ELP NOTES: FINALS
May 4, 2021 (Tuesday)
Reading Assignment:
Under reading techniques:
1) Context clues (done)
2) Inferencing and drawing conclusions
3) Organizing info and outline
4) Summarizing
5) Paraphrasing
6) Communication gaps (done) – verbal and
nonverbal
Voice Message Content:
Skimming
Scanning
Reading for comprehension
Reading for information in details
Drawing conclusions
SKIMMING
– easiest and fastest type of reading
– you only need to read the assigned post
and clues in the long material
– the main things that you go and read
about the long posts or written material
would be:
1) title
2) subheadings
3) go on reading other highlighted
materials
The purpose of skimming is not
actually to browse through all the words, but
just to get a bird’s eye view of what the
article is all about. And since we say bird’s
eye view, we read the title first.
Unfortunately, the title, in some
cases – which contains sarcasm or clickbait
– does not embody whatever the content of
the reading material is. Therefore, you also
have to look into the subheadings, or when
you skin through, you need to look for topic
sentences or key words there are.
Sometimes, these words are Italized or
Bold.
Summary: The Purpose of Skimming
– get a bird’s eye view of the material
– try to get what the author is trying to
say
– vocabulary building
– you do skimming in order to know
whether you are going to continue
what you are reading – test the
waters
There are no exact steps in skimming but
Belen (2003) said that there are certain
Page 1 of 7
steps that we could follow for both skimming
in scanning.
Search: Steps in skimming and scanning
Automatically, the first step would be:
1) Read the title.
2) Read the subtitle.
3) Read the subheadings.
Results:
Skimming – getting the essence from
reading material without reading all the
words – boils down to knowing what parts to
read and what parts to pass by.
1) Know what you want.
2) Read vertically as well as horizontally.
3) Think like the author.
4) Preread before you start skimming.
5) Try to detect the main idea in the
introductory paragraphs.
6) Read the first sentence in each
paragraph.
7) Don’t necessarily read complete
sentences.
https://www.umassd.edu/dss/resources/stud
ents/classroom-strategies/how-to-skim/
SCANNING
– To locate a particular information
You usually do this when you try to
review in a particular quiz. You don’t browse
through the whole book, you don’t skim, but
you scan the book. Because you already
have in mind what you are looking for, all
you need to do is to find what you are
looking for.
It’s good for reviewing. Your books
become your artwork – you highlight
everything; multicolor it. And when you
review, you’re just going to review what you
have just highlighted because you know that
only those words are what you need.
Do you go through all the colored ones, all
throughout the book?
- No, that would be skimming already.
But when you go through a particular
coded material or colored part of the
book because you know that that is
what you need in the review, that is
scanning.
ELP NOTES: FINALS
May 4, 2021 (Tuesday)

Belen said something about scanning, 4) Re-read the question to determine if the
SEARCH FOR IT. He has a book. (can’t answer you found answers this question.
find it ☹) http://www.butte.edu/departments/cas/tipsheets/readingstrat
egies/skimming_scanning.html
Scanning is reading rapidly in order to find
specific facts. While skimming tells you what
READING FOR COMPREHENSION
general information within a section,
Comprehension is understanding.
scanning help you locate a particular fact.
There are various levels of understanding of
a written material.
TIPS:
It could be:
Skimming & Scanning
1) literal understanding,
2) beyond the words, or
Skimming to save time:
3) between the words.
1) Read the table of contents or chapter
overview to learn the main divisions of
Which of them is good? It depends.
ideas.
It’s the purpose that would dictate
2) Glance through the main headings in
you what you’re going to use. So, if
each chapter just to see a word or two.
your purpose is to just read, then
Read the headings of charts and tables.
you don’t need to go reading
3) Read the entire introductory paragraph
between and beyond lines.
and then the first and last sentence only of
each following paragraph. For each
Comprehension is the understanding
paragraph, read only the first few words of
and interpretation of what is read. To be
each sentence or to locate the main idea.
able to accurately understand written
4) Stop and quickly read the sentences
material, a reader needs to (1) decode what
containing keywords indicated in boldface or
they read; (2) make connections between
italics.
what they read and what they already know;
5) When you think you have found
and (3) think deeply about what they have
something significant, stop to read the entire
read.
sentence to make sure. Then go on the
same way. Resist the temptation to stop to
read details you don't need.
READING FOR INFORMATION AND
6) Read chapter summaries when provided.
DETAILS
Purposeful reading.
Scanning for research and study
1) Know what you're looking for. Decide on
Reading for information is a life-long
a few key words or phrases–search terms, if
skill. Reading for information helps us to:
you will. You will be a flesh-and-blood
1) Understand informative texts
search engine.
2) Identify text features (chapter
2) Look for only one keyword at a time. If
heads, sub-heads, maps, and
you use multiple keywords, do multiple
other graphic representation) and
scans.
the structure (definition, cause-
3) Let your eyes float rapidly down the page
effect, comparison-contrast,
until you find the word or phrase you want.
chronological order).
4) When your eye catches one of your
3) Paraphrase the text
keywords, read the surrounding material
4) Organize its important points
carefully.
through summaries
5) Understand the author’s purpose
Scanning to answer questions
6) Compare information between
1) Read each question completely before
and within the texts
starting to scan. Choose your keywords https://www.google.com/url?
from the question itself. sa=t&rct=j&q=&esrc=s&source=web&cd=&cad=rja&uact=8&ved
=2ahUKEwiZ6Za9tb_wAhVmF6YKHUrOC4sQFjALegQIFRAD&
2) Look for answers to only one question at url=https%3A%2F%2Fwww.slideshare.net%2F22me
%2Freading-for-information-
a time. Scan separately for each question. 34529251&usg=AOvVaw3gPLpFJy1tT9uYMa3sq5I8

