Transcript of Reading on the light of writing. (3)
- 1. THEWRITERTHE TEXTTHEREADERThe dialoguebetween thereader and
thewriter takesplace via the text.
- 2. THE PSYCHOLINGUISTIC - COGNITIVE APPROACH.LEARNER
-CENTERED.PRIOR KNOWLEDGESCHEMA
- 3. READING APPROACHES.A series of stages thatproceed in a fixed
orderfrom sensory input tocomprehensionBOTTOM - UPINTERACTIVE VIEW
Combination ofboth.TOP - DOWNContinuum process ofchanging
hypothesis aboutthe incoming information
- 4. TOP - DOWNPriorknowledgePurposefor readingBut
HOWWritingconventionsInterpretation/UnderstandingBOTTOM -
UPLanguageknowledgeReadingstrategies
- 5. Is this text aboutadvantages ordisadvantages?Television
viewers gradually becomepassive in their action. Television maybe a
splendid media ofcommunication, but it prevents us
fromcommunicating with each other or withthe outer world. The world
seenthrough television is only the restrictedone: It separates us
from the realworld.The reader of this text must be able torecognize
some of the key words andtheir exact meanings in order tounderstand
the point being made by theauthor. ( passive,
communication,restricted)http://www.studymode.com/essays/Advantages-And-Disadvantages-Of-Tv-199809.html
- 6. WRITING AS COMMUNICATIONWriting ReaderDecontextualized
DistantProduction ReceptorTime PlaceWritingSpeakingConsiders
andaccommodates anabsent readingaudience to his orher ideasReads
andcomprehends
- 7. The Reader basedApproachto WritingDeveloped by Bereiter and
Scardamalia in 1987.Views writing as aiming to produce a text that
can be read successfully.The writer has the responsibility of
creating a text that accommodates to thepotential reader.The writer
has to be fully committed both to the content and to the form of
thewritten text.The writer must develop evaluation and
reformulation strategies in the writing process.
- 8. WRITING FOR A READER-MATCHINGTHE WRITERS AND READERS
SCHEMATAThe ReaderConsiderationProcess involvesThe reader (the
audience) and his/ her needsBackground KnowledgePotential content
schemataUSEBeing Sensitive to...ELABORATION SKILLSTO CREATE A
COMPREHENSIBLEANDCOMMUNICATIVE TEXT
- 9. kkkjjTHE INTERACTIONIST APPROACH TO WRITINGReader and Writer
develop a deeperunderstanding of the process throughshared
experience with various textsIntertextualityCycle of ActivitiesA
preparatory stageA first draftEvaluative dialoguesA rewriting of
the textAn editing process
- 10. THE COMPOSING PROCESSBerlinsModelGricesMaximsWriter
(Knower)The Audience (Reader)RealityLanguage of a writtentextTop
DownBottom upQuantityQualityRelevanceMannerTop DownBottom up
- 11. The Effective Reader
- 12. Information Gap
- 13. Difficulties Encountered by ReadersWhile Reading
- 14. Global Processing Difficulties Mismatch between the readers
view ofthe world and the view presented inthe text. A reader who
approaches the text withpreconceived expectations mightmisread the
message. A reader who may not understandsome of the key words.
- 15. Where did the textappear and what dowe know about thebook
where itappeared?Who is the author and what do weknow about him/her
?When was the article or textpublished and what were the issuesof
concern at that time ?Teachers can help studentsto recognize some
of thefeatures related to theinteraction between globalcoherence
and localcoherence by asking thesequestions.Strategies that combine
top-downprocessing withscanning the text for keysentences can help
thereader construct the overallcoherence of the text.??
- 16. GrammaticalFeatures
thatcauseReadingDifficultiesNOUNPHRASEADJECTIVALCLAUSESA Noun
Phrase may be due to a multiplemodifiers, relative clauses with
deleted relativepronouns and compound modifier inprenominal
position.The complexity of the resultingstructure may cause
readersdifficulties recognizing the headnoun,affecting the
processing of thetext.Adjectival Clause with deleted subjectsmay
interfere with the identification ofthe modifier and the head.The
grammatical form of the participlesmay mislead readers into
thinking thatsuch a construction is a verb phrase.
- 17. On one hand, Linguisticcompetence is necessary inorder for
a reader tosuccessfully recognize theinternal connections within
thetext and be able to relate old tonew information.On the other
hand, Generalknowledge of the world isnecessary to connect
onesbackground to the ideaspresented in a written text.
- 18. Indications of Reference The Pronoun System The Article
System Demonstratives
- 19. AmbiguityRedundant elements,such as case andgender are not
alwaysavailable.
- 20. Use of Tense and Aspect
MarkersIntersententialCohesionSimple Past TenseHistorical Present
VariantProgressiveAspect Main Events Main Actions To set the scene
withinwhich the main event is aboutto occur.
- 21. Simple Past Vs. Past ProgressiveWhen I walked into the
office, several people were busily typing, somewere talking on the
phones, the boss was yelling directions, and customerswere waiting
to be helped. One customer was yelling at a secretary andwaving his
hands. Others were complaining to each other about the
badservice.Historical PresentAt the end of the story, Luke becomes
a Jedi and defeats Darth Vader.
- 22. Lexical AccessibilityThe readers combine:Personal Knowledge
+ Textual Informationto guess the meaning of unfamiliar words,only
when the context provides them with immediate clues for
guessing.
- 23. The optimal level of textual support should be derived
from:1) The readers general schemata or general knowledge
structures extendingbeyond the text.2) The readers familiarity with
the overall context of the text.3) Semantic information provided in
the paragraph within which the lexical itemappears.4) Semantic
information in the same sentence.5) Structural constraints in the
sentence.
- 24. Suggestions forDeveloping aReading Course
- 25. Reading goalsDiscourse-based approach Maximize Independent
Reading Facilitate Negotiated Interaction Foster Metacognitive
Awareness and LearnerAutonomy Expand Access to New Content
Areas
- 26. Planning a Reading Course.Effective Reading Strategies.
Silent reading in guided situations Shared reading in groups
Individual reading inside and outside theclassroom
- 27. A Discourse Oriented ReadingCourse
- 28. Goals /MetacognitiveawarenessHelps readers make decisions
and choicesbefore ,during and after their reading of thetext.Expose
the learner to a variety of textsgenres,content areas, and styles
of writing.The learner can develop the knowledgecomponent and the
processing skills.
- 29. Reading Activities that Lead to theDevelopment of strategic
readingComponents For readingeffectively.
LanguageKnowledge(vocabulary-syntax). Discourse Knowledge
andSociocultural Knowledge. General (prior) Knowledgeor The
Knowledge of theworld.Special Activities need to bedeveloped.
Multipurpose readingmatter. Selection of
readingpassages,stories,articles. Motivate reading Dictionary
Skills andvocabulary work. Text organization, ofgrammatical and
logicalconnectors.
- 30. Strategies Pre Writing a text. Making Predictions Focus on
external and internal features of atext.
- 31. Younger Learners ReadingActivities Focus on: The Purpose of
Reading The Development of ReadingStrategies Gaining Information
andKnowledge
- 32. Writing Instruction
- 33. BreakingBarriersChoosingTopic andGenreTactics
forPlanningTheWritingProcess
- 34. as a Modelof
- 35. The PortfolioAssigmentsPersonal
MessagesEssaysLettersSummaries