This document provides tips and definitions for reading skills like skimming, scanning, and analyzing texts as connected discourse. It defines key terms like text, discourse, and connected speech. It also gives guidelines for skimming and scanning a text efficiently, such as reading the title, introduction, headings, and conclusions. The document aims to help readers understand different reading strategies and analyze how written works form a cohesive whole through connected language.
This document provides tips and definitions for reading skills like skimming, scanning, and analyzing texts as connected discourse. It defines key terms like text, discourse, and connected speech. It also gives guidelines for skimming and scanning a text efficiently, such as reading the title, introduction, headings, and conclusions. The document aims to help readers understand different reading strategies and analyze how written works form a cohesive whole through connected language.
This document provides tips and definitions for reading skills like skimming, scanning, and analyzing texts as connected discourse. It defines key terms like text, discourse, and connected speech. It also gives guidelines for skimming and scanning a text efficiently, such as reading the title, introduction, headings, and conclusions. The document aims to help readers understand different reading strategies and analyze how written works form a cohesive whole through connected language.
by Georgia Hipolito and Angela Sison ○ State the specific information you are looking for ○ Try to predict how the answer will appear Reading and what clues you might use to help you Page 2: 1.0 and 1.1 locate the answer ● Reading is perceived as one of the most important ■ Ex. looking for a date: look only skills for students in higher learning institutions for numbers ● In addition to mastering reading skills, students ○ Use headings and other aids that will help are also required to acquire critical thinking you identify which sections might contain abilities in their pursuit of knowledge the information you’re looking for ● Reading is a necessary skill because the world is ○ Selectively read and skip through sections full of all kinds of information that need to be of the passage analyzed critically
● Skimming and scanning are the 2 most commonly used strategies for reading Text ● These speed-reading approaches require specific ● “Text can be used for both written and spoken steps when one needs to cover an extensive language. It usually refers to a stretch, an extract amount of reading material or complete piece of writing or speech. Texts ● When we speed-read, the objective is not to gain a generally adhere to broad conversations and rules complete understanding of the arguments in the which determine the language structure” (Coniblet text, but simply to determine what the text is about and Carter, 2001) ● Strategies and skills to use will depend on the ● Latin word “texere” which means to weave reader’s purpose and intent ○ Metaphor pertaining to threading of
words (fabric is the sentence) Skimming ○ Choosing certain words to fit into Page 2-5: 1.1 sentences is like picking certain fibers or ● Employed to get the general overview of the fabrics to work into certain textiles content and only the important ideas in a reading ● According to Scott Thornburry it is “beyond the material sentence” (Macmillan, 2005, p.19) ● Used to find the main ideas of a text ● It is ● Reader is not interested in total comprehension ○ Self contained but only the main points and major details ○ Well formed ● Top down strategy ○ Cohesive ● Tips on skimming a text ○ Coherent ○ Read the title ○ Have a clear communicative purpose ○ Read the introduction or the first ○ Are recognisable text types paragraph ○ Appropriate to their context of use ○ Read the first sentence of every other ● H. G. Widdowson said it is “knowing what a paragraph sentence means is 1 thing, but knowing what is ○ Read any headings and sub-headings meant by at utterance is another.” (Discourse ○ Look at the illustrations, graphs, or other Analysis, p.13, OUP, 2007) visuals ○ Read the caption of the visuals ○ Pay attention to any italicized or boldface Discourse words or phrases ● Guy Cook (1989): Can be anything from a grunt or ○ Read the summary or the last paragraph single expletive, through short conversations and scribbled notes right up to Tolstoy’s novel, “War & Peace”, or a lengthy legal case. Scanning ● “The latter kind of language - language in use, for Page 5-9: 1.1.2 communication is called discourse, and the search ● Involves rapid and focused reading of a text to for what gives discourse coherence is discourse locate specific information analysis.” ● Engages in close reading of the selected portions ● Latin “discursus” (Conversation speech) of the text until your questions are answered ● Term to refer to a continuous stretch of especially ● Ex. dictionaries or directories spoken language larger than a sentence ● “It is a set of utterances which constitutes any his explanations about the poem we're confusing recognizable speech event, conversation, joke, and complicated. sermon, interview, and many more.” (Crystal, Dictionary of Linguistics and Phonetics, 3rd ed. ANTONYMS 1991) ● Is a word that reveals the opposite meaning in relation to the unknown word Connected Speech or Connected Discourse ● The Hero in the poem did not give in to trepidation, ● “More than a string of individual target segments rather he slayed the monster. Trepidation is the joined together in series, since each segment is antonym of bravery liable to influence the segments that surround it” (Sara