school of language studies and academics introduction and setting goals unit 1.1 setting goals cm...

School of Language Studies and Academics

Introduction and Setting GoalsUnit 1.1

Setting Goals

CM 1190


Introduction to CM 1190

This course contains four units:

Unit 1: Thinking about Reading

Unit 2: Understanding Technical and Academic Texts

Unit 3: Summarizing Technical and Academic Texts

Unit 4: Examining and Evaluating Evidence


Introduction to Unit 1

In Unit 1 we will discuss:

1. Course Overview and Setting Goals

2. Reading Purposes

3. Characteristics of technical and academic texts

4. The reading process

5. Building Vocabulary


Course Overview

A focus on reading skills and strategies for students in

Health Sciences

An emphasis on interpreting and analyzing relevant

information

A concentration on vocabulary acquisition


Setting Goals

Setting goals means imagining specific things

one would like to accomplish.

For example: To remain hydrated, a person living in Qatar should set

a goal to drink eight glasses of water a day.

To successfully achieve your goal, you must

focus on what you must do.


Setting Study Goals

Being effective means:

Getting the job done correctly. Getting the job done on time. Getting the job done with reasonable effort.

In order to be an effective student, you must

set specific study goals.


Setting Study Goals

Setting study goals means identifying specific

skills an individual student must attain to

improve their overall performance.

Examples: ‘I need to improve my reading skills so I can be a

better health science student.’

‘I need to use my time more productively.’


Setting Study Goals

What are some study goals you might set

for yourself:

In a basic chemistry course? In a basic communications course? In this introductory reading course?

Is it difficult to come up with examples?

Why or why not?


End of Unit 1.1

CM 1190


Thinking about Reading

Unit 1.2

Reading Purposes

CM 1190


Purposes for Reading

Think about the last five things you have

read…


Purposes for Reading

You may have thought about: Novels Newspapers Advertisements Menus Comic Books Directions Traffic Signs Instructions Internet Pages

Sources: Comic: http://en.wikipedia.org/wiki/File:Action1.JPG, Sign: http://en.wikipedia.org/wiki/File:Speedlimitsign.jpg, Menu: http://www.hhidining.com/aaa/menus/applebees.gif, Newspaper: http://en.wikipedia.org/wiki/File:NYTimes-Page1-11-11-1918.jpg.

http://en.wikipedia.org/wiki/File:Action1.JPG

http://en.wikipedia.org/wiki/File:Speedlimitsign.jpg

http://www.hhidining.com/aaa/menus/applebees.gif

http://en.wikipedia.org/wiki/File:NYTimes-Page1-11-11-1918.jpg

http://upload.wikimedia.org/wikipedia/en/f/fe/Action1.JPG

http://upload.wikimedia.org/wikipedia/en/e/e6/Speedlimitsign.jpg

http://upload.wikimedia.org/wikipedia/commons/7/75/NYTimes-Page1-11-11-1918.jpg

http://images.google.ca/imgres?imgurl=http://www.hhidining.com/aaa/menus/applebees.gif&imgrefurl=http://www.hhidining.com/blufa.php&usg=__jPBWUcXURAD6cV2SyaDbV_OjXtQ=&h=1075&w=816&sz=335&hl=en&start=1&um=1&tbnid=at8eO3rk5sTpxM:&tbnh=150&tbnw=114&prev=/images?q=applebees+menu&hl=en&sa=N&um=1


Main Purposes for Reading

Reading for literary experience

Reading to gain information

Reading to perform a task


Reading for Literary Experience

Involves reading literary

texts to: Explore the human

condition.

Relate narrative events with personal experience.

Consider the interplay in the selection among emotions, events, and possibilities.

Type of texts include:

Novels Poems Short stories Historical fiction Science fiction Mysteries Plays


Reading to Gain InformationInvolves reading informative texts to:

Obtain general or specific information.

It often requires: A more purposeful approach to

reading.

Use of reading strategies to understand text.

Reading and interpreting graphic aids such as charts, graphs, maps, and tables.


Newspapers Textbooks Biographies Science articles Encyclopedia entries Reports Letters Memos E-mails


Reading to Perform a Task

Involves reading various types of text to apply information to complete a task.

The reader’s purpose extends beyond understanding the text to include the accomplishment of a certain activity.


Directions Instructions User manuals Schedules Traffic signs Government forms Specification sheets Recipes


End of Unit 1.2

CM 1190


Thinking about ReadingUnit 1.3

Characteristics of Technical and Academic Texts

CM 1190



Technical and academic texts include:

1. Definitions for special terms

2. Measurements and units

3. Efficiency (avoids unnecessary words)

4. Graphics (diagrams, charts, graphs)

5. Research (indicates how information was collected and analyzed)

6. Ethics (allows reader to see all aspects of situation)


We are made of seventy-three percent water and we have 206 bones. We have more sweat glands in our feet than in any other place in our body. We have about sixty muscles in our face and we use twenty of them to smile, but forty of them to frown. Our bodies are amazing and that should give us something to smile about!

