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The f'ree essay :below can be read in the website .

http://www.echeat.con/essarl.phn?t=3L9l. P,cacl and understanC the essay.

'r#J'.'
sco*r
an t,nelrnpor-tcnce af Reading

Despite the fact that most people f*eel that reading is a leisure activity, it has enormously
effecteC thei;' iives in rnany diverse waysi) feel that sornething as simple as reading or writing
'v.rilii'have an impacf an a fr;tuie jcb, fcsiticn, nr aytn a game show' lfeel ihat:the differenttexts
and cantentsyou reaC r,vi!i eventuallyturn out-to be gf-ntore'kngwledge in differer-t3lqas and
pldl_you will hecorne acquaitted with. Yhen | first started reading, I read 100-paged fiction
war. d/-
itories on dragons and medieval ffig I intef!,J On g.yyh'€6 on drormn}
-
und h Jdip,{di,wa{ ^tgf d hi,$ "r* S,oaffi y,li Atsrrnterp.d-iiori.//r"'i'd#1j-
rhen. as thiiihgj;.i^f H.'P-#lii"\ahrffy [B$'',fl,"?3&?;l5,thnBfF".ff"*3giteff;"Ylarc
nl-edie,,'al wer"ai'e and ev'e,r 'r,'f-",
about ,jiiieren'; count;'ies our;ng thet timeFln co;'n$arison, my
Tvriting startcd 'out very poorly as i used run-on sentences and improper grarnmar 'and
punctuation. This has irnproved greatly ojg.itime as l ryrot and
short stories. Not only does reading and writing enhance over time, it also opens the doorTo
..-.---..*
rel eva ntllT6rm ation that afiects sch oo l pe rfc rrna n ces.

t__#,rnif16 ,:,n iriq *r*n

' l.c !:egin v;ith, ii has helpei n'te iearn things that ,iru tlgt lg!g!!_ihj!lggl_Sf:y*g
teacher. Reading nnagazines,and nervspapers daily informs me with whai'is going on in the
oulside world, and in my community. Most"of the contents in newspapers are,about current
dvents and lssues. By reading these articlerfi .un.now read faster and more efficiently. Also
writing e-mails to m'l frleni:'and ralatiires C:finitelv e;'lhances my'.\,vay of writing a "friendly
lett*r." r.r.;hlcir is noi'taught in schr':::" This nethc'C teaches me the di'fferent techniques,used for
writlng a friendly letter. For exarnple, instead of starting "my letter,out,with a :forn'lal
introduction, I couici'just taik about whai I have done todadfuridliiGiteDare a type of
writing which is not'required to be taught, but is learnt on rny free time. Lastly, reading short
poems increases mV-knofqbdAe_g!mqny_djffqlg4lpollX11lellgdi and ideas. S!nce there are so
many diffei'ant:poets in the world, I havJlearnt tons of styies jusib]?e5dind-few poems;ffi@
is a ty3e of wiitin$, whlch is :'rct ti;:cr"cr-ighly ia:ght in schaol, but I feel'it is very' i'rnportant to
le*rn. Every pcem I it
:"e# whether is good or bad, somehow helps my writing, and
unclerstandlng of poetry.-fhis is why no matter what reading material,or writing techniq'ue is
used at home, it will sonnehow enhance your skills in that area.
r cl,lfft;<+t
Writing and reading cen/alsci iryr"glg=X?g3bdgf3c t-Jsing Microsoft Word while I type
esse),s sl'lows r,','rich rnro;'cs rr:,;sspeled, and teaches rne the qorrect way tq spell them.
;*S
There are alwa-vs new and c(f,eilsd*ordu-iffii i use frGn Itype and IconstantfilGlellth6illi-
eventualiy learn the right ntsfto spell them due to the spellchecker. For example, I spelt
medieval "mideveal" in this paper. The spellchecker underlined the word, and showed me theJ
correct way to spell it.*cicr: ncw on, i wil! a!lrra:,,s remen:bei' it is spelled "medieval" just by
lf
writing this very ;::per3,r.l:c, r:ecing anv q/pe materi:l such as a book, rnagazine, art!c!e, or
r'
2+ T+ fii$r qiue{ hinr infrrrsf on rvrifin$ stun4 for nv haS a I,c{
oy ir)oaS c
& t'nft/-rlei$v on hje fuPt
16 Engiish Warktext: Enhancing Reading aird Thinking Skills for Ccllege Students

