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MODULE

READING 1

WRITTEN BY GITA RAHMI

Faculty of Letters and Cultures

Gunadarma University

Depok

PTA 2020/2021

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1. INTRODUCTION

Reading is one of the most important skills. First, reading helps people get information

from many sources, cultures, and countries. Then, reading also helps people increase their

knowledge. People can learn from many sources from around the world if they have good

reading ability. People can also get information from both academic and professional contexts.

In addition, reading can be a pleasure. A lot of people spend their times to read novel or short

story in order to get pleasure. So, it can be said that people need to have good reading ability

to get these advantages. Reading is one the subjects taught at Gunadarma University. At

Gunadarma, there are Reading 1, Reading 2 and Reading 3. All of these subjects are

compulsory courses which mean that if the students do not pass these courses, they will not be

able to graduate from college.

2. READING 1

Reading 1 is one of the subjects in the first semester. The students learn some skills in this

course. The skills are scanning, previewing and predicting, guessing unknown words, topic,

topics of paragraphs, main ideas, patterns of organization, skimming, making inferences, and

summarizing. Reading is fundamental in helping us find and convey information. It is an

essential skill that is developed at a very young age.

The benefits of reading

Reading has many benefits, but it’s a skill that even a lot of adults don’t use enough.

Apart from the necessity of reading to get by in today’s world, let’s look at some other benefits

of reading and how these can contribute positively to your child’s development.

1. Reading helps you discover the world

Reading is a gateway to learning anything about everything. It helps you discover new

things and educate yourself in any area of life you are interested in. You can find a book on

just about any subject you can imagine, dive in and start learning. Your child can learn about

their interests (and even themselves) through reading things they enjoy.

2. Reading develops your imagination and creativity

When we watch television or a movie, all the information is given to us on the screen

– there’s nothing we need to imagine. A book in its pure form is just words on a page, and our

minds have to do the work, imagining the words coming to life. This does wonders to develop

our creativity and imagination.

3. Reading improves vocabulary and communication

Giving your child access to a world of words is one of the best ways to improve their

vocabulary and enhance their spelling skills. New knowledge that’s gained through enjoyment

has a tendency to stick and doesn’t even feel like work! Both their written and spoken

communication abilities can be improved through regular reading.

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4. Reading helps with building a good self-image and playing well with others

Learning new concepts, discovering exciting places and understanding others’

perspectives is key to building a well-rounded self-image – not to mention the self-esteem boost

from being able to read well! It’s at early ages that children can be most easily influenced, and

a positive reading experience can do wonders to help them form a positive perception of

themselves. Reading also has social benefits. Children can discuss stories with others and form

friendships over shared interests.

5. Reading improves concentration and reduces stress

Not only does reading focus your attention entirely on the task at hand, it also immerses

you in the information, improving concentration and memory of what you read. Getting

completely involved in a book can help us relax and feel calm.

The active reader

Active readers engage with what they’re reading. They read with an open and

questioning mind, and they stop to think more about what things mean. Here are some ideas,

as set out by Miami University, of how skilled active readers read:

1. They can predict what will happen next in a story using clues they gain from reading.

2. They create questions about the main idea, message or plot.

3. They monitor understanding of the sequence, context or characters.

4. They stop to clarify parts of the text that have confused them. They connect events in

the text to prior knowledge or experience.

Problems with reading are often identified or can start to become an issue. It is at this

stage that children need to start actively engaging with the material they read. They are required

to find information through active reading. An example would be reading something with

comprehension for school. Without active reading skills, children can’t make sense of how the

information they’re reading connects with anything. If they’re required to compare two

different sources of information, and their active reading skills aren’t starting to develop more

fully, they will struggle to comprehend how to complete the task.

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3. MATERIAL

MATERIAL 1

Topic : Scanning

Material : Scanning

General Purposes : The students know the theory of scanning

Specific Purposes : The students are able to understand how to scan a text

Scanning is very high-speed reading. When you scan, you have a question in mind. You

do not read every word, only the words that answer your question. Practice in scanning will

help you learn to skip over unimportant words so that you can read faster. Scanning is a skill

that you often use in daily life. For example, you might scan the list of names in a telephone

directory in order to find a phone number.

Scanning is a reading technique to be used when you want to find specific information

quickly. In scanning you have a question in your mind and you read a passage only to find the

answer, ignoring unrelated information.

