SUBJECT: READING AND WRITING

Module 1- Reading Strategies

READING
 is fundamental to function today.
 is a vital skill in finding a good job.
 is important because it develops the mind.
 is how we discover new things.
 develops the imagination.
 develops the creative side of people.
 fundamental in developing a good self image.
 Good reading skills, especially in a phonics reading program, improve spelling.
 helps to expand the vocabulary.
 is important because words - spoken and written - are the building blocks of life
 Is a cognitive process of decoding symbols to derive meaning from a text.
 It is always an interaction between the text and the reader.

READING STRATEGIES
1. Previewing- means looking at the readily visible parts of the texts , like titles, subtitles, and also visuals and
graphs, pictures and charts
2. Skimming
 means you look for the main point of the reading and identify the ideas that developed it.
 effectively means physically moving your eyes rapidly along the page and tracing your finger along the
lines of the text to speed up your reading.
3. Scanning
 is looking for a specific information
 to scan the text effectively, you need to have an idea of the details you are looking for
 it is especially useful when doing research or taking examinations.
4. Context clues
 are words, phrases, and sentences that surround an unfamiliar word that can help you recognize the
meaning of an unknown word because the text gives you the information about it.
 thus, you can study how a word is used in a sentence and discover an approximate definition.
 Getting the meaning of unfamiliar words through context clues is a very useful process, because this
allows you to read more fluently and increases your vocabulary.

TYPES OF CONTEXT CLUES

1. Inference
 Word meanings are not directly stated in the text, but definitions of unfamiliar words can be assumed by
both prior knowledge and the context in which the word sits.
2. Antonym or Contrast
 The unfamiliar word is defined by using the word’s opposite or contrasting meaning.
 This type of context clue usually includes the words: whereas, unlike, as opposed to, however, in contrast
to, but, on the other hand.
3. Definition
 The unfamiliar word is directly defined in the sentence in which it appears.
 Definitions are usually set off by commas or dashes, and may include the use of the words, as, or, that is,
and in other word

4. Synonym or Restatement
 Words with similar meanings areused within the same sentence, or around the unfamiliar word

DENOTATION
- The dictionary definition

CONNOTATION
- The deeper meaning- what we associate with the word

Module 2- Evaluating Written Texts by Analyzing Claims

CRITICAL READING AND THINKING

1. Critical reading is an active and reactive process.
2. Critical reading is the foundation of good writing.
3. Analyzing a writer's claims helps us become critical thinkers.
4. Analyzing claims help us appreciate diverse perspective on a topic.
5. Good claims are always backed up by reliable evidences.
SUBJECT: READING AND WRITING

READING TECHNIQUES

1. Keeping a reading journal - is similar to keeping a diary, except, you are writing your feelings and ideas in
reaction to your reading assignment. This process allows you to develop your impressions of the text and
connect them to your personal experiences. This allows you to better relate to the essay and understand
the author's idea
2. Annotating the text - simply means making notes on your copy of the reading. This includes, highlighting
or underlining important passages and writing notes, comments, questions and reactions on the
margins. By doing this , you are entering into a dialogue with the author, and not just passively reading
the text.
3. Outlining the text - creating a rough outline of the text will also be helpful in getting to understand it more
critically. By locating the thesis statement, claims, and evidence, and then plotting these into an outline,
you can see how the writer structures, sequences, connects his or her ideas. This way you will be able to
better evaluate the quality of the writing.
4. Summarizing the text - this is similar to outlining, in that you need to get the gist. A summary consists
of getting the main points of the essay and important supporting details. Summarizing is a useful skill
because you can better understand the reading if you can recognize and differentiate major and minor
points in the text.
5. Questioning the text - involves asking specific questions on points that you are skeptical about. These
may be topics that do not meet your expectations or agree with your personal views. Alternately, you
should also take note of things you found impressive.

EXPLICIT AND IMPLICIT INFORMATION

Explicit
 is any idea that is stated.
 With explicit information, you see the text explained!
 There is no need to look for clues. Just read. If the information is written it is explicit.
Implicit
 Implicit information is understood but it is not stated. Look for clues as you read.
 Implicit information is not written but the idea is there.
 Implicit information is using what is read to make an inference.