poem,willf@thatlhaveneverseenbeforeftthenfincjoutwhat
the word means and get the reward of learning a new word. Later on in life, when I am faceci
with the same word rpn a test or exarn, I wili get that qllestion right just because I read a lot
when I was younger.'R-astly, using a thesaurus while typing or wrprg-a.ieport will expand the
cJifferent adjectlves that can be used in place of simple cnes. A ttfur,$ry,lr cail transform piain,
bsld uvords into inleresfing, ui^icoirn:on v\iijirs. Whei* I w3s young€i', I frequentiy used
sentences like "The teacher vu'6s i'iice." Fiesently, I now nrai<e seritences !ik{l]'The exir:c:ciirrary
teacher was not only brilliant in every wayAgssiEe, but his superb personality traits were
definitely above and beyond thg norm." A \esaug is indeed a great vocabulary too!, which
makes life a whole lot easier. \ocabuia| is oFvi6hsly increased and expanded due to, reading
and lvrlUng ai home or at schooiY
Whether I read novels assigngd by a teacher or subi.itles on nrcvies, ;t somehow aivrays
tends to ,increase my writing s$lisAReading others work allows me to see the difference
between his/her work and mine?The different words anci sentence sffucture gives me ideas
that,n:,akes my writing more efficient. lf an author of a book uses lots of diverse adjectives anci
my work has very ferv ad3'ectives, I vlouid knc"v that this is an area ihat I need to work cn. My
next paper would then include rnore aCjeciives and wili heip out my grads. Aiso, learning:from
others mistakes will often tirnes teach me the right way to.write. As I notice a, mistake in a piece
of writing, l. would fix it by substituting the right words or punctuation for the sentence. lf a
sentence includes a,comma where it is not needed, I would know that it does not belong there.
This method gives me practice,,for where cofilmas are supposed to be piaced, which has
defiantly helped out my writing$ssging magazines ,a,nd.r,eading tne subtities on a movie also
increases my writing skills. Magazines and movies help mgin conrrnu;licating with lots of
people Magazines always have interviews with celebrities.'When I read these dialogues, I
constantly learn the correct punctuation for any type of conversation. I have now memorized
all of the dialogue punctuation thanks to magazines and subtitJgs. These are just some of the
Jnany ways my writing skills haVe irnproved overtime.

ln conclusion, reading and writing skills are enhanced constantly due to little things that
most times are not noticed. Whethgr it is from a book or a poem, there will always be,a way to
help your: school performance. ln general, rea.ding and writing help absorb info,rmation, and
enhance Jeisure or schaol related writing tasks. They also n"lade life itself so much easier
beca,use,J:eading and writing are.so beneficiai for schcol and for life. How much you read and
write today, will somehow affect your future job, family, position, or €V€:rl your salary. 5o think
about just how much better life could be if you just read and write a little more.
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 [ngii,:i: 'i'{'/or&fexf; [nhancing fr*aCirrg anC Th;nking Ski!is for College StuCents i7

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Y**r *n* S*cti*n Date

Comprehensi*n Questians: .,lnswer the following questions briefly but completely.

1. What is the text all about?

?. Wily shoulcl this text be caiEed a persoi'la! essey?

3. ln what sense is it correct to say that the essay examines one's reading experiences?
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4. Examining your swn reading, what particutar inslght did you gain frorn this text?
Dlscuss y*un insights here "
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 "for
1 8 I Englrsh Worktext; Enhancing Reading and Thinking Skills College Students

.,#-ctivlty 5h*et 4.

Name Score
Year and Section Date

Wsrk in Dyads: ln your perception, identify your reading stage according to Jeanne Chall.
As a reader, write youl strengths and rveaknesses.
Reading Stage:

Strengths Weakn€sseg

tlow will you improve yourself,'as a reader? What'reading materials will you read to improve
yourself.) What actions willyou do?

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 19

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Reading is thinking. When you read to understand a uvritten material, all your thinking
skills of :nterpreting, criticizing, creating and appreciating begin to work actively and
interactively. Regardless of what thinking skill or level you activate, or of what reading type you
do, your brain operatei in a systematic manner' ln a step-by-step method, all organs or
elements involved in your reading act function to realize the task-dependency principle - an
educational concept that uncierlies an interactive or integrated way of learning.

A process consists of elements responsible,for the occulrrence of a series of acts and

chahges proceeding from one to the next. The nature and operaliion of these elements
determine the success or failure of any process such as the reading process that occuls in any
type of reading based on purpose, rate of performance or reading-instructional program'

any reading type affect one another, you

Knowing that ail reading-pt ocess eiements oio

should then aim at familiarizing yourself with the process and types of reading to prepare
yourself for a rnore fruiiful reading activity. Hence, UNIT ll of this book centers itself on
enriching your knowledge about the reading process and reading types to enhance your
.reading abilities and widen veur understanding of human behavior through your reading
aciivities.
2S flngiisfi f/orkfexf; flnhanclng Reading anr* Thinking $kiils for: Cnilege Stu**nts

$-egsmat S

TE4ffi fi3ffi#flffiss #F FiHA#jb$*#

OVERTURE

Directicns: The underlined wsrds In the foli*wing sentences a fe in the text

that y*u are abcut io read. !dn*w the ,ryi*ening *f *ach wcrd by picking cut frcm the box th*
expregsion that carflegponss tn mg*r.iingt* the ui-;ii*riin*cl "u'-";l"ii

slow In thinking meeting of various elements

mental, ideatlsnai purc!Y

rely firnly or fully ,,,' fool ish iy un reasona ble

''

taking elements from al!,sources givlng meanings to senscry experiefic€

t* let oneself b'e abs*rbeef tctell'y spirsr€, rsfrgs *r i:r*a *f th*ught

inductive thinking

t*s.
I

3.. ilon't rely AfgPlY Gn Ysur *\tun ideas, but consider Y*tJr f**ii*w ffien'lbei"E' ldeas,

2. Tojmrngse yo.qiself into that activity means to devote most of your time and effort
into it,

-{ your ideas are as ?i:su.i"d as Jane's ideas that favor the total elimination of school exanls.
i

'you
4. lf take an eclectic stand, you must agree to everybqdy's suggestions'
,il.'.