How to Scan:

1. State the specific information you are looking for.

2. Try to anticipate how the answer will appear and what clues you might use to help you

locate the answer. For example, if you were looking for a certain date, you would

quickly read the paragraph looking only for numbers.

3. Use headings and any other aids that will help you identify which sections might

contain the information you are looking for.

4. Selectively read and skip through sections of the passage.

Scanning is the act of searching a particular information in a text with a particular

approach. For instance, if you want to know the meaning of the word ‘virtuous’ from a

dictionary, you will start searching the letter V first, then I, and then R; by then you probably

will have found the word. This process of searching is called scanning. It is a technique of fast

reading.

When scanning, you will be looking for key words or phrases. These will be especially

easy to find if they are names, because they will begin with a capital letter, or numbers/dates.

Once you have decided on the area of text to scan, you should run your eyes down the page, in

a zigzag pattern, to take in as much of the text as possible. This approach makes scanning seem

much more random than other speed reading skills such as skimming and surveying. It is also

a good idea to use your finger as you move down (or back up) the page, to focus your attention

and keep track of where you are.

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Purposes of Scanning

1. To search for a word in a dictionary or index

2. To find a phone number or an address in a directory

3. To check the time schedule of a program in an agenda

4. To check the price of a specific item in a catalogue

5. To know a particular information from a text

Scanning: Steps to Follow

1. Before starting to scan a text for a particular information, you know some basic

things about that text. You will not be able to scan a text efficiently if you do not

have a basic idea about that text. If the text is completely unknown to you, you

should skim it first to get some ideas about that text. This will help you to guess

the section or part of the text where you might find the information you need.

2. Notice how the information is arranged. It can be arranged either alphabetically

or numerically. However, some texts are not arranged at all. In that case, you have

to guess a section and scan it through to get your information.

3. Scanning a random unknown page of a text is difficult. It may take more time than

the usual. However, it won’t take too much time if you move your eyes vertically

and diagonally keeping in mind the exact letters or numbers you are looking for.

TASK 1

Lecturer will share reading material and ask you to practice scanning skill. You can also check

unit 1 of your textbook and do scanning activity.

MATERIAL 2

Topic : Previewing and predicting

Material : Previewing and predicting

General Purposes : The students know the theory of Previewing and predicting

Specific Purposes : The students are able to understand how to preview and predict a text

What is previewing? What is Predicting?

There are two skills that are important for a good reader. They are previewing and

predicting. When you gather information about a book by examining its cover, you are

previewing. The aim of previewing is to help you to predict or make some "educated guesses"

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about what is in the book. You should develop the habit of applying these skills whenever you

read.

Previewing and predicting before you read can make a big difference. You can get some

ideas about what you will read. That way you will begin to process the information far more

quickly.

You will also be able to follow the writer's ideas better. Though it takes a few minutes

to preview and predict, those few minutes are well invested. You will find that later you save

reading time and gain comprehension.

Previewing is a rapid kind of reading that allows you to get a general sense of what a

passage, article, or book is about and how it is organized. Your eyes scan quickly over the page

looking for answers to general questions about the material.

As the exercise, you can tell a lot about a book from its cover. You can find the

following information:

1. Title

2. Author

3. Fiction or nonfiction

4. What do you predict that this book is about?

5. List of the adjectives which are found in the reviews on the back cover of the book.

6. Additional information about the author

7. Your reason for reading this book

Previewing an Article or an Essay

In previewing an article or essay, you look at most of the first paragraph, the first

sentence of each paragraph, and the concluding sentences. You should ask yourself questions

like the ones below.

Previewing questions for an article or essay

1. What is it about?

2. What is the title?

3. What do I already know about this?

4. What kind of text is this?

5. Is it a description? An explanation? An argument? A narrative (history)?

6. Is the text divided into parts? How is it organized?

7. Are there any maps, numbers, italicized words, or names in the text?

Previewing a Textbook

Previewing is especially important in textbooks. You should always read the table of

contents and the outline of a chapter to find out what they contain. You should also preview

the text in a chapter or a section of a chapter before reading it.

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Guidelines for previewing a textbook passage

1. Read the main heading.

2. Check to see if the passage is divided into parts.

3. Read the first few sentences.

4. Read the first sentence of each paragraph after that.

5. Read the final sentences of the passage.

TASK 2

A. Preview the following passage for one minute. Then answer the questions that follow.

Introduction: The Importance of Social Experience

On a cold winter day in 1938, a concerned social worker walked anxiously to the door

of a rural' Pennsylvania farmhouse. Investigating a case of possible child abuse, 3 the social

worker soon discovered a five-year-old girl hidden in a second-floor storage room. The child,

whose name was Anna, was wedged into an old chair with her arms tied above her head so she

could not move. She was wearing filthy garments, and her arms and legs were as thin as

matchsticks.

