supporting The supporting Topic sentences Points of paragraphs
sentences and statements are present but are not clear. Topic
specific details generally connect weak. Concrete sentences are absent
clearly con- to the main idea details are pre- or lack focus. Con-
nect with the but one or more sent but weak crete details are ab-
topic. Transitions main idea needs and insufficient. sent or insufficient.
Body/Para-
between ideas to be clarified. Lacks consist- Lack of coherence
graph Organi-
are logical and Concrete details ency and focus. within the paragraph
zation
coherent. are generally Abrupt transi- or from one para-
well-chosen but tions impede graph to the next.
some may be flow of ideas.
irrelevant. Some
transitions may
be awkward.
The written work The written work The written work The written work
exhibits critical, generally exhibits exhibits basic exhibits some
analytical under- critical think- comprehension awareness of the
standing of the ing but uneven; of the text but text details but not
text; through inferences could not a critical critical or analytical
clear and well- be developed and analytic understanding.
supported rea- further to bet- understanding. Points are vague and
soning, insightful ter explain its Interpretive unsubstantiated.
Analysis
on the themes significance. analysis is
and functions of Some claims lack inconsistent or
literary devices support. There unsubstantiated.
of symbols. are some imbal- Writer reiterates
ance between content instead
the quotes and of drawing
interpretations. significant
inferences.

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 Choice of words Choice of Choice of words Choice of words is
is appropriate words is gener- is simplistic, simplistic and inap-
and displays the ally appropriate informal, and im- propriate. Writing
writer’s sense but may not precise. Writing is mechanical and
of purpose and be consistently is mechanical and reflects no awareness
audience. persuasive and reflects inconsist- of purpose.
Style and Voice discernible. ent awareness of
Writing reflects purpose.
awareness of
the purpose but
vocabulary may
be simplistic or
ineffective.
Sentences vary Sentences are Sentences lack Frequent and glar-
in structure, are generally effec- variety. Gram- ing errors in syn-
grammatically tive but may mar and syntax tax, grammar, and
and syntacti- lack appropriate are awkward spelling distract the
cally correct, and variety. Some and distract the reader.
Mechanics without misspell- words are repeat- reader. There
ings and punc- ed. Syntax and are misspellings,
tuation errors. grammar may be contractions, and
awkward in some fragments.
place but are not
distracting.
Used varied Used at least two Used at least one No metacognitive
pre-reading, metacognitive metacognitive strategy used.
Metacognitive
during reading, strategies. strategy.
Strategies
and post-reading
strategies.

Divide the class into groups of seven. Ask the students to discuss with their group the documented
strategies used. Ask them to present their analysis guided by a story map in plenary. Tell them to
include their opinions using the following:
1. What is your favorite part of the novel? Why?
2. Did any part make you laugh or cry? Why?
3. What lesson did you learn from it? How is this lesson useful in your life?
4. Would you recommend this novel to anyone? Why?
5. How many stars would you give this novel?
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© Phoenix Publishing House Inc.