Reading 2 Elements

 Cognitive process that involves decoding 1. Vocabulary Knowledge

symbols to arrive at meaning 2. Text Comprehension
 A thinking process
Strategies used to increase comprehension
Primary Purpose of Reading
Skim VS Scan
 To understand the text
Skim – general meaning
Readers Do:
Scan – particular words or phrases
 Prior knowledge
1. Skimming – identifying central or main points
 Use strategies
 Skip over sentences or phrases
 Use themes
 Use textual clues
Use to:
Reading Process  Preview text prior to detailed reading
 Refresh understanding to the text
1. Pre-reading
 Background knowledge 2. Scanning – finding particular words or phrases
 Preview the text
 Develop a purpose You can scan:
 Intro or preface
To do:  First or last paragraph
 Look at the title  Concluding or summarizing
 List down all ideas  Book index

2. During Reading 3. Detailed Reading & Note Taking

 Predictions  Note Taking techniques that provide a useful
aid to reading:
To do:  Underlining or highlighting
 Analyze the text  Keywords
 Predict what could happen  Questions
 Continuously change predictions  Summaries
4. Making Inferences
 Ability of understanding implicit messages
3. After Reading based on the readers schema or bg
 Retell the story knowledge.
 Discuss the elements  Unravel the meaning
 Answer Questions
 Comparison 5. Drawing Conclusion
 Visual clues
To do:  Come up with an acceptable conclusion
 Create summaries
 More concise understanding
Thesis Statement
Comprehension
 Sentence that bears the main idea of a text
 Intentional, active, and interactive process,
 Helps control the ideas within a text
that occurs before, during and after reading
  How to interpret the significance of the
subject matter under discussion  is, refers to, can be defined as, means,
 Serve as a map consists of, involves, is a term that, is called, is
 Idea of what to expect characterized by, occurs when, are those that,
entails, corresponds to, is literally
Types of Thesis Statement

1. Analytical 2. Classification - Divides a topic into parts based

on shared characteristics.
 Analyze or breaks down, an issue or idea
 Evaluates the topic
 classified as, comprises, is composed of,
 Presents the order of analysis
several varieties of, different stages of,
different groups that, includes, one, first,
2. Expository/ Explanatory
second, another, finally, last
 Factual info’s only
 Doesn’t contain personal opinion
3. Chronological Order - Describes the sequence
in which events occur in time.
3. Argumentative
 Allows the writer to take position
4. Process - Describes the order in which things
 Convinces readers
are done or how things work.
Explicit TS
 first, second, next, then, following, after that,
 Included a sentence as a part of the text last, finally
 Usually found near the beginning
5. Order of Importance - Describes ideas in
Implicit TS
order of priority or preference.
 Conveyed indirectly
 In multiple locations  less, more, primary, next, last, most
important, primarily, secondarily

Academic Text 6. Spatial Order - Describes physical location or

 A material written in an organized way and in
a specific manner
Salient Feature – clear structure
 Manifest clarity
 Must be clear in all levels
 Organized in in a specific way
position in space.
 above, below, beside, next to, in front of,
behind, inside, outside, opposite, within,
nearby
7. Cause and Effect - Describes how one or more
things cause or are related to another.

Purpose of Academic Writing  Causes: because, because of, for, since, stems

 To expound a number of ideas from, one cause is, one reason is, leads to,
causes, creates, yields, produces, due to,
Identifying Organizational Patterns
breeds, for this reason
 Increase text comprehension
 Effects: consequently, results in, one result is,
 Transitional words (signal words)
therefore, thus, as a result, hence
Common Types of O.P.

1. Definition – Explaining the meaning of new 8. Comparison and Contrast - Discusses

words or phrases.
 similarities and/or differences among ideas,
theories, concepts, objects, or persons.
 Similarities: both, also, similarly, like,
likewise, too, as well as, resembles,
correspondingly, in the same way, to
compare, in comparison, share
 Differences: unlike, differs from, in contrast,
on the other hand, instead, despite,
nevertheless, however, in spite of, whereas,
as opposed to
 Provides examples that clarify a broad,
general statement.
13. Addition – Indicates that additional
information will follow.
 furthermore, additionally, also, besides,
further, in addition, moreover, again
IMRAD PAPER
Aim

 Totality of the text

9. Listing or Enumeration - Organizes lists of
 What you intend to achieve
information: characteristics, features, parts,  Title should highlight the same aspects as the
or categories. explicit aim

