RNW MIDTERMS EXAM Flashcards by Jhon rex H Paz

A cognitive process that involves
decoding symbolsto arrive at mea-
ning.
- Multifaceted cognitive process inv-
olving wordrecognition, compre-
hension, and fluency.
- It is always an interaction between
the text andthe reader. We read to
gain and share informationand ideas,
whether academic, personal, orprof-
essional.
- It involves readers in an interaction
with the textand enables them to
use the reading strategies toget the
meaning of the printed text.

READING

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Identifying the words in print

WORD RECOGNITION

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Identifying words and making
meaning so thatreading is
automatic and accurate

FLUENCY

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Constructing an understanding

Comprehension

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In order to comprehend a text, we apply many skills simultaneously while we read so what are they?

• Identifying the author’s purpose
•Grasping the main ideas ofthe
text
•Locating important details;
Using context clues

•Answering specific questions;
•Critiquing the text.

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Who is the father of English Essays “READING MAKES A FULL. MAN”

FRANCIS BACON

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According to ______ and ______ (2004), reading compr-
ehension is the activeprocess of
constructing meaning from the
text.

Vaughn & linan

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The purpose of reading is set. It
allows thereader to activate back-
ground knowledge,preview the
text, and develop a purpose for
reading.
Here, the reader could look at the
title of theselection and list down
all the information thatcomes to
mind about the title.
Thinking about text’s topic.
Studying the illustrations, photos,
andgraphics.
Think about what the reader knows,
connections they make, and ques-
tions theywant to be answered.

PLANNING (PRE-READING)

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The reader grasp the meaning of
the readingmaterial by conne-
cting it to his schema orbackg-
round knowledge.
This particular stage occurs when
the reader
makes predictions as he reads
and confirmsor revises the predi-
ction.
Make connections.
Make inferences.
Use context clues.

MONITORING (DURING READING)

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In this stage, it enables the
reader to establisha conne-
ction between what they
know andwhat they learned.
Specifically, it allows the rea-
der to retell astory, discuss
the elements of a story, ans-
werquestions, and compare it
to another text.

EVALUATING (POST READING)

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WHAT IS THE 3 READING PROCESS?

*PLANNING (PRE-WRITING)
*MONITORING (DURING READING)
*EVALUATING(POST READING)

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WHAT ARE THE 5TECHNIQUES IN READING?

*SKIMMING AND SCANNING
*SKIMMING
*SCANNING
*COMPREHENSIVE
*CRITICAL

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WHAT ARE THE 3 SUBPARTS OF SKIMMING?

*PREVIEWING
*OVERVIEWING
*SURVEYING

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Skimming and scanning are reading
techniques that use rapid eye movement and
keywords to move quickly through text for
slightly different purposes.

SKIMMING AND SCANNING

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is reading rapidly in order to get the
general overview of the material.

SKIMMING

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it involves giving a material a general
look in order to know what the material contains

Previewing

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it makes use of taking a look at the
title, chapter or heading.

OVERVIEWING

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it involves giving the text a rundown
from the first section to the last section

Surveying

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Reader locates and swoops down for
particular facts.
Reader is to locate key keywords in the
idea they are trying to find.

SCANNING

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This technique requires the processing of
the text for a full understanding of the
material.
It encompasses a wide vocabulary
knowledge, an understanding of the
meaning of a text, and finally, integrating
this meaning into what you already know
(schema).

COMPREHENSIVE

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This involves a thorough analysis and
evaluation of the claims within a text.
Also, reading critically accentuates
seeking definitions, judging information,
demanding proof, and questioning
assumptions.

Critical

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•200-220 words per minute?

NORMAL

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250-350 words per minute?

Average

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•500-700 words per minute

Good

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•1000 words per minute

Exeptional Speech

CON “with” & TEXT “written words” It is the setting of the word.

Context

These words, phrases, and sentences would help decipher the meaning of difficult words in the selection. Contextual clues could come in form of synonyms, antonyms, examples, comparison, derivation or structural analysis, and sense of the sentence

CONTEXT CLUES

WHAT ARE THE TYPES OF CONTEXT CLUES?