Anna's situation can only be described as tragic. She was born in 1932 to an unmarried

mentally impaired woman of twenty-six who lived with her father. Enraged by his daughter's

"illegitimate" motherhood, the grandfather did not even want the child in his home. Anna,

therefore, spent the early months of her life in the custody of various welfare agencies. But her

mother was unable to pay for this care, so Anna returned to the home where she was not wanted.

Because of her grandfather's hostility and her mother's indifference, Anna lived alone in a room

where she received little attention and just enough milk to keep her alive. There she stayed—

day after day, month after month, with virtually no human contact—for five years.

Upon learning of the discovery of Anna, sociologist Kingsley Davis traveled

immediately to see the child. He found her in a county home, where local authorities had taken

her. Davis was appalled by the sight of the emaciated child, who could not laugh, speak, or

even smile. Anna was completely apathetic, as if alone in an empty world.

B. Answer the following questions without looking back at the passage.

1. What is the section about?

2. Have you ever heard or read about other children like Anna?

3. Is this part of the chapter divided into parts?

4. Do you think this chapter would be difficult to read and understand?

5. What words, phrases, or numbers do you remember from previewing the passage?

C. Compare your answers with those of another student. If you disagree, read the passage

to check your work.

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MATERIAL 3

Topic : Guessing unknown words

Material : Guessing unknown words

General Purposes : The students know vocabulary

Specific Purposes : The students are able to guess unknown words

Whenever you read extended texts in English, you will come across words which you

do not know. Even native speakers will not know all the words when they are reading. Your

instinct is probably to look up the unfamiliar words in a dictionary. If you do this for each word,

however, it will take you a great deal of time, and you may never reach the end of the text. You

therefore need to develop strategies for dealing with unknown words.

How to deal with unknown words

There are two questions to ask yourself whenever you meet an unfamiliar word. The

first question is: 'Do I need to know the meaning of the word?' If not, you can keep reading and

ignore the word. In order to answer this question, you need to make sure you have a clear

purpose in your reading. The second question you need to ask is: 'Is an approximate meaning

enough?' If not, you need to look the word up in a dictionary.

If the answer to both questions above is 'no', it means you can guess what the word

means then keep reading. Use the following to help you guess an approximate meaning:

1. examine the immediate context of the word (i.e. the sentence in which it appears, and

words which come before and after); pay particular attention to linking words;

2. examine the wider context of the word (i.e. other sentences in the paragraph);

3. look at the structure of the word (i.e. prefix, suffix, root).

Using context

When you guess the meaning of a word from context, you need to consider first the

immediate context, i.e. the other words in the sentence. If this is not enough, you need to use

the wider context, i.e. sentences which come before and after the one which contains the word

you are guessing.

Immediate context

Consider the following sentence:

Although the company's income from sales was higher than expected, its high costs in

the form of salaries and other overheads put it in a disadvantageous position.

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Imagine the word you want to guess in this sentence is 'disadvantageous' (it doesn't

matter if you already know this word - this is just an example). The immediate context of the

word tells you the following:

• it is probably an adjective, because it comes before a noun ('position')

• it is probably negative, because it relates to 'high costs', which are not usually good for

a company

• it is probably negative, because the sentence begins with 'although', a contrast marker,

so the idea in the second clause contrasts with the first clause, which is positive ('high

income' is good for a company)

A good guess for the word at this point would be 'bad'. This is probably close enough

for you to understand the main idea, and you would be able to keep reading.

Wider context

Now consider the following paragraph:

Although the company's income from sales was higher than expected, its high costs in

the form of salaries and other overheads put it in a disadvantageous position. This was one of

the main reasons why the company folded. This put all two hundred of its employees out of

work.

Imagine the word you want to guess this time is 'folded' (this is a common word, but it

has a special meaning in this sentence). The immediate context of the word does not tell you

much: it is clearly a verb, but it is difficult to determine more than this using only the sentence

it occurs in. To guess the meaning, you need to use the wider context, i.e. the sentences which

come before and after. Using these, you can tell the following:

• it is probably negative, because it is the result of the company's 'disadvantageous (bad)

position'

• it is something which can happen to companies

• it resulted in all of the company's employees being 'out of work'

From this, you can guess that the word means something like 'stopped' or 'stopped doing

business' (because no one works there any more). In fact, 'to fold' in this context means '(of a

company etc.) to close because it is not successful'.

