01MEDB - Videoconference 2

Development of Communicative
Competence: Written Skills C1
VIDEOCONFERENCE 2
Javier Cañas Villarreal
English Language Instructor | PhD Candidate in Applied Linguistics
February 5, 2020
Contents
1. Strategies in Written Communication. Context. Visual
Information
Micro- & Macro-structures, Context and Visuals
2. Development of Reading Comprehension
Reading Strategies
3. Text Planning, Elaboration and Revision
The Writing Process
4. Writing: Common Problems
Coherence, Grammar, Lexical, Spelling and Punctuation
1. Strategies in Written Communication
Micro Macro
Syntax and Cohesion Coherence
Grammar Spelling and i.e. strategies i.e. development
e.g. Lexis Punctuation that create of the idea at a
impersonalisa e.g. e.g. unity among level beyond the
tion (passive thesaurus differences the elements sentence and the
and we) and and between EN in a text at paragraph
word order collocations and ES, or Br. the sentence (statement
(subject + and Am. EN level development
verb) (and, or, but) conclusion)
3
Three elements should be considered when thinking

of context:
Purpose Audience Audience’s setting
• will help you decide the • will give the writer a lot • e.g. if the audience
type of text is needed to of information about receives hundreds of
achieve the writer’s goal what the audience does similar communications
• e.g. if the goal is and doesn’t know, and every day, one should
persuading then an what they’d like to know. think of a clear, concise
argumentative text is • e.g. a formal or informal and direct text that
register can be chosen shows the main ideas in a
quick way
4
Pie chart Bar chart Flow chart Line graph Map

show compare represent show trends summarise
quantities in quantities processes during a relationships
relation to a period of between
total amount time different
concepts
5
Good readers…
• are active readers
• have clear goals in mind when reading and evaluate whether the text meets their goals
• look over the text before reading, noting structure and sections relevant to their reading goals
• make predictions about what is to come
• read selectively
• determine the meaning of unfamiliar words
• draw from, compare and integrate their prior knowledge with the material in the text
• read different kinds of texts differently
6
Prediction
• Prediction tasks also make the reader’s existing knowledge interact with the text’s
information.
• Contrasting and comparing the material in the text with the reader’s prior knowledge
and personal experiences encourages the reader to think actively and make
connections, thus interacting with the text from the very first moment.
Speed reading
• Skimming refers to the process of speed reading that involves reading quickly to extract
and understand the main idea of a text or the gist.
• Scanning differs from skimming in that it involves searching only for specific information
that readers already have in their minds. When scanning, it is important to know and
understand how the text is structured, to have an idea of where the information is more
likely to be.
7
Intensive reading
• Intensive reading involves reading a short text in detail, every piece of which needs to be fully
understood. Apart from helping in reading comprehension, it is also useful to extend readers’
vocabulary and idioms.
Critical reading
• Critical reading requires a step further in the reading process. The reader is pushed from the thorough
comprehension achieved by means of an intensive reading to create a reaction to the text with critical
judgement.
Summarising
• Summarising requires a deep understanding to start with and being able to recall what has been read.
Three steps in the summarising process can be distinguished: identifying relevant aspects and
disregarding those which are redundant or unimportant, considering how the main ideas relate to each
other, and synthesising the information to create a new text that integrates the main ideas in a
meaningful way. Ideas can be summarised either in a visual (e.g. charts or maps) or textual way.
8
Planning Elaboration Revision

develop all the ideas selected check the text bearing
generate ideas and in the previous stage and in mind the audience,
Tasks organise those ideas organize them accordingly to the purpose and the
the structure planned form of the text
brainstorming, looping,
listing, clustering, free take into account the genre
writing, wh-questions, and the text type the text
bubbling, outlining, adding, rearranging,
belongs to, the audience it is
Strategies spider maps, events addressed to and the
removing and replacing
chains, fishbone maps, information
appropriate style and
charts, timelines, flow terminology
charts, Venn diagrams.
9
Planning strategies. Generation. Example 1: Clustering
Hierarchical clustering Partitional clustering
https://www.cs.us.es/~fran/curso_unia/clustering.html
10
Planning strategies. Generation. Example 2: Bubbling
11
Planning strategies. Organisation. Example 1: Timelines
Website to create
timelines online
Video about the

game called
Timeline
https://venngage.com/blog/timeline-template/
12
Planning strategies. Organisation. Example 2: Venn diagrams
https://www.theschoolrun.com/what-venn-diagram
13
Planning strategies. Organisation. Example 3: Fishbone maps
Motivating children to do regular exercise
14
Reflection Questions on Writing
• What issues do you find with others’

