GROUP 1 Developing Skills in

Academic Reading

Reading is significant in learning the language for academic purposes. It is the primary means for learning whether the goal is to
perform better in any academic tasks or to acquire linguistic abilities. Most jobs demand the ability to read, understand, and evaluate
memorandums, letters, forms, and reports.

Techniques in Academic Reading

Bernhardt (1991) defines reading as “ an interactive and socio-cognitive process involving a text, a reader, and a social context within
which the activity takes place”.

William Gray (1950) , known as the Father of Reading, defines reading as a four step process:
1. Perception of the word
2. Comprehension of its meaning
3. Reaction to the meaning in terms of prior knowledge
4. Integration of the idea into one’s background of experience.

Strategies In Academic Reading

1. Efficient Reading
Academic texts generally conform to a set structure, are written in a formal, academic way, and contain specific language from your
discipline area.

The 4s-System for Efficient Academic Reading

A. Skimming
Nutall (1996) the necessary information. Skimming is used when the reader 
-Wishes to get a general impression of an article of a book.
-Needs to know the general idea or ideas of a particular passage
B. Scanning
Another fast way by which the reader goes over the printed page. This skill is looking for specific information or fact
without necessarily reading everything in the text.
C. Selecting - Using both scanning and skimming to decide what to read more closely.
D. Studying - is also reading in detail and paying close attention to the main points the reader wants to learn.
2. Critical Reading
Critical reading is an active reading , also called detailed reading. The reader reads carefully and makes a variety of
comments about the text being read.
Techniques required in critical reading:
a. Highlighting , marking the text, and underlining keywords and phrases.
b. Assigning keywords including brief comments about important points.
c. Recording questions when reading and making it as prompts for follow -up works.
d. Summarizing the text to check for understanding
3. Drawing Conclusions
A reading strategy done after reading. It involves the use of visual clues, titles and illustrations to understand something indirectly
stated in the text. I

GROUP 3 Understanding Academic Text

AUTHOR’S PURPOSE
 Is the reason that the author chose to write the passage.
 Uses verbs such as persuade, entertain, or inform, or a combination of these.

AUTHORS PERSECTIVE
Is how an author feels about the topic he or she is writing about
An author’s purpose is his or her objective in communicating his or her intended message. In dealing with the author’s purpose in
writing, remember PIE .
1. To Persuade
2. To Inform
3. To Entertain

Writing to Inform
The primary purpose of texts that are written to inform is to enlighten the reader or provide the reader with information about a topic.
Examples of Texts That Are Written to Inform
 Expository Essays or Article
 Instructions or Directions
 Encyclopedias or Other Reference Texts

Writing to Persuade
In a text that is written to persuade, the author’s primary purpose is to compel readers to
take action, convince them of an idea through argument, or to reaffirm their existing beliefs.
Examples of Texts That Are Written to Persuade
 Advertisements
 Campaign Speeches
 Persuasive Letters or Note

Writing to Entertain
Entertainment is defined as the action or performance made to amuse or give enjoyment to others. It may be used to bring mystery,
suspense, comedy, or drama. Movie scripts and short stories-- especially of fictional nature-- are a few examples of where
entertainment purposes are used by the author for their audience.
Understanding A Word Through Structural Analysis
Structural Analysis
Cooper, J. David (2003) defined Structural Analysis as, a word recognition skills in which knowledge of the meaningful parts of
words aids in the identification of an unknown written word.
Knowledge on structural analysis :
- aids with the pronunciation of unknown words.
- aids with the understanding of an unknown word.
- the student looks for meaningful parts of an unfamiliar word in order to decode it or to determine what the word means.
A ) Root Words and Base Words
Root words come from another language or language structure and cannot stand alone in English as words .
Examples:
the root - tain in the following: Maintain, sustain, pertain
- fer : Refer, confer, prefer
Base words are English words and can stand alone as words
Examples: assist/assistance under/undergo
Adding to Base or Root Words
B) AFFIXES
Letter combinations or syllables added at the beginning or end of a word to change its meaning or part of speech.
There are two kinds of affixes: Prefixes and Affixes
1. Prefixes - Prefixes are attached to the beginning of base words or root words to change their meaning
Examples: unpleasant disorganized enable
misspell preview resend
B ) Suffixes - are attached to the end of base words or root words that can change the word’s part of speech or its meaning.
Two types of suffixes:
a. Inflectional endings – the formation of grammatical variants of the same word.
Example: determine determined
b. Derivational suffix – the process of forming a new word on the basis of an existing word.
Example: happy - happiness