Howard) EXAMPLES ○ In a word, every letter has its own ● Example of a sentence using examples: There are purpose even though they look randomly many eccentric creatures in the forest, such as chosen mome rats and borogoves. ● Such as, like, examples of these are, etc. Devices for analyzing a Written Text as Connected Discourse EXPLANATIONS AND DEFINITIONS ● Cohesion ● Explanations may be given as clues to describe an ○ Refers to the ties and connections which unknown term exist within texts that hints different parts ● Definitions may follow and unfamiliar word of sentences or larger unit of discourse ● Is, means, refers to, etc. ○ Ex. Linking mid-sentence: Susan likes music. Susan plays piano ---> Susan likes DENOTATION music, she plays piano. ● Basic, precise, literal meaning of a word that can ● Cohesive devices be found in the dictionary ○ Tell the reader what we are doing in a sentence and help to guide them through CONNOTATION our writing ● Is the positive, negative or neutral feelings, ○ Connect sentences for a smoother attitudes, ideas or associations with a word transition ● Positive connotation: are generally favorable ○ In addition to, furthermore, moreover, associations also, again ● Negative connotations have unfavorable feelings ● Coherence or ideas towards a word ○ The quality of being logical and consistent ● These shades of meaning are affected by social quality of forming a unified whole overtones, emotional meanings, or cultural ● Parallelism implications ○ Means side by side ● They portray more multifaceted definitions of a ○ use of components in a sentence that are word whether these are positive, negative, or grammatically the same; or similar in their neutral construction, sound, meaning, or mete ANNOTATION ● To understand the text Reading Strategies ● Track changes or progression
● Identify areas of interest or concern CONTEXT CLUES ● Reactions, thoughts, definitions, important ● Using words, phrases, and sentences that passages, feelings, etc. surround an unfamiliar word that can help you ○ Personal notes recognize the meaning of an unknown word ● Circle or Underline because the text gives you information about it; ○ Main Ideas thus, you can study how a word is used in a ○ Character/ People’s names sentence and discover an approximate definition. ○ Vocabulary words
○ Important ideas or event SYNONYMS
● Are used when the text has words or phrases that
are similar in meaning to the unknown word
● Example: Humpty dumpty took great pleasure and
obfuscating the poem's meaning for alice period ● Examples: textbooks, reports, encyclopedias, Sexist Language reference books, brochures, magazines, news ● Language that excludes either men or women articles, etc. when discussing a topic that is applicable to both ● The information provided by the author aims to sexes answer the 5W + 1H questions (why, when, who, ● Another common error that shows gender bias is what, where, how) assuming that the subject of all sentence is male ○ Provide the info that the audience wants ● E.g. Each student selected his own topic for his to know or the author wants to offer term paper (should be “his or her”) Writing to Persuade ● Author aims to convince the audience to agree Reasons to Avoid Sexist Language with his or her position on the topic 1. It encourages discrimination and can discourage ● Author uses facts to inform audience and support people his or her position on the topic 2. Also offends people when they find themselves ● Author may also use opinions and biased language excluded to further strengthen position 3. Remember that the goal is not to avoid referring to ● Examples: advertisements, campaigns, politicals individual people as male or female, the goal is to speeches and stories be inclusionary when speaking in hypothetical Writing to Entertain statements or of mixed gender groups ● Author writes to entertain by appealing to the 4. Use genderless titles whenever possible, such as audience’s senses and imagination flight attendants instead of stewardess, firefighter ● Author usually describes places, ideas, and instead of fireman, housemaker instead of characters (either real or imaginary) to amuse or housewife, etc. engage the audience a. Avoid adding gender markers in genderless jobs T O N E 5. Rework sentences in the plural to avoid gendered Unit 1.3.2; Examples 1.21 to 1.23; Page 24-25 pronouns and possessive adjectives Types of tones: objective and subjective 6. When it’s not possible to recast sentences in the ● Language used to express his or her attitude plural, use he/she or his/her to be inclusive towards a topic 7. Don’t take gender inclusivity to the extreme, each ● What the author feels about the subject specific individual has a gender and can be ○ Mood - how the audience feels (effect on referred to in a way. the reader) ● The tone may remain constant or change throughout the writing ● Is expressed through the use of words, syntax, Purpose, Tone, Audience, Bias points of view, and varying levels of formality Page 20-30: 1.3 Objective tone ● An author writes not only to convey a message. ● Impersonal, unbiased, unemotional, and formal The message is written for a particular purpose ● Neutral with the presentation of facts and ● Words and phrases are chosen with specific unbiased in terms of explanation writing styles to convey the tone of the message ● Author does not convey any feelings for or against ● The choice of words or phrases may also reflect a the topic position taken by the author in a particular Subjective tone message ● Personal, biased, emotional, and usually informal ○ The author may also convey prejudice or ● Uses words that describes feelings, judgment, and bias towards or against an issue opinions