writing?
• What concerns do you have with your
own writing?
• What troubles do you have when
writing?
• What types of problems can we find in
writings?
15
Coherence problems
Given and new information
Given information is typically placed at the beginning of a sentence so that it is linked to
previous knowledge, and new information is placed at the end. Failing to do so may result
in weak, poor or even incoherent texts
Weak Improved
Anabolic steroids were used to rebuild the body Anabolic steroids were developed in the 1930s
weight of concentration camp survivors [new] but gained recognition only after World War II
after they were developed in the 1930s and [old], when they were used to rebuild the body
gained recognition after World War II [old]. weight of concentration camp survivors [new].
16
Coherence problems
Parallelism
When having parts of a sentence with the same function, they should have the same
structure. This is known as parallelism. A very common mistake is made when having
different structures between the previous and posterior elements to coordinating
conjunctions like and and or.
Unacceptable Acceptable
An important consideration in orthopedic An important consideration in orthopedic
surgery and how to implant prostheses is surgery and prosthesis implants is the
the possibility of infection. possibility of infection.
17
Coherence problems
Reduced –ing sentences
When reducing sentences with a gerund, it is important that the word modified by the -ing
form is the appropriate one. This is a very common mistake for Spanish speakers, since -ing
sentences are used more freely.
Weak
Improved
When travelling at the speed of sound,
An object travelling at the speed of sound
the moon is approximately 320 hours
will reach the moon in approximately 320
away. [The moon does not travel at the
hours.
speed of sound.]
18
Coherence problems
Paragraphs
Paragraphs must be kept coherent from beginning to end. To do so, the writer can use
transitional devices and connectors and other lexical resources.
Weak Improved
Limited investment in the housing sector makes it practically Limited investment in the housing sector makes it practically
impossible to allocate sufficient resources for urban impossible to allocate sufficient resources for urban
dwellers' housing needs. A high rate of urban population dwellers' housing needs. In fact, the problem has grown in
growth has increased the country's needs for housing. A the last twenty years. Because a high rate of urban
small group of city officials has laid out a new plan to population growth has increased the country's needs for
combat the crisis. A solution to the housing-shortage housing, a solution to the housing-shortage problem is a
problem is a vital policy issue here. The housing problem has vital policy issue here. A small group of city officials has laid
grown in the last twenty years. [Related yet separate ideas out a new plan to combat the crisis. [Each separate fact now
instead of one coherent paragraph.] flows into the next, creating a coherent whole.]
19
Grammar problems
Subject-verb agreement
Subject-verb agreement when using a present tense must be carefully revised when
writing.
Unacceptable
Acceptable
A mixture of materials were used to A mixture of materials was used to
withstand high temperatures. [The withstand high temperatures.
subject is mixture, not materials.]
20
Grammar problems
Missing subjects
Spanish speakers tend to miss subjects when it has been used previously in discourse or
when it is omitted in Spanish.
I don’t like cream because is too sweet for I don’t like cream because it is too sweet
me. for me.
21
Grammar problems
Double subjects
Double subjects may appear when postponing the semantic subject and introducing a
dummy it in the original subject position.
It can be distinguished two categories. Two categories can be distinguished.
22
Grammar problems
Word order
English follows a strict word order that must be respected as much as possible. Of course,
there are some exceptions, but unless the author wants to provide the text with a special
emphasis or for stylistic reasons, the typical syntactical order is Subject – Verb – Indirect
Object – Direct Object – Manner – Place – Time – Other information.
Weak Improved
We played a game on Monday at my We played a game at my parent’s house
parent’s house. on Monday.
23
Grammar problems
Definite articles
Broadly speaking, definite articles must not be used when referring to a general concept,
that is, not a group or a part of the category named but all the members in the category.
The children don’t like going to school and Children don’t like going to school and
doing homework. doing homework.
24
Lexical problems
Vague language
Using vague or too general language when a more specific term is preferred is considered a
lexical mistake.
Weak Improved
We found a thing that was very good for We found an object that was very
our purpose. adequate for our purpose.
25
Lexical problems
3rd person singular masculine
Another frequent mistake in lexis is the use of the 3rd person singular masculine when
referring to both masculine and feminine participants. When both options are possible,
English allows the use of the 3rd person plural forms.
When a person wants to see his doctor, When a person wants to see their doctor,
he has to phone first. they have to phone first.
26
Spelling problems
Double consonants
Most consonants (except for c, h, j, q, w and x) double when the final consonant is single
and is preceded by a single vowel and a single consonant (word-c-v-c), and when the stress
of the word lies on the last syllable. As an exception, British English doubles the final l and p
even when the word is stress on the first syllable.
droped, begining dropped, beginning.
27
Spelling problems
Silent –e
When word end in a silent –e, they generally retain the -e when the termination begins
with a consonant.
hatful, truely hateful, truly.
28
Spelling problems
Words ending in –y
If preceded by a consonant, they usually change –y to –i when a suffix is added. However, it
does not change when adding –ing.
happyly, uglyest, studing happily, ugliest, studying.
29
Punctuation problems
Commas
Commas are used incorrectly when introduced to separate a dependent clause from a
main clause (unless the dependent clause is non-restrictive or provides superfluous
information).
Ever since the atomistic view of matter Ever since the atomistic view of matter
came to be accepted, it has been a came to be accepted, it has been a
burning question, how to see into the burning question how to see into the
microworld of molecular chemistry. microworld of molecular chemistry
30
Commas
Commas are never used to separate the subject from the predicate, unless they are closing
a constituent which is isolated between two commas.
All the people who went to the party All the people who went to the party
yesterday because they had just yesterday because they had just
graduated, decided to go home. graduated decided to go home.
31
Commas
The comma splice occurs when a comma is used to connect two independent clauses.
Instead of the comma, you have several choices: you can make them into two sentences
using a period, you can use a semicolon, or you can introduce a conjunction.
Acceptable
Unacceptable
Jim usually gets on with everybody, he is Jim usually gets on with everybody
an understanding person. [because / ; / .] he is an understanding
person.
http://www.bristol.ac.uk/arts/exercises/grammar/grammar_tutorial/page_03.htm
32
Colon
Colon is used incorrectly when the sentence after which they are used is not complete.
My family moved to Spain for: the better My family moved to Spain for the better
working conditions, the weather and the working conditions, the weather and the
friendly population. friendly population.
33
Exercises on Writing Problems
This exercise tests your understanding of a number of different

