Expository Writing (EWRT-101) 1 Unit 03

UNIT
03 CRITICAL READING
SKILLS

WEEK 4

INTRODUCE AUTHENTIC READING DAWN NEWSPAPER

AND NON-SPECIALIZED ACADEMIC BOOKS/TEXTS
Authentic Reading is reading a variety of text for real purposes. ... having
the opportunity to interact with others in response to the text. focusing on
communicating ideas or shared understandings. providing authentic meaning-
making experiences: for pleasure, to be informed, or to perform a task.
Authentic text is real, living language written to engage readers and
draw them in; it may entertain, inform, or persuade. ... Authentic text helps
students understand how language works in the real world, and invites them to
take part in that world by moving in, out, and through the world of ideas and
living language.

Selecting authentic material

The best content to select depends on the learners, their level of English
and the course content the teacher wishes to focus on. It’s also a good idea to
find out the learners’ interests – after all, there’s no point trying to get students
fascinated by a text on the latest sci-fi movie if they’re all fans of action films.
The materials should reflect a situation that learners may face in an
English-speaking environment – this will help them transition into a world
where English is the norm. In this world, people use abbreviations, body
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language is important and they’ll use “filler” sounds – such as “ummm” – when
they are speaking English – and learners will encounter these in authentic
material.
It’s important not to overwhelm learners with the first piece of authentic
material. So to begin with, choose articles, songs or sections of TV programmes
or movies which aren’t too difficult to understand or take too long to get
through.
Authentic reading skills of DAWN newspaper
Many students are identified as having learning difficulties when it
comes to reading. These may be related to issues with cognitive function, the
causes of which may be biological or environmental and may translate into
visual, phonological, language and/or memory deficits.
At the cognitive level, many prerequisite skills are likely to be influenced
by environmental factors such as whether or not a child attends preschool; has
access to a range of written, oral and visual learning materials at home; has
opportunities to practice speaking and reading; and has parental
encouragement.
It is widely accepted that reading is a language-based skill. Word
recognition depends on phonological and lexical knowledge, while
comprehension of larger text discourse requires syntactic, morphemic,
semantic and whole text structural knowledge. As a consequence, children who
have difficulties in one or more of these functions will have considerable
difficulty in reading.
It has been found that skilled readers outperform less-skilled readers on
measures related to working memory, processing speed and updating
information. Reading comprehension delays are also associated with problems
in higher order skills, such as prediction and summarizing, using background
knowledge, and forming mental imagery.
Many of the processes involved in comprehension, such as integration
and inference, anaphoric processing, use of context cues, monitoring
comprehension, and structuring of narratives, are dependent on the storage
and organization of information in memory. Children with poor comprehension
skills sometimes exhibit poor verbal short-term memory, while others perform
well on simple memory tasks. One of the most essential reading comprehension
skills is the ability to use selective and focused attention.
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Reading skills of non-specialized academic books/texts

Reading is fundamental to writing and research at university, but often
gets overlooked – lecturers assume that students know how to read, and
students assume there’s only one way to read – but neither of these things is
necessarily true. There are ways to read that can improve information
processing, can help with building an argument, and importantly for many
students, can save lots of time.

Reading Strategies for non-specialized books/texts

Below are some strategies for making different kinds of texts more
approachable.

Get to Know the Conventions

Academic texts, like scientific studies and journal articles, may have
sections that are new to you. If you’re not sure what an “abstract” is, research
it online or ask your instructor. Understanding the meaning and purpose of
such conventions is not only helpful for reading comprehension but for writing,
too.

Look up and Keep Track of Unfamiliar Terms and Phrases

Have a good college dictionary such as Merriam-Webster handy (or
find it online) when you read complex academic texts, so you can look up the
meaning of unfamiliar words and terms. Many textbooks also contain glossaries
or “key terms” sections at the ends of chapters or the end of the book. If you
can’t find the words you’re looking for in a standard dictionary, you may need
one specially written for a particular discipline. For example, a medical
dictionary would be a good resource for a course in anatomy and physiology.
If you circle or underline terms and phrases that appear repeatedly,
you’ll have a visual reminder to review and learn them. Repetition helps to lock
in these new words and their meaning get them into long-term memory, so the
more you review them the more you’ll understand and feel comfortable using
them.

Look for Main Ideas and Themes

As a college student, you are not expected to understand every single
word or idea presented in a reading, especially if you haven’t discussed it in
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class yet. However, you will get more out of discussions and feel more confident
about asking questions if you can identify the main idea or thesis in a reading.
The thesis statement can often (but not always) be found in the introductory
paragraph, and it may be introduced with a phrase like “In this essay I argue
that . . .” Getting a handle on the overall reason an author wrote something (“to
prove X” or “to explore Y,” for instance) gives you a framework for
understanding more of the details. It’s also useful to keep track of any themes
you notice in the writing. A theme may be a recurring idea, word, or image that
strikes you as interesting or important: “This story is about men working in a
gloomy factory, but the author keeps mentioning birds and bats and windows.
Why is that??”

