Communication Skill

A four-fold analysis of
Communication skills - Skill of
Listening, Speaking, Reading
and writing
 Unit – 1 :
Principles of Communication
 Unit – 1 :
Principles of Communication
1. Communication - Definition and concept - Theories
of communication - communication cycle.
2. Barriers to communication - causes of barriers to
communication and ways of overcoming them.
3. A four-fold analysis of Communication skills - Skill of
Listening, Speaking, Reading and writing.
4. Values of Communication skills in the modern
context - Visual and Multimedia Communication.
5. Importance of Communication skills for teachers -
Communication in the classroom - Teaching as
communication.
 Unit – 1 :
Principles of Communication

1.3 A four-fold analysis of

Communication skills -
Skill of Listening, Speaking,
Reading and writing.
 COMMUNICATION
• 7% WORDS
– Words are only labels and the listeners put their
own interpretation on speakers words
• 38% PARALINGUISTIC
– The way in which something is said - the accent,
tone and voice modulation is important to the
listener.
• 55% BODY LANGUAGE
– What a speaker looks like while delivering a
message affects the listener’s understanding
most.
 TYPES OF BODY LANGUAGE
Remember that you are dealing with “PEOPLE”

• (P)OSTURES & GESTURES

– How do you use hand gestures? Stance?
• (E)YE CONTACT
– How’s your “Lighthouse”?
• (O)RIENTATION
– How do you position yourself?
• (P)RESENTATION
– How do you deliver your message?
• (L)OOKS
– Are your looks, appearance, dress important?
• (E)PRESSIONS OF EMOTION
– Are you using facial expressions to express emotion?
 Components of Communication

Listening Skill
Speaking Skill
Reading Skill
Writing Skill
 For communication process -
• one should recognize and understand the
various sounds of a language
• Then he/she should learn to discriminate
between the different sounds
• This is possible only if the learner gets an
opportunity to listen speeches made by
adults
• Then only one can acquire the ability to
speak
• After speaking comes reading
• Last of all comes writing
• The listening and reading skills are
called Receptive Skills (Passive Skills)
• While listening and reading the
communicator is at the receiving end
• Speaking and writing are called
Productive Skills (Active Skills)
• While speaking and writing the
communicator is at the transmitting
end
TOTAL COMMUNICATION PROCESS

Writin
g Speaking
9% 30%
Reading
16%

Listening
45%
 Listening
The process of receiving,
constructing meaning from and
responding to a spoken and/
or non-verbal message
(International Reading
Association)
Listening is the most important
communication skill
We probably spend more time using our
Listening Skills than any other kind of skill
 Like other skills, Listening takes practice
 Real Listening is an active process
 Listening requires attention
 Effective Listening
Effective Listening is the process of
analyzing sounds, organizing them into
recognizable patterns, interpreting the
patterns and understanding the
message by inferring the meaning
Many of the problems we experience
with people in our daily lives are
primarily attributable to ineffective
listening or lack of listening
The First and the foremost communication skill that we learn in our lives is
nothing but “LISTENING”

LISTENING

SPEAKING

READING

WRITING
Listening and hearing are not the same.
Hearing is the first stage of listening.
Hearing occurs when our ears pick up
sound waves which are then transported
to our brain. This stage is our sense of
hearing.
• Listening is a communication process and, to
be successful, is an active process. In other
words, we must be an active participant in this
communication process. In active listening,
meaning and evaluation of a message must
take place before a listener can respond to a
speaker. Therefore, the listener is actively
working while the speaker is talking.

• How can this happen? It is simple. Our

thought speed is much faster than our speech
speed. But be careful! Don't allow the
thought speed to race into daydreaming.
This habit will defeat our attempt to become
an active listener.
 Listening Skill
• The skill of listening is the ability to
receive and understand different speech
sounds of a language
• It is the training of one’s ears to
understand and discriminate the
meaningful messages communicated by
the sounds of a language
 Skill of Listening
• Radio, TV, public speeches, parents, friends,
relatives and so on
• We spend 50% more time listening than we do
talking
• Listening is as natural as breathing (automatic)
• Listening is critical to effective communication
• Effective communication is the lifeline of all
good relationships
• Poor listening may lead to misunderstanding
and arguments among people
 Basic Communication Skills Profile

Communication Order Learnt Extent Used Extent Taught

Listening First First Fourth

Speaking Second Second Third

Reading Third Third Second

Writing Fourth Fourth First

 Fallacies about Listening
 Listening is not my problem!
 Listening and hearing are the same
 Good readers are good listeners
 Smarter people are better listeners
 Listening improves with age
 Listening skills are difficult to learn
 To learn
 To increase one’s understanding
 To advise or counsel
To relieve one’s boredom
(listening to music)
• Communication is not complete without effective listening
• An attentive listener stimulates better speaking by
the speaker
• A good listener learns more than an indifferent
listener
• A good listener can restructure vague speaking in a way
that produces clearer meaning
• A good listener learns to detect prejudices, assumptions and
attitudes
 Real listening has three basic steps:
• Hearing
Hearing just means listening enough to catch what the
speaker is saying.
•
Understanding The next part of
listening happens when you take what
you have heard and understand it in
your own way.