areas of grammar. In each question you will be presented with
a sentence containing various mistakes. You will need to
identify which mistakes apply.
34
1. This is a lovely cake, she exclaimed, where did you get the recipe?
a. No speech marks.
b. Incorrect use of the question mark after direct speech.
c. The sentence contains a comma splice.
d. You do not need a comma after cake as it is not the end of the direct
speech.
2. I love going to greece, the people are friendly, the beaches are
beautiful and the food is fantastic.
a. As a proper noun, Greece needs a capital letter.
b. The dreaded comma splice is in evidence here.
c. As the beaches belong to Greece, they need an apostrophe.
d. There is no need for the comma after 'friendly'.
35
1. This is a lovely cake, she exclaimed, where did you get the recipe?
a. No speech marks.
b. Incorrect use of the question mark after direct speech.
c. The sentence contains a comma splice.
d. You do not need a comma after cake as it is not the end of the direct
speech.
2. I love going to greece, the people are friendly, the beaches are
beautiful and the food is fantastic.
a. As a proper noun, Greece needs a capital letter.
b. The dreaded comma splice is in evidence here.
c. As the beaches belong to Greece, they need an apostrophe.
d. There is no need for the comma after 'friendly'.
36
3. I really cant stand our throw-away, self-obsessed society.
a. You should not use hyphens in adjectives.
b. You should use an apostrophe in 'cant' to indicate a missing letter.
c. You cannot use a comma in this sentence to separate adjectives.
d. You cannot put 'really' between the subject and the verb.
4. Pamela hates getting wet; she always take's her mothers' umbrella
with her .
a. The semicolon is incorrect here and should be replaced with a comma.
b. There should not be an apostrophe in 'takes’.
c. The position of the apostrophe in mothers' is incorrect.
d. There should be an apostrophe in 'hates' to echo the apostrophe in
'takes'.
37
3. I really cant stand our throw-away, self-obsessed society.
a. You should not use hyphens in adjectives.
b. You should use an apostrophe in 'cant' to indicate a missing letter.
c. You cannot use a comma in this sentence to separate adjectives.
d. You cannot put 'really' between the subject and the verb.
4. Pamela hates getting wet; she always take's her mothers' umbrella
with her .
a. The semicolon is incorrect here and should be replaced with a comma.
b. There should not be an apostrophe in 'takes’.
c. The position of the apostrophe in mothers' is incorrect.
d. There should be an apostrophe in 'hates' to echo the apostrophe in
'takes'.
38
5. I decided to never visit the old ramshakle houses again, they are just to
scary.
a. Incorrect spelling of 'to’.
b. 'Houses' needs an apostrophe.
c. The sentence contains a split infinitive.
d. The sentence contains a comma splice.
6. Running to catch the bus; the conductor saw me slip on some old
mouldy and rather unpleasant pizza remains.
a. The sentence contains a split infinitive.
b. The sentence contains a comma splice.
c. The sentence contains a dangling participle.
d. The semicolon is incorrect here.
39
5. I decided to never visit the old ramshakle houses again, they are just to
scary.
a. Incorrect spelling of 'to’.
b. 'Houses' needs an apostrophe.
c. The sentence contains a split infinitive.
d. The sentence contains a comma splice.
6. Running to catch the bus; the conductor saw me slip on some old
mouldy and rather unpleasant pizza remains.
a. The sentence contains a split infinitive.
b. The sentence contains a comma splice.
c. The sentence contains a dangling participle.
d. The semicolon is incorrect here.
40
7. There were less people in the palace this year than there are at last
year's festival.
a. The sentence contains a comma splice.
b. There is no need for the apostrophe in 'years’.
c. The sentence contains an inconsistency of tense.
d. The 'less' is wrong and should be replaced by 'fewer’.
8. Your going to be able to see there work this evening,' the teachers told
the parent's.
a. The sentence contains a dangling participle.
b. The spelling of 'there' is incorrect.
c. The apostrophe in 'parents' is incorrect.
d. The spelling of 'your' is incorrect.
41
7. There were less people in the palace this year than there are at last
year's festival.
a. The sentence contains a comma splice.
b. There is no need for the apostrophe in 'years’.
c. The sentence contains an inconsistency of tense.
d. The 'less' is wrong and should be replaced by 'fewer’.
8. Your going to be able to see there work this evening,' the teachers told
the parent's.
a. The sentence contains a dangling participle.
b. The spelling of 'there' is incorrect.
c. The apostrophe in 'parents' is incorrect.
d. The spelling of 'your' is incorrect.
42
EDITING EXERCISE. Below is a paragraph that is full of errors. There may be spelling,
punctuation, capitalization, or grammar errors. Rewrite the paragraph correcting all the errors.
The pursut of independance in the later half of the 18th century in the
American colonies diveloped slowly. As punitive and onnerous laws were
emposed by the British crown and parliament, resentment grew among
the American colonists. In 1774 the colonists established a seperate shadow
goverment and began training troops near Boston Massachusets. After
military
conflicts in 1875 at Lexington and Concord, and at the battle of Bunker Hill,
the independence movment gained mommentum. George Washington
named
Commander in chief of the Continental Army in March, 1776 and
representative of each
colony meet in Philladelphia in June, 1776 to draft the historical Declaration
of
Independance.
43
Editing Exercise (Answers may vary… here’s a suggested one!)