● Deal with senses, experiences feelings, sentiments, P U R P O S E and thoughts Unit 1.3.1; Examples 1.15 to 1.20; Page 21-24
3 common purposes for writing: to inform, to persuade, A U D I E N C E and to entertain Unit 1.3.3; Examples 1.24 to 1.25; Page 25-27 Writing to Inform ● During the writing process, an author has a ● The author writes to inform when he or she particular audience in mind provides information about a topic that is normally ● Author might ask himself or herself: true or contains facts ○ Who is he or she addressing? ○ Who would be interested in this idea? ● Note that reader will also use these questions in 3. Audience: everyone (mostly girls) determining the target audience of a text 4. Purpose: question societal norms (beauty being ● The intended audience can be any of the ff: unattainable) ○ Specific person (ex. Company director, 5. Subject: barbie girl having a need to be accepted in chief of police, etc.) society ○ Group of people (ex. Youths, parents, 6. Tone: ironic, morbid, cynical (sarcastic) doctors, etc.) ○ The general public (ex. Society at large, Filipinos, etc.) ARTICLE 1 Texting: Blessing or Curse? B I A S Matthew Zelner Unit 1.3.4; Tables 1.2-1.5; Page 27-30 Paragraph 1 Bias towards or against a topic - Thesis: “Texting is expensive, it distracts us from ● Refers to the use of words and phrases that are daily work, it feeds our destructive need for instant considered prejudiced, offensive, and hurtful gratification, it encourages short attentions pans ● Using biased words or phrases indicates a bias and, lastly, it’s making us dumb.” against something or someone Paragraph 2 ● If the words or phrases are used in favor of - “Full disclosure” = disclaimer, to be h=completely something or someone, then this is an indication of honest, all cards on the table a bias towards that thing or person - Author has a very clear bias against texting - Talks about how writing has become overcome by texting Examples Paragraph 3, 4, and 5 “BARBIE DOLL” BY MARGE PIERCY - “Complete waste of time” - mrs p Using SOAPSTone - There is some attempt on credibility This girlchild was born as usual - Weak connection, makes no sense, does not and presented dolls that did pee-pee strengthen thesis and miniature GE stoves and irons - Last part of paragraph 5 resembles last part of and wee lipsticks the color of cherry candy. thesis Then in the magic of puberty, a classmate said: Paragraph 6 and 7 You have a great big nose and fat legs. - Purpose: to persuade (FAILED) - Sounds like an opinion She was healthy, tested intelligent, - POV - first person possessed strong arms and back, - Should have interviewed students, not only abundant sexual drive and manual dexterity. teachers (bias); Did not consider any other She went to and fro apologizing. perspectives Everyone saw a fat nose on thick legs. - Does not talk about texting being a blessing, straight to curse She was advised to play coy, - “An erosion of students’ writing skills” (last exhorted to come on hearty, sentence of para.5): original writing purpose exercise, diet, smile and wheedle. >> Paragraph 6 backs up this sentence Her good nature wore out like a fan belt. ARTICLE 2 So she cut off her nose and her legs Business School makes PowerPoint a Prerequisite? and offered them up. Justin Pope - Purpose: to persuade In the casket displayed on satin she lay - Rather than applications, use of powerpoint with the undertaker's cosmetics painted on, - No to technocracy; Yes to creativity a turned-up putty nose, How to make a credible statement: Rhetorical Triangle by dressed in a pink and white nightie. Aristotle Doesn't she look pretty? everyone said. - Ethos - credibility (expert at field) Consummation at last. Rose Martinelli, Nicole Chestang, Michael Avidan To every woman a happy ending. - Pathos - emotion (biases) 1. Speaker: unnamed narrator, 3rd person, impartial - Logos - logic (statistics) objective Paragraph 6 (lingua franca - dominant language) 2. Occasion: story of a girl’s life ARTICLE 3 Why We Keep Stuff: If You Want to Understand People, Take Identifying Supporting Details a Look at What They Hang On To? Supporting details Caroline Knapp ● A paragraph consists of a main idea and some - Purpose: to entertain supporting details in a paragraph can also be - Rhetorical device used: repetition (the word “stuff” divided according to their functions: major or is repeated 28 times for emphasis, *also for minor details imagery in paragraph 1) Major details - Paragraph 5: “(the National Association of Theater ● General ideas that support the main idea of a text Operators? The Detroit office of the National ● Reasons, points in an argument, points of Transportation Union? Huh?)” - confused, lost, comparison or further elaborations of a main idea trying to be funny Minor details - Tone changes to sentimental and nostalgic in ● Specifics that illustrate or support the major paragraph 6 (thesis): “Granted, the significance of details a pile of old ribbons may be minimal, but I think the ● Examples, specific details, specific instances, and things that people choose to hang on to, and the statistics ways they hang on to them, are quite telling -- small testimonies to the ways people organize their Specific signal words are used to introduce major and lives on both external and internal levels.” minor details in paragraphs - Paragraph 10: As a hoarder, it’s hard to let go, Signal words for Signal words for your stuff become a part of you major detail minor detail - Paragraph 11: It’s hard to give up stuff because of sentimental value First/Second/Third For example - Paragraph 12 - trying to be funny again - Last paragraphs: trying to get audience to relate One An example is - Tries to be rational but does not follow her advice, Another For instance this is not bad because it shows her humanity - POV: 1st person Furthermore To be specific - Perspective is herself (appropriate bc personal essay) Moreover That is