.
q You observe the object with your senses, and think of them through your-PglceEg.al
,',...
;l:

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abilities.

rJ, Each lobe of br,ain has its ovrn domain; ihe righi brain, fon artistry; the left for logic. , i::

7. The-media men witnessed the convergence of the peopie at UST, Manila' .,1:r,.

l.j.,. t'

Similar to t o* a boa'iman ancheIs his boat to a steel at the river bank, you have to base
t1
t'tl

your understanding of the text on your experience.

.

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;i: r: .
 finglish F/crirfex* fnhancing it*acfing ,and Thinking Skilis f*r Callege Students f 21

9. Your cqgn.iUve aspect is responsible for your insights about the world; your:,emotional
aspect, for your feelings about your environment,

10. A brainy person is intelligent; a Culi-minded one is stupid

FAl$,flgggq; Have a paitner. triake a four to S-sentence dialogue about any topic close to your
to use in your. conversation t$/o or more of the new terms you've just learned.
rkreart: 8e sure

Setting the Purpose for Reading

V#i*:i ti{j lr'r"-r tl:}i: *: f ;:':f:,:f5s? '"i,i i ,.'r"; ,g rprdirrr" ; Pt"'.ic*5.5?

Fil! ,up th* foliclving ffiWA- tfu*rt with what yCIu already kn*wr {H{} and what yau want tW}
to k'ncw ab*ut the r:eadins pr*cess, *o the L {what you learned) later, afterr you've read the
t€xt on tlTe readlng process.
?? fingiish l//orktexf: flnhancing ileading and Thlnking Skiits fr'r Culiege Students

FU!-L SCORE

THE PSYCHCILOGIC.&L PROCTSS CIF READIruG

Through the initiai parts of this unit, you came to know of varied descriptions of reacling
as well as of different reading periods or levels you have to go through in developing your
reading abilities. Remembering how some people described reading, you learned that some
believed reading is an act of pronouncing letters, putting words together, getting the meaning
of difficult terms, understanding a ston, or discovering things from a reading material based on
your experience or old knowledge.

Given these many meanings of reading, you may ask if knowing several definitions of ,

reading is really that useful in improving your reading abilities. Several studies say it is helpful
because your idea of reading determines your manner of understanding a reading material.

Thus, have you ever pondered on these questions? lJow do you understand a written
material? What happens when you begin to read?

ln the course of your personality development, your schemata, stock knowledge, views,
concepts, background knowledge or experiences change. Reflecting the influence of societal,
cultural, institutional, emotionai, and oiher environmentai factors, these schemata stocked in
your brain tend to expand, g!'o'!v or increase. You bring these schenrata to the i'eading process .

to help you interpret or attach meanings to the printed words. The extent of your backgror.lnd
knowledge of the text is therefore your key to a better understanding of the text. (Crafton,
1983, Anderson,19771.

When you read a text, yotr recall and activate your schernata in ycur brain then iink
these with the printed words, sentences, or oihei" ianguage symbols on the page. if ycur
schemata or coicepts match or at least have similarities with the author's ideas symbolized by
the printed language structures, you can say you succeeded in reading or understanding the
"text. Your act of understanding or making the text meaningful is calied eornprehension or
Meaning ldentlfication {Vy'eaver, L988}.

You learned that reading is an act of pronouncing letters, putting words together, getting
the meaning of difficult terms, understanding a story, or discovering things from a reading
material based on your experience or old knowledge.

Given these many meanings of reading, )'ou ;xfi'y' :sk lf knowing ser.,r:"aI, definitions of
i^eading is really that useful in improving your reading abilities. Several stuciies say it is helpfu.l
because your idea of reading determines your manner of unclerstanding a reading material.

Thus, have you ever pondered on these guestions? How do you understand a written
rnaterial? What happens when you begin to reaci?
 'College
Fngii:\ t\orktext: fnhancing ReaCing and Thinking Skills for Studer,is i ZS

Earlier, you learneci that reading is an act of understanciing a printed material or of

:getting meanings fl"orn such text. ii is not merely recognizing or pronouncing inclividual printed
:letters or words
on the paper, bLrt pryp.3r;;t attaching neanlngs er ideas ta the whcle text.
"ihesE menrlng-c, |du"t't,ed r1i sor:re 3s concests, old kncvyied;e, st*ck knowledge, prior o;,
'previous J';rc',r.,,ied6*, i;;ck;."*',lrri kn*wl:ige, 'jn:.::-:ir iexi, ncn-vi:;qal informaticn, and
schernata are experience-ciriven lCaas. Tl:e term, schernafe, vrhich is always plural, is used to
.mean stored knourledge whiie schema is the syrnbol or mental !'epresentation of this
knowledge in your brain

Having acquired in iht co!"rise rf vcui" ierse:r:i;t,;' clevelopmenlo these schemata

'helievecl by r:eading elipe!'ts as abstraci r':liai struct:;res cf " *rganized chunks of knowledge
and experience often accompaniec cy feei;ngs" iike ciasses of people, events, things, stories,
piaces, etc' have Iikervise been slbjected to changes, modifications, or enrichment tlirough the
yearl of your existence on earth {Weaver, p. 18}.Serving as the skeleton of knowledge,.these
*r*j 1j'3i"ji" iri3{* ,;: rlj;ili:1rJ .i{rfif r ,:'i :.i:* 1...'",:1"!*1.