•Judging After you are sure that you

have understood what the speaker has
said, think about whether it makes
sense. Do you believe what you have
heard?
 STEPS:
• Hearing
• Filtering
• Comprehending
• Remembering
• Responding
HEARING

Hearing is the first essential step in the

listening process and relates to the sensory
perception of sound. The listener further
processes the perceived sound. For learning
to be effective, hearing needs to be done with
attentiveness and concentration.
FILTERING
The next step involves sensing and filtering of
heard sounds. The heard message is
categorized as wanted or unwanted. The
unwanted message is discarded. The sense of
judgement of the individual comes into play,
that is, the filtering process is subjective and a
person chooses to retain what makes sense
to him.
COMPREHENDING
The listener understands what the
speaker has tried to convey. This activity
can be described as absorbing, grasping
or assimilating. The listener uses his
knowledge, experience, perception and
cognitive power.
REMEMBERING

The assimilated message is stored in memory

to facilitate future recall.

RESPONDING

Responding to a message takes place at the

end of the communication, immediately
after or later, to show that the message is
being received and comprehended.
 4 Levels of Listening

• The Non-Listener
• The Marginal Listener
• The Evaluative Listener
• The Active Listener
DISCRIMINATIVE LISTENING – It involves
identifying the difference between various
sounds. It also enables one to differentiate
between familiar and unfamiliar
language.
COMPREHENSION LISTENING – It involves
attaching meaning to what is being listened to.
It may also include comprehending the non
verbal messages being conveyed by the
speaker.
EVALUATIVE LISTENING – It involves
evaluating and analyzing the message being
received. It involves judging the acceptability of
what is said depending on how logical one
finds it to be.
ATTENTIVE LISTENING – It involves
paying attention to the words that are
being spoken.

PRETENCE LISTENING – It involves more

hearing than listening. It means
pretending through facial expressions that
one is listening when actually one is not.
SELECTIVE LISTENING – It involves
selecting the desired part of the message
and ignoring the undesired part of the
message.
INTUITIVE LISTENING – It means
listening through the intuitive mind by
silencing the other forms of internal
dialogues going on simultaneously.
 5 Basic reasons we Do Not Listen
• Listening is Hard Work
• Competition
• The Rush for Action
• Speed differences (120 wpm v/s 360
wpm)
• Lack of Training
• Physical Barriers
• People – Related Barriers
 Physiological Barriers
 Psychological Barriers
• Noise
• Poor acoustics
• Defective mechanical devices
• Frequent interruptions
• Uncomfortable seating arrangements
• Uncomfortable environment
• Message overload
State of Health – State of health of the
•

listener and the speaker affects the

listening ability. Fever, pain or any other
form of bodily discomfort makes it difficult
for a person to listen or speak
comfortably.
•Disability – Hearing deficiencies may lead to poor
listening. Similarly, speech disorders of the speaker
may make a speech incoherent to the listener.
Speaker’s accent may also make it difficult for the
listener to comprehend.

•Wandering attention – Human mind can process

words at the rate of about 500 per minute, whereas a
speaker speaks at the rate of about 150 per minute.
The difference between the two leaves the listener
with sufficient time to let his mind wander.
 Psychologic
al Barrier
s of the speaker’s ability –
• Being unsure
Based on past experience or inputs from
sources, the listener may have a preconceived
notion of the speaker’s ability. He may perceive
the speaker to not be well informed, or to be
lacking in depth and ability. Hence the listener
will not listen to what the speaker has to say.
•Personal anxiety – Sometimes the listener is
preoccupied with personal concerns and
anxieties. This makes it difficult to perceive
what is being said by the speaker.

• Attitude – The listener may be highly

egocentric with a “know it all attitude” and may
not listen as he feels that he already knows
what the listener has to say.
•Impatience – The listener may not have patience to
wait for the other person to finish what he has to say.
He may be intolerant or may be eager to add his own
points to the discussion. As a result, his desire to speak
overcomes his desire to listen, thus acting as a barrier.
•Emotional blocks – Our deep seated beliefs in
certain ideas may make it difficult for us to listen to
ideas which go against our belief. We may hear such an
idea wrongly or it may get distorted in our mind to
match our perception or we may completely block it off
by not listening to it. Many a time, we block something
off completely because of painful memories associated
with it.
 Improving Listening Skills
• By not being Preoccupied
• Being Open Minded & Non Defensive
• Minimizing Interruptions
• Effective Listening is: Hearing,
interpreting when necessary,
understanding the message and relating
to it.
• By Asking Questions
•Give your full attention on the person who is
speaking. Don't look out the window or at what else
is going on in the room.
•Make sure your mind is focused. It can be easy to
let your mind wander if you think you know what
the person is going to say next, but you might be
wrong! If you feel your mind wandering, change the
position of your body and try to concentrate on the
speaker's words.
•Let the speaker finish before you begin to
talk. Speakers appreciate having the chance
to say everything they would like to say
without being interrupted. When you
interrupt, it looks like you aren't listening,
even if you really are.