Next This means Identifying Main Ideas Also A case in point ● A topic is the general subject of a reading passage or text. It is usually written using a word, phrase, Finally To illustrate or name in each paragraph ● The main idea, which is written in a sentence, is the Lastly To explain most important point of the topic. It could either be explicit or implicit Explicit main idea Sentence Errors ● Supporting ideas further clarify the main idea by Parallelism providing more details ● Means that words, phrases, and clauses used in ● A complete sentence that describe the author’s pairs or groups must all have the same form overall purpose for writing the paragraph ● Verbs must match with verbs, nouns must match ● To find the explicit main idea, ask yourself this with nouns, etc. question: What is being said about the person, ● Ex. I have been to Beijing and saw the Summer thing, or idea (the topic)? palace. Implicit main idea ● Verbs have different tenses ● Implicit main idea is not clearly or directly stated in ● I have been to Beijing and have seen the Summer any one sentence in a paragraph. It is only Palace. suggested or inferred by the authors I went to Beijing and saw the Summer Palace. ● The implied main idea must be formulated by the ● She likes to read but not write reader She likes to read but not to write ● Re-reading and summarizing the gist of the ● Brian likes to read, exercise, and watching movies paragraph are both helpful at this stage of the Brian likes to read, exercise, and watch movies process ● My car is sporty, economical and goes very fast. My car is sporty, economical, and very fast. ● Although Andre sank a perfect basket from half ● As we neared the airport, you could hear jets court, the coach’s back was turned As we neared the airport, we could hear jets ● Andre sank a perfect basket from half court after ● Please judge me by my words and by (my actions) the coach’s back was turned what I do. ● Never use “, because” Please judge me by my words and by my actions Please judge me by what I say and by what I do. Misplaced/Dangling Modifiers ● Modifier; a word or phrase that changes or Run-on sentences describes another word or phrase ● Is not necessarily long. ● Dangle: to hang or swing loosely ● Has 2 or more independent clauses that are joined ● A modifier is misplaced if it modifies the wrong without the correct punctuation or conjunction word or phrase ● The speech was long, it lasted for one hour. ● A modifier is dangling if the word or phrase that is The speech was long, lasting for one hour. supposed to be modified does not appear in the The speech was long. It lasted for one hour. sentence The speech was long; it lasted for one hour. ● After biting 2 children, the police took away our - Ex. I walked she ran dog After biting 2 children, our dog was taken by the Fragment police ● Andre spinning the ball to show off his skills ● Having been thrown into the air, the dog caught the ○ Spinning is not a verb, so you have to ball fragment When the ball was thrown into the air, the dog ● As Andre spun the ball to show off his skills. caught the ball (Thought is not complete) ● Having finished the assignment, the TV was turned ● Andre spun the ball to show off his skills. on ○ Correct one (has subject, a verb, and a Having finished the assignment, Andre turned the complete thought) tv on ● Feels like the sentence is dangling or unfinished - Studying the unappetizing place of food, all ● A subject, a verb, and a complete thought appetite was lost ● I love staying in shape and losing weight, so I ● Studying the unappetizing place of food, Georgia’s exercise every day appetite was lost. ● Working on my homework all night. That I didn’t have time for any fun ○ Almost like a sentence, but it lacks a Language Use and Mechanics subject, a verb, or a complete thought Examples I have been working on my homework all night. ● Include your children when baking cookies I was working on my homework all night so I didn’t ○ Bond with your children while baking have time for fun. cookies ○ Bake cookies alongside your children Fused sentences and comma splices ● Bank Drive-in Window Blocked by Board ● Andre sank a perfect basket from half court; ○ Bank Drive-in window, not approved by unfortunately the coach’s back was turned the board of directors ❏ Period and a capital letter ● Killer sentenced to die for second time in ten years ❏ You cannot run together two sentences with no ○ Killer receives second death sentence punctuation ● Eye Drops off shelf ❏ Comma and a coordinating conjunction (FANBOYS: ○ Eye drops with prescription are off the for and nor but or yet so) shelf ❏ Semicolon (use sparingly: 3-4 times max per essay) ❏ Subordinate conjuctions In writing academic and formal texts, the following should After, although, as, because, before, even though, be observed if, even if, in order that, once, provided that, since, ● Always use standard English so [that implied], so that, than, that, though, unless, ● Avoid using contractions when, whenever, where, wherever, whereas, ● Avoid using exclamation marks unless they are whether, while part of a direct quotation ❏ Reduce one of the two clauses to an incomplete ● Always put the whole name of an abbreviation in thought the first mention Thereafter, use the abbreviation ○ U.S. for