When yau canfront a reading meterial, you activat€ whaterrer stared knowledge you
have about this material and decide wirich of these exactly or closely matches the ideas in the
'page. lf you-r concepts and the writer's ideas match or at least have sirnilarities in meaning, you
can say you succeeded in reading cr understanding the text. Ycur act of understanding the text
or:rna kin g it nea n i ngf u i is ca ! iec! **ixprehealsinn cr F.{e;rning. ldentiflcation.

Involving ell levels of thinking - literal, inferential, evaluative, integrative, and"creative

- this term, comprehension, serves as the "core," the essence, the heart, the bottom line, or
the.final outcome of any reading act. lt operates to make sure that you direct your attention to
the main ccncern af re*Cing - the sense or meaning cf the whele passage. Thus, no matter hcw
good ,youi pinil:n*iation or s-peilirg cf tre 'r'cr,ls !s, if ysx do nct knour the rneanings cf these
language structures, you can't say you have triurnphantly finished reading the text. This is so,
because io read means to know the meaning of the text. "No comprehension means no
reading." (Hermosa, p. 7)

The maln objective o!' purpcse of neariing is cornprehension, and to reallze this
objective i'iloans to facilitat€ the precess cf reading. ln tther rryorCs, as ycu compr-ehend the
tetr you indispensably use different thinking skilis te complete the reading process. Any
reading-cornprehension activity immerses you into complex thinking processes. Hence, the
rnore you read, the more you improve your intellectual abilities. You stop reading, or you
become !azy, unwilling, or disinterested in reading, and you may r.esult in a lroring, an inactive,
or a ciull-mindeC pe:son.

T* havs *tr sl-r*r-;I!! xni*rst*ndlng *f ths tcxen ft#c Whsrt*r {2*S7i saiC ysu have to gn
thrcugh a r**ciing prsfi€ss th*t mak*s you perfornr the fsllowing;

trlve& r{1r11.vr"ri-r: 'r"'-,3 T"*it*:-ni? ,pr-,1r,:*gf :j,';T:*is

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Afi fngJisrl Worktexf: flnhanclng Reading anci Thinlii;rg Skills fur Coli*gc Students

S*c**d, a ltaci; or e ssign i-ne e,i i,-,5s t* 1*\ f y,:r-!i*,*.f .

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backgnound knowledge"

Third, fuse or relate your schemata or concepis sf the symbols with the authot's
ideas represen'ted by the wcrds on the page.

Fmurtft, adjils't, ifisdlfy, create cr ccnstruc'i: ntrw knuwisdgE,a*su'i thE tsxt l;e s*d an
the merging of yoLir scheffiata find the authcr's knowledge expressed by the prlnt*d
vvords on the page.

lf you have a very iimlted ba;kgrcurrC knowledge about the reaiing material and if you
greatly depend on the author's ideas represented by the worCs on the page to understand the
text, your means of processing meanings is calied Sottom-Up Reading. Here, you spend time
analyzing the structure, form, stress, or other features of the.'language to get'clues to the
meaning of the text. You don't strive to understand the text by activating your old'knowledge
and linking this with the printed symbols. Gettiilg meanings this way depends a lot on data
appearing on the page or on pnys;cal aspects oi' ihe te;<i, :'ather tl-:en oil your expectations or
anticipations about it. This kincl of reading doesn't g;ve importatce io your own experience that
you need to merge with the'authorjs ideas to get a good understanding of the material. Your
reading is limited mainly to the visible symbols encountered on the page or on concrete details
coming from sensation. This !s the reason some believe this method of reaciing thrives on lov.r-
level concepts (Lee and Cralvley, 1995).

But,'if the direction,of forming'rneanings:proceeds,frorn you,'the reader, io the autnor;

that is, you greatly:depend on or use your schemata or backgr,ound' knowledge:to understand
the texi, your processing of meanings is called Top-Down Reading. ln this case, your
understanding of ,the'text is not based only on Csta explicitirl stated in'the page, but:also on
things beyonJ viSible inf;;nati;il, sucfi es yor,i l,itCicl;J;ri. gtr;;ri,izations,;sslr^nptlcns, or
'aonalurionr. ln contt"ast to the Scttom-Up Readlng that g;i'*s e;nnhasis io v/hat you see crr ihe
page, the Top.Down Reading zeroes in on,what you already know or what:you,:have already
.experienced in this world to help you understand the text. This is reallyr the way you make sense
of what;you are reading - To add your sclhemata,' views, experience; or backgraund knowledEe
to the suthar's ideas represented by the:waids, sentences, ar other n:crks on the page {lbid.};

Top-Down, but.also in another way called lnteractive or Schema Reading. This third method of
processing meanings requires you to deal with both textual (tetters, words, seniences, etc.) and
non-textual information (preciictions, assumptions, conclusicns, etc.) ic understand the text.
The proponents of this, re*ding methcri argueC that tiie :eader's understanding of the text
Coesnlt 'come.'in a linear or sequential pattern c:' doesi-i't n,l €ii io stali ft'onr io'*'e:'-ievel
(Bottom-Up) to higher-order thinking skirls (Top-Down) Rathei, in understanoing ihe text, all
levelsofthinkinginteractorinfluenceoneanother{Rumelhart,I977J,
O:.
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ii.
English Worktextj Enhancing Reaciing and Thinking Skills fo:' College Students I ZS

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- For instance, your meaning of the word, dog, written on the page is influenced or
expanded by r^rhatever background kncwledge or concept you have had about this creature.
Devoid by any :;rnerience abcut a dcg, vs,-1 limit your unde:'sta:ding of a dog only to the form,
and sound of the worci, dog. Conversely, your ability to recognize forms of words or-to decode
':or
understand sn'rallest elerne-nts of the text like letters helps you in interpreting the entire
passage {Weaver, 2S05}.