Use of Synonyms 2. Use of Antonyms 3. Use of Examples 4. Use of Comparisons 5.Use of Sense of Sentences 6.Use Of Derivation Or Structural Analysis

These are the words having the same meaning or nearly the same meaning. It could appear in the following ways: “by dashes”, “by commas to separate appositives”, “by parentheses”, and “by restatements or expressions”.

SYNONYMS

“She finds solace—a comfort—in the countryside.”

BY DASHES

The advocates, defenders, of anti-mining formed a picket outside the building.

BY COMMAS TO SEPERATE APPOSITIVES

The local residents are among the hordes (a large group of people) who lined up to take their chance in the contest

BY PARENTHESES

The smiles of these little children are guileless. They show innocence and no deception.

BY RESTATEMENT OR EXPRESSION

These are the words that have the opposite meaning. It does not give the definition but provides an idea about the unfamiliar word. Some indicating words are: ‘but’, ‘although’, ‘despite’, ‘instead’, ‘in contrast’, ‘unlike’, ‘however’, ‘even though’, ‘on the contrary’, ‘inversely’, etc.

ANTONYMS

Examples are lists of illustrations that make an unfamiliar word clearer and easily understood

EXAMPLES

It involves identifying the similarities and differences between two or more things, places, or events. Some indicating words are: ‘like’, ‘similar too’, ‘as good as’, ‘similarly’, ‘likewise’, ‘too’, ‘while’, ‘the same as’, ‘in comparison to’, ‘both’, ‘alike’, ‘also’, ‘so is’, and ‘but’.

COMPARISON

This type of contextual clue considers the meaning, nature, or significance of the whole sentence

SENSE OF SENTENCE

context and structural analysis to break words down into their basic parts to determine the meaning.

DERIVATION OR STRUCTURAL ANALYSIS

it is simply the understanding of what you read.

COMPREHENSIVE READING

t is determined by answering questions about the selection read. - it includes predicting, summarizing, and critical thinking.

COMPREHENSION

WHAT ARE THE THREE LEVELS OF UNDERSTANDING IN READING COMPREHENSION?

•LITERAL COMPREHENSION •INFERENTIAL COMPREHENSION •APPLIED COMPREHENSION

Involves an understanding of information and facts directly stated in the text. - It is recognized as the first and most basic reading comprehension level

LITERAL COMPREHENSION

A higher and more complex level of comprehension that involves critical analysis. - The ability to process written information and understand the underlying meaning of the text. - Means that you, as a reader, are able to make inferences, draw conclusions, and predict outcomes from information implicitly stated in the text

INFERENTIAL COMPREHENSION

- It requires the reader to move beyond the text to consider what they think and believe in relation to the message in the text. - Is how you are able to use your experience and prior knowledge (schema) in the written text in making an evaluation.

APPLIED COMPREHENSION

This is a comprehension s kill that involves theuse of information presented in the text andconne- cting it to your own knowledge.

INFERING

_________+___________=

SCHEMA +EVIDENCE= INFERING

nvolves condensing the text into a shorterform. - It involves getting only the most importantparts of the material. - A summary is normally one-third (1/ 3) of theoriginal text.

SUMMARIZING

It entails the use of rewording and rephrasingthe original text. - The rewording and rephrasing are done toachieve clarity of the text. - A paraphrased material is usually the samelength as the original text.

PARAPHRASING

Details are simply the facts or ideas presentedby the author in the text. Recalling details is an important reading s kill. It enables the reader to identify theimportance of each detail in the text and howit contributes to the total meaning of thematerial. It also equips the reader to impli- citly determinethe details the author presented. Identify the general topic of the selection. Locate the specific details which support thegeneral topic; and Consider the ideas which are clo- sely related tothe topic.

RECALLING DETAILS

It is a process of organizing infor- mationgathered from reading. It uses an outline—askeletal fram- ework—which includes the ideas separated by a specific heading and uses anumbering system. outlining makes it possible for you to arrangethe ideas, details, and examples based on theimpo- rtance of chronology.

Outlining

Give the 2 types of outline?

•TOPIC OUTLINE •SENTENCE OUTLINE

In a topic outline, includes the specific word or phrases

TOPIC OUTLINE

In a sentence outline, as the term suggests use asentence or sentences

SENTENCE OUTLINE

Is a process of writing down specific topicsgathered from diff- erent sources. It involves documenting and coming up with a listof topics. Brainstorming list is composed of major points withsub-details for each. The sub-list may be a short explanation or example of the major point.