GROUP 4 The Structures of Academic Texts

The Thesis Structure
A paragraph is a group of sentences dealing with one single idea. A standard paragraph consist of a topic sentence, supporting details
and concluding sentences that relate to one main idea. A topic
sentence stresses the main idea of a paragraph.
Components of a Thesis Structure
I - Introduction – usually the first paragraph of short essay. The section where the argument is presented.
II – Body – Explains by giving details about the thesis or main argument presented in the introduction. It consists of
several sections or paragraphs.
III – Conclusion – the final paragraph which reaches the final argumentative conclusion. It restates the main argument in the
introductory part but in another words. A conclusion “ties up” a selection and drives the key point home.
Using Transitional Devices
Transition signals are words and phrases that help readers organized their thoughts in writing to achieve unity and coherence.

The Problem – and – Solution Structure

The author presents the over-all solution as the main argument or the thesis statement.
Component of the Problem-and-Solution Structure
I - Introduction - the author presents an overall solution or one or more major problems with a subject.
II – Body – contains the following points:
a. First Point (problem #1): presents the problem alone or a combination of problem in detail and a possible solution. Again, each
paragraph or point contains a topic sentence.
b. Second Point ( Problem #2) : second problem in detail or a combination of problem and possible solutions.
c. Third, fourth, fifth points, etc.
d. Final Solution/Resolution of problems – an explanation why a final solution seems impossible.
III - Conclusion - the final paragraph which discusses the final argumentative conclusion

Context clues are hints found within a sentence, paragraph, or passage that a reader can use to understand the meanings of new or
unfamiliar words.
1. Definition / Description Clue
The new term may be formally defined, or sufficient explanation may be given within the sentence or in the following sentence. Clues
to definition include “that is,” commas, dashes, and parentheses.
Examples:
a. His emaciation, that is, his skeleton-like appearance, was frightening to see.
“Skeleton-like appearance” is the definition of “emaciation.”
1. Definition / Description Clue
The new term may be formally defined, or sufficient explanation may be given within the sentence or in the following sentence. Clues
to definition include “that is,” commas, dashes, and parentheses.
Examples:
a. His emaciation, that is, his skeleton-like appearance, was frightening to see.
“Skeleton-like appearance” is the definition of “emaciation.”
3. Synonym Restatement Clue
The reader may discover the meaning of an unknown word because it repeats an idea expressed in familiar words nearby. Synonyms
are words with the same meaning.
Examples:
a. Flooded with spotlights – the focus of all attention – the new Miss America began her year-long reign. She was the cynosure of all
eyes for the rest of the evening.
“Cynosure” means “the focus of all attention.”
4. Contrast / Antonym Clue
Antonyms are words with opposite meanings. An opposite meaning context clue
Contrasts the meaning of an unfamiliar word with the meaning of a familiar term. Words
like “although,” “however,” and “but” may signal contrast clues.
Examples:
a. When the light brightens, the pupils of the eyes contract; however, when it grows darker, they dilate.
“Dilate” means the opposite of “contract.”
5. Mood / Tone Clue
The author sets a mood, and the meaning of the unknown word must harmonize with the mood.
Examples:
a. The lugubrious wails of the gypsies matched the dreary whistling of the wind in all but-deserted cemetery.
“Lugubrious,” which means “sorrowful,” fits into the mood set by the words “wails,” “dreary,” and “deserted cemetery.”
6. Cause And Effect Clue
The author explains the reason for or the result of the word. Words like “because,” “since,” “therefore,” “thus,” “so,” etc. may signal
context clues.
Example:
a. She wanted to impress all her dinner guests with the food she served, so she carefully studied the necessary culinary arts. “Culinary”
means “food preparation

The Factual – Report Structure

– contains the main subject presented in the first paragraph of a web page, a short report or other text.
II – Body - contains several paragraphs which provide explanatory details about the thesis statement.
III – Conclusion – the final summary of the subject