Consiciered ,as the most comprehensive direciion of the reading process, lnteractlve
I.ReaCing :it:engthens reading a:'li:ies, iri i:iia:'lt gir,,es i:'nporta*ce also to letters or worCs- fSe
core or faundation cf any read!ng mcteria!- in the toia! understanding of the text. Tlre lower-
.level,features of the language focused on by your Bottom-Up,reading give you clues or help,you
airive at higher-level concepts about the reading material. Your strong foundation in Bottom-
:,Up reading helps you
a lot in becoming a proficient reader. l\4oreover, knowing that sorne.parts
:of the material are difficu!t or eas-v to reaC, your interactive reaCing permits you to shift from
:lop,Down tc Bottorn-Up reading or vice versa fcr an easier comprehension of the iext- To
recognizing the essence of these two reacling methods in an lnteractive Reaciing is to ensure a
'balance reading progrann that is indispensably needed by those in the beginning levels of
reading ( lbid.).

Your success in the process of understanding a reacjing material depends greatly on

what have previously been in your mind before reaciing the text. Tero or poor knowledge of
'the text results in a zero or poor understanding of the written material. Lee (2004) said that the
following gestures signal poor or difficult understanding of the text:

1. Fingers moving slowly along the lines

2. Lips moving while sounding the words
3. Sub-vocalization or reading silently to oneself
Therefore, to avbid committing these poor reading acts; that is, to have an easy, fast,
and thorough understanding of the text, you have to aim at empowering your brain with plenty
of schemata, concepts or knovrledge about all kinds of subjects in this world. And, you know
very well that, aside from traveling, READING is the best,way for you to become knowledgeable
about the world. Remember, "The more you reaci, the more you become a good reader."
(Darolyn, p.157).
 Englistt Wo;rktext: tnhancing Reading and Thinking Skills for. College Students 27

fiIUC*RE

ENGAGEMENT ACTIVIW I
Directions: Form sinall groups with 5 members in each cluster. As a group, do one of these
activities.

Group l: Round-Table discussions

sit casually facing one another and exchange views about the reading process.

Sr*etp $8; ft*Ee trfay€ng

Fret*n# ysil frr# T.V. hroadcesters, Taiqs turns ln .airlng whet ysu have iearned ,about the
read ing nr*cess.

Group lll: Group lntsryiew

Divide the group into two groups- one group as interviewers; the other group, as interviewees.
Ask questions about the reading process.

Group lV: Graphic Organizers

Present your understanding of the reading process through an organizationai chart or a flow
chart.

Group V: Seminar-WorkhoplConference
Pretend you are guest speakers to talk about the process of reading. Divide the topics amonf
yourselves as you take turns in pretending to be guest sBeakers. Be ready to answer
questions about youn talk during the open forurn at the end of the lecture.
 {.nglish Wcrkt*xf: [nhancing Reeding and Thinking Skills for College Students Zg
E

fiff fl*frfr
f,{ctiwitg She*t S

F.iame Score
Sectlon Date

Directions: Ansrr,:ei"tnase ell-!evel comp:'ehension questions intelligently.

L. Compare and contrast these terms: schema-schernata; top-down

-bottom-up.

7. Es i'i **rr*ct r* be'* t*p-ri*lt-'n rs*der in a!! y*:"ri' r€e#ing,activities? Why? Wny
n*t?

: lY! 3. 1.2l':*i w*r.Jj*: 'ln* resl,!it ** if y*u [r*r.r* r*r* *r v€r"y !ittle schemata?
'. f4.
.- Ftl

- 19l
ldi.

H
i.!di4.

*i
Fl ! ! r.tt
{nnt llrt lJrrl r r"i-i':r-: f-n
uir:-J'"; Yvr.;
!tAt
,,/ *:
iit f
!.:i-i til i-r ll'ia ,r [:rS
4rilAffir
i
ll in ]/cu r p* lnt.

5 " '-"::;tT i;i: ls :'l:j r I:,:cd :: lrr:'"lnCif i;*lt *r sereiilng *f v+*r*E aff*ct yo'Jr ahiliti' t*
ccffiTprehenfi' a re*c{ing m*terla!?