Get the Most of Online Reading

Reading online texts presents unique challenges for some students. For
one thing, you can’t readily circle or underline key terms or passages on the
screen with a pencil. For another, there can be many tempting distractions—
just a quick visit to [Link] or Facebook.
While there’s no substitute for old-fashioned self-discipline, you can
take advantage of the following tips to make online reading more efficient and
effective:
● Where possible, download the reading as a PDF, Word document, etc., so
you can read it offline.
● Get one of the apps that allow you to disable your social media sites for
specified periods of time.
● Adjust your screen to avoid glare and eye strain, and change the text
font to be less distracting (for those essays written in Comic Sans).
● Install an annotation tool in your Web browser so you can highlight and
make notes on online text. One to try is hypothesis. A low-tech option is
to have a notebook handy to write in as you read.

Look for Reputable Online Sources

Professors tend to assign reading from reputable print and online
sources, so you can feel comfortable referencing such sources in class and for
writing assignments. If you are looking for online sources independently,
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however, devote some time and energy to critically evaluating the quality of the
source before spending time reading any resources you find there. Find out
what you can about the author (if one is listed), the Web site, and any affiliated
sponsors it may have. Check that the information is current and accurate
against similar information on other pages. Depending on what you are
researching, sites that end in “.edu” (indicating an “education” site such as a
college, university, or other academic institution) tend to be more reliable than
“.com” sites.

Pay Attention to Visual Information

Images in textbooks or journals usually contain valuable information to
help you more deeply grasp a topic. Graphs and charts, for instance, help show
the relationship between different kinds of information or data—how a
population changes over time, how a virus spreads through a population, etc.

CONDUCT CLASSROOM READING ACTIVITIES

There’s no one best way to teach young students how to read. Learning
to read is a developmental process that takes time. Every child learns
differently, so it’s important to incorporate different teaching strategies to hold
their attention and keep them interested in learning.
Teaching students to read doesn’t always have to be about formal
lessons or worksheets. In fact, sometimes the best lessons are learned when
children don’t even realize they are learning. Here are some practical ideas you
can incorporate into the classroom to help your students become independent
readers.

1. Display letters and words around the classroom

Children are naturally curious. Displaying different words and letters
around the classroom encourages students to ask questions about the words
and learn without even realizing they’re learning. Try labeling objects around
the room like windows, doors, chairs, and whiteboards, or pinning words like
‘black’, ‘red’ and ‘blue’ to the wall, with the font being in that color. Children will
learn to associate the words with the objects they see.
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2. Create word families

Word families are words that rhyme. Teaching students about word
families helps them see patterns in text and encourages them to begin reading
by grouping sets of letters within a word. Once they recognize the word ‘hop’,
they’ll be able to find patterns in rhyming words like ‘top’, ‘pop’ and ‘stop’. A
fun way to incorporate this activity into the classroom is by playing a game
using a corkboard. Write a list of words on the left-hand side, and the second
list of words that rhyme with them on the right-hand side (you could even try
using a theme for the words, e.g. Christmas-related words in December). Place
pins beside each word and have students link a piece of string from the pin of a
word on the left, to the rhyming word on the right-hand side. Not only is this a
fun activity to help students learn about word families, it also helps develop
their fine motor skills.

3. Play decoding games

Decoding is the process of sounding words out. Once a child has learned
the sounds that each letter, or group of letters, make, they’ll be able to begin
putting words together. Learning to decode is an important step in learning to
read, as the more students decode words, the more quickly they’ll be able to
automatically identify words. To make the process of decoding a little bit more
fun for students, consider incorporating games into the process. This can be as
simple as buying little finger puppets for the students and having them wear
them while pointing to the letters as they sound them out.

4. Teach phonemic awareness

Phonemes are the smallest sounds in the English language, made of
consonants, short vowels, long vowels, and digraphs like ‘th’, ‘sh’ and ‘ch’.
Children must learn how different letters make different sounds. For example,
the ‘a’ in ‘table’ is a long vowel, as opposed to the short vowel ‘a’ in ‘sack’.
Phonemic awareness means learning those sounds and how to manipulate
them within a word and is an important step towards helping children to spell
and decode. One thing you could do to help bring awareness to phonemes and
how to separate the sounds of words from their meanings is to call up children
one-by-one using their first names without the initial sound (e.g., [S]arah). The
 Expository Writing (EWRT-101) 7 Unit 03

children have to figure out who’s name has been called and what sound is
missing.