United States ● Hallmark of effective writers is the ability to ○ No. for number express the desired message in as few words as ● Numbers from zero to ten should be spelled and possible the rest should be written in figures ● Good writers, in other words use language which ● Common units of time, greater than one second, is straightforward to the point from zero to nine: five minutes, three days Familiar language Characteristics of effective language ● Easily recognize and understood because they use ● Concrete and specific, not vague and abstract it on a regular basis ● Concise , not verbose ● Language that is foreign and unfamiliar to the ● Familiar, not obscure reader tends to emphasize the differences ● Precise and clear, not inaccurate or ambiguous between writer and reader, and makes the ● Constructive not destructive message difficult to understand ● Appropriately formal ● Purpose of writing it to create homophily: sense of Transitional device: To smoothly relate ideas between commonality (using unfamiliar language does not sentences/paragraphs create homophily)
Concrete and specific language Precise and clear language ● Includes descriptions which create tangible ● Why the student body should continue in this state images with details the reader can visualize of apathy is not really understandable ● Clearer to avoid misinterpretation ● Our student body is dull and slack-minded ● Long unnecessary phrases: each and every one, in my 15 years of living, etc. Constructive language ● As few words as possible ● Stating phrases that are potentially negative ● Use language which is straightforward and to the message in a positive way point ● Destructive language directs blame and criticism ● Before making a decision about whether the towards the reader, creating defensiveness person on trial is guilty or innocent in this case... = ● Readers are likely to become defensive when the Before deciding on the guilt or innocence of the writer’s language expresses any or all of the ff: suspect… ○ Superiority over reader ● Should not be abstract, as it is vague and obscure ○ Indifference or apathy about an issue of and it does not bring into mind specific visual importance to the reader images ○ Negative evaluation or judgment of the ● Example of an abstract language reader (as opposed to neutral ○ Can be interpreted in many other ways descriptions or observations) ○ He is a bad roommate, ○ Command or control over reader He is lazy and discourteous, ○ Skepticism or doubt about the reader’s He is untidy and unclean credibility or legitimacy of their claims He doesn’t clean up his own messes He leaves his dirty dishes on the kitchen Formality of language counter ● Should match the formality of the situation and the ● Example of a concrete and specific language relationship between writer and reader (based on the example on top) ○ Less open to multiple interpretations ○ Your relationship with John is Organization unacceptable ● Organization: a well-written text should possess You do not get along well with John the property of being organized. In order to attain You and John have a lot of arguments organization, the flow of ideas must be logically You and John insult each other too much and accurately arranged You and John call each other derogatory ● Deductive: upside down triangle (broad to specific; names main idea last) = He is a bad roommate because he is lazy, untidy, ● Inductive: triangle (specific to broad; main idea messy, and disrespectful first) Concise language ● Short and concrete ○ Future event: it is likely, it looks like its Coherence going to, it will, soon, next week, in the ● Coherence = to stick together coming months, in the future, etc. ○ The logical connections that readers or ● Cannot be verified because these are based on listeners perceive in a written or oral text beliefs or judgment ○ The quality of being logically integrated, ● Expert Opinions are beliefs or judgment of experts consistent, and intelligible, congruity in their field wherein they rely on their knowledge ○ His story lacked coherence and experience ● Continuity = to continue ● Examples: F or O ○ An uninterrupted succession or flow; a ○ Vaping can pose health hazards (O) coherent whole ○ It was reported that some 1000 medical ○ A continuous flow, series, or succession; graduates had ended their ambition unbroken ● Words that are used to express judgment include ● Coherence at essay level quite, rather, very,too, much, many, more, a bit, ○ Prewriting and a little ■ Generate ideas ■ Choose appropriate info ■ Distinguish main points from Topic Sentence supporting points ● Is the controlling idea which determines what ■ Begin to put ideas in order needs to be included in and excluded from (outline) paragraph ■ Counter arguments help more ● A well written para is unified, coherent, and ○ Thesis well-developed ■ Focus on what you will say in the ● 1 in every paragraph essay ● Declarative ● The sentences you just wrote will be the topic ● Thesis Statement sentences for your body paragraphs, and will hold ○ 1 in every essay ○ Argumentative your essay together by ○ Most important statement in the essay ○ Tie the body paragraphs to the thesis ○ Presents the controlling idea ○ Reinforcing the order of discussion Examples ○ Furthering the discussion ● Sport is important in maintaining one’s health ● Building coherent paragraphs ○ Sports can increase one’s heart rate ○ Focus on one of the main points in the ○ Cardiovascular health is improved when thesis one engages in sports ○ Explain in detail why/how that point ○ Oxygen levels are improved in sports supports the thesis/your argument ● Family involvement can influence the academic ● To do its job effectively, a paragraph has to contain success of a student certain information ○ Family members can monitor students’