I 6. Do 1'su irelie'rethat reacf ing is an index ci intelf igence? Why or why not?
I'
t,
,
I
I

fil
..r^n tI
JVI flngiish trrVorkfexf; [nharrcing Rear*ing ancj Thinking $kiiis for College StuCenis
Jt i

7. Describe a person whom you consider as a gooC: lel{et:-

'ttS? ilf*u,l* Y*l"f;' #riSvbf#f"

L A;"g 11*U e ;g**d re***il"

*^'r.r- ..,.\ i'rl.,.'lJ

i^! ! e.a.* -i i+?
$. ir#-!'i si'tr i'#l; a'l:c;3-;;
.1.
;;;r'i r. ,.. ';; i d<..; L: iL a

i'iderstanding of
reading? i-iow?
 Engiish \ilarktexi: flnhancing Reading end ''Thinklng Skiils for College Str.rdents I E i

Actiuity Sheet S

Fi*me Lo f fl
rJrerJl
!'[3
t-

Sectlon Date

Dir:ections: Tick out the calumn 'that corresponds to your ideas in relatlon to the given
sentence. !-ikewise, write your vie\fl/s abcut Vour choice in the third colum!'!.

I Sentenfes i r\ arsro
I d rC]: \- L! fJ isagree Reesa n s/Ccrn me nts/C* n cl usi* ns
3." Central t* e Top-Da'*rrr
reading is
new knowlecige; Eottonr-Up !s olci
kncu,lteCse.
2. Schema is the syl'n bo!
kncwl*Cge; scheifiata, a c!ess
.--.
*\l ;:-r lr., I ; i+51-
*
i,' :: o, r r ! rr ^l .,'r

3. A re/ord-p*r-word CIi'sentenfe-
per-sentence reading ls a top-
i:., ,
dov,rn kind of reading.
'., . t.Li
4" Gc*d r"eec*lng ccrRFrehens!fl.:1
i:.
'b.{
*n:ilh!*s iicu ti: lqn*w G lci ebcut
:.' ..'
ia:
,.:
!.
.r
lX.l
q Y';=Llr worlC.
it'rto
t' ,**
5. T* have an intelllg'cnt
4:',
irli;::
ti:::
-1.'::'
.
understanding of the text is tc
ii.
t::,',
-':ir
..
feel gccd about it.
i- l-l
i.o 6. Th* c,:t?piete reeiing prsccss ill i
.:
ijai..r't-r
i';'
tJ
. rienjln*Llqljllnt ti:*.tndi?n. .L_ -*--;
" Aspects sr 0f
;1 ?L

.!tj:t,
7 colnponents the
text that appea! ta your
l:i',,
il I
.ii senses
:,

!..:',

i::il
gi:.:
i;,,
a re visr.ra I information.
i:. r

!i:::
8. The neading process begins with
i1,t, v.lhat yCIu hea;"fi"cnr p*ople"
l'.r:
!::'
.Y.t :
$" ur'*'u neei nCIt h;lt",e gfioci
t:; '
l!,
ir
F:l':, .
knowledge ai)out the hature of
i:t,'
readlng to be an excellent reader.
t::i:,

ii:,.

rl:
L0. Ycu can prove yoLr!' poor
i
li:,:,

il:::1
understanding of the story h1,r

tL.: dramatizing it.

A
Fa

fb
.gZ I tn*lish Wor&texil Lnhancing Reaciing ancl Thinking Skiile fur Co{l*ge $tudents

Aet$v[ty Shee€ T

fldame 5c*re
Section Date

Directions: From the big box, choose the letter of the expression that you will,write in the cir:cle
to form a triad of closely related,words.

Interpret,
{-}.L,Kperiori0g,
/
Moving lips, Concepts,_
Fointing at
Infer, I
the word,

From ttre author Mentalist Reasoning

to the rsaCsr, Guess power,
More tirne r,vith Scl'i e rn a brain
the wcrds, Visr.rals
power
Bottom-up i"eading
Meaning
Comprehension
Poor Reading Acts
Symbols, Scherna ua Language
representations, Physlca! Fealtures strucfrlrs$,
Top-down Reading Iltrustraticn

Siving meaning to Activating old

$ensatio#snr.'i ih* text/ idsas I ldeas from
rCIilffi#nt, undersiandiag tiie the reader to the
textr_ author
 SngJish V/cri<t*;<a;: [nhanclng Re*cling and Thinklng $kills for Callege Students fi S:

LEsSOru 4
TYPES OF RTADIruG
OVERTURE

Directions: Encircle the letter of the word that has the same meaning as the underlined word in
the sentence.

1. Books are valuable to good readers; conversely, they are anathema to poor readers.
a. cheap b. likeable c. l*{CIt likeable d. costly
2. The qyid fans excitedly screamed and clapped upon seeing the rnovie idol.
a, ill-rnannered b. bad-tempe!-ed c. extra-eager d. violent
3, !n c*!*r, the Gi'angc pants are an_a!o_fi*j{q tc the r*d shirt; th* sky to the sea.
*.c*ntrf;i:ictor"ir l:. s:rvrlfar c, fifceptahl',: d" s*i'iabla
4-. Son'tpigqglgpy r/our mind 1,s.,!lh negatlve thoughts
a. f lii b. always supph/ c, uplifl d. atways empty
5. Based on your scoreboard, Benjie is lageing behind Roger, but, many are hoping that
-,H in a minute, he will surpass or exceed Roge/s score.
:ii'ffi
a. scoring c. wrlting speedily
j,,".
..,&i{
!:. hiding i. going sic',vly
:i,.,
t,
i,,i br{
,
6. Your frovrning face rnanifests your impatience
i :'i'Li
i',:.:
;:::..
::,t,
a. Shows b. hides c. overcomes d. symbolizes
i;.
i:
7. One indicateb little reading improvemenU ten-shows optimum reading progress.
b. complete c. the best
',;.

a" Continuous
.

i',, F{ d. the least

,. lr
,r':
i::.::i
ftl 8. Composed of only one tribe, the group rnembers have many similarities; of many
, f \
tribes, .: number of ciiversifie r.i treits.
t1:::.