Using prefix, suffix, root

Again consider the following sentence:

Although the company's income from sales was higher than expected, its high costs in

the form of salaries and other overheads put it in a disadvantageous position.

Imagine (again) that the word you want to guess in this sentence is 'disadvantageous'.

This word can be broken down into three components: dis-, which is the prefix; advantage,

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which is the root; and -ous, which is the suffix. You can get the following information by

studying the word in this way:

• it is probably an adjective, because it ends in -ous, which is a common suffix for

adjectives

• it is probably negative, because it begins with a negative prefix dis-

• its meaning is probably opposite to the root of the word, advantage

As before, a good guess for the word at this point would be 'bad'. Again, this would be

close enough to allow you to understand the main idea and keep reading.

Guessing meaning from context

Confronted with texts, language learners may be stuck by a shortage of vocabulary

inventory and thus be unable to understand what texts are about. The first thing that a learner

does to understand a difficult word is to look it up using the nearest dictionary. There are

however techniques learners may use to get the meaning of such vocabulary items. One of

these techniques is guessing meaning from context.

No matter what level our students are in, they will often come across difficult words in

texts they are exposed to. Inferring and guessing meanings of unfamiliar words is a strategy

which is worth developing.

Guessing from context refers to the ability to infer the meaning of an expression using

contextual clues. These clues may be purely linguistic or situational:

• Linguistic context: the linguistic environment in which a word is used within a text

• Situational context: extra-linguistic elements that contribute to the construction of

meaning this may involve background knowledge of the subject.

What this amounts to is that learners should be able to infer the meaning of an unknown

word using:

1. the meaning of vocabulary items that surround it;

2. the way the word is formed;

3. background knowledge of the subject and the situation.

Techniques for guessing

Texts are often full of redundancy and consequently, students can use the relation

between different items within a text to get the meaning. Our prior knowledge of the world

may also contribute to understanding what an expression means.

• Synonyms and definitions:

1. Kingfishers are a group of small to medium-sized brightly colored birds

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2. When he made insolent remarks towards his teacher they sent him to the principal for being

disrespectful

• Antonym and contrast

He loved her so much for being so kind to him. By contrast, he abhorred her mother

• Cause and effect

He was disrespectful towards other members. That’s why he was sent off and penalized.

• Parts of speech

Whether the word is a noun, a verb, an adjective or an adverb, functioning as a subject, a

predicate or an object.

• Examples

Trojan is an example of a computer virus

• Word forms (the morphological properties of the word)

Getting information from affixes (prefixes and suffixes) to understand a word. Examples: dis-

(meaning not), –less (meaning without)…

• General knowledge

The French constitution establishes laïcité as a system of government where there is a strict

separation of church and state.

These techniques help students get the meaning of words or at least narrow the possibilities. If

need be using the dictionary should be the last resort to fine tune the understanding of a

vocabulary item.

TASK 3

Do the exercise 4 (page 54) & exercise 6 (page 56) in your reading book!

MATERIAL 4

Topic : Topic

Material : Identifying the topic

General Purposes : The students know topic

Specific Purposes : The students are able to find and identify the topic

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What is a topic?

Topic is another word for subject. It answers the question, “Who or what is the

paragraph (or article) about?” The topic is stated as a single word or phrase—not a complete

sentence.

Why is identifying the topic important?

Identifying the topic is key to monitoring your comprehension, getting the full meaning

of the text, and answering your instructor when she asks, “So what is this section about?” Once

you identify the topic, you can more easily determine the author’s main idea (See Identifying

Main Ideas skill sheet).

How do I get started?

Preview your text before you begin. Ask yourself, “What is the article about?” The

answer can often be found in the title. If the topic is not specifically stated in the title, you will

want more information before reading the entire article. Preview further by reading subtitles

and headings. Look at diagrams and/or visual aids. Read the introductory material, opening

paragraph, final paragraph. If the text is only one paragraph long, read the first and last

sentences. The point is to quickly gain as much understanding as possible.

Finding the Topic

• Ask yourself, “Who or what is the paragraph (or article) about?”

