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Chapter 20 Genres of written language

Non-fiction: reports, editorials, essays, articles, reference (dictionaries, etc.)

Fiction: novels, short stories, jokes, drama, poetry.

Letters: personal, business. Greeting cards Journals, diaries Memos Messages

Announcements Newspaper Academic writing Forms, applications Questionnaires

Directions Labels Signs Recipes Bills (and other financial statements)

Maps Manuals Menus Schedules Advertisements Invitations Directories Comic Strips, cartoons

Characteristics of written language

a. Diagnosing certain reading difficulties arising from the idiosyncrasies of written language.b. Pointing your techniques toward specific objectives.c. And reminding students of some of the advantages of written language over spoken.

1.Permanence: spoken language is fleeting. Once you speak a sentence, it vanishes. Written language is permanent,

and therefore the reader has an opportunity to return again and again, if necessary, to a word or phrase or sentence.

2.Proccesing time: Most reading contexts allow readers to read at their own rate. The good news is that they can

capitalize on the nature of the printed word and develop very rapid reading rates, the bad news is that many people

who are slow readers are made to feel inferior.

(estos los pone al principio viene la definicion y tu pones el nombre pero te pone un cuadro) es hasta efficient

reading. :D

3.Distance: The written word allows messages to be sent across two dimensions: physical distance and temporaldistance. The task of the reader is to interpret language that was written in some other place at some other time

with only the written words themselves as contextual clues.

4.Orthography: In writing we have graphemes: punctuation, pictures or charts lend a helping hand. But these

writing symbols stand alone as the one set of signals that the reader must perceive. Because of the frequent

ambiguity that is present in a good deal of writing, readers must do their best to infer, to interpret, and to read

between the lines. English orthography is highly predictable from its spoken counterpart, especially when one

considers morphological information as well.

5.Complexity: Writing and speech represent different models of complexity, and the most salient difference is in

the nature of clauses. Spoken language tends to have shorter clauses and more subordination. The shorter clauses

are often a factor of the redundancy we build into speech.

6.Vocabulary: Writing allows the writer more processing time, because of a desire to be precise in writing, and

simply because of the formal conventions of writing, lower-frequency words often appear.

7.Formality: Writing is quite frequently more formal than speech. Formality refers to prescribed forms that certain

written messages must adhere to. Thing are categorized in logical order and subcategorized. We have rhetorical,

or organizational, formality in essay writing that demands a writers conformity to conventions like paragraph

topics; we have logical order for, say, comparing and contrasting something; we have openings and closings, and

preference for nonredundancy and subordination of clauses, etc.

Strategies for reading comprehension

Is primarily a matter of developing appropriate, efficient reading comprehension strategies . Some strategies are

related to bottom-up procedures, and others enhance the top-down processes.

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1.Identify the purpose in reading: Efficient reading consists of clearly identifying the purpose in reading something.

2.Use graphemic rules and patterns to aid in buttom-up decoding: They may need hints and explanations about

certain English orthographic rules and peculiarities.

Microskills (te pone que pongas 3 de cada una de microskills y macroskills)

Discriminate among the distinctive graphemes and orthographic patterns of English

Retain chunks of language of different lengths in short-term memory

Process writing at an efficient rate of speed to suit the purpose

Recognize a core of words, and interpret word order patterns and their significance

Recognize grammatical word classes, patterns, rules, and elliptical forms.

Recognize that a particular meaning may be expressed in different grammatical forms.

Macroskills

Recognize cohesive devices in written discourse and their role in signaling the relationship between and among

clauses

Recognize the rhetorical forms of written discourse and their significance for interpretation

Recognize the communicative functions of written texts, according to form and purpose

Infer context that is not explicit by using background knowledge

Distinguish between literal and implied meanings

3.Use efficient silent reading techniques for improving fluency: The students need not be speed readers.

(estos los puso para relacionar mas facilitoo )

4.Skim the text for main ideas: skimming consists of quickly running ones eyes across a whole text for its gist.

5.Scan the text for specific information: scanning consists in searching for some particular piece or pieces of

information.

6.Use semantic mapping or clustering: Helps the reader to provide some order to the chaos.

7.Guess when you arent certain: Can be used for guessing the meaning of a word, a grammatical relationship,

infer implied meaning, a cultural reference, content messages. Language- based clues include word analysis, word

associations, and textual structure.

8.Analyze vocabulary: Look for prefixes(co-,inter-,un-) Look for suffixes(-tion,-tive,-ally) Look for roots that are

familiar, Look for grammatical contexts that may signal information, Look at the semantic context.

9.Distinguish between literal and implied meanings: The fact that not all language can be interpreted

appropriately by attending to its literal, syntactic surface structure makes special demands on readers. Implied

meaning usually has to be derived from processing pragmatic information.

10.Capitalize on discourse markers to process relationships: A clear comprehension of such markers can greatly

enhance learners reading efficiency.

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Types of classroom reading performance ( Cuadro viene completo y vaco :O )

Classroom Reading Performance

Oral SilentIntensive extensive

Linguistic content skimming scanning global

1.Oral and silent reading: Can serve as an evaluative check bottom-up processing skills, double as a pronunciation

check, and serve to add some extra participation if you want. Disadvantages: Oral reading is not a very authentic

language activity, while a student is reading others can easily lose attention.