5. Play ‘fish’ with sight words

There are some words that are difficult to decode phonetically because
they don’t follow the rules of phonics. These are known as ‘sight words’ and are
most common in the English language. These words need to be memorized
rather than sounded out, and there are a number of fun memory games that
you can use in the classroom to help kids do this. ‘Sight words fishing’ involves
using magnetic fish cut-outs with words on the back of them. Students fish
using a magnetic rod and read the sight word out aloud from the back of the
fish they’ve picked up. The repetition of the game helps the students master the
words and is a lot more fun than reading words from a printout.

6. Word search bingo

Reading to children helps them develop their language and listening
skills and prepares them to understand written words. However, some children
lose focus when sitting still and listening, so it’s important to find ways to keep
them engaged. One way to do this is to create a bingo game. Hand out sheets of
paper to the students with a list of words from the chapter of the book you’re
reading to them. As you read the book, the students will circle the words from
the sheet they hear. At the end of the chapter, have the class discuss what
words they found.

7. Help children love to read by making it fun

As teachers, the ultimate goal is to foster lifelong reading skills in
students and create children who love to read. Memorizing words is only a
starting point. Every child learns to read differently, but ultimately, keeping
them engaged in learning is the best strategy. Getting children excited about
learning to read through games and interaction is something that every
primary school teacher can incorporate into the classroom.

Strategies to develop Reading Comprehension

Developing reading comprehension skills is incredibly important for
early readers, starting as early as picture books. As school-aged children get
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older, it will help them understand textbooks, newspapers, and other more
complex texts.
Scholastic offers plenty of grade-appropriate reading comprehension
activity books that can help your child practice, but in addition, here are six tips
to sharpen reading comprehension skills in your early reader.
1. Have them read aloud. This encourages them to go slower, which gives
them more time to process what they read and in turn improves reading
comprehension. Plus, they're not only seeing the words — they're
hearing them, too! You can also take turns reading aloud.
2. Provide books at the right level. Make sure your school-aged reader
gets lots of practice reading books that aren't too hard. They should
recognize at least 90 percent of the words without any help. Stopping
any more often than that to figure out a word makes it tough for kids to
focus on the overall meaning of the story.
If your child needs help transitioning from picture books to chapter books,
try Scholastic's Branches books, which are designed to bridge that gap for
growing readers.
3. Reread to build fluency. To gain meaning from text and encourage
reading comprehension, your child needs to read quickly and
smoothly — a skill known as fluency. By the beginning of 3rd grade, for
example, your child should be able to read 90 words a minute.
Rereading familiar, simple books gives your child practice at decoding
words quickly, so they'll become more fluent in their reading
comprehension. Learn more about the multiple benefits of rereading
books!
4. Talk to the teacher. If your child is struggling with reading
comprehension, they may need more help with building their
vocabulary or practicing phonics skills. A teacher can weigh in on the
best next steps to take.
5. Supplement their class reading. If your child's class is studying a
particular theme, look for easy-to-read books or magazines on the topic.
Some prior knowledge will help them make their way through tougher
classroom texts and promote reading comprehension.
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6. Talk about what they're reading. This "verbal processing" helps them
remember and think through the themes of the book. Ask questions
before, during, and after a session to encourage reading comprehension.

Skimming as classroom reading activity

Skimming is a strategic, selective reading method in which you focus on
the main ideas of a text. When skimming, deliberately skip text that provides
details, stories, data, or other elaboration. Instead of closely reading every
word, focus on the introduction, chapter summaries, first and last sentences of
paragraphs, bold words, and text features. Skimming is extracting the essence
of the author’s main messages rather than the finer points.

Example
A learner taking a reading exam decides to approach text by looking at
the title, introductions, and any diagrams and sub-headings, then skim reading
to get a clear general idea of what the text is about.
In the classroom Skimming is a specific reading skill which is common in
reading newspapers, messages and e-mails. It is important that learners
understand that there is no need to read every word when skimming, so often
teachers set this as a timed task to encourage speed.

Scanning as classroom reading activity

Scanning is reading a text quickly in order to find specific information,
e.g. figures or names. It can be contrasted with skimming, which is reading
quickly to get a general idea of meaning.

Example
A learner taking a reading test needs to scan a text on population rates
quickly to find out if a series of statements about the population figures are
true or false.
In the classroom
As the above example shows, scanning is a specific reading skill which is
often used in combination with others such as skimming and intensive reading.
Learners need to learn different ways and understand that choosing how to
read is an important step in building reading skills.
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SQ3R as classroom reading activity

This useful strategy aids reading comprehension and is especially
helpful for difficult textbook material. Each part of the process is helpful by
itself, so do not feel that you must follow all of the steps. Use what works for
you.

Survey
Before you begin a new chapter, skim the material and get a feel for the
main topics and ideas in the text. The process below should take 5-10 minutes.
● Read the introduction
● Look at the headings and subheadings
● Look at the pictures, charts and graphs (anything visual)
● Read the chapter summary
● Look at the study questions at the end of the chapter

Question
● Use questions to guide your reading.
● Take the first heading in the chapter and turn it into a question before
reading the paragraphs in that section. For instance, if the heading is “A
Limited Partnership”, read it as “What is a limited partnership?” Now
you have created a purpose for reading because you are looking for the
answer to the question.