• Use these clues to help you:

1. Look for a heading or title.

2. Look for pictures and words in special print, such as bold, italics, or color

3. Read the first and last sentences of the paragraph.

4. Look for repeated words in a paragraph. It helps to use a pencil to circle or box repeated

words and ideas.

5. Look for something mentioned at the beginning of the paragraph and then referred to

throughout the paragraph by pronouns or by other words.

6. Look for ideas that are implied, or suggested, in addition to being named.

This mnemonic (memory trick) will help you recall these strategies for finding topics. FiRST

• F is for subject of the First sentence.

• R is for a Repeated word or phrase.

• ST means that all sentences deal with the Same Thing

Phrasing the Topic

• Write a single word or phrase. If more than one idea is repeated or referred in a

paragraph, the topic needs to be expressed in a phrase rather than a single word.

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• Strike a balance. Be general enough to include everything discussed but specific enough

to exclude what isn’t. The word “tests,” for example, does not tell whether the

paragraph is about taking tests, creating them, or cheating on them.

Compare the general and specific topics listed below:

General

Test

Broadcasting

Specific

Taking essay tests in college

telecommunications policy in China

• Never write complete sentence.

Correct:

Tips for essay tests

Taking essay tests in college

Incorrect:

Learn to take essay tests.

There are many essay tests in college.

TASK 4

Identify the topics of following paragraphs!

1. Some people believe that if you spill salt, you must toss a pinch of salt over your left

shoulder "into the devil's face" in order to avoid bad luck. There are many such superstitions

that cover everyday events. Others are the beliefs that umbrellas should not be opened

indoors and that people should leave a friend's house by the same door they entered. And

there are those who believe in knocking on wood when talking about good luck.

A. Spilling salt

B. Umbrellas

C. Superstitions

D. Knocking on wood

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2. According to one scientist who has studied aging, there are ways to remain healthy in old

age. The key, he believes, is to continue to find mental and physical challenges. In addition,

he recommends that people stick to a balanced low-cholesterol diet and reasonable exercise

program throughout their lives. He also cautions people about the dangers of smoking. Find

the correct topic.

A. Science

B. Mental and physical challenges

C. Health in old age

D. Dangers of smoking

3. Spanking is a poor way to shape a child's behavior. For one thing, the spanking will result

in feelings of anger and frustration. The child, then, will not learn anything positive from the

punishment. In addition, the spanking may actually lead to more aggressive behavior. Having

learned that hitting is okay, the child may attack smaller children. Finally, the spanking

teaches children to hide certain actions from their parents. Once out of their parent's sight,

children may feel they can get away with the bad behavior.

A. Bad behavior

B. Spanking

C. Anger

D. Frustration

4. Human beings have always polluted their environment, but in the past it was easier for

them to move on and live somewhere else. They knew that given time, the environment

would take care of pollution they left behind and they relied on the "out of sight, out of mind"

philosophy. Today, an increasing human population, which uses an increasing amount of

energy sources, no longer has the luxury to ignore pollution. The human population is

approximately 7 billion. Our overall energy consumption has gone up by a hundredfold from

2,000 per/person/day to 230,000 per/person/day in modern industrial nations like the United

States. This high energy consumption allows us to mass produce many useful and

economically affordable organic products that pollute the atmosphere and groundwater

damage forests and lakes causing global warming, and even deplete the ozone layer.

A. Pollution

B. human population and polution

C. Energy consumption

D. Global Warming

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MATERIAL 5

Topic : Main Idea

Material : How to Find the Main Idea

General Purposes : The students know How to Find the Main Idea

Specific Purposes : The students are able to understand How to Find the Main Idea

Questions about the "main idea" of a passage are popular on reading comprehension

tests, but sometimes, those questions are pretty difficult to answer, especially for students

who are not completely sure they understand what the main idea really is. Finding the main

idea of a paragraph or longer passage of text is one of the most important reading skills to

master, along with concepts like making an inference, finding the author's purpose, or

understanding vocabulary words in context.

Here are a few techniques to help understand what, exactly, is a "main idea" and how

to identify it accurately in a passage.

How to Define the Main Idea

The main idea of a paragraph is the primary point or concept that the author wants to

communicate to the readers about the topic. Hence, in a paragraph, when the main idea is

stated directly, it is expressed in what is called the topic sentence. It gives the overarching

idea of what the paragraph is about and is supported by the details in subsequent sentences in

the paragraph. In a multi-paragraph article, the main idea is expressed in the thesis statement,

which is then supported by individual smaller points.

