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Reading and Writing Techniques Overview

The document discusses reading and writing processes. It covers key concepts like text, discourse, and characteristics of well-written texts. It also outlines stages of reading like pre-reading and responding, and stages of writing like drafting and revising. Different graphic organizers for organizing information are presented, like time and comparison patterns. Critical reading techniques involve identifying claims, fallacies, and determining context. Evaluating texts requires formulating evaluative statements and considering counterclaims and evidence from the text.

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Ryza Velasco
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220 views3 pages

Reading and Writing Techniques Overview

The document discusses reading and writing processes. It covers key concepts like text, discourse, and characteristics of well-written texts. It also outlines stages of reading like pre-reading and responding, and stages of writing like drafting and revising. Different graphic organizers for organizing information are presented, like time and comparison patterns. Critical reading techniques involve identifying claims, fallacies, and determining context. Evaluating texts requires formulating evaluative statements and considering counterclaims and evidence from the text.

Uploaded by

Ryza Velasco
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
  • Module 2: Text as a Reader-Writer Subject
  • Module 1: Text as Connected Discourse
  • Graphic Organizers and Text Structure
  • Module 3: Reading Text Critically
  • Outlining and Writing Techniques
  • Identifying Claims and Evidence in Texts
  • Module 4: Writing Text Evaluation

READING AND WRITING REVIEWER

Module 1: Text as Connected Discourse

Text -A text is a large unit of written language and it is a coherent set of words.
Discourse -It is an orderly and extended expression

Characteristics of a Well-written Text


 Organization -it refers to the arrangement of ideas in a text like that of an outline.
outline is like a skeleton that gives form to your work.
 Coherence & Cohesion
Coherence -it refers to the unity of the ideas.
Cohesion -it refers to the connection of ideas.
 Appropriate Language Use - refers to the acceptable writing style for a particular form of a text.
 Proper Mechanics -It refers to the conventions of writing

MODULE 2: TEXT AS A READERWRITER SUBJECT

Reading & Writing


 Both the reader and the writer interact with the text.
 The reader and writer both act upon the text, hence making the text a subject.

It is something that is acted upon

STAGES IN THE READING PROCESS


 Pre-reading -guessing what the text is all about
 Reading - trying to comprehend the writer’s idea
 Responding -drawing conclusions
 Exploring -noticing how the writer to achieve his purpose.
 Applying -transferring or integrating learning.

STAGES IN THE WRITING PROCESS


 Prewriting -generating ideas based on prior knowledge
 Drafting -focusing on how ideas will be written
 Revising -reviewing the text
 Editing -looking for errors
 Publishing -sharing useful ideas

TECHNIQUES IN SELECTING AND ORGANIZING INFORMATION IN READING AND WRITING


 Effective reading and writing entails using techniques in selecting and organizing information.
 The use of graphic organizer is a useful reading technique.
 In writing, on the other hand, you should be familiar with the different patterns of development
and their conventions.
GRAPHIC ORGANIZERS
 Time Pattern Organizer
– This pattern is used when the ideas in a text need to be arranged chronologically.
 Space Pattern Organizer
-pattern commonly used in descriptions to show how an object of description appears in space.
 Listing Pattern Organizer
-This pattern is used when the writer provides a series of details.
 Classification Pattern Organizer
-This pattern is used when the writer divides a group into subgroups
 Comparison and Contrast Pattern Organizer
-This pattern to show the similarities and differences
 Cause-and-Effect Pattern Diagram
-This pattern is used when the writer intends to express why something happened.
 Generalization and Example Pattern Organizer
-This pattern is used when the writer explains a general idea.
 Definition Pattern Organizer
- This pattern is used when the writer provides a meaning of a new or difficult word.

Patterns of Development
 These are structures that writers use to organize their ideas.
 These are used to connect ideas and provide enough details in your writing.

Definition vs. Description


 Definition -seeks to explain what a term and will require you to support the statement.
 Description -seeks to give a mental picture.

Outlining
-In writing an outline, you must organize the hierarchy of the ideas that you will arrange.

Two Types of Outline Formats


 Alphanumeric
 Decimal Format

MODULE 3: READING TEXT CRITICALLY

Reading -it is a gateway skill that makes all other learning possible.
Critical reading -is a type of reading wherein the reader analyzes the text.
- It means looking beyond what the text is representing.
Pre-reading stage- Previewing or scanning the text to know its contents and organization.
-Utilizing prior knowledge.
Reading stage - Identifying the stated main idea.
Post-reading stage - Making inferences and Drawing conclusions.
Fallacies -these are faults or errors in reasoning.
Hasty Generalization -concluding a claim without enough basis or proof
False Analogy -making a misleading comparison
Begging the question -considering an argument a fact.
Red Herring -It introduces irrelevant information to divert the topic from the real issue.
Bandwagon -implying that the reader should do the same thing
Appeal to Authority -claiming that an argument is supported by an authority.