BRAIN STORMING

These are valuable tools in coming up with astructured representation of the specific topic needed for your purpose. Using a graphic organizer helps you to establishthe relationship bet- ween and among the topicsthat you included. By merely looking at the visual representation,you are able to est- ablish a clear train of thoughtwhich makes it easier for you to grasp the entiretopic These techniques in organizing info- rmation involvethe use of visual symbols. These symbolsrepresent the knowledge, concepts, thoughts, orideas, and the relationship bet- ween them.

GRAPHIC ORGANIZER

another readingskill. • This entails differentiating which of the author’sstatements is either factual information or anopinionated statement. • It is a requirement to first identify facts from opinionsbefore proceeding to the next stage.

DISTINGUISHING FACTS FROM OPINION

Facts are statements which can be proven to beeither true or false. These are statements that can be checked orproven. We can check facts by conducting some sort ofexperiment, or observation, or by verifying (checking) the fact with a source document. Facts often contain numbers, dates, or ages. Facts might include specific information about aperson, place, or thing.

Facts

An opinion, on the other hand, is the author’s personal view or biases about a certain topic. An opinion is a statement that cannot be proven orchecked. It tells what someone thinks, feels, or believes

OPINION

Writing is a medium of human communication thatinvolves represe- ntation of a language through a system of physically inscribed, mechanically transferred, ordigitally represented symbols.

WRITING

t is a story written to explain “what” , “when” , and “who” . It reveals what a reader should learn. The GOAL of narration is not only to tell everythingthat happened but also to screen and present the details which explain the signif- icance of the event Narration paragraphs use the past form of the verb and are usually written in chronological order. It is used by writers for a variety of purposes:

NARRATION

WHAT ARE THE 7 PATTERN IN WRITING

To illustrate and support ideas with anecdotes. 2. To entertain the readers with stories. 3. To predict what will happen with scenarios. 4. To explain how something happens withprocess narratives. 5. It is a basic strategy used by writers in presentactions. 6. It tells a story or explains a sequence ofevents. It can be fiction or non- fiction.

This con- veys the impressions, feelings, insights, or PoV.

SUBJECTIVE NARRATION

Presents facts to createan accurate timeline of events.

OBJECTIVE NARRATION

Narratives retell a past event. The sequence ofevents can be pres- ented using strategies likeflash- backs–to previous events and fast- forwards –to the present or future. To help the readers follow the series of actions,transitional words, and phrases should be used.

USING TRANSITION IN NARRATIVE

The retelling of past events is better with the useof direct quotations than an indirect sum- mary of aconversation. Dialogues make the retelling of the event morerealistic and genuine since the speakers arequoted dire- ctly. Furthermore, it is better to read short dialoguesthan longer explan- ations or recount using “she said”or “he told me . ”

USING DIALOGUE IN NARRATIVE

The conflict in the narrative is the struggle betweenthe character and the opposing force which may come in the form of a person, nature, or society’srules and values, or desires.

USING CONFLICTS IN NARRATIVE

Give the 6 types of conflict

•PERSON VS PERSON •PERSON VS SOCIETY •PERSON VS TECHNOLOGY •PERSON VS NATURE •PERSON VS SELF PERSON VS SUPERNATURAL

When two lovers are separated by nature

PERSON VS NATURE

Characters face ominous science moving beyondour control.

PERSON VS TECHNOLOGY

Conflict between a character and their innerstruggle.

PERSON VS SELF

Character conflicts, whether bet- ween heroes andvillains or sparring lovers

PERSON VS PERSON

A character is victimized by society

PERSON VS SOCIETY

The source of conflict is supernatural.

PERSON VS SUPERNATURAL

In narration, the point of view refers to therelationship of the narrator to the action.Basically, narrators use two points of view: .

POINT OF VIEWS /POV

Point of View, the narrator isalso part of the story.

FIRST PERSON

Point of View, the action is not performed by the narrator butby the other person.

Third Person’s

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JHON REX H PAZ

RNW MIDTERMS EXAM Flashcards

(77 cards)