Think of the main idea as a brief but all-encompassing summary. It covers everything

the paragraph talks about in a general way, but does not include the specifics. Those details

will come in later sentences or paragraphs and add nuance and context; the main idea will

need those details to support its argument.

For example, imagine a paper discussing the causes of World War I. One paragraph

might be dedicated to the role that imperialism played in the conflict. The main idea of this

paragraph might be something like: "Constant competition for massive empires led to

increasing tensions in Europe that eventually erupted into World War I." The rest of the

paragraph might explore what those specific tensions were, who was involved, and why the

countries were seeking empires, but the main idea just introduces the overarching argument

of the section.

When an author does not state the main idea directly, it should still be implied, and is

called an implied main idea. This requires that the reader look closely at the content—at

specific words, sentences, images that are used and repeated—to deduce what the author is

communicating.

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How to Find the Main Idea

Finding the main idea is critical to understanding what you are reading. It helps the

details make sense and have relevance, and provides a framework for remembering the

content. Try these specific tips to pinpoint the main idea of a passage.

1) Identify the Topic

Read the passage through completely, then try to identify the topic. Who or what is the

paragraph about? This part is just figuring out a topic like "cause of World War I" or "new

hearing devices;" don't worry yet about deciding what argument the passage is making about

this topic.

2) Summarize the Passage

After reading the passage thoroughly, summarize it in your own words in one sentence.

Pretend you have just ten to twelve words to tell someone what the passage is about—what

would you say?

3) Look at the First and Last Sentences of the Passage

Authors often put the main idea in or near either the first or last sentence of the paragraph or

article, so isolate those sentences to see if they make sense as the overarching theme of the

passage. Be careful: sometimes the author will use words like but, however, in contrast,

nevertheless, etc. that indicate that the second sentence is actually the main idea. If you see

one of these words that negate or qualify the first sentence, that is a clue that the second

sentence is the main idea.

4) Look for Repetition of Ideas

If you read through a paragraph and you have no idea how to summarize it because there is so

much information, start looking for repeated words, phrases, or related ideas. Read this

example paragraph:

A new hearing device uses a magnet to hold the detachable sound-processing portion in

place. Like other aids, it converts sound into vibrations, but it is unique in that it can transmit

the vibrations directly to the magnet and then to the inner ear. This produces a clearer sound.

The new device will not help all hearing-impaired people—only those with a hearing loss

caused by infection or some other problem in the middle ear. It will probably help no more

than 20 percent of all people with hearing problems. Those people who have persistent ear

infections, however, should find relief and restored hearing with the new device.

What does this paragraph consistently talk about? A new hearing device. What is it trying to

convey? A new hearing device is now available for some, but not all, hearing-impaired

people. That's the main idea!

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Avoid Main Idea Mistakes

Choosing a main idea from a set of answer choices is different than composing a main idea

on your own. Writers of multiple choice tests are often tricky and will give you distractor

questions that sound much like the real answer. By reading the passage thoroughly, using

your skills, and identifying the main idea on your own, though, you can avoid making these 3

common mistakes: selecting an answer that is too narrow in scope; selecting an answer that is

too broad; or selecting an answer that is complex but contrary to the main idea.

Source: https://www.thoughtco.com/how-to-find-the-main-idea-3212047

TASK 5

Do exercise 1 (page 90) and exercise 2 (page 92) from your reading book!

MATERIAL 6

Topic : Organizational Patterns of a Paragraph

Material : Organizational Patterns of a Paragraph

General Purposes : The students know Organizational Patterns of a Paragraph

Specific Purposes : The students are able to understand Organizational Patterns of a

Paragraph

Perhaps one of the best ways to improve your reading ability is to learn to read

paragraphs effectively. Many experts believe the paragraph, not the sentence, is the basic

unit of thought of a selection. If one can quickly grasp the meaning of each of these though

units while reading, then comprehension will be heightened.

It is important to identify with the author's perspective by discovering the way the

message is being sent. Every writer has a purpose for writing and some plan of action for

getting a message across. This plan of action is the order in which the material will be

presented in the text. This order, often called a pattern of organization, should be present in

acceptable writing from the smallest to the largest unit of writing: the paragraph, groups of

paragraphs, sub-chapters, chapters, groups of chapters, whole books, and even series of

books. Each of these, then, contains a certain pattern of organization.