Let yourself finish listening before you begin

•

to speak! You can't really listen if you are busy

thinking about what you want to say next.
•Listen for main ideas. The main ideas are the most
important points the speaker wants to get across. They
may be mentioned at the start or end of a talk, and
repeated a number of times. Pay special attention to
statements that begin with phrases such as "My point
is..." or "The thing to remember is..."

•Ask questions. If you are not sure you understood what

the speaker has said, just ask. For example, you might
say, "When you said that no two zebras are alike, did you
mean that the stripes are different on each one?"
•Give feedback. Sit up straight and look
directly at the speaker. Now and then, nod to
show that you understand. At appropriate
points you may also smile, frown, laugh, or be
silent. These are all ways to let the speaker
know that you are really listening. Remember,
you listen with your face as well as your ears!
Speaking
Skills
 Speech is primary, original,
underived and the only one of
the skills that can be
self-sufficient in
practice
‘ To speak’ and ‘To speak well’
are two things. A fool may
talk
but, a wise man SPEAKS
 What Are Speaking
Skills?

7% • Verba (words spoken)

l
38% • Voca (tone, range, appeal, credibility of voice)
l
• Visual (physical appearance, gestures, eye contact)
55%
Speaking consist of

3parts
To Speak

To Speak.

To Speak
 WH
Y

“ T h e man who can think and does not know

how to express what he thinks is at the
level of him who cannot think.”
 Why to
Speak but also
• Not just “presentation”,
“persuasion”

• Get people’s “mindshare”

Persuasion
The Origin Point The Key Point
(Where the audience was) (Where you took
them)
 What to
1. Brain storming:
Speak
Individual Brainstorming is the process of
you getting your ideas out on paper
2. Speaking with the format:
IBC :- I- Introduction, B- Body, C- Conclusion,
3. Aiming to persuasion :
Being Confident and passionate is the key for
persuasion
4. Perfect Clarity of thoughts:
 How to
Speak
Speak like a STAR

S= Situation
T= Task
A= Attitude
R= Result
 Three E’s of
speaking
• Entertainingly
• Effectively
• Enthusiastically
 Salient Features of Speaking
• Commanding yet friendly voice
• Perfect clarity of language, thoughts
and ideas.
• Listener Friendly
• Comprising of anecdotes, wit and
humour
• Avoiding Monotony
• Creating a bond between speaker and
listener
 Guideline
• Speed s
• Clarity
• Punctuation
• Pronunciation
• Familiarity
• Fluency
• Expressions
 The Speaking Skills
A person who can speak English can:

Produce the characteristic English speech sounds

and sound patterns both in isolation and
combination.
 Use appropriate stress and intonation patterns.
Use appropriate words and structures to express
the intended meanings.
 Recall words and structures.
 Organize thoughts and ideas into logical
sequence.
 Adjust speech according to audience.
 Techniques of teaching speech skill
STAGE ONE: IMITATIVE PRACTICE
ORAL EXERCISES AND GAMES

Matching games.
Oral guessing games.
Simple repetition drill.
Substitution drill.
Question answer drill.
Situational.
 Stage 2: Communicative practice
EXERCISES

oROLE-PLAY-
EXERCISES.
oDIALOGUES.
oDISCUSSIONS.
oCHAIN STORIES.
oTELLING JOKES.
oTALKS/LECTURES
Exercise
 Suggestions for developing Spoken English

Practice in early stages of learning should be

limited.

Practice in isolated periods, or of meaninglessness

words or sounds deadens the interest in the new
language learning.

By hearing teacher’s sentences, pupil can get

initial contact with the flow of speech.
 Key activities to learn correct pronunciation
and intonation are:

Hearing
Imitation
Repetitio
n

 Sound differences could be carefully handled.

Teacher needs to keep control over learning process
by correcting pupil’s mistake and needs to arrange
correct practice exercise indirectly.

Use the words in right place at the right moment. It

helps in acquiring a sound language habit.
 Teaching English Pronunciation
Those illiterate people who mispronounce their words should
make an effort to learn the correct pronunciation.
Educationists who holds that absolutely correct
pronunciation should not demanded in the beginning
because it is difficult for the young learners.

There are two types of pronunciation:

 STANDARD PRONUNCIATION

 RECEIVED PRONUNCIATION
 Problems of English Pronunciation

Sometimes the words pronounced are alike but they

are spelled differently and vise versa.