Determining Claims made in a text


 Argument -it is a statement of opinion that aims to persuade or to inform.
 Claim of Fact -it is when a writer is claiming that a particular statement is true.
 Claim of Policy -it is when a writer is claiming that something should be implemented.
 Claim of Value -it is when a writer is claiming in the argument that something is important.

Identifying the context of text development


Context of text development - are necessary in understanding text.
 Hypertext -these texts link a text to another writing.
 Intertext -this text makes you draw information.

MODULE 4: Writing text evaluation

Evaluating text
-it pertains to assessing the degree to which the writer’s ideas are valid.
Tasks when writing an evaluation of a text
- support your thesis statement by providing textual evidence.
Considering possible objections
- You, as the writer, may concede or refute.

 Evaluative Statements
-these are formulated after reading the text carefully and critically.
 Formulating assertions -It requires examining which ideas are facts or opinions.
 Formulating Counterclaims - criticism to an illogicaly proposed claim.

Forms of Hedge
 Modals - Example: could, should, may
 Frequency Verbs - Example: usually, generally, commonly, rarely
 Probability adverbs - Example: probably, presumably, or possibly

Textual Evidence -these are the evidences in a form of a text.


Two kinds of Textual Evidence
 Objective evidence -is the information from the text that is considered as solid support.
 Subjective evidence -Is the textual evidence that is immeasurable or unspecific.

Common questions

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Modals (e.g., could, should), frequency verbs (e.g., usually, commonly), and probability adverbs (e.g., probably, possibly) function as hedges in writing to convey uncertainty or soften statements . They influence the tone by making assertions less direct or absolute, which can suggest modesty or caution on the author’s part . This nuanced use of language can affect how readers perceive authority and reliability within the text, guiding their interpretation and responsiveness .

Evaluative statements require a critical perspective of the text, allowing an analyst to assess the validity and significance of the writer’s ideas . Textual evidence provides tangible support to these statements, creating a logical foundation for evaluation . Integration ensures that assertions are not only opinionated but are anchored in the text, enhancing credibility and depth of the evaluation .

A claim of fact asserts the truth of a particular statement, hence requiring the reader to verify its factual accuracy . A claim of policy suggests that a certain action should be taken, engaging the reader’s sense of practicality and ethical judgment . A claim of value argues the importance of something, appealing to the reader’s beliefs and opinions . These claims shape the reader’s engagement by appealing to different cognitive and emotional responses, facilitating varied interactions with the text .

Graphic organizers improve comprehension by visually representing relationships and structures within the text, making complex information more accessible . They guide the organization of thoughts and details, allowing writers to clearly outline their ideas before drafting . Organizers like the Time Pattern and Cause-and-Effect Pattern help structure information chronologically or logically, aiding in clearer communication and understanding .

Definition as a pattern of development seeks to explain the meaning of a term, often requiring evidence and explanation to support the statement . Description, on the other hand, aims to give a mental picture of a concept, focused more on vivid details and sensory experiences . The definition provides clarity and precision, while description enhances engagement and understanding through imagery. Both tools, when used effectively in a text, balance clarity with richness, improving communication .

The pre-reading stage, which involves guessing what the text is about, sets the stage for comprehension by activating prior knowledge . During reading, learners try to understand the writer’s ideas, forming a basis for in-depth engagement . Responding involves drawing conclusions, encouraging critical thinking . Exploring allows readers to notice how the writer achieves their purpose, facilitating an appreciation of the writer’s techniques . Applying integrates and transfers learning, promoting retention and practical application .

Critical reading extends beyond basic reading by requiring the reader to analyze and evaluate the text rather than simply understand it . Skills necessary for critical reading include the ability to look beyond the apparent text representation to see underlying messages and arguments . Critical readers must identify fallacies and claims, determine context, and make logical inferences, employing a discerning approach .

During prewriting, ideas are generated based on prior knowledge, setting a base for focused drafting . The drafting stage allows writers to explore how these ideas will be expressed, creating a blueprint for subsequent revisions . Revising refines the draft into coherent forms, enhancing clarity and persuasiveness . Editing addresses language and mechanical errors, ensuring professionalism . Publishing shares these refined ideas, completing the cycle. Together, these stages ensure that ideas are developed cohesively and effectively, resulting in a polished written work .

Hypertext links a text to other writings, offering readers further resources and contexts that enhance understanding and support deeper analysis . Intertext allows readers to draw connections between texts, facilitating a broader perspective by integrating information across different sources . These elements enable readers to perceive and interpret a text within a vast network of ideas, supporting comprehensive analysis and contextualization .

A well-written text is characterized by effective organization, which refers to the arrangement of ideas in a text similar to an outline that acts as a skeleton giving form to the work . Coherence refers to the unity of ideas ensuring that the text appears logically arranged to the reader . Cohesion relates to the connection of ideas, presenting them in a manner that flows smoothly . Appropriate language use ensures the writing style is suitable for the text form, enhancing understanding and engagement . Proper mechanics involve adherence to writing conventions, making the text readable and professional .

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