Research Question
 the following, several, for example, for
 Specific questions to reach your aim
instance, one, another, also, too, in other
*Your aim and thesis must be narrowed
words, first second, numerals (1, 2, 3…),
letters (a, b, c…), most important, the largest, IMRAD Content
the least, finally 1. Introduction
 More general than research question
 Aka background

10. Statement and Clarification

2. Methods & Material
- Indicates that information explaining a concept  Discuss what have you done in order to
or idea will follow. accomplish

3. Result
 in fact, in other words, clearly, evidently,  Presenting in an objective way
obviously  No interpretations of data
 Uses graphical aids like tables, charts, and
other illustrations.
11. Summary - Indicates that a condensed 4. Discussion
review of an idea or piece of writing is to  Interpretation of result
follow.  In-depth analysis, explanation, and
explanation of the result
 in summary, in conclusion, in brief, to
summarize, to sum up, in short, on the
whole

12. Generalization and Example 3 Major Parts of a Written Text

  A mode of combining several sentences into
1. Introduction one
 Everything the readers need to know to
understand the aim and the importance. How to avoid Plagiarism

- Avoid using too many of the original words

2. Body
 Discusses the ideas, concept, and results in a
unified, coherent, and cohesive manner.
3. Conclusion
 An expression of the fulfillment of your aim
and what you have found.
and phrases.
- Provide citation/ give proper credit
Citation (APA)
Direct and Indirect Citation
3.Outlining (research skill)

Research – systematic investigation and study of - Backbone of your research (scope and limitations)
materials.
- identifying the significant details you need to include
 To establish facts and reach new conclusions and to eliminate
 To discover new or collate old facts
What to do:
Skills You Need as a Researcher
- List each paragraph topic sentence
1. Paraphrasing (restatement of meaning of
text) 3 Major Parts
 Preserving the main ideas of the original
1. Introduction
source
- Thesis statement
- Topic
When to paraphrase
- Purpose
 Simplify an article
- Rationale/ significance
 Show his own understanding
- Type of approach used in the entire paper
 Keep up the flow of writing
 Do away with less important details 2. Body
 Mindful of the significance statistics and  All arguments to support the thesis
numerical data  Rule of 3

2. Summarizing (synthesis of key ideas) 3. Conclusion

 Considering the source material in just few  Summary
lines.
 Final stand

Writing reactions in a formal written form requires:
3 Important Techniques
- Responsibilities to convince the readers
1. Selection
- Focus on discussing the strong and weak
 Select major ideas key words, and phrases points
- Clear, logical, and orderly arranged
2. Rejection arguments, issues, or stance
 Process of removing unnecessary data like
repetitions, examples, redundant expression, Academic Papers
etc.
1. Reaction
2. Review
3. Critique
3. Substitution
Similarities of the 3
- Weighs, assesses, and judge both of the
strength and weaknesses
- Requires the writer’s analysis
- Give a thorough and sound judgement
 Make use of stats, numbers, dates,
measurements.
Statement of OPINION
 Generally affected by the writer’s personality

Mechanics to do the critique effectively (According to Frequently uses:

Harry Show) - Comparison:
- Know the scope and purpose  More, better, and least
- Writer’s style - Verbs and adverbs:
- The theme of the piece  Seems, appears, looks, apparently, practically,
probably, potentially
Don’ts in writing a reaction paper
- Expresses what the author believes or thinks
- Do not summarize or retell the material
- Not always true and cannot be proven
- Avoid stating arguments or discussing points
- Cannot verified for accuracy because an
with no evidences or examples to back up the
author uses personal responses which cannot
point.
be proven true or false
- Avoid providing so many examples
Texts to Read:
APA Format
Piggy Bank
- Title must be centered
- Paragraphs are aligned to the left Pleasure of Books
- Use 1-inch wide in all margins.
- First line of each paragraph must be indented. The Profundity of Thinking Small
- Use Times New Roman, 12 points and not
Owning and Starting a Business
bold
- Page number is located at the top right corner Using Science to Understand God
- Use double spacing through whole text
- In text citation Knowing How to Live Alone
- Avoid using long quotations
A Country Not Even His Own
Proper Way to Cite Sources

1. APA – American Psychological Association

2. MLA – Modern Language Association
3. The Chicago Manual of Style
4. ASA – American Sociological Association
5. ACS – American Chemical Society
6. The Vancouver System

Identifying Facts and Opinion

Statement of FACT

 Can be proven to be either true or false

 Never affected by the author’s personality,
background or training