The human body is the entire structure of a human organism, and consists of a head, neck, torso, two arms and two legs. By the time the human reaches adulthood, the body consists of close to 50 trillion cells, the basic unit of life. These cells are organized biologically to eventually form the whole body.

Shows opinion - uses everyday, informal language

Detailed, unemotional and uses exact terms

Journalism

Technical Writing


Sources: 1) Anderson, N. J. (2003). Active skills for reading. You are amazing; You are Human! Canada: Thompson, p. 72 . 2) Adapted from TutorVista.com http://www.tutorvista.com/bow/diagram-of-internal-organs-human-body


Technical and Academic Text:

Is used by students and professionals to communicate academic, scientific, mechanical, or procedural information.

Narration:

used to tell about events; storytelling that makes the reader feel emotions.

Journalism:

used to inform readers about social events

Purposes of Technical and Academic Texts



Could be:

1. To inform (most often)

2. To instruct

3. To persuade (with evidence)



Writers inform when they give specific

information about a topic.

According to the Institute of Medicine, which is part of the National Academy of Sciences, medical errors kill between 44,000 and 98,000 Americans each year.



Writers instruct when the reader is

given a set of directions for doing

something.

A quick method of determining the mental state of an ER patient is to ask if he or she knows what day it is and where they are.



Writers persuade when they get their

reader to follow a particular course of action

using logic and reasoning.

Tobacco use is widespread and increasing every day. If countries in the world do not act to reduce tobacco use, in the next 20 to 30 years 10 million people per year will be dying from the effects of this addictive drug.


Style of Technical and Academic Texts

1. Pyramid Method (Top Down):

Presents the main idea first and then provide

supporting details.

2. Headings:

Lists the contents of each section so the reader

knows what comes next.

3. Text Blocks:

Breaks longer texts into short blocks which are easier

to understand.


Style of Technical and Academic Texts

4. Graphics:

This includes tables, charts, graphs, and

diagrams to help readers understand technical

information more easily.

5. Consistent Visual Logic:

Information is presented in a consistent manner;

headings and other visual elements are the

same throughout the text.


Tone in Technical and Academic Texts

Writer uses third person for a more formal tone.

Writer shows confidence in the knowledge of the subject.

The language is simple and appropriate.


End of Unit 1.3

CM 1190



The Reading Process

CM 1190


Previewing and pre-reading strategies

There are three steps in the reading

process:

1. Prepare to read.

2. Ask and answer questions to enhance your reading.

3. Review by rehearsing the answers to your questions.


Prepare to Read

Preview the reading to see what it contains

and how it is organized.

Previewing means examining material to determine its topic and organization before actually reading it.


Prepare to ReadPreviewing steps:

Read the title. Read the introduction. Read headings and subheadings in each section. Read words in italics, bold print, or color. Look at all illustrations, charts, and diagrams. Read any questions that are included in the

chapter or a study guide. Read the summary.


Prepare to Read

Consider the topics being presented. Ask

yourself:

What topics does the author seem to be emphasizing?

How are the topics organized?


Prepare to Read

Assess your prior knowledge. Ask yourself:

What do I already know about the topic?

How familiar am I with this topic?


Prepare to Read

Plan your reading and study time. Ask yourself:

How long will it take me to read this assignment?

Do I need to divide the assignment into smaller units?


Ask and Answer Questions to Enhance Your Reading

Guide your reading by asking and answering questions.

Turn chapter headings into questions.

Create questions based on what the paragraphs or sections appear to be about.

Answer the questions given by the author, the study guide and your instructor.


Ask and Answer Questions to Enhance Your Reading

Read actively: Look for answers to your questions.

Record the answers to your questions: Write the answers on notebook paper or in the

margins (blank space at the side) of the textbook.

Take notes about the material or make review cards.

Emphasize the answers by highlighting or underlining them.


Review by Rehearsing the Answers to Your Questions

Review the material and transfer it into long-

term memory by rehearsing:

Recite (say aloud) the answers to your questions, and then review any you missed.

Write important points from memory, and then fill in any missing information.


End of Unit 1.4

CM 1190



Building Vocabulary

CM 1190


Why Build Vocabulary?

Learning vocabulary is an important part of learning a new language or field of study.

Knowing more words will increase your ability to read and understand textbooks, articles, assignments and exams.


The Academic Word List (AWL)

The AWL is a list of words which appear with high frequency in English-language academic texts.

You will need to know this vocabulary if you want to study in an English-speaking college or university. These are words that you will frequently see in newspapers, magazines, and novels, and hear on television, movies or in conversation.