3) When you locate a keyword, read the

surrounding text carefully to see if it is
relevant.

Page 2 of 7
ELP NOTES: FINALS
May 4, 2021 (Tuesday)
DRAWING CONCLUSIONS
Statements are based on written
materials including the observed fact, and
we see to it that the statement consist of
factual evidence – fact-based. Do fact-
checking instead of making mere
assumptions.
This is where the problem lies
because sometimes, when we say drawing
of conclusions, people believe that when
they open their mouth, they’re already
entitled because it is their opinion. No,
before we spew things on our social media
accounts or on messenger, (1) make sure
that you have read something, (2) you
understood the situation, and (3) you
enrich your background about the
situations because you are responsible to
the people that would be reading whatever
you’re going to share. You have that
massive responsibility not becoming part of
a group called pa-woke.
Woke is an accepted word already.
It is an urban word. It is a new word
forwarded by post-millennials, and it means
enlightened. So, when we say pa-woke,
they are the people who pretend to be
enlightened. They think that they know so
many things na feeling nila when they post
about something against something or
someone, because the social media hates
them, they’re so cool. That’s not good.
Whenever you spew or spill things, make
sure it’s a fact, you’ve read thoroughly about
it, and you are well-informed about it.
There is a difference between
releasing your emotions and giving ideas,
that should, to some extent, influence other
people.
Google says:
Drawing conclusions refers to
information that is implied or inferred. This
means that the information is never clearly
stated. Writers tell you more than they say
directly.
Page 3 of 7
INFERENCING AND DRAWING
CONCLUSIONS
In drawing conclusions (making
inferences), you are really getting at the
ultimate meaning of things – what is
important, why it is important, how one
event influences another, how one
happening leads to another. Simply getting
the facts in reading is not enough. You must
think about those facts mean to you.
Drawing conclusions refers to the
information that is implied or inferred. This
means that the information is never clearly
stated. Writers often tell you more than they
say directly. They give you hints or clues
that help you “read between the lines.”
Using these clues to give you a deeper
understanding of your reading is called
inferring.
When you infer, you go beyond the
surface details to see other meanings that
the details suggest or imply (not stated).
When the meanings of words are not stated
clearly in the context of the text, they may
be implied – that is, suggested or hinted at.
When meanings are implied, you may infer
them.
Inference is just a big word that
means a conclusion or judgement.  If you
infer that something has happened, you do
not see, hear, feel, smell, or taste the actual
event.  But from what you know, it makes
sense to think that it has happened.
Suppose you are sitting in your car
stopped at a red signal light.  You hear
screeching tires, then a loud crash and
breaking glass.  You see nothing, but you
infer that there has been a car accident. 
We all know the sounds of screeching tires
and a crash.  We know that these sounds
almost always mean a car accident.  But
there could be some other reason, and
therefore another explanation, for the
sounds.  Perhaps it was not an accident
involving two moving vehicles.  Maybe an
angry driver rammed a parked car.  Or
maybe someone played the sound of a car
crash from a recording.  Making inferences
means choosing the most likely explanation
from the facts at hand.
ELP NOTES: FINALS
May 4, 2021 (Tuesday)

