LEE IV -18

TEACHER: STELLA SAUBIDET

STUDENTS:CHINCUINI ROXANA

MENESES VERONICA

YEAR; 2014

WRITINGAND

READING

WRITING AND READING FOR

COMMUNICATION

Writing is the use of signs and linguistic conventions for

producing a piece of written language by any person who needs

to communicate something. That text can be read, decoded and

comprehended by any person who shares the same language

system..

Reading is a cognitive process of performing a number of tasks to

decode, interpret and understand a message. It is possible through

a permanent interaction between the text, the writer and the

reader’s experiences, knowledge, attitude and culture.

Writing vs. Speaking

➢ Decontextualized

➢ Self- contained

➢ A kind of monologue

➢ It needs re-

accommodation

➢ It requires revision and

edition

➢ Considers potential readers

➢ Related to here and now

(context bound)

➢ Switches roles (continue

feedback between sender

and receiver)

➢ Makes repetitions for

meaning clarification and

re-negotiation

Both are productive skills

...Should have...

WRITING DEVELOPMENT

Top- downTop-downContent

Schemata

Formal

SchemataWriting

Production

Revision

Edition

Language

knowledge

Awareness of the

audience

Interpretation

Bottom up

metacognition

Writing Process Difficulties

Contrastive RhetoricCaused by the cultural

background differences between

Eastern and Western coherence

conventions.

Topic and CommentTopic is related to what we talk

about whereas comment has to do

with how we make the

argumentation about the topic.

Coherence is achieved when

the writer should:

1. organize her/his thoughts

2. write down ideas

3. revise and edit

Strategies and Maxims

Griece’

s

maxims

of quantity neither more nor less

of relevance

provide support and

justification

relevant for the

conversation

of mannerrelevance of

descriptions

of quality

Writing Instructions

➢ Breaking the initial barrier alleviating

➢ Choosing a topic and genre

anxiety

fear of failure

❖ Interesting

❖ Useful

❖ Relevant

❖ Important

❖ Story

❖ Description

❖ A letter

❖ An advertisment

Reading for Communication

Reader

Text

writer

Participants

PSYCOLINGUISTIC COGNITIVE APPROACH

➢ LEARNER CENTRED

➢ LEARNER´S SCHEMA

APPROACHES

BOTTOM UP➢ From the specific to the general.

➢ Less familiar texts.

➢ Different interpretations

according to knowledge of the

target language

TOP DOWN➢ From the general to the specific

➢ More familiar texts

➢ Reader´s knowledge of content

and genre

Text interpretation is possible with the

complementary utilization of both approaches

Top- down

Content

Schemata

Formal

Schemata

Pragmatics

Reader considers reading

purpose

Reaches an

Interpretation

discourseLinguistic

Knowledge

Reading

Strategies

Bottom-up

Metacognition

Reading Development

THE EFFECTIVE READER

METACOGNITIVE AWARENESS

THE AWARENESS OF READER´S OWN KNOWLEDGE AND HOW HE /

SHE GETS IT

DIFFICULTIES

Global Mismatch between the reader´s view of the world

and the view that seems to be presented in the text.

Local Misunderstanding of specific vocabulary, structures

or phrases

GrammaticalProblems in recognition of complex noun phrases,

relative clauses, adjectival clauses and

identification of the head in them.

DiscourseLack of reference through coherence and cohesion.

Ambiguity

Conclusion

Reading and writing are interactive communicative skills.Successful communication is achieved when a person who

writes a stretch of written language activates his content and

formal schemata and provides the text with a context to allow the

potential reader to interpret the message. The reader is able to

do it through using his own content and formal schemata,

activating his linguistic knowledge and applying his own reading

strategies.