Read
As you read look for answers to the questions you created. Use the
following tips when reading:
● Usually the first sentence of each paragraph states the main idea.
● Look for transition words such as next, for example, in contrast, in
addition, to help you follow the author’s point.
● Make notes in the margin or in a notebook as you read. Paraphrase main
points and ideas; do NOT simply copy information from the textbook.
● Highlight only the most important points. Too much highlighting can
make it difficult to separate the main point from support details.
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Recite
After reading, look at the questions you created or those at the end of
the chapter.
● Can you answer them? If you cannot, go back, reread the appropriate
sections, and take notes.
● Take the time and recite or recall whatever you can remember as soon
as you finish reading.

Review
● After you study new material, it is extremely important to conduct an
overall review within 24 hours for maximum comprehension and
memory. You can lose 80% of what you have learned if you do not
review within the next day.

Previewing as classroom reading activity

Previewing is a simple yet effective reading strategy that involves
skimming the assigned reading before you actually start reading. The strategy
helps you connect with what you read by creating a purpose and context for
your reading. It also helps you to activate your knowledge base which aids
comprehension.
Previewing a text helps readers prepare for what they are about to read
and set a purpose for reading. Readers preview nonfiction to find out what they
know about the subject and what they want to find out. It also helps them
understand how an author has organized information.
To preview is to see or hear something before it is finalized. An example
of preview is to look at an art exhibit before the exhibit is open to the public. An
example of preview is to hear parts of a speech before it is given at a meeting.
You can avoid unexpected results and wasted paper by previewing your
worksheet before printing. When you select one or more sheets and then click
File > Print, you'll see a preview of how the data will appear on the printout.

Annotating as classroom reading activity

By annotating a text, you will ensure that you understand what is
happening in a text after you've read it. As you annotate, you should note the
 Expository Writing (EWRT-101) 12 Unit 03

author's main points, shifts in the message or perspective of the text, key areas
of focus, and your own thoughts as you read.
Annotation can be: A systematic summary of the text that you create
within the document. A key tool for close reading that helps you uncover
patterns, notice important words, and identify main points. An active learning
strategy that improves comprehension and retention of information.
Teaching students how to annotate gives them an invaluable tool for
actively engaging with a text. It helps them think more critically, it increases
retention, and it instills confidence in their ability to analyze more complex
texts.
Annotating text promotes student interest in reading and gives learners
a focused purpose for writing. It supports readers' ability to clarify and
synthesize ideas, pose relevant questions, and capture analytical thinking about
text.

Types of Annotations
● Descriptive.
● Evaluative.
● Informative.
● Combination.
Findings indicate that annotations improve Findings indicate that
annotations improve recall of emphasized items, influence how specific
arguments in the source materials are perceived, decrease students' tendencies
to unnecessarily summarize.

Detailed reading as classroom reading activity

Detailed reading means reading something carefully to get accurate
information. You would do this if you had to read long or complicated material
in a book or a report.
Reading for details means reading to connect details in the text to the
main ideas you've already identified. The note taking technique you choose
to use should help you remember details. Why do it? In some rare situations it
is enough to know the general idea of what you've read.
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Detailed reading allows you to critically consider aspects of the text.

This may involve close reading of the entire text, or of important sections of the
text.
When you read each paragraph, look for the sentences that explain
each subtopic sentence. Remember that subtopic sentences contain the
important points, the “what about it?” part. Detail sentences provide the proof
that readers need in order to believe what the author wrote.
We use this skill when we need to understand every work in a part of a
text. This may be used when we answer detailed reading questions in exams.

Note-taking as classroom reading activity

Taking good notes while reading is an important part of academic
success in college. Most courses require significant reading, and it can be
difficult to understand and master the material and do well in class without
solid note taking and reading skills.

Good notes from your reading can help you:

i. organize your ideas and information from the text
ii. keep focused and stay engaged while reading
iii. keep a record of what you read so you can more easily locate it in the
future
iv. think critically about what you read while you read
v. draw conclusions and identify main ideas of the text
vi. be prepared for class and build a foundation for lecture
vii. have solid materials to use to study for exams or prepare for
assignments

How to take good notes while reading

Good notes can take different forms and may vary from person to
person—or even from text to text. One of the key ideas of good note taking is
that it is not necessary to copy down loads of information from the text.
Copying down information does not engage your brain and is not a strong
strategy for learning and remembering content. It also takes a lot of time and
energy. In contrast, simply highlighting loads of information is simpler but does
not do much to actively engage the brain. Instead of copying down tons of notes
 Expository Writing (EWRT-101) 14 Unit 03

or over-highlighting, try some of the active and effective strategies and formats
listed below. These will help you decrease the amount of time and energy you
spend on notes and increase your comprehension and retention from reading.

