reading on the light of writing
DESCRIPTION
Reading in the Light of WritingTRANSCRIPT
THE WRITER
THE TEXT
THE READER
The dialogue
between the
reader and the
writer takes
place via the text
.
THE PSYCHOLINGUISTIC - COGNITIVE APPROACH.
LEARNER - CENTERED.
PRIOR KNOWLEDGE
SCHEMA
READING APPROACHES.
“A series of stages that
proceed in a fixed order from
sensory input to
comprehension”
BOTTOM - UP
INTERACTIVE VIEW Combination of both.
“Continuum process of
changing hypothesis about
the incoming information”
TOP - DOWN
Purpose for reading
But … HOW
Writing conventions
Prior knowledge
TOP - DOWN
Interpretation/ Understanding
BOTTOM - UP
Language
knowledge
Reading
strategies
Is this text about
advantages or
disadvantages?
Television viewers gradually become
passive in their action. Television may
be a splendid media of
communication, but it prevents us from
communicating with each other or with
the outer world. The world seen
through television is only the restricted
one: It separates us from the real
world.
The reader of this text must be able to
recognize some of the key words and
their exact meanings in order to
understand the point being made by the
author. ( passive, communication,
restricted)
http://www.studymode.com/essays/Advantages-And-Disadvantages-Of-Tv-199809.html
Writing Reader
Decontextualized Distant Production Receptor Time Place
WRITING AS COMMUNICATION
Writing Speaking
Considers and accommodates an absent reading audience to his or her ideas
Reads and comprehends
Developed by Bereiter and Scardamalia in 1987.
Views writing as aiming to produce a text that can be read successfully. The writer has the responsibility of creating a text that accommodates to the
potential reader. The writer has to be fully “committed both to the content and to the form of the
written text.
The writer must develop evaluation and reformulation strategies in the writing process.
The Reader based Approach to Writing
The reader (the audience) and his/ her needs
Background Knowledge Potential content schemata
USE ELABORATION SKILLS TO CREATE A COMPREHENSIBLE AND
COMMUNICATIVE TEXT
WRITING FOR A READER- MATCHING THE WRITER’S AND READER’S SCHEMATA
The Reader Consideration Process involves
Being Sensitive to...
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THE INTERACTIONIST APPROACH TO WRITING
Reader and Writer develop a deeper understanding of the process through shared experience with various texts
Intertextuality
Cycle of Activities
A preparatory stage
A first draft
Evaluative dialogues
A rewriting of the text
An editing process
THE COMPOSING PROCESS
Berlin’s Model
Grice’s Maxims
Writer (Knower) The Audience (Reader) Reality
Language of a written text
Top Down
Bottom up
Quantity
Quality
Relevance
Manner
Top Down
Bottom up
The Effective Reader
Information Gap
Should I read this text?
Do I see where the argument seems to be
going?
How could I improve my
reading skill, to read faster and
better?
reliance on content, context and
organization.
recognition of words and expressions
Difficulties Encountered by Readers While Reading
● Mismatch between the reader´s view of the world and the view presented in the text.
● A reader who approaches the text with preconceived expectations might misread the message.
● A reader who may not understand some of the key words.
Global Processing Difficulties
Where did the text appear and what do we know about the book where it appeared?
Who is the author and what do we know about him/her ?
When was the article or text published and what were the issues of concern at that time ?
Teachers can help students to recognize some of the
features related to the interaction between global
coherence and local coherence by asking these
questions.
Strategies that combine top-down processing with
scanning the text for key sentences can help the
reader construct the overall coherence of the text.
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Grammatical Features that
cause Reading
Difficulties
NOUN PHRASE
ADJECTIVAL CLAUSES
A Noun Phrase may be due to a multiple modifiers, relative clauses with deleted relative pronouns and compound modifier in prenominal position.
The complexity of the resulting structure may cause readers difficulties recognizing the head noun,affecting the processing of the text.
Adjectival Clause with deleted subjects may interfere with the identification of the modifier and the head.
The grammatical form of the participles may mislead readers into thinking that such a construction is a verb phrase.
On one hand, Linguistic competence is necessary in order for a reader to successfully recognize the internal connections within the text and be able to relate old to new information.
On the other hand, General knowledge of the world is necessary to connect one´s background to the ideas presented in a written text.
Indications of Reference
► The Pronoun System
► The Article System
► Demonstratives
Ambiguity
► Redundant elements,
such as case and gender
are not always
available.
Use of Tense and Aspect Markers
Intersentential Cohesion
Simple Past TenseHistorical Present Variant
Progressive Aspect
► Main Events► Main Actions
► To set the scene within which the main event is about to occur.
When I walked into the office, several people were busily typing, some were talking on the phones, the boss was yelling directions, and customers were waiting to be helped. One customer was yelling at a secretary and waving his hands. Others were complaining to each other about the bad service.
Simple Past Vs. Past Progressive
Historical Present
At the end of the story, Luke becomes a Jedi and defeats Darth Vader.
Lexical Accessibility
The readers combine:
Personal Knowledge + Textual Information
to guess the meaning of unfamiliar words,
only when the context provides them with immediate clues for guessing.
The optimal level of textual support should be derived from:
1) The reader´s general schemata or general knowledge structures extending beyond the text.
2) The reader´s familiarity with the overall context of the text.
3) Semantic information provided in the paragraph within which the lexical item appears.
4) Semantic information in the same sentence.
5) Structural constraints in the sentence.
Suggestions for
Developing a
Reading Course
Reading goalsDiscourse-based approach
○ Maximize Independent Reading
○ Facilitate Negotiated Interaction
○ Foster Metacognitive Awareness and Learner Autonomy
○ Expand Access to New Content Areas
Planning a Reading Course. Effective Reading Strategies.
○ Silent reading in guided situations
○ Shared reading in groups
○ Individual reading inside and outside the classroom
A Discourse Oriented Reading Course
Goals /Metacognitive awareness
Helps readers make decisions and choices before ,during and after their reading of the text.Expose the learner to a variety of texts genres,content areas, and styles of writing.The learner can develop the knowledge component and the processing skills.
Reading Activities that Lead to the Development of strategic reading
Components For reading effectively.
▪ Language Knowledge(vocabulary-syntax).
▪ Discourse Knowledge and Sociocultural Knowledge.
▪ General (prior) Knowledge or The Knowledge of the world.
Special Activities need to be developed.
▪ Multipurpose reading matter.
▪ Selection of reading passages,stories,articles.
▪ Motivate reading▪ Dictionary Skills and
vocabulary work.▪ Text organization, of
grammatical and logical connectors.
○ Pre Writing a text.
○ Making Predictions
○ Focus on external and internal features of a text.
Strategies
Younger Learners Reading Activities Focus on:
○ The Purpose of Reading
○ The Development of Reading Strategies
○ Gaining Information and Knowledge
Writing Instruction
Breaking Barriers
Choosing Topic and
Genre
Tactics for Planning
The Writing Process
as a Model of
AssigmentsPersonal MessagesEssaysLettersSummaries
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