• There are difficulties with:

 New vowel and consonant sounds: English has certain vowels and
consonants sounds which do not occur in the mother or national tongue.
these sounds presents difficulty for students.

 Stress:The stress system in is different in English than mother language.

The stress in English carries meaning e.g. ‘rebel, re’bel. If we stress 1st syllable,
it is noun, but if we tress 2nd syllable it becomes a verb.
 Intonation:
The intonation of English is also different than that of mother language.
It is rightly said that it is easy to master sounds but it is very difficult to master
the stress, rhythm and intonation pattern.

• Rhythm:
It is very difficult for the learners to master the rhythms of English as his own
language is syllable-timed.

 Orthography:
English is not a phonetic language, that is, the pronunciation of a word is not a
combination of various letters. For ex: the words knife, enough. the spellings
are not a sure guide to its pronunciation.
 Methods to remove difficulties

1. Importance of teacher’s model

2. Model of pronunciation to be followed
3. Emphasis on pronunciation
4. Using audio-visual aids
 5.Teaching difficult
sounds
The difficult sounds for students are those that do not occur in his mother
language e.g. vowels, diphthong and consonant sounds.

• Step 1-Production of the new sound by the

teacher:
The teacher speaks a number of words containing the new sound. The sounds
are also told the position of various speech organs in producing the sounds
e.g. in producing /w/, lips are closely rounded as in whistling in producing
/v/, the lower lip is pressed against the upper teeth.

o Step 2-Production of the new sound by

the students:
Students are asked to speak the words containing the new sounds after the
teacher.
• Step 3-Presentation of minimal pair:

As some sounds are confusing they should be

presented in minimal pairs.
MINIMAL PAIR- a pair of words which differ from each other in
one sound only, the position of the sound remaining the same, e.g.
bed, bad, good, god.

• Step 4-Testing:

The teacher speaks a word from one column and asks the students
to speak out the corresponding word from the column.
Conclusion:
Speech is one of primary skills.
Modern educationists are of the view that
because of speaking skills we can learn reading
and writing skills easily.
Reading Skill
TYPES OF
READING
Vocabulary Enrichment

1. Books are valuable to good readers;

conversely, they are anathema to poor
readers. (cheap, likeable, not likeable,
costly)
Vocabulary Enrichment

2. The avid fans excitedly screamed and

clapped upon seeing the movie idol.
(ill-mannered, bad-tempered,
extra-eager, violent)
Vocabulary Enrichment

3. In color, the orange pants are analogous to

the red shirt; the sky to the sea.
(contradictory, similar, acceptable,
suitable)
4. Don’t preoccupy your mind with negative
thoughts. (fill, always supply, uplift, always
empty)
Vocabulary Enrichment

5. Based on your scoreboard, Benjie is

lagging behind Roger, but many are hoping
that in a minute, he will surpass or exceed
Roger’s score. (scoring, hiding, writing
speedily, going slowly)
Vocabulary Enrichment

6. Your frowning face manifests your

impatience. (shows, hides, overcomes,
symbolizes)
7. One indicates little reading improvement;
ten shows optimum reading progress.
(continuous, complete, the best, the least)
Vocabulary Enrichment

8. Composed of only one tribe, the group

members have many similarities; of many
tribes, a number of diversified traits.
(unusual, confusing, unique, varying)
Vocabulary Enrichment

9. Ode, elegy, sonnet, haiku, novel,

biography, ballad, history, etc. are literary
genre. (models, types, records,
evidence)
10. Embodied in the introduction is the
purpose. (illustrated, strengthened,
included, excluded)
READING TYPES
 TYPES OF READING
• Several types of reading may occur in a language
classroom:
• Oral
Silent
Intensiv
e
a. linguis
tic
b. content
Extensive
a. skimmi
ng
A. READING ACCORDING TO PURPOSE
Reading According to Purpose

1. Skimming

• General
understanding of the
whole text
• Fastest type of
reading
based on purpose
• Also called
rapid-survey reading
Reading According to Purpose

2. Scanning

• Look for specific information in

the text
• It makes you “skip more
than you read.”
• Also called search reading
Reading According to
Purpose
3. Intensive/Functional Reading

• Alsocalled word-for-word
type of reading
• Requires one to read materials
related to his/her field of
specialization
• The object of intensive reading
demands a great deal of content-
area reading.
Reading According to
Purpose
4. Extensive/Recreational Reading

• Also called light-type

of reading
• Reading for leisure
• You love what you read.
Reading According to Purpose

5. Literature
Reading

• Not mainly for pleasure… but

• Intends to familiarize readers
with different genres of
literature pieces: novels, short
stories, biographies, dramas,
epics, etc…
Reading According to
Purpose
6. Detailed Study Reading