performance Types of Information ○ When a student experiences difficulties, a Page 63-64 family member can be a facilitator and Facts counselor ● Can be proved as true ○ Family members can also provide financial ● Correct or true information from reliable sources assistance to the student ● They can be verified through experiences, ● Language can be learnt without a teacher researches, observations, or experimentations ○ A person does not even need to enter a Opinions formal classroom ● Words used to express opinion are conveyed in ○ Language skills can be acquired with forms of judgment, uncertainty, or the occurrence adequate exposure and practice of future events ● A tertiary qualification is not a necessity ○ Judgment: quite, rather, very, too, much, ○ A person without a tertiary education can many, more, a bit, a little, etc. be successful if he/she is focused ○ Uncertainty: I think, I believe, in my ○ If they master the art of comm, they can opinion, it seems, it appears, maybe, survive life without a college degree perhaps ○ If he/she is given an opportunity to apply ● Next week what they have learnt in life, they can be ● In the coming months, successful without a tertiary education ● In future ● Jogging can sometimes be hazardous ○ A person can injure themselves without EXERCISE the proper warm-up exercise Paragraph 1 ○ The safety of the location must be Inference - Diabetes is harmful to the body and is widespread considered when jogging Conclusion ○ You must be aware of your surroundings - The lack and excess of glucose in the body affects when you jog. the state of the body resulting into diabetes Paragraph 2 Inferences Inference - Homeschooling may not be the preferred option for Page 65 all parents ● A logical conclusion that is based on observation Conclusion or assumed facts - It is up to the parents to enter their child in ● Mental process by which we read a conclusion homeschooling based on specific evidence Paragraph 3 ● Described as “reading between the lines” Inference ● Logically derived statement from the available - Eating right is crucial before exercising information Conclusion ● Assumptions based on facts - To benefit from a workout, proper food intake is ● General thing itself crucial Practice 2.4 on pages 68-69
● Paragraph 2 ○ Inference: Homeschooling may not be the Essay Building Blocks preferred option for all parents ○ Conclusion: It is up to the parents or Essay title families to make a decision regarding 1. College students easily fall prey to fad diets homeschooling a. Short term diets, long term consequences ● Paragraph 3 2. Traveling to another country is a great way to ○ Inference: Eating right is crucial before learn about one’s own culture exercising 3. Standardized testing in elementary school causes ○ Conclusion: To benefit from a workout, several problems proper food intake is necessary Inference Conclusion Conclusions Assumptions based on Takeaway or final idea ● Drawn by a reader, after thorough thought has little facts been given to the facts and supporting details that Read between the lines Big picture are presented by an author in a reading text ● Next step after giving thoughtful consideration to what has been read Page 97: Practice 2.10: Article 1 ● Can be argued and questioned ● Topic: Difficulties Faced by University Students ● Statements are subjective; they are based on ● Purpose: to inform personal feelings, tastes or opinions ● Tone: objective ● Take away from the paragraph ● Main ideas ● Page 68-69 ○ Students/interest plays a significant role To express judgement in influencing learning difficulty levels ● Quite, rather, very, too, much, many, more, a bit, ○ Learning difficulties can be attributed to and a little language proficiency To express uncertainty ○ Time management ● I think, I believe, in my opinion, it seems, it appears, maybe, and perhaps To express a future event ● It is likely... ● It looks like it is going to... ● It will… ● Soon ● The wrongful appropriation and stealing and SQ3R publication of another author’s language. ● Reading strategy Thoughts, ideas, or expressions and the ● Helps you think about the text you are reading representation of them as one’s own original work ● Survey, question, read, recite, review ● Considered academic dishonestly and a violation of ● Survey journalistic ethics ○ Bird’s eye view ○ Review the text to gain initial meaning from the headings, bolded text, and charts Context ○ Images, headings, etc. ● Students’ work for a class is expected to reflect ○ Skimming, taking it all in their own thinking and effort ● Question ● Students who use other people’s ideas and present ○ Generate questions about your reading them as their own are not being honest with from previewing it themselves, the teacher, the school, or their fellow ● Read students ○ Look for answers to your questions formulated during your preview of the text. Consequences ○ These questions, based on the structure ● Such academic dishonesty is a serious issue and of the text, help focus on your reading. carries serious penalties ○ Annotating (confusing words, context ○ A failing grade on the assignment clues, etc.) ○ A failing grade in the class ● Recite ○ Suspension from school ○ Move through the text and recite or ○ Expulsion from school rehearse the answers to your questions ● Teachers are aware of plagiarism and have ways and make notes about your answers for of detecting it in student work later studying Six steps of paraphrasing ○ Verbalize (people have different