Top tips for note-taking

1. Paraphrase information. ...
2. Separate main ideas from details. ...
3. Don't worry about complete sentences. ...
4. Ensure notes are correct before studying them. ...
5. Do include diagrams and bullet points. ...
6. Ensure handwritten text is easy to read. ...
7. Keep notes organized in a binder or folder. ...
8. Combine facts with opinion.

Use of TOEFL
The TOEFL (“Test of English as a Foreign Language”) is a standardized
test that measures a test-taker’s mastery of the English language. TOEFL
scores are primarily used by universities as part of the admissions process.
Typically, those who take the TOEFL want to attend university or
graduate school abroad. But anyone who needs to demonstrate a mastery of
English for an academic purpose can take the TOEFL. This
includes anyone applying to a foreign high school, exchange program,
community college, or for a student visa.
The TOEFL focuses on how English is used in an academic setting,
which is why schools and universities use TOEFL scores for admissions
purposes. The reading passages in the TOEFL use formal, academic language
and high-level vocabulary rather than casual or conversational English.

TOEFL Exam Structure

The test has four sections and will typically take a total of 4.5 hours
to complete. These four sections are: reading, listening, speaking, writing.
Each section is scored out of 30. These section scores are then added
together for a final, total score of 120 points.
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Section 1: Reading
The TOEFL reading section is completely multiple choice. Each reading
section will have three or four written passages with 12-14 questions for
each passage. (Typically, tests with three written passages will have more
questions per passage than tests with four written passages.) Reading passages
can be on any academic topic, including science, history, or literature.

Section 2: Listening
The TOEFL listening section is also completely multiple choice. Each
listening section will include four to six lectures with six questions each
and two or three conversations with five questions each.

Section 3: Speaking
The TOEFL speaking section is a little more complicated than the
reading or listening section. But, luckily, each speaking section will always
follow the same pattern, so you can prepare yourself for it.
In the speaking section, you will get six speaking prompts, or
“tasks.” The first two tasks will be independent and ask you to talk about your
own thoughts and experiences. The final four tasks will be integrated tasks,
where you must answer questions based on a given conversation or piece of
text.
Let’s break down each speaking task one-by-one.
2 Independent Speaking Tasks:
● Task 1 will ask about your interests or your thoughts on a particular
topic.
● Task 2 will ask you to give your opinion and choose between two given
options.
4 Integrated Speaking Tasks:
● Task 3 asks you to read a short text and then listen to a dialogue
between two speakers discussing that same topic (usually, them
agreeing or disagreeing about parts of the article). You’ll then
summarize what the speaker’s opinions are and compare that to the
text.
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● Task 4 gives you two lectures on the same topic–one spoken and one
written. You’ll then summarize the information from each lecture or
answer a more specific question.
● Task 5 has you listen to a conversation between two people who are
discussing a problem with two possible solutions. You’ll then summarize
the content and give your opinion (no text to read). (Note that Task 5 is
often the most difficult listening task because you must discuss three
things: what the student said, the student’s suggested solutions to a
problem, and what solution you prefer and why.)
● Task 6 asks you to listen to a monologue and then summarize or answer
a more specific question about the information (no text to read).

Section 4: Writing
There are two parts to the TOEFL writing section: one integrated task
and one independent task.
1 Integrated Writing Task (20 minutes)
● For this section, you must both read a short passage and listen to a
lecture. You will then respond to/summarize the discussion.

1 Independent Writing Task (30 minutes)

● For this section, you’ll usually be asked to choose between two options
and give your reasons and examples why you chose the way you did. For
example, “Do you agree or disagree that most parents are too controlling
of their children?” or “Do you believe that people are inherently ‘good’
or ‘bad?'”

What is IELTS?
The International English Language Testing System (IELTS) is designed
to help you work, study or migrate to a country where English is the native
language. This includes countries such as Australia, Canada, New Zealand, the
UK and USA.
Your ability to listen, read, write and speak in English will be assessed
during the test. IELTS is graded on a scale of 1-9.
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IELTS is jointly owned by the British Council, IDP: IELTS Australia and
Cambridge Assessment English.
If you are looking to work, live or study in an English-speaking country,
then you must be able to demonstrate a high level of English language ability.
English is the third most spoken language in the world, with 379 million
speakers worldwide.
Being able to communicate in the native language of the country you
wish to work or study in, has a wide range of benefits. It is also essential for job
opportunities as well as integration into the community.
IELTS is the most popular test for those looking to migrate to Australia,
Canada, New Zealand and the UK. It is globally recognised by more than 11,000
employers, universities, schools and immigration bodies including 3,400
institutions in the USA.