• Requires serious reading and

proper note taking
• Uses the method of reading called
SQ3R (Survey, Question, Reading,
Recall, Review)
• This reading works well in research
projects and academic study.
 Intensive Reading
• Intensive reading "calls attention
grammatical discourse to markers,
forms,surface structure details forand
other the purpose
of understanding literal meaning, implications,
rhetorical relationships, and the like." He
draws an analogy to intensive reading as a
"zoom lens" strategy .
 Intensive Reading
Characteristics
• Reader is intensely involved in looking inside the
text
• Focus on linguistic or semantic details of a reading
• Focus on surface structure details such as grammar and
discourse markers
• Identify key vocabulary
• Draw pictures to aid them (such as in problem solving)
• Read carefully
• Aim is to build more language knowledge rather than
simply practice the skill of reading
 Intensive Reading
Activities
• Identify main ideas and
details
• Making inferences
• Looking at the order of information and how it
effects the message
• Identifying words that connect one idea
to another
• Identifying words that indicate change from
one section to another .
• When it is used
• when the objective of reading is to achieve full
understanding of:
• - logical argument
- rhetorical pattern of text
-emotional, symbolic or social attitudes
and purposes of the author
-linguistic means to an end for study
of content material that are difficult
• Role of the teacher
• The teacher chooses suitable text.
• The teacher chooses tasks and activities to
develop skills.
• The teacher gives direction before, during and
after reading.
• The teacher prepares students to work on
their own. Often the most difficult part is for
the teacher to "get out of the way" .
• The teacher encourages students through
prompts, without giving answers.
• Advantages
• It provides a base to study structure,
vocabulary and idioms.
• It provides a base for students to develop a
greater control of language
• It provides for a check on the degree of
comprehension for individual students
• Disadvantages
• There is little actual practice of reading
because of the small amount of text.
• In a class with multi-reading abilities,
students may not be able to read at their own
level because everyone in the class is reading
the same material.
• The text may or may not interest the reader
because it was chosen by the teacher.
• There is little chance to learn language
patterns due to the small amount of text.
• Because exercises and assessment usually
follow intensive reading, students may come
to associate reading with testing and not
pleasure.
 Extensive Reading
Extensive reading is carried out "to achieve
a general understanding of a text."
• extensive reading as "occurring when students
read large amounts of high interest
usually out of class,
material, concentrating
meaning, on for gist" and
unknown
"reading words." skipping
• The aims of extensive reading are to
build reader confidence and enjoyment.
 Extensive Reading
Characteristics
• The of reading are usually related to
pleasure,
purposes information and general understanding.
• Reading is its own reward.
• Reading materials are well within the linguistic
competence of the students in terms of vocabulary and
grammar.
• Reading is individual and silent.
• Reading speed is usually faster than slower.
• Teachers orient students to the goals of the program.
• The teacher is a role model of a reader for
the students.
 Extensive Reading
Activities
• Interview each other about their reading.
• Reading may be combined with a writing component. For
example, after reading the newspaper, students may be asked
to write a newspaper report.
• Class time reading
• Students may set their own goals for their next session.
• A reading log (recording number of pages read and at what
level)
• A reflection on what they noticed about their own reading
• A book report or summary
• A retelling of part of the text
• Book project
 Scanning
• A quick reading, focusing on locating
specific information.
• Scanning involves quick eye movements, not
necessarily linear in fashion, in which the eyes
wander until the reader finds the piece of
information needed.
• Scanning is used when a specific piece of
information is required, such as a name, date,
symbol, formula, or phrase, is required.
 Scanning
Characteristic
s often with technical,
• Scanning is used
scientific or professional materials to locate
specific information.
• Scanning is a valuable skill for second
language learners to develop because often
they do not require a detailed read of a text.
 Scanning

- Make predictions and Activities

guesses
- Use titles and tables of contents to get an idea of
what a passage is about
- activate prior knowledge
- anticipate what they want to learn about the
topic
- Use titles, pictures, and prior knowledge to
anticipate the contents of the text
- Use key words, that may have been given to
them by the teacher, that do not appear in the
text, that allude to the main idea
 Skimming
Skimming is a quick reading to get:
To know the general meaning of a
passage
To know how the passage is organized, that
is, the structure of the text
To get the author´s purpose
 Skimming
Characteristic
s to build student confidence
• Skimming is used
and an understanding that it is possible to
gain meaning without reading every word in a
text.
• Skimming is used as part of the SQ3R method
of reading, often for speed reading. This
method involves the student in surveying,
questioning, reading, reviewing and reciting.
• Skimming is used to review a topic.
 Skimming

 Locate facts and Activities

opinions
• Sets a time limit to the reading activity
B. ACCORDING TO READING
PERFORMANCE / RATE OF
UNDERSTANDING
Reading According to Reading Performance…

1. Speed Reading

• Information tends to stay

superficially in one’s mind.
• Not a good method if your
objective is to gain a deeper
understanding of the text
Reading According to Reading
Performance…
2. Subvocalized Reading