The pursuit of independence in the latter half of the 18th century in the
American colonies developed slowly. As the British crown and
Parliament
imposed more punitive and onerous laws, resentment grew among the
American colonists. In 1774 the colonists established a separate shadow
government and began training troops near Boston, Massachusetts.
After
military conflicts in 1775 at Lexington and Concord and at the Battle of
Bunker Hill, the independence movement gained momentum. George
Washington was named commander in chief of the Continental Army in
March 1776, and representatives of each colony met in Philadelphia in
June 1776 to draft the historic Declaration of Independence.
44
LIVE SESSIONS
Live Session 5: Guided Activity 2

• Presentations of (in-progress) Reports
DATE: 03/25/2020
TIME: 7 – 10pm
How to prepare for Guided Activity 2:

• Revise pdf/recording of today’s Videoconference 2.
• Get familiar with the instructions for Guided Activity 2 – Presentations.
45
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Development of Communicative

Competence: Written Skills C1

Three elements should be considered when thinking

Pie chart Bar chart Flow chart Line graph Map

Planning Elaboration Revision

Hierarchical clustering Partitional clustering

Video about the

Motivating children to do regular exercise

• What issues do you find with others’

This exercise tests your understanding of a number of different

Editing Exercise (Answers may vary… here’s a suggested one!)

Live Session 5: Guided Activity 2

How to prepare for Guided Activity 2:

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