learning 1. Read the sentences you want to paraphrase styles) carefully before writing anything ● Review 2. In your first sentence, provide the author’s full ○ You should review the text to answer name and the name of the work you are lingering questions and recite the paraphrasing from questions you have previously answered 3. Paraphrase the sentence. You may combine two or ● Ex. Annabel Lee by Edgar Allan Poe more sentences into one concise, paraphrased ○ SURVEY sentence of your own ■ Possible initial questions: Who is 4. Write the paraphrase using your own words, not Annabel Lee? Does it have a the words of the author. Also, be sure to use your rhyming scheme? What are some own sentence structure and style- not too close to rhetorical or literary devices? the original ○ QUESTION 5. Stay objective. Do not offer your opinion. Do not ■ Possible questions: Why add any interpretation structure of poem/text is that 6. Include a page citation and or publication way, unknown words, context of information needed. the author, etc. ○ READ Checklist for a good paraphrase ■ Analyze and look for answers 1. Check to make sure that you have paraphrased the ■ Literary devices or patterns ideas in the original sentence(s) in the same order ■ Assonance, repetition, imagery, they were presented parallelism, hyperbole, 2. Check to make sure the paraphrase includes all of personification, alliteration, etc. the main ideas and main examples for support from the original sentence(s) 3. Check to make sure the paraphrase is in your own Plagiarism words and that there are no significant phrases that were in the original sentence(s) (no direct From the latin word Pladgium - a kidnapping quotes, not even partial quotes) Plagiarius = kidnapper 4. Check to make sure the paraphrase is accurate in its restatement of the original material and that you have not added any reaction to or opinion about the material (restatement is objective) 5. Make sure you have included the author’s name and the title of the original piece at the beginning of your paraphrase and included a citation of the source at the end
APA WHEN TO CITE ● Cite when you refer to ideas, theories, or research of an author ● Ensure references cited have been read ● Provide references for facts and figures ● Provide a citation for direct quotations
ON SEEING THE 100% PERFECT GIRL ONE BEAUTIFUL APRIL MORNING BY HARUKI MURAKAMI SIGNIFICANCE OF THE TITLE ● Dependent clause, hanging ● Hints the reader that there is no finality in the story and nothing deep or significant happened ● Shallow
SOAPSTONE SPEAKER ● The boy ● 1st person at the start, but 3rd person when it nears the end (once upon a time) OCCASION ● Walking in narrow side streets of Tokyo’s Harajuku neighborhood in April AUDIENCE ● Young readers PURPOSE ● Tells a story or narration ● Story of a guy who longs to have courage to approach a girl ● Allows the reader to get inside the thoughts of a man ● His fantasy of love is very shallow since he has concluded from seeing the woman 50 yards away that she is the 100% perfect girl for him ● So lonely that he invents a perfect person, realizes the reality that he is just a normal and ordinary guy SUBJECT ● By chance, a boy passes and recognizes his 100% perfect girl and in his hesitation loses her in the crowd TONE ● Starts off optimistic and happy but turns sad and doubtful, ● sympathetic, intimate, uplifting, reminiscing, bright and hopeful, changes to anxious and regretful
Reading and Writing Skills Notes (1st quarter) ● Helps readers make an educated guess by using by Georgia Hipolito and Angela Sison rationale, reasoning skills and the information provided in the text. Experience Clue Thesis Statement ● Involves the readers’ experience and prior Page 91 and 92 knowledge in understanding a particular context ● The most important statement in the whole essay–without the thesis statement, the essay will lose its focus or direction, thus making it confusing Word Structural Analysis and problematic Words are divided into parts to find the meaning of unfamiliar words Patterns of Development in Writing Roots ● A root word, or root, can have a prefix, suffix, or Page 30, Unit 1.4 both added to it. Narration ● Most roots in English are from either Latin or ● Aims to tell a story in order to explain or illustrate Greek a point. Prefixes ● Uses transitions of time and space, and may ● An affix that is added in front of a root words, and feature descriptions of people, places,or events to it often changes the meaning of the word. make the subject interesting and captivating ● Example: re, un, mis ● May not have a topic sentence but the idea or Suffixes theme of the paragraph may appear in the frist or ● An affix placed after a root word last sentence ● It does not change the meaning of the root word,
but modifies it. Identifying Properties of a Well-written Text ● Can also indicate parts of a speech Page 41, Unit 1.5 ● Use of formal writing ● Academic writing conforms to a specific style and Identifying Claims tone of writing that is formal, academic, and Causal argument displays certain standards that are not of normal ● Asserts that there’s a relationship between two everyday conversation events such that one is the effect of the other ● The language used in academic writing is void of ● Takes the form of “x causes y” with x referring to informal lexical items (vocabulary), slang, the effect contractions, abbreviations, and/or clichés. ● Provides the premises to support a conclusion Instead, more formal structures are applied about a cause and effect relationship ● Vocabulary strategies are used to determine the ● Take a variety of forms, many of