• One recognizes the form of the word

and internally sounds it in the mind
the way one pronounces it as a
spoken word.
• Focuses primarily on the form, stress,
intonation, phrasing of the language
• This prevents one from quick reading
and comprehension of the text.
Reading According to Reading
Performance…

3.
Proofreading

• To see typographical errors

• Proofreading vs. editing
Reading According to Reading
Performance…
4. SPE (Structure Proposition
Evaluation)

• Three stages
1. Recognizing language structures
2. Making inferences
3. Evaluation of ideas, reasons, or
conclusions
• Judgment is withheld until the text is
fully understood.
Reading According to Reading
Performance…
5. MI (Multiple Intelligences)
• Enhances not only analytical
intelligence but practical intelligence
as well
1. Musical intelligence
2. Bodily-kinesthetic intelligence
3. Spatial intelligence
4. Interpersonal intelligence
5. Intrapersonal intelligence
C. ACCORDING TO
READING-INSTRUCTION PROGRAM
Reading According to Reading-
Instruction Program
1. Read
aloud
• instruction.
Many
• teachers
Students willuse good
learn thispacing,
expressions, proper
in
and correct pronunciation.
Reading According to Reading-
Instruction Program
2. Shared
reading
• Both the teacher and student
take turns in reading portions
of the text.
Reading According to Reading-
Instruction Program
3. Guided reading
• Reader is left alone to do
silent reading.
• But the reader is motivated by the
teacher by various strategies:
using contextual clues,
examining illustrations, activating
schemata
• Reader is not totally left alone.
Reading According to Reading-
Instruction Program
4. Fluency reading
• Main objective: To gain mastery of
the
pronunciation, pausing,
phrasing, intonation, or stress
of the text
• Text is read several times.
• Ex: Choral
timed reading reading,
• taped
Progress: reading,
measured by the number of
words one can read aloud and
comprehensions Qs answered correctly
Reading According to Reading-
Instruction Program
5.
Independent reading
• One chooses the material s/he
wants to read.
• Still,
become an the
independent
teacher helps you
reader by surrounding
with your
interesting reading
materials.
Reading According to Reading-
Instruction Program
6. Developmental reading
• Aims to refine one’s reading
comprehension skills by letting reader
experience different reading stages:
1. Reading readiness in the nursery and
kindergarten level
2. Beginning reading in Grades 1 and 2
3. Rapid growth in Grades 3 and 4
4. Refining and widening reading in the
intermediate, HS, college level, and
beyond the tertiary level
Reading According to Reading-
Instruction Program
7.
Selective or key-word
reading
• Characterized by skimming and
scanning
• Mainly focuses on a specific or
principal portion of the text to
have a general view or holistic
understanding of the reading
material
Reading According to Reading-
Instruction Program
8. Remedial Reading
• If a reader lags behind with regard
to his vocabulary knowledge,
reading comprehension abilities,
and reading attitudes, he must
submit himself to a reading
program that gives special reading
sessions under the guidance of a
reading specialist.
Reading According to Reading-
Instruction Program
9. Strategic Reading
• Regarded by some as the latest
type of reading
• Thinking aloud about what you
reading or thinking of
• You read with your eyes, but you
also verbalize what you think about
the text, thus, letting your mind
focus on the correct responses to
the questions about the passage.
Reading According to Reading-
Instruction Program
9. Strategic Reading
• Also called as meta-cognitive,
meta-thinking, meta-reading, or
meta-comprehension
• Requires a reader to be alert,
awake, and active
• A reader uses or practices HOTS
(higher-order thinking skills)
Reading According to Reading-
Instruction Program
Reading types according to PISA
(Program for Int’l Student
Assessment)
• In determining the students’
reading
literacy, the reading situations into
which readers are immersed are
considered.
• Grouping of students’ reading materials
based on the author’s purpose in
writing the text, the composition of the
written materials, and the readers’
connection with the text.
Reading According to Reading-
Instruction Program
Reading types according to PISA
1. Reading for private use
Personal reasons (primary)
Intellectual and effects
social (secondary)
Reading materials deal with
lives, fictitious
people’
happenings, and expository
s
texts for learning purposes.
Reading According to Reading-
Instruction Program
Reading types according to PISA

2. Reading for public use

For social consciousness, a person
reads to update himself with
current social events and to know
his chance/s of active involvement
into these happenings.
Reading According to Reading-
Instruction Program
Reading types according to PISA

3. Reading for work

Work-related materials for a better
job performance

“Reading to do” (Stich,

1975; Stiggins, 1992)
Reading According to Reading-
Instruction Program
Reading types according to PISA

4. Reading for education

“Reading to (Stich, 1975;
learn” Stiggins, to obtain
knowledge1992)
for any learning task

Instructive in nature
Writing Skill
 INTRODUCTION
• Writing skills are an important part of
communication.