Page 4 of 7
ELP NOTES: FINALS
May 4, 2021 (Tuesday)
There are several ways to help you draw
conclusions:
1) General Sense
2) Examples
3) Antonyms and Contrasts
4) Be Careful of the Meaning you Infer!
1) General Sense
The meaning of a word may be implied by
the general sense of its context, as the
meaning of the word incarcerated is implies
in the following sentence:
Murderers are usually incarcerated for
longer periods of time than robbers.
You may infer the meaning of incarcerated
by answering the question "What usually
happens to those found guilty of murder or
robbery?"  What have you inferred as the
meaning of the word incarcerated?
If you answered that they are locked up in
jail, prison, or a penitentiary, you correctly
inferred the meaning of incarcerated.
2) Examples
When the meaning of the word is not
implied by the general sense of its context,
it may be implied by examples.  For
instance,
Those who enjoy belonging to clubs, going
to parties, and inviting friends often to their
homes for dinner are gregarious.
You may infer the meaning of gregarious by
answering the question, "What word or
words describe people who belong to clubs,
go to parties a lot, and often invite friends
over to their homes for dinner?"  What have
you inferred as the meaning of the word
gregarious?
If you answered social or something like:
"people who enjoy the company of others",
you correctly inferred the meaning of
gregarious.
3) Antonyms and Contrasts
When the meaning of a word is not implied
by the general sense of its context or by
examples, it may be implied by an antonym
or by a contrasting thought in a context.  meaning of things – what is important, why
Antonyms are words that have opposite
meanings, such as happy and sad.  For
instance,
Page 5 of 7
Ben is fearless, but his brother is timorous.
You may infer the meaning of timorous by
answering the question, "If Ben is fearless
and Jim is very different from Ben with
regard to fear, then what word describes
Jim?"
If you answered a word such as timid, or
afraid, or fearful, you inferred the meaning
of timorous.
A contrast in the following sentence implies
the meaning of credence:
Dad gave credence to my story, but Mom's
reaction was one of total disbelief.
You may infer the meaning of credence by
answering the question, "If Mom's reaction
was disbelief and Dad's reaction was very
different from Mom's, what was Dad's
reaction?"
If you answered that Dad believed the story,
you correctly inferred the meaning of
credence; it means belief.
4) Be Careful of the Meaning you Infer!
When a sentence contains an unfamiliar
word, it is sometimes possible to infer the
general meaning of the sentence without
inferring the exact meaning of the unknown
word.  For instance,
When we invite the Paulsons for dinner,
they never invite us to their home for a
meal; however, when we have the Browns
to dinner, they always reciprocate.
In reading this sentence, some students
infer that the Browns are more desirable
dinner guests than the Paulsons without
inferring the exact meaning of reciprocate. 
Other students conclude that the Browns
differ from the Paulsons in that they do
something in return when they are invited
for dinner; these students conclude correctly
that reciprocate means "to do something in
return."
In drawing conclusions (making inferences),
you are really getting at the ultimate
it is important, how one event influences
another, how one happening leads to
another. 
ELP NOTES: FINALS
May 4, 2021 (Tuesday)