::1,

i]it'
' a. unuSual b" confus!ng c" unlque d. va!"ying
t,.

n:.i
,t:.
9. Ode, elegy, sonnet, haiku, novel, biography, ballad, history, etc. are literary genre;
:!:1

in
memo,'block, modified, indented, and hanging are letter forms.
l:;!.:
ii;,
i.:
ii:'
iii.t l
a. Models [:. types c. recOrds d. evidence
ilil
l:,',
10. Efnbodted in the introduction is the purpose; the data, in the middle part of the
,i 1:

paper.
a. lllustrated b. strengthened c. included d. excluded

t,,. I
'/\
iE
'*r
,g 'o
 Crliegestucirir:s i 3'-='

!s! {S,t'..F4Ffi$3|-
i. 4JLL i}{-LiC\,#

t;ftftl*n$: L:* fi"tjf f,r *'r.t,if I,il:'; 't*fT :,: I I t {^"'

i i.., .l;
" i*nrnsd in expr*$slnff y*ilr thsughts -*t']*
{,. c.iIl-: iyl":l',,,',l''
i.,1.,.;,IJ.l ijiil-r'.- -
.: nr,'*i":il-il'-
i..!,'L Lli;a;;:
.r i-":I
in,{ " ;rli t
, *!..,*{itr*' . et;;e

..&" $et.*letg $:$te Funp*se $*r ffieaa$3*g

lnterview .session: PAlg WORI(. Know more abcut your parlner/seatmate by

asking cuest:nns abrr': h.q/her reading habits, preferences, p'Jrposes, and cther
questicns regarciing reaciing acts.

TYPES OF READIIITG

l'!or,v, vcu l<now that to be a good reader is to be an avid reader; that is, you
harre to love tc reaC, inC rcad, and rcad. Yout' great interes-,: rn reading introduces yo'u
to more knowledge, more new terms, and more interesting people, places, and things.
ln addition, considering reading as one good exercise for mental nerves, you must then
read, as often as you give your body a regular exercise to maintain good health.

What type of reading have you already experienced? Flave you engaged
yourseif in a reading activity that made ycu expand or deepen your knowledge about a
particular subject, let ycu spend yor.rrfree time leisurely, or made you test your reading
speed? What would the .consequences be if you show dexterity in'all types of reading
grouped according to some reasons like: purpose or aim, reading program, or rate of
reading'performance.'The whys and haw af ycur reading acts are based on these
reasons used to ciassify the varicus reading types.

Sornetimes, uniform, regular, or patterned ways of doing things court

boredom. An anathema or antidote to this feeling of boredom is to have varieties of
experiences in life. Analogously, reading will be boring if you always engage yourself in
only one type c'f reading. imagine yourself reading literary works like romantic or horror
:your brain if you ahvays
stories mast cf the tirnr; 'iivhal scl'l:i'tata w:!l gc up to
preoccupy yoursclf with the same tYpe of reading actiyity?

Exarnine yourself if you have already experienced some or ail of the following
types of reading:

Ct +s* -&sgSi n s.qt[qs.dsle &:":€s rd iLs-tae g{peqe-

3.. Skimm!ng

You do this type of reading rvhen you pay atlenticn closely to the title, heaciings,
!nclex, Table of Contents orcther iii*strative aspects of the reading material to get a
general und*;'standing of the whole text. lnvclving a superficiai, hasty or fast reading
36 flng/ish Warkiext: [nhancing Reading and Thinking $kills for Coilege Students

of selected parts 'of the text, skimrning is ine fasiest type of reading based on
purpose. As such, others name this type of reaiing, fttpid-Survey Reading.

2. Scanning

This iype cf reeding requires you tp lcok foi" particular or spqcific information
in the text. Here, your purpose in reading is to locate the one and only object of your
eyes among the other language structures in the page. Thus, sirnilar to skimming,
scanning is a quick reading that makes you "skip more than you read." Hence, to
scan the reading material is to read the page until you find the object of your search
in,this particular portlcn of the text. Owing to the nature of this reading type, some
call Scanning as Seorc, Reading,(Daroiyri, p. 37).

Both skimming and scanning put you in a situation where you seem to be
reading,g telegram or newspaper headline that makes you skip "non-essqnlial words
and read only those that carry principal and core meaning of each sentence."
{Mc Wf orte r, p.20,7AA6lr.

3. lntensive or Functional reading.

:.

for Word Type of Reading is the other name given to this kind of reading
Wgrd
that requires you i'o read materials related to yo{.rf course or to your researcl
studies about Science, Biology, Psychology, Commerce, Law, .Anthropology and other
disciplines. The object of your intensive reading demands a great deal of CAR o
Content-Area Reading that exposes .yoL! to these various sources of knowledge
academic textbooks, perlodicals, references, and other kinds of literary works.