• Good writing skills allow you to communicate your

message with clarity and ease.

• The communication takes place to a far larger

audience than through face-to-face or telephone
conversations.
• One of the best methods to
communicate
• Writing is one of the oldest
known forms of
communication
•
In today’s age of information
and technology, writing has
become a lost art
 Wha
t Is
WRITING?
The act or art of forming
letters and characters on
paper, wood, stone, or other
material, for the purpose of
recording the ideas which
characters and words express,
or of communicating them to
others by visible signs
 Why Written Communication?
• Creates a permanent record
• Allows you to store information for
future reference
• Easily distributed
• All recipients receive the same
information
• Necessary for legal and
binding
documentation
 Writing Skills?
• A career requirement
• More than a “nice thing to have”
– a necessity
• Your Writing = Your Personality
• As a professional, it is crucial to write
well
 Writing Skills?
• The ability to write does not require a
unique talent or an outstanding mental
ability
• Everyone has the basic skills necessary to
write well
• A basic understanding of writing and a
commitment to writing well in all
situations is needed as a professional
 Questions a writer asks
• How do I begin?
• What is my purpose?
• How do I make my point clear?
• How do I create a logical flow?
• How do I say what I mean?
• How do I avoid grammatical errors?
• How can I make my message brief?
• How can I create a visual effect?
Three-Step Writing Process
Step 1 Step 2 Step 3

Planning Writing Quality controll

 The Writing Process

• Planning
• Writing
• Quality Control
 The Writing Process
Planning

• Keep objectives in mind and research the

topic
• Think about the audience
• Outlining helps organize thoughts
 The Writing Process
Writing

• Follow your outline, use your handbook

• Inspiration is acceptable but must be carefully
reviewed
• Use the interview approach to supplement the
outline (who, what, where, when, how)
 The Writing Process
Quality Control

• Reread your work

• Be critical of your own work
 Considerations while writing
• Who?
• What?
• When?
• Why?
• Where?
• How?
 Good Writing
• Completeness: all information needed is
provided
• Correctness: relevant and precise
information
• Credibility: support your argument
• Clarity: should not be vague, confusing,
ambiguous
• Conciseness: to the point
• Consideration: anticipate the reader’s
reaction
• Vitality: use the active voice rather than the
 Types of Writing
• E-mails
• Letters and Memos
• Agendas
• Reports
• Promotional Material
• Academic Documents
• Research (scientific) manuscripts
• White Papers
 The Process of Writing
A step-by-step process in which some mastery at
one level is essential before the learner
advances to the next level.

The Writing Process is a series of steps to help

you write a paper. It is like using a map to get to
an unfamiliar place
 Process of Writing
•Prewriting is the stage in which you
explore possible topics, choose a topic, and
then gather details you can include in your
writing.

•Drafting involves putting ideas down on

paper in a rough format.
• Revising is the stage in which you rework
your rough draft to improve both its form
and its content.

• Editing and proofreading are the stages

in which you polish your writing, fixing
errors in grammar, spelling, and
mechanics.

• Publishing and presenting are the

sharing of your writing.
 Prewriting

Publishing
and
Presenting
Drafting

Editing
Proofreadin Revising
g
 DISADVANTAGES OF
WRITTEN COMMUNICATION
 Written communication does not save upon
the costs. It costs huge in terms of stationery
and the manpower employed in
writing/typing and delivering letters.
 Also, if the receivers of the written message
are separated by distance and if they need to
clear their doubts, the response is not
spontaneous.
 Written communication is time-consuming as
the feedback is not immediate. The encoding
and sending of message takes time.
 Effective written communication requires
great skills and competencies in language and
vocabulary use. Poor writing skills and quality
have a negative impact on organization’s
reputation.
 Too much paper work and e-mails burden is
involved
 COMMON ETIQUETTES IN
WRITTEN COMMUNICATION
• While written communication affords greater
flexibility, since it can be edited and both
composed and read at leisure or at one's pace,
a great deal of care needs to be taken, in
order to ensure its effectiveness; as it can
serve as a point of reference, which one can
turn to time and again, thus creating a more
lasting impact.
 1. FOCUS ON FORMAT
• The various formal writing forms have a pre-
determined, universally accepted format that
accompanies them. This format, which is
largely based on universal writing
conventions, serves to facilitate
communication, by eliminating
miscommunication that may result through
random writing styles.
• Moreover, these formats are likely to
change with time, due to the evolving
nature of communication and/or
technology.
• For example, the semi block format that
was earlier the most relied upon
format for letter writing has now given
way to the full block format, after the
wide spread use of computers.
 2. STUCTURING OF THE CONTENT
• Introduction, Body and Conclusion: While
writing one should ensure that the content is
well organized, with the overview/basic
details comprising the introduction; all major
points with their explanation and
exemplification constituting the body
(preferably divided into a separate paragraph
each for every new point, with titles and
subtitles, if necessary).
 3. ENSURING CONNECTIVITY
• The content that comprises a piece of writing
should reflect fluency and should be
connected through a logical flow of thought,
in order to prevent misinterpretation and
catch the attention of the reader.
• Moreover, care should be taken to ensure
that the flow is not brought about through a
forced/deliberate use of connectives , as this
make the piece extremely uninteresting and
artificial.
 4. TEMPERING THE CONTENT AS PER
THE LEVEL OF FORMALITY