Anticipating the order in which the material will be presented helps you put the facts

into perspective and to see how the parts fit into the whole. For example, if the selection

begins by indicating that there are four important components of management, you are alert

to look for four key phrases to mark and remember. Likewise, if a comparison is suggested,

you want to note the points that are similar in nature. For material that shows cause and

effect, you need to anticipate the linkage and note the relationship.

The importance of these patterns is that they signal how the facts will be

presented. They are blueprints for you to use.

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In textbook reading the number of details can be overwhelming. The mind responds

to logical patterns; relating the small parts to the whole simplifies complexities of the

material and makes remembering easier.

Although key signal words help in identifying the particular type of pattern, a single

paragraph can be a mixture of different patterns. Your aim is to anticipate the overall pattern

and then place the facts into a broad perspective.

The following six examples are the patterns of organization that are most frequently

found in textbooks.

Simple Listing

Items are randomly listed in a series of supporting facts or details. These supporting

elements are of equal value, and the order in which they are presented is of no

importance. Changing the order of the items does not change the meaning of the paragraph.

Signal words often used for simple listing are:

• in addition

• another

• for example

• also

• several

• a number of

Description

Description is like listing; the characters that make up a description are no more than

a simple listing of details.

Definition

Frequently in textbook reading, an entire paragraph is devoted to defining a complex

term or idea. The concept is initially defined and then further expanded with examples and

restatements.

Signal words often used for definition are:

• is defined as

• means

• is described as

• is called

• refers to

• term or concept

Chronological (Time) Order or Sequence

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Items are listed in the order in which they occurred or in a specifically planned order

in which they must develop. In this case, the order is important and changing it would

change the meaning.

Signal words often used for chronological order

or sequence are:

• first, second, third

• before, after

• when

• later

• until

• at last

• next

Comparison - Contrast

Items are related by the comparisons (similarities) that are made or by the contrasts

(differences) that are presented. The author's purpose is to show similarities and differences.

Signal words often used for comparison-contrast are:

• similar, different

• on the other hand

• but

• however

• bigger than, smaller than

• in the same way

• parallels

Cause and Effect

In this pattern, one item is showed as having produced another element. An event

(effect) is said to have happened because of some situation or circumstance (cause). The

cause (the action) stimulates the event or effect (the outcome).

Signal words often used for cause and effect are:

• for this reason

• consequently

• on that account

• hence

• because

• made

Source:

https://www.cuesta.edu/student/resources/ssc/study_guides/reading_comp/306_read_paragra

ph.html

TASK 6

Do exercise 24 (page 131) from your reading book!

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MATERIAL 7

Topic : Skimming

Material : Skimming

General Purposes : The students know Skimming

Specific Purposes : The students are able to understand How to Do Skimming

Skimming is a reading technique that can help you:

• read more quickly

• decide if the text is interesting and whether you should read it in more detail

You can use the skimming technique when you want to identify the main ideas in the text.

How is skimming different to scanning?

The term skimming is often confused with scanning.

• You skim a text to obtain the gist - the overall sense - of a piece of writing. This can

help you decide whether to read it more slowly and in more detail.

• You scan a text to obtain specific information. For example, to find a particular number

in a telephone directory.

Sometimes you can use both reading methods. After you’ve skimmed a piece of text to decide

whether it’s of interest, you might then use scanning techniques to find specific information.

How do you skim read?

When you use the skimming technique you don’t read the whole text word for word. You

should use as many clues as possible to give you some background information. There might

be ictures or images related to the topic, or an eye-catching title. Let your eyes skim over the

surface of the text and look out for key words while thinking about any clues you’ve found

about the subject.

Read the title, subtitles and subheadings to find out what the text is about.

• Look at the illustrations to give you more information about the topic.

• Read the first and last sentence of each paragraph.

• Don’t read every word or every sentence. Let your eyes skim over the text and look out

for key words.

• Continue to think about the meaning of the text.

TASK 7

Read unit 8 about Skimming and do exercise 8 pages 144-146.

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MATERIAL 8

Topic : Summarizing

Material : Summarizing

General Purposes : The students know how to do summarizing

Specific Purposes : The students are able to understand how to do summarizing

What is summarizing?

Summarizing reduces a text to its main idea and necessary information. Summarizing differs

from paraphrasing in that summary leaves out details and terms.

Why is summarizing important?

Summarizing helps you understand and learn important information by reducing information

to its key ideas. Summaries can be used for annotation and study notes as well as to expand the

depth of your writing.