2.Intensive and extensive reading: Intensive reading: a classroom-oriented activity in which students focus on the

linguistic or semantic details of a passage. Extensive reading: is carried out to achieve a general understanding of a

usually somewhat longer text. Most extensive reading is performed outside of class time.

Principles for teaching reading skills

1.In an integrated course, dont overlook a specific focus on reading skills: Sustained silent reading allows them to

develop a sense of fluency. Also, silent reading then becomes an excellent method for self-instruction on the part of

the learner.

2.Use techniques that are intrinsically motivating: Choose material that is relevant to those goals.

3.Balance authenticity and readability in choosing texts: You might ask yourself what simplicity is and then

determine if a socalled simplified text is really simpler than its original. Sometimes simplified texts remove so much

natural redundancy that they actually become difficult.

6.Follow the SQ3R sequence: Survey: skim the text for an overview of main ideas, Question: ask questions about

what he or she wishes to get out of the text, Read: read the text while looking for answers to the previously

formulated questions, Recite: reprocess the salient points of the text through oral or written language, Review:

assess the importance of what one has just read and incorporate it into long-term associations.

7.Plan on prereading, during reading and after reading phrases: 1Before you read: Spend some time introducing a

topic, encouraging skimming, scanning, predicting and activating schemata. 2While you read: There are certain facts

or rhetorical devices that students should take note while they are reading. 3After you read: Comprehension

questions are just one form of activity appropriate for postreading.

8.Build an assessment aspect into your techniques: Doing: the reader responds physically to a command,

Choosing: the reader selects from alternatives posed orally or in writing, Transferring: the reader summarizes orally

what is read, Answering: the reader answers questions about the passage, Condensing: the reader outlines or takes

notes of the passage, Extending: the reader provides an ending to a story, Duplicating: the reader translates the

massage into the native language or copies it, Modeling: the reader puts together a toy, after reading directions for

assembly, Conversing: the reader engages in a conversation that indicates appropriate processing of information.

Assesing reading

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Be specific about which micro- or macroskill you are assessing; identify the genre of written communication that is

being evaluated; and choose carefully among the range of possibilities from simply perceiving letters or words all the

way to extensive reading.

1.Perceptive reading: reading aloud, copying, multiple-choice recognition, picture-cued identification.

2.Selective reading: multiple choice grammar/vocabulary tasks, contextualized multiple choice, sentence-level cloze

tasks, matching tasks, grammar/vocabulary editing tasks, picture- cued tasks, gap-filling tasks.

3.Interactive reading: Discourse-level cloze tasks, reading+comprehension questions, short-answer responses to

reading, discourse editing tasks, scanning, re-ordering sequences of sentences, responding to charts, maps, graphs,

diagrams.

4.Extensive reading: Skimming, summarizing, responding to reading through short essays, note taking, marginal

notes, highlighting, outlining.

Chapter 7 How to teach reading

Why teach reading? Is good for language students, is good for English writing, grammar, punctuation and the way to

construct sentences, paragraphs and texts.

What kind of reading should students do? The important thing is that such texts are as much like real English as

possible.

What reading skills should students aquire? They should be able to scan and skim the text, reading for pleasure,

reading for detailed comprehension is where students need to concentrate about what they are reading.

What are the principles behind the teaching of reading? (los 6 principios te los pide en pregunta abierta )

Principle 1: reading is not a passive skill: to do it successfully, we have to understand what the words mean.

Principle 2: Students need to be engaged with what they are reading.

Principle 3: Students should be encouraged to respond to the content of a reading text, not just to the language.

Principle 4: Prediction is a major factor in reading.

Principle 5: Match the tasks to the topic.

Principle 6: Good teachers exploit reading texts to the full.

Chapter 15 Extensive and Intensive reading

Extensive reading materials: students should be reading material which they can understand.

Setting up a library: we need to build a library of suitable books.

The role of the teacher in extensive reading programmes: we need to promote reading and by our own espousal of

reading as a valid accupation, persuade students of its benefits.

Extensive reading tasks: we should encourage them to report back on their reading in many ways.

Intensive reading: the roles of the teacher ( estos te pone la definicin y tu tienes ke poner el nombre pero tu sola

no viene kon opciones ni nada)

Organiser: we need to tell the students what their reading purpose is and give them clear instructions about how

to achieve it, and how long they have to do this.

Observer: we only observe their progress we do not interrupt them while they are reading.

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Feedback organizer: we can lead a feedback session to check that they have completed the tasks successfully.

Prompter: when students have read the text we can prompt them to notice language features in that text.

Intensive reading: the vocabulary question

Time limit: we can give them a time limit of.

Word/phrase limit: we can say that we will only answer questions about 5 or 8 words or phrases.

Meaning consensus: we can get students to work together to search for and find word meanings.

Reading lesson sequences

We use intensive reading sequences in class for a number of reasons. We may want to have students to practice

specific skills such as reading to extract specific information, or reading for general understanding (gist). We may, on

the order hand, get students to read texts for communicative purposes as part of other activities, as sources of

information, or in order to identify specific uses of language.

Most reading sequences involve more than one reading skill. We may start by having students read for gist and thento read the text again for detailed comprehension.