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Date Posted: 06:05:09 09/23/04 Thu
Author: Aparecida S.SIlva
Subject: Re: Task 2 comments on Angela"s
In reply to: Angela Vitorino 's message, "Re: Task 2" on 16:45:31 09/20/04 Mon

>>
>TASK 2 - TEACHING READING
>
>
>Some people believe that reading is a passive skill
>and they can read any kind of reading in the same way.
>But I am convinced that reading, at first, is an
>active skill, which involve (INVOLVES) processing ideas,
>transmitted through language. While reading, two
>approaches occur: the bottom-up ( when the written
>symbols are decoded) and the top-down (when the
>reader uses his background knowledge, his world
>experience in the interpretation of discourse).
>Through these processes we can see that there is an
>interaction between the reader and the writer. Besides
>that, we read for different purposes in mind, such as
>: for pleasure, for curiosity, to look for a specific
>piece of information, for a school task, to keep a
>correspondence, to know what is happening, for culture
>and so on. Then, I am pretty sure that we should use
>different strategies to match by different purposes
>of reading.
>For this purpose , I will try to classify the reading
>strategies, reaffirming that those mental processes
>should be chosen, according to the type of the piece
>of reading.
>· Having a purpose – keeping in mind why a text is
>being read
>· Previewing and Predicting – conducting a quick
>survey of the text to identify the organization of the
>text and guess what is to come
>· Skimming – looking quickly through the text to get a
>general idea
>· Scanning – looking quickly through the text to
>locate specific information
>· Reading actively – asking questions and then reading
>for answers
>· Identifying .genres – knowing the nature of the
>text, its pattern organization
>· Identifying sentence structure – identifying the
>parts of the sentence.
>· Inferring unknown vocabulary – guessing the meaning
>of words from the context
>· Inferring the main idea
>· Noticing cohesive devices- recognizing and using
>pronouns, referents and other lexical equivalents.
>· Paraphrasing – re-stating texts in the reader’s own
>words
>· Summarizing- re-stating main ideas and leaving out
>details
>· Evaluating – reading critically and assessing the
>truth value of textual information
>· Reviewing – looking back over a text, putting
>together information from several parts of the text.
>
>Concluding, reading is an interactive process
>involving the work with linguistic knowledge and the
>reader’s background knowledge. The readers have a
>great variety of strategies to choose, according to
>the purposes for which they are reading. Teachers have
>the task to give the learners the opportunities to
>access those strategies and match them to their
>purposes. Teaching reading also include the
>motivation. Students should be encouraged to go beyond
>the texts, after using the suitable strategies,
>forming a criticism and a consciousness about what
>they read.

ANGELA

I BELIEVE THAT THERE ARE TWO THINGS MISSING IN YOUR ESSAy:
1) HOW ABOUT THE SOCIAL CONTEXT OF READING?
2) YOUR CLASSIFICATION DOES NOT CONTAIN TRANSITIONS.

CONGRATULATIONS YOU'VE WRITTEN A VERY GOOD ESSAY!

Aparecida

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Replies:

  • Re: Task 2- Comments on Angela´s text -- Maria Tereza, 13:16:27 09/24/04 Fri
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