How is summarizing different from paraphrasing?

To the untrained eye, a summary and a paraphrase may look alike. However, there are

differences.

• A summary is shorter than the original text.

• A paraphrase can be shorter or longer than the original.

• A summary eliminates details, examples, and supporting points.

• A paraphrase describes the original text in different words. It does not leave out details.

Write an Accurate Summary

Read the article and organize the information.

1. Preview the text. Gather the information needed to focus and set goals.

2. Read, think about, and understand the text. Review the material to make sure you

know it well. Use a dictionary or context clues to find the meanings of any important

words.

3. Read for the thesis, main idea, and evidence. Annotate as you usually do. If necessary,

map or outline part or all of the text to find the thesis, main ideas and evidence.

4. Identify and paraphrase the thesis or topic sentence (which contains the main idea), or

compose one if the topic sentence is implied. The main idea is the most important

information or concept in a text. The statement that you write should mention the

underlying meaning of the article, not just the surface details.

5. Group the details (minor details). Organize your evidence by grouping the article into

sections. Not all information is equal: some of the information is clearly more

important than the rest.

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Topic Sentence:

Evidence:

#1:

#2:

#3:

6. Within your groups of information, write a word or phrase that can replace a list of

items (avoid using the word “things”) or individual parts of an action. You can do this

in the margin. For example: rose, daisy, and mum becomes “flowers.”

7. Use basic signal words. ASK YOURSELF:

Who? What? Where? When? Why? How?

(subject) (action) (location) (time) (reason) (procedure)

8. Change the words but never the meaning. A summary uses paraphrased sentences,

with only occasional quotes from the original text.

Write the summary.

1. Begin your summary with statement of the thesis. Begin with an introductory

sentence that mentions the author, title, and thesis.

2. Write the main idea of each section in one well-developed sentence. Make sure that

what you include in your sentences are key points, not minor details.

3. Follow the order of ideas in the original text. After stating the thesis, you should

mention the first main idea that you come across and then major details that back it

up. Then you would mention the second main idea and so on.

4. The amount of detail you include, if any, depends on your purpose for writing the

summary. For example, if you are writing a summary of a magazine article for

research paper, it might be more detailed than if you were writing it to jog your

memory for class discussion.

5. Summary should be no more than ¼ the original text. It can be one sentence, one

paragraph or multiple paragraphs depending on the length of the original and your

purpose for writing the summary.

6. Do not include unnecessary or material that says the same thing as another part of the

passage.

7. Do not use phrasing such as “This article is about” or “In this paragraph the author

says …”

8. Do not plagiarize or bring in your personal opinion. Summarizing is about restating

what the author says. Save your own ideas for another time.

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9. Make sure that your summary includes the meaning of the original passage and does

not change the author’s purpose or tone. Identify the main idea and double check that

your summary does not change or add to it.

10. Read and revise the content.

• Have you captured the main point of the article?

• Have you included the most important details?

o Make sure that you have included all the supporting details or

mentioned all of the events, however briefly.

o Group these details as outlined previously; do not omit key

information that was in the original passage.

o Check for an accurate topic sentence and the five Ws and an H.

11. Read over your summary edit for grammatical and spelling errors.

• Is the verb tense consistent?

• Are all names spelled correctly and capitalized?

• Have you avoided writing run-on sentences and sentence fragments?

• Is there sentence variety?

• Have you avoided writing short, choppy sentences? Are there transitional

words and phrases to connect ideas?

TASK 8

Read the material and unit 10 of your book about summarizing. Using the information as the

guide to finish your final project. The due date for your final project is December 4, 2020

(Friday).

24

References

Mikulecky, B. S., and Jeffries, L. (1996). More Reading Power. USA: Longman

Mikulecky, B. S., and Jeffries, L. (2007). Advanced Reading Power. New York: Pearson

Longman

https://www.cuesta.edu/student/resources/ssc/study_guides/reading_comp/306_read_paragra

ph.html

https://www.eapfoundation.com/reading/skills/guess/

https://www.eapfoundation.com/reading/skills/scanning/

https://www.learngrammar.net/a/scanning-skimming-two-useful-reading-strategies

https://www.myenglishpages.com/blog/guessing-meaning-from-context/

http://pioneer.netserv.chula.ac.th/~pkanchan/html/skim.htm

https://www.thoughtco.com/how-to-find-the-main-idea-3212047

https://www.worksheetcloud.com/blog/why-is-reading-important/