GROUP MEMBERS

NAME ROLL
1-MOHSIN ALI BSF1703154

2-USMAN ABID BSF1703153

 PURPOSE OF READING
ACADEMIC TEXT

ENGLISH
SUBMITTED TO : SHAISTA SYEDA
 Academic reading
Academic reading is complex, multi-level and different from
other kinds of reading. Reading academically allow you to learn
new words, master new phrases and comprehend new ideas
critically.
.

Academic reading differs from reading for

pleasure. You will often not read every word,
and you are reading for a specific purpose
rather than enjoyment. This page explains
different types of purpose and how the
purpose affects how you read, as well as
suggesting a general approach to reading
academic texts.
Types of purpose
Everyday reading, such as reading a novel or
magazine, is usually done for pleasure. Academic
reading is usually quite different from this. When
reading academic texts, your general purpose is
likely to be one the following:
 to get information (facts, data, etc.);
 to understand ideas or theories;
 to understand the author's viewpoint;
 to support your own views (using citations).
Many of the texts you read will have been recommended by your
course tutor or will be on a reading list, and you will need to read
them in order to complete assignments such asessays or reports,
to take part in academic discussions, or to help you give
a presentation. If you enjoy your course of study you may, of
course, also get pleasure from reading these texts, but that is very
definitely not your main purpose

SKIMMING
Skimming is reading a text quickly to get a general idea
of meaning. It can be contrasted with scanning, which is
reading in order to find specific information, e.g. figures
or names.

Example 
A learner taking a reading exam decides to approach text
by looking at the title, introductions, and any diagrams
and sub-headings, then skim reading to get a clear
general idea of what the text is about.
In the classroom 
Skimming is a specific reading skill which is common in
reading newspapers, messages and e-mails. It is
important that learners understand that there is no need
to read every word when skimming, so often teachers set
this as a timed task to encourage speed.

SCANNING
Scanning is reading a text quickly in order to find specific
information, e.g. figures or names. It can be contrasted
with skimming, which is reading quickly to get a general
idea of meaning.
Example 
A learner taking a reading test needs to scan a text on
population rates quickly to find out if a series of
statements about the population figures are true or false.
In the classroom 
As the above example shows, scanning is a specific
reading skill which is often used in combination with
others such as skimming and intensive reading.
Learners need to learn different ways and understand
that choosing how to read is an important step in building
reading skills.

CLOSE READING

Close reading is thoughtful, critical analysis of a text that

focuses on significant details or patterns in order to develop a
deep, precise understanding of the text’s form, craft, meanings,
etc. It is a key requirement of the Common Core State
Standards and directs the reader’s attention to the text itself.
Close reading includes:
 Using short passages and excerpts
 Diving right into the text with limited pre-reading activities
 Focusing on the text itself
 Rereading deliberately
 Reading with a pencil
 Noticing things that are confusing
 Discussing the text with others o Think-Pair Share or Turn and
Talk frequently o Small groups and whole class
 Responding to text-dependent questions