• The level of formality that is shared between

the sender and receiver should define the use
of salutations, the vocabulary, the content,
the format and even the medium.
• Though not integral to the matter
communicated, this courtesy helps in creating
a balanced impression about the
communicator.
5. STEERING CLEAR OF SHORT FORM

• People may not be aware of the meaning

of various short forms and may thus
find it difficult to interpret them.
Moreover, short forms can at time be
culture specific or even organization
specific and may thus unnecessarily
complicate the communication.
 6. IMPORTANCE OF GRAMMER, SPELLING AND
PUNCTUATION
• Improper grammar can at worst cause
miscommunication and at least result in
unwanted humour and should be thus
avoided. So too, spellings can create the same
effect or can even reflect a careless attitude
on part of the sender.
• Finally, effective use of punctuations
facilitates reading and interpretation and can
in rare cases even prevent a completely
different meaning, which can result in
miscommunication.
 7. SENSITIVITY TO THE AUDIANCE
• One needs to be aware of and sensitive
to the emotions, need and nature of the
audience in choosing the vocabulary,
content, illustrations, formats and
medium of communication, as a
discomfort in the audience would
hamper rather than facilitate
communication.
 8. IMPORTANCE OF CREATIVITY
• In order to hold the readers' attention
one needs to be creative to break the
tedium of writing and prevent monotony
from creeping in.
• This is especially true in the case of all
detailed writing that seeks to hold
the readers' attention.
 9. AVOIDING EXCESSIVE USE OF JARGON

• Excessive use of jargon can put off a

reader, who may not read further, as,
unlike a captive audience, the choice
of whether to participate in the
communication rests considerably
with the reader.
 10. AWARENESS OF THE AUDIENCE/MEDIUM
• The medium needs to be chosen, as per its
suitability to the audience/content; while the
content would need tempering as per the
medium/audience. For example, while an
elaborate message can be sent via a letter or an
email, an sms, the same content may have to be
heavily edited.
• Like all effective communication, good writing
could be said to occur when the gap between
'what one desires to say and what one is
constrained to mean' is negligible or almost non-
existent.
DIFFERENT WRITING STYLES
There are three types of writing
styles:
Colloquial
Casual
Formal
 COLLOQUIAL
• Colloquial language is an informal,
conversational style of writing. It differs
from standard English in that it often
makes use of colourful expressions,
slang, and regional phrases. As a result, it
can be difficult to understand for an a
person from a different region or
country.
 CASUAL
• Casual language involves everyday
words and expressions in a familiar group
context, such as conversations with
family or close friends. The emphasis is
on the communication interaction itself,
and less about the hierarchy, power,
control, or social rank of the individuals
communicating.
 FORMAL
• Formal language is communication that
focuses on professional expression with
attention to rules, protocol, and
appearance. It is characterized by its
vocabulary and the grammatical
arrangement of words in a sentence.
That is, writers using a formal style tend
to use a more sophisticated vocabulary.
Which style you use will depend on your
audience, and often whether your
communication is going to be read only by
those in your organization (internal
communications) or by those outside the
organization, (external communications).
 SOME DOs AND DO NOTs
• Be Specific: Just like a reporter, communicate
the “who, what, where, why, when and how”
of what needs to done. Stay objective and
specific.
• Avoid the Passive Voice: Instead of writing
“The program was planned by Dane,” write,
“Dane planned the program.”
• Be Concise :There’s no need to be long-winded.
Get to the point. You’ll lose readers if you
spout off too long!
• Get Things Right :Take great care when
spelling people’s names,, and other specifics.
And also make sure that you do a careful proof
of your work.
• Know When Formal Language is Required: If
you’re writing an informal note to group
members, it’s fine to use contractions
(“don’t” instead of “do not”).However, if
you’re writing for a formal audience, like a
proposal to the board of directors, be more
formal with your language.
• Read It Out Loud :One very effective way to
self-proof your work is to read it out loud. This
will help you determine if you’ve used
incorrect words, if your sentences run on too
long, if your tenses don’t match, and more.
 CONCLUSION
• Utilize full potential of written communication
• What you write will ultimately define you as
a professional to your colleagues and
superiors
• Match the appropriate communication
method to the recipient
• Eliminating excessive or unnecessary
communication will improve your workflow
• Mastering these skills will improve your ability
and enhance your career.
 Sources are taken from

• Slideshare.net
• Web sources
THANK YOU.