Advantages of IELTS
IELTS (International English Language Testing System) is popular
worldwide with speakers of English as a second language as proof of their
proficiency. IELTS is jointly owned and managed by the British Council,
Cambridge English Language Assessment and IDP Education Australia. If you
plan to enrol at a university or college, apply to business organisations, or
register for a visa from government agencies in countries such as the United
Kingdom, Australia, New Zealand, or Canada, the IELTS test can help you reach
your education, career or life goals.
Whether you are applying for study, work or a visa, the IELTS
examination is the same in terms of content, examiners, format, level of
difficulty and scoring. If your test results are not satisfactory, there is no limit
on when and how often you can retake it, but it is advisable to take some time
and study more before your next attempt. In most countries, test centres offer
preparatory courses and language classes, but you can also find online learning
resources that will help you refresh your knowledge and explain how best to
prepare for the exam.
The Academic IELTS is required for university or college admission,
while the General Training IELTS is intended for career and immigration
purposes. The IELTS Life Skills is a new UK government-approved Secure
 Expository Writing (EWRT-101) 18 Unit 03

English Language Test (SELT) to support your UK Visas and Immigration

(UKVI) application.

IELTS for study

If you are interested in studying abroad, remember that many
universities worldwide and all universities and colleges in the UK accept IELTS
test results. Tier 4 student visa applicants can apply to universities in the UK
with an IELTS result from any of the 1,000 IELTS test locations worldwide,
unless the institution has additional requirements. Some universities act as
local agents on behalf of the British Council, ensuring the organisation and
delivery of the IELTS examinations.
If you are considering an undergraduate or postgraduate degree
programme, you should take the Academic IELTS test. The General Training
IELTS test is sufficient for programmes which do not award a degree. Find your
chosen college or university and check the version of IELTS that is right for you.
As a future international student, you will need to demonstrate that you
are qualified and can successfully complete a degree programme taught in
English. You will therefore need higher IELTS scores to enrol in advanced
degree programmes such as Masters or PhDs are.

IELTS for work

Providing proof of your language proficiency is an important step in
obtaining a visa so that you can work abroad. Language skills are key to career
success, and are considered a valuable asset in addition to all the other
requirements of any job. If you are a work visa applicant, you must achieve
either ‘competent’ English or ‘vocational’ English language skills, meaning you
will have to be prepared for more than basic conversational English.

Skills preparing assignments

Assessment is a necessary part of the teaching and learning process,
helping us measure whether our students have really learned what we want
them to learn. While exams and quizzes are certainly favorite and useful
methods of assessment, out of class assignments (written or otherwise) can
offer similar insights into our students' learning. And just as creating a reliable
test takes thoughtfulness and skill, so does creating meaningful and effective
 Expository Writing (EWRT-101) 19 Unit 03

assignments. Undoubtedly, many instructors have been on the receiving end of

disappointing student work, left wondering what went wrong… and often,
those problems can be remedied in the future by some simple fine-tuning of the
original assignment. This paper will take a look at some important elements to
consider when developing assignments, and offer some easy approaches to
creating a valuable assessment experience for all involved.

Prepare for your first assignment

1. Plan and prepare. The first stage of an assignment is all about planning. ..
2. Research and take notes. This can often be the most time-consuming
stage, but it is a necessary task. ...
3. Write the first draft. ...
4. Revise and re-draft. ...
5. Proofread and submit.

Tips for Writing Assignments

1. Clarify the task. ...
2. Do the research early. ...
3. Leave a strong paper trail. ...
4. Brainstorm, make notes, jot down ideas as they occur, and begin by
writing the stuff you do know. ...
5. Get feedback. ...
6. Allow time for revising and editing. ...
7. Make the organization apparent. ...
8. Write the introduction last.

Model review report

A review article, also called a literature review, is a survey of previously
published research on a topic. It should give an overview of current thinking on
the theme and, unlike an original research article, won’t present new
experimental results.
The objective of a literature review is to provide a critical evaluation of
the data available from existing studies. Review articles can identify potential
research areas to explore next, and sometimes they will draw new conclusions
from the existing data.
 Expository Writing (EWRT-101) 20 Unit 03

What do review articles do?

i. Provide a comprehensive foundation on a topic
ii. Explain the current state of knowledge
iii. Identify gaps in existing studies for potential future research
iv. Highlight the main methodologies and research techniques

How to write an authoritative review article

Here are 8 key things to consider when writing a review article:

1. Check the journal’s aims and scope

Make sure you have read the aims and scope for the journal you are
submitting to and follow them closely. Different journals accept different types
of articles and not all will accept review articles, so it’s important to check this
before you start writing.

2. Define your scope

Define the scope of your review article and the research question you’ll
be answering, making sure your article contributes something new to the field.
As award-winning author Angus Crake told us, you’ll also need to
“define the scope of your review so that it is manageable, not too large or small;
it may be necessary to focus on recent advances if the field is well established.”