which do not use meaning of words. Moreover, contextual analysis the term “cause” helps in analyzing the meaning of a word by closely ● For example, we see that a friend has seemed less examining the surrounding text. talkative recently, and we wonder why ● Do not always use the term “cause” even when we Contextual Analysis mean it. If we say the ice on the road led to the ● Context clues refer to clues or hints found within a accident, “led to” has the same meaning as “cause” sentence, paragraph or passage which can assist in this claim the readers in understanding the meaning of ● Again, essential to a causal claim is a relationship unfamiliar words between two events such that one is the effect of Definition Clue the other ● Informs the reader what a word means by using linking words, synonyms, and punctuation marks Claims in a text Example Clue ● Are argumentative in nature ● Consists of examples given by the author to explain ● Represent a person’s or a group’s perspective that the meaning of unfamiliar words must still be proven in order to be considered Contrast Clue factual ● Consists of antonyms that help readers to ● Piece of information that a writer believes to be determine the meaning of unfamiliar words true, but must be proven Inference Clue ● Different kinds of claim ○ Claim of fact ○ Claim of value ○ If the bell tolls 8 times and the bus arrives, ○ Claim of policy you can’t say there’s an 8 o’clock bus ● Claim of fact ● Ignoring a common cause ○ Presents something projected as factual ○ Sometimes we mistakenly identify one or true but is actually debatable event as the cause of another without ○ Fact: excessive sugar intake causes recognizing that they both may be the diabetes effect of the common cause ○ Claim of fact: Diabetes is the number one ● Assuming a common cause killer disease in the world ○ We can also make errors in causal ○ Fact: grades on report cards are a sign of reasoning when we look too hard for a a student’s achievements common cause ○ Claim of fact: grades are not the be all and ○ Ex. blaming everything on a black cat end all ● Appeal to pity ○ Fact: Climate change is an issue that ○ An argument that appeals to another’s needs to be addressed now sympathy, not answering the argument ● Claim of value ○ Ex. saying that your failing grades are ○ Subjective because people vary in terms because you helped your family of what they value or cherish throughout grade school, not being able to ○ Refers to an argument of how important print because your mom is tired something is ● Sweeping generalization ○ Remains to be a claim and argumentative ○ Asserting a proposition is true because it because it may not be true for many has not been proven false people ○ If 5 people didn’t submit, then the whole ○ Fact of value: Marrying more than one class is irresponsible spouse is atrocious! ● Red Herring ○ Fact of value: Keeping a dog in a cage is an ○ An irrelevant topic introduced in an act of utmost cruelty argument to divert the attention of ○ Fact of value: Boxing is a dehumanizing listeners or readers from the original sport issue ● Claim of policy ○ The distractions should be abit related to ○ Refers to rules, regulations, and the topic processes ● Non Sequitur ○ The penalty for drunk driving should be a ○ Does not follow a logical sequence mandatory jail sentence and loss of ○ The conclusion does not logically follow drivers license the explanation ○ A chef was teaching a culinary arts class ● Faulty Analogies about the famous Filipino dish adobo. He ○ Lead to faulty conclusions showed them how adding laurel leaves ○ Writers often use similar situations to can enhance the taste. explain a relationship ○ To reduce exploitation and ○ Sometimes, though, these extended sensationalism, the news media should comparisons and metaphors attempt to not be allowed to interview victims of relate ideas or situations that upon closer crime and disaster inspection are not really that similar
Fallacies you must avoid ● Post hoc ergo propter hoc Essential Ingredients of an Argument ○ Latin phrase that means “after this, ● Talked about issue is open to debate therefore because of this” ● Should state your position on the issue ○ We are guilty of this error of reasoning ● Your reasons for that position should be clearly when we claim that x causes y in time. stated Certainly a cause does precede the effect, ● Evidence to support your reason wherein you can but that doesn’t mean that coincidence cite experience, expert opinions, research and along establishes a causal relationship statistics ○ If I got an A after eating 8 bars of Thesis Statement chocolate I will get an A again if I do the ● Lets the readers know the main idea of the paper same thing ● Is not a factual statement or an announcement of purpose, but a claim that has to be proven throughout the paper
Characteristics of a Thesis Statement 1. It should be argumentative in nature 2. It should indicate specifically what the essay is about 3. It should be written in complete sentences 4. It should be a general statement about the essay but also be specific enough for the intended length of the essay
Structure of a Classical Argument ● Introduction ● Thesis Statement ● Background Information ● Reasons and evidence ● The opposing view and the refutation ● Conclusions
Using A Reasonable Tone ● Shows you are fair-minded and therefore adds to your credibility ● When you acknowledge the opposition with balanced language
Offering A Counterargument ● Addressing the opposition demonstrates your credibility as a writer ● It shows that you have researched multiple sides of the argument and have come to an informed decision