*Simply getting the facts in reading is not therefore, you get to organize and see all of
enough. You must think about what those your information at once, you marl the text
facts mean to you. as you make notes, pick out information,
https://www.cuesta.edu/student/resources/ssc/study_guides/reading_comp/308_read_infe
r.html highlight areas that need clarification, and
define new words or concepts.
ORGANIZING INFO AND OUTLINE https://study.com/academy/lesson/organizing-
Organizing information: information-with-outlines-text-mapping.html
(1) Outlines Outlining is a way to organize information
(2) Text Mapping and to show how different ideas relate to
each other. Outlining also helps to improve
(1) OUTLINES recall and comprehension of related ideas,
Outlines are like blueprint of your writing, as and to gather and organize information from
they are the summary, or breakdown, of more than one source into a coherent
main and supporting ideas. The more whole.
detailed provided in the outline, the easier
writing will become. Steps for writing an effective outline:
(1) Take notes while you are reading.
Outlines are very beneficial when it comes
to organizing information for writing because (2) Notice the organizational patterns the
they: author uses – these may be useful in
put ideas in logical order organizing your outline.
show the relationship between ideas /
material / evidence (3) Rephrase the most important ideas in
provide a summary of main ideas and the shortest possible form.
supporting evidence
(4) Organize your outline as a list of main
A basic outline shows one overall topic, ideas and supporting details.
provides a list of main ideas/categories
relating to that topic, and then goes on to (5) Use key words and short phrases to
lode sub-sections that can be used to summarize ideas in your own words. Do not
further explain or support the main copy from the text or write in complete
ideas/categories. The outline provides a sentences.
basic summary of the main information,
shows the relationship between the ideas, (6) Use a system of indentation to
and then puts them in logical order. graphically illustrate the relationships
between main ideas and supporting details.
In every situation, however, you should aim Most outline formats are similar to the one
to do the following when creating your below:
outline:
(1) List the ideas/ information/ evidence you I. Topic
would like to include in your writing. A. Main Idea
(2) From that list, organize ideas / 1. Subtopic
information / evidence ideas into like a) Supporting Detail
categories. b) Supporting Detail
(3) Arrange those categories into main B. Main Idea
ideas, and then sub-sections for those main 1. Subtopic
ideas. a) Supporting Detail
(4) Organize information/ evidence into 2. Subtopic
proper sections to be used as support. b) Supporting Detail
(5) Format information into logical order. II. Topic
A. And so on…

(2) TEXT MAPPING https://valenciacollege.edu/students/learning-

Text mapping is a scroll-based graphic support/winter-
organizer that allows you to view and park/communications/documents/OrganizingInformati
onIV.pdf
engage with complete lengths of text, rather
than just bits and pieces. It is basically like
you are viewing an actual scroll laid out;

Page 6 of 7
ELP NOTES: FINALS
May 4, 2021 (Tuesday)
SUMMARIZING
Summarizing means giving a concise
overview of a text’s main points in your own
words. A summary is always much shorter
than the original text.
Writing a summary does not involve
critiquing or analyzing the source – you
should simply provide a clear, objective,
accurate account of the most important
information and ideas, without copying any
text from the original and without missing
any of the key points.
When to summarize:
There are many situations in which you
might have to summarize an article or other
source:
 As a stand-alone assignment to show
you’ve understood the material.
 To keep notes that will help you
remember what you’ve read.
 To give an overview of other researchers’
work in a literature review.
In any case, the goal of summarizing is to
give your reader a clear understanding of
the original source.
Step 1: Read the text.
Step 2: Break the text down into sections
Step 3: Identify the key points in each
section
Step 4: Write the summary
Step 5: Check summary against the article
https://www.scribbr.com/citing-sources/how-to-
summarize/
Summarizing teaches us how to discern
the most important ideas in a text, how to
ignore irrelevant information, and how to
integrate the central ideas in a meaningful
way. Summarizing improves our memory on
what is read. Summarization strategies can
be used in almost every content area.
https://www.readingrockets.org/strategies/summarizing
Page 7 of 7
PARAPHRASING
A paraphrase
– is your own rendition of essential
information and ideas expressed by
someone else, presented in new form.
– one legitimate way (when accompanied
by accurate documentation) to borrow from
a source
– a more detailed restatement than a
summary, which focuses concisely on a
single main idea.
Paraphrasing is a valuable skill because...
 It is better than quoting information
from an undistinguished passage.
 It helps you control the temptation to
quote too much.
 The mental process required for
successful paraphrasing helps you
to grasp the full meaning of the
original.
6 Steps to Effective Paraphrasing
1) Reread the original passage until you
understand its full meaning.
2) Set the original aside, and write your
paraphrase on a note card.
3) Jot down a few words below your
paraphrase to remind you later how you
envision using this material. At the top of the
note card, write a key word or phrase to
indicate the subject of your paraphrase.
4) Check your rendition with the original to
make sure that your version accurately
expresses all the essential information in a
new form.
5) Use quotation marks to identify any
unique term or phraseology you have
borrowed exactly from the source.
6) Record the source (including the page)
on your note card so that you can credit it
easily if you decide to incorporate the
material into your paper.
https://owl.purdue.edu/owl/research_and_citation/usin
g_research/quoting_paraphrasing_and_summarizing/
paraphrasing.html
Dictionary.com
A restatement of a text or passage giving
the meaning in another form, as for
clearness; rewording.