3. Finding sources to evaluate

When finding sources to evaluate, Angus Crake says it’s critical that you
“use multiple search engines/databases so you don’t miss any important ones.”
For finding studies for a systematic review in medical sciences, read
advice from NCBI.

4. Writing your title, abstract and keywords

Spend time writing an effective title, abstract and keywords. This will
help maximize the visibility of your article online, ensuring the right readers
find your research. Your title and abstract should be clear, concise, accurate,
and informative.
 Expository Writing (EWRT-101) 21 Unit 03

For more information and guidance on getting these right, read our guide to
writing a good abstract and title and our researcher’s guide to search engine
optimization.

5. Introduce the topic

Start with an overview of the topic and give some context, explaining
why a review of the topic is necessary. Gather research to inform your
introduction and make it broad enough to reach out to a large audience of non-
specialists. This will help maximize its wider relevance and impact.
Don’t make your introduction too long. Divide the review into sections
of a suitable length to allow key points to be identified more easily.

6. Include critical discussion

Make sure you present a critical discussion, not just a descriptive
summary of the topic. If there is contradictory research in your area of focus,
make sure to include an element of debate and present both sides of the
argument. You can also use your review paper to resolve conflict between
contradictory studies.

7. Sum it up
“You should aim to write a review that leaves a clear impression of what
is ‘well understood’, and what still remains a ‘mystery’ to be solved.”
– Diptak Bhattacharya,
researcher
This can include making suggestions for future research on the topic as
part of your conclusion.

8. Use a critical friend

One last check. Always perform a final spell and grammar check of your
article before submission.
You may want to ask a critical friend or colleague to give their feedback
before you submit. If English is not your first language, think about using a
language-polishing service. Find out more about the Taylor & Francis Editing
Services.
 Expository Writing (EWRT-101) 22 Unit 03

To get the latest news, insights, tips and more straight to your inbox,
sign up for the Taylor & Francis Insights newsletter.

Review report checklist

Complete this checklist before you submit your review article:
i. Have you checked the journal’s aims and scope?
ii. Have you defined the scope of your article?
iii. Did you use multiple search engines to find sources to evaluate?
iv. Have you written a descriptive title and abstract using keywords?
v. Did you start with an overview of the topic?
vi. Have you presented a critical discussion?
vii. Have you included future suggestions for research in your conclusion?
viii. Have you asked a friend to do a final spell and grammar check?

Annotated bibliography
An annotation is a summary and/or evaluation. Therefore, an annotated
bibliography includes a summary and/or evaluation of each of the sources.
Depending on your project or the assignment, your annotations may do one or
more of the following. Summarize: Some annotations merely summarize the
source.
An annotated bibliography provides a brief account of the available
research on a given topic. It is a list of research sources that includes concise
descriptions and evaluations of each source.
The annotation usually contains a brief summary of content and a short
analysis or evaluation. Depending on your assignment, you may be asked to
reflect, summarise, critique, evaluate or analyse the source.
An annotated bibliography may be a component of a larger project or it
may be a stand-alone assignment. While an annotation can be as brief as one
sentence, the standard annotated bibliography consists of a citation followed
by a short paragraph. An example is provided below.
Please note: the advice in this guide is general. We strongly recommend
that you also follow your assignment instructions and seek clarification from
your lecturer/tutor if needed.
 Expository Writing (EWRT-101) 23 Unit 03

Purpose of an annotated bibliography

When set as an assignment, an annotated bibliography allows you to get
acquainted with the material available on a particular topic.
Depending on your specific assignment, an annotated bibliography
might:
● review the literature of a particular subject;
● demonstrate the quality and depth of reading that you have done;
● exemplify the scope of sources available—such as journals, books, web
sites and magazine articles;
● highlight sources that may be of interest to other readers and
researchers;
● explore and organise sources for further research.
Questions to consider
You need to consider carefully the texts that you select for your
annotated bibliography. Keep the following questions in mind to help clarify
your choices.
1. What topic/problem am I investigating?
2. What question(s) am I exploring? Identify the aim of your literature
research.
3. What kind of material am I looking at and why? Am I looking for journal
articles, reports, policies or primary historical data?
4. Am I being judicious in my selection of texts? Does each text relate to my
research topic and assignment requirements?
5. What are the essential or key texts on my topic? Am I finding them? Are
the sources valuable or often referred to in other texts?
Which writing style should I use in the annotations?
● Each annotation should be concise. Do not write too much—remember,
you are writing a summary, not an essay. Annotations should not extend
beyond one paragraph unless otherwise stipulated in your assignment
guidelines. As this is not an extended piece of writing, only mention
significant and relevant details.
● Any information apparent in the title of the text or journal can be
omitted from the annotation.
● Background materials and references to previous work by the same
author usually are not included. As you are addressing one text at a time,
 Expository Writing (EWRT-101) 24 Unit 03

there is no need to cross reference or use in-text citations to support

your annotation.
● Unless otherwise stipulated, you should write in full sentences using
academic vocabulary.