The AWL is divided into 10 sublists.


Exploring the AWL

Open up the following website:

www.academicvocabularyexercises.com

Go to ‘Sublist 1’

Review the words in the list. Then try Exercise 1a, 1b, and 1c.

How did you do?

http://www.academicvocabularyexercises.com/


How to Learn New Vocabulary

Maintain new words in your “vocab–file” with their translations and definitions.

Review your “vocab-file” several times a week.

Test yourself or ask someone to test you.

Use the words in your own speaking and writing.


Ways to Discover Word Meanings

Use textbook tools (Unit 2.3)

Use a dictionary (Unit 2.4)

Use context clues (Unit 2.5)

Use word structure clues (Unit 2.6)


Word Parts

These include prefixes, roots, and suffixes

Example 1: radiologistRoot: radi/o (means ‘radiation’)

Suffix: logist (means ‘specialist)

Example 2: malnutritionPrefix: mal (means ‘bad’)

Root: nutrition (means ‘dietary health’)

Note: See Appendices D and E Handout


Abbreviations

These are shortened versions of words. Many

professions use specific abbreviations:

Common Health related abbreviations include:

HX history

BX biopsy

HTN hypertension


Acronyms

These are abbreviations that are formed using the

initial components of (usually) a name.

Common Health related acronyms include:

WHO World Health Organization

WMA World Medical Association

ADA American Diabetes Association

CPR --- Cardio Pulmonary Resuscitation


Six Common Syllable Patterns

1. Closed:

These syllables end in a consonant. The vowel sound is generally short. Examples: rab/bit, nap/kin

2. Open:

These syllables end in a vowel. The vowel sound is generally long. Examples: ti/ger, pi/lot

3. R-controlled:

When a vowel is followed by r, the letter affects the sound of the vowel. The vowel and the r appear in the same syllable. Examples: bird, turtle


Six Common Syllable Patterns4. Vowel team:

Many vowel sounds are spelled with vowel digraphs such as ai, ay, ea, ee, oa, ow, oo, oi, oy, ou, ie, and ei. The vowel digraphs appear in the same syllable. Examples: boat, explain

5. Consonant-silent e:

These generally represent long-vowel sounds.

Examples: compete, decide

6. Consonant-le:

Usually when le appears at the end of a word and is preceded by a consonant, the consonant plus le form the final syllable. Examples: table, little


Regular Plural FormsNouns ending with s, x, ch, or sh:

Form the plural by adding –es

Examples: boss bossesclass classesbush bushes

Nouns ending with consonant + y:

Form the plural by changing y to I, then add -es

Examples: baby babies candy candies curry curries

Most other nouns:

Form the plural by adding -s

Examples: bird birds instructor instructor s


Irregular Plural Forms (most common)Nouns ending with -fe:

Form the plural by changing the f to v and add -s

Examples: knife kniveswife wives

Nouns ending with -f:

Form the plural by changing the f to v and add -es

Examples: half halvesloaf loaves

Nouns ending with -o:

Form the plural by adding -es

Examples: volcano volcanoespotato potatoes


Irregular Plural Forms (most common)Nouns ending with -us:

Form the plural by changing the -us to -i

Examples: cactus cactinucleus nuclei

Nouns ending with -is:

Form the plural by changing the –is to -es

Examples: crisis crisesanalysis analyses

Nouns ending with -on:

Form the plural by changing the –on to -a

Examples: phenomenon phenomena criterion criteria


Irregular Plural Forms (most common)

All kinds of noun endings:

Form the plural by changing the vowel, word, or ending

Examples: man men (changed vowel)mouse mice (changed

word) child children (changed ending)

Nouns that do not change (singular and plural are the same):

Examples: sheep sheepdeer deer


Regular Verb Tenses

Verbs ending with -e:

Form the past tense by adding -d

Examples: live livedtype typed

Verbs ending with consonant +y:

Form the past tense by changing the y to i and add -ed

Examples: try triedcry cried

Verbs ending with a vowel plus a consonant (but not ‘w’ or ‘y’) :

Form the past tense by doubling the consonant and adding -ed

Examples: tap tappedcommit committed


Regular Verb Tenses

Verbs ending with anything else:

Form the past tense by adding -ed

Examples: boil boiledshow showed


Irregular Verb Tenses

Some verbs change their vowel:

Examples: get gotsit sat

Some verbs change completely:

Examples: catch caught teach taught

Some verbs don’t change at all:

Examples: fit fit cut cut


Irregular Verb Tenses

Note: The three most irregular verbs are To be, To have, and To do.

The form they take in the present and the past depends on the subject.

Examples:

To Be: I am She is They are

He was They were You were

To Have: He has They have

To Do: She does They do


End of Unit 1.5

CM 1190

school of language studies and academics introduction and setting goals unit 1.1 setting goals cm...

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