CLAIM
 is a single statement.
 the topic of an argument.
 not a question
 phrased against the status quo
 the central argument or thesis statement of the text. It is what the writer tries to prove in the text by
providing details, explanations, and other types of evidence.

CHARACTERISTICS OF A GOOD CLAIM

 A claim should be argumentative and debatable.
 A claim should be specific and focused.
 A claim should be interesting and engaging.
 A claim should be logical

TYPES OF CLAIMS
1. Claim of Fact
 asserts that something has existed, does exist, or will exist.
 debates whether it is true or false.
 it can be an assertion of the past, present, or future.
2. Claim of Value
 asserts judgement whether it is good or bad, more or less desirable.
 it is claiming whether something is good or bad or the other thing is better than the other one.
3. Claim of Policy
 is something that should or should not be done.
 the key word is the verb “should”, which implies that some action ought to be taken, but not that it must
or will be taken.

Module 3- Stages of Pre-writing

PRE-WRITING
 The first stage of the writing process is pre-writing, which pertains to different techniques that help you
discover ideas before writing the first draft of a paper.
 You use a variety of strategies to find out things that interest you about a topic or new ways of thinking
about it
 It also helps you identify what else you need to know about a topic.

PURPOSE OF YOUR PAPER

SUBJECT: READING AND WRITING

The first consideration is determining your purpose. This is the reason why you are writing. When you think about
your purpose, you begin to make decisions about form, content, length, organization, support and tone.
Your purpose may be to:
1. inform
2. explain
3. persuade
4. entertain

THE AUDIENCE OF YOUR PAPER

 To write effectively, it is always best to assume that you are writing to be read.
 Your audience is your target reader.
 You must recognize who your readers are and anticipate their expectations, background, and knowledge
of the topic if you are to tailor-fit your writing to their tastes.

THINK ABOUT YOUR PAPER’S TOPIC

 Topic should be specific.
 The topic should be related to the assignment and interesting to you.
 It must be something that you know or are willing to learn more about.

TONE
 This refers to the attitudes and feelings you want your writing to reflect toward your purpose, topic,
audience, and yourself.
 These are manifested in your chosen point-of-view (first, second, or third), sentence structure (long and
short sentences), and chosen words (connotation and denotation).

USING PRE-WRITING STRATEGIES

1. Brainstorming
 Begin at the top of a sheet of paper and list down everything that comes into your mind as fast as you can
for a certain amount of time.
 After listing down all your ideas, browse through them and pick the one that best appeals to you, or the
one that you know best.
2. Clustering or Mapping
 Start by writing a word or phrase at the center of the page and encircle it; this becomes your main topic.
 Think of other words and phrases related to that main topic, write them down, encircle them, and draw
lines connecting them to the main topic.
 These becomes your subtopics. From there, you can branch off the subtopics with other supporting ideas.
3. Freewriting
 Writing down your thoughts nonstop, in the exact order, language, and form in that you think them.
 Write as quickly as you can to create constant momentum for your thoughts to keep on flowing.

4. Journal Writing
 A good way to sustain writing practice is the habit of your journal writing.
 Journal is “a book in which you write down your personal experiences and thoughts” (Merriam-Webster)

Module 4- Writing a Thesis Statement

THESIS STATEMENT
 it is the main idea of an essay.
 it is often a point you want to argue or support in an essay.
 it explains to a reader the main idea of the essay, and the writer’s opinion on that idea.
 it is usually one sentence, and often placed in the introductory paragraph of an essay.
 it is a claim that could be argued.
 The essay will contain evidence and opinions that support the argument.
 Your thesis is the foundation of your essay
 The entire essay attempts to prove that your thesis is correct.
 Constantly refer back to your thesis to make sure that your essay is staying on track.

GUIDELINES ON WRITING THESIS STATEMENTS

1. Avoid making overly-opinionated stands
2. Avoid making announcements
3. Avoid stating only facts