What does an annotated bibliography look like?

An annotated bibliography starts with the bibliographic details of a
source (the citation) followed by a brief annotation.
As with a normal reference list or bibliography, an annotated
bibliography is usually arranged alphabetically according to the author’s last
name. An annotated bibliography summary should be about 100 - 200 words
per citation—check with your lecturer/tutor as this may vary between faculties
and assessments. Please also check with your lecturer about the elements each
annotation should include.

Contents of an annotated bibliography

An annotation may contain all or part of the following elements
depending on the word limit and the content of the sources you are examining.
i. Provide the full bibliographic citation.
ii. Indicate the background of the author(s).
iii. Indicate the content or scope of the text.
iv. Outline the main argument.
v. Indicate the intended audience.
vi. Identify the research methods if applicable.
vii. Identify any conclusions made by the author/s.
viii. Discuss the reliability of the text.
ix. Highlight any special features of the text that were unique or helpful e.g.
charts, graphs etc.
x. Discuss the relevance or usefulness of the text for your research.
xi. Point out in what way the text relates to themes or concepts in your
course.
xii. State the strengths and limitations of the text.
xiii. Present your view or reaction to the text.

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 Expository Writing (EWRT-101) 25 Unit 03

MCQ’S

1. What is critical reading?

A. Reader read with critical attention to comment and make necessary
changes to the text.
B. Reader applies certain processes, models, questions, and theories
that result in enhanced clarity and comprehension. ✔
C. It is merely just a reading technique.
D. It is a reading technique also known as skimming.

2. Critical reading is active way of reading.

A. True✔
B. False

3. Critical reading skills involves:

A. Analysing✔
B. Interpreting✔
C. Evaluating✔
D. Understanding

4. Based on the visual, as a university student which reading approach is

more suitable for academic writing?
A. Reading comprehension
B. Critical reading✔

5. Which option gives the best overview of annotating text?

A. Read and make notes about the text. Underline key/important
terms. Build understanding of the text. ✔
B. Scanning the content and summarize; making notes in the margin.

6. Critical Reading means finding fault or criticizing a piece of text.

A. True
B. False✔
 Expository Writing (EWRT-101) 26 Unit 03

7. Critical Reading means asking yourself why a particular author__________.

A. Published the text
B. Wrote the text✔
C. Examine the text
D. None of these

8. Once you've read a piece of text, readers analyze the text to understand
why the author wrote that piece of text. Analyze means...?
A. finding textual evidence
B. breaking down of the text and opinionated explanation of the
author's choices. ✔
C. providing educated guesses about the text based upon your prior
knowledge and text evidence.
D. None of these

9. In Critical Reading, readers should be able to "transact with text in

order to formulate logical questions based on evidence..." This means the
reader should be able to...
A. Compare and contrast their thinking to what the author thinks.
B. Know the levels of Depth of Knowledge
C. Create their own questions based upon information provided in
the text. ✔

10. Which vocabulary strategy allows the reader to use context clues to
understand the meaning of unfamiliar words?
A. Meaning Cues
B. Substitutions
C. Pronoun Referents
D. Context Clues✔
E. Visual Information
 Expository Writing (EWRT-101) 27 Unit 03

Short Questions

Q. What is authentic reading?

Ans: Authentic Reading is reading a variety of text for real purposes. ... having
the opportunity to interact with others in response to the text. focusing on
communicating ideas or shared understandings. providing authentic meaning-
making experiences: for pleasure, to be informed, or to perform a task.
Q. Explain critical reading in two sentences?
Ans: Critical reading means that a reader applies certain processes, models,
questions, and theories that result in enhanced clarity and comprehension.
There is more involved, both in effort and understanding, in a critical reading
than in a mere "skimming" of the text.
Q. Why do we need critical reading?
Ans: Critical reading is important because it allows you to read and analyze a
text critically, breaking it down into its component parts and assessing its
strengths and weaknesses. It also helps you understand the author's purpose in
writing the text and how it relates to your own life.
Q. What is the purpose of critical reading?
Ans: The aim of critical reading is not to find fault, but to assess the strength of
the evidence and the argument. It is just as useful to conclude that a study, or
an article, presents very strong evidence and a well-reasoned argument, as it is
to identify the studies or articles that are weak.
Q. How does critical reading improve writing?
Ans: Critical reading skills enhance your way of thinking and writing skills. The
more you read, the better is your knowledge and vocabulary. It is important to
use the precise words to express your meaning. You can learn new words and
improve your writing by reading as many texts as you can.
Q. What are the five critical reading skills?
Ans: Five critical reading skills were found to be very important for
improvement:
1. Phonemic awareness. 2. Phonics. 3. Fluency.
4. Vocabulary. 5. Comprehension.

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