4. Extensive cr iaecreational reading

This type of reading called by others as Light:Type'of 'Reading.happens whe

. you resort to reading as yor{i way of spending your leisure time. Here, you love t
read any reading material that you find inteiesting and instrumental in making yo
Lrse your free time in a comiortable, enjoyable, and relaxed manner.

5. literature reading

This type of reading exposes you to various types of written works that expre
man's best thoughts and feelings about a certain subject rnatter."Chbracteilzed I
' wide diversities, Literature r*ading dos not only aim ai ryraking. ltou,enjoy'ar
appreciate litei"ary 5:ieces, but also intend to.farnillarize yor.r with different genres
types of literoature.tike novels, short stories, biography; drama, ballad, lyrics, sonnt
epic; folk tales, and many more.
 , Fnslieh Wcrktext: Enhancing Reauring and Thinking Skills for College Students
I Sf

6. Detailed Study reading

Ycr;r :i' rrnr:s6 in clAing ihis t"y'pe *l ye;eJi:16 iS tc r:niJe :"stand tl, e cOntent r:f the
r"eading rnaterial by practicing a method cf reading called SQ3R ( Survey, Question,
Reading, Recail, Reviev",). Requiring a concentrated or serious reading and a proper
note taking, this type of reading works well in research projects. What you need
mostly in this type r:f read,ing are your. vvell-developed reading-comprehension skills
of literal, inferential, uysl!-!6live, integrative, and creative thinking skills. These all-
level thinking skills are your means of understanding Cifferent ,reading rnaterials
about your course or any research topic. Likewise, what you need here are good
study skills for an easy, systematic, and fast location of appropriate sources of
knowledge, for gathering information and for recording data. This is the type of
reading that is rnost needed in any academic study"

RgadlgrF TvEes Accqrdine to-Readinq Fefgrma$ce or Bate.of UnderstandinF the Text"

1. Speed reading

This type i.eading makes you absorb information at an extra-speedy

of
reading act. Acquired at a super-rapid r:ate, any information ft om the reading
materiai tends to stay superficially in your rnind. Owing to this, speed reading is
not the type of reading that you have to do if your purpose is to obtain a deeper
. understanding of the text.

2. Sub-vocallzedreading

ln this case, reading occurs when you recognize the form of'the word and
internally sound it in your mind the way one pronounces it as a spoken word.
Focusing primarily on the forrn, rhythm or melody '(stress, intonation, phrasing)
of the language, this type of reading prevents you from a quick reading or
cornprehensicn cf the text.

3. Proofreading

The object of your eyes here are the typographical errors. Spotting out these
errors delays your understanding of the text or prevents you from
comprehending it fuily.

SPE ( Structure Proposition Evaluation)

Explained by Mortimen Adler: in his book, How to Read:q Boak, this type of
reaCing takes place in three stages: 1) recognizing language structures 2) making
inferences 3) evaluating ideas, reasons or conclusions. Judgment is withheld
here until the text is fully understood.
38 fnglish Workfexf; [nhancing Readirrg and Thinking Skilis for College Students

5. Ml {Muttipletntelligences}

Through this reading type, your knowledge, understanding, or appreciation

of the text is enhanceJ not oniy by your analytical intelligence, but by your
practical intelligence as well that includes the following: { Guth, Hanes, and
Gabriel,2002)
tl Musicat intelligence - inteliigence used in renrembering a tcne, singing a
song, or comPosing a sonata;
2l Bodily-kinesthetic intelligence - the ability in using the bbdy effectively to
solve probiems like using the body adroitly or skiilfully in handling objects,
.dancingballet,performingg1lnrnastics,orpiayingtennis;
3Y Spatiat intelligence - the ability to perceive the world accuratel4 anci to
recreate or to transform aspects of the world such as finding one's way in
unfarniliar territory, trying to fit something in trunk, or in judging where a ball
will land after being hit;
4\ lnterpersonat inteltigence - the intelligence used in responding to the needs
of others, in knowing about others' ldeas tnrough their exoiessions, and in
communicating with others;
5l lntra-personol intelligence - the capacity to look into oneself fol self-
knowledge or self-understanding for good emotional life-.

Read I ns Tvpes Acc,c rd i !?g to R€ a di.n g-lJrstrsction pqoerAlB

4
I. Read aloud

Thereis a great deal of teacher modeling in this type of'reading to let you
learn good expressions, proper pacing, and correct pronunciation.

,b
A. Shared reading

lnstructions on reading are given through an alternative r:eading by your

teacher, and you, the reader. Both of you take turns in reading portions:of the

3. Guided reading

ln this type of reading, you are left alone'to do a silent or'soft reading of
the material. But, you are not totally left aisne for your reading is scaffolded
or easec up 3y )rour teacher's agls of rnotivating you to learn various reading
sti"ategies for independent reading, such as us!ng contextuai clues, exarirlning
illustrations, activating schemata, discussing or narrating things about the
reading material.
 r;ririiti::;; Skills i:r Ccilege Stucerts g 3S

ReaCing ihe r:ie:ia! several tir,res until you gain mastery of the
pr+nr:n;iati:n, rh:'asing, pansing, inl,:rati.cn, o:. stress cf the text is the main
conceil of this readlng tvpe. Here, it is lmponant that you think and feel
successful after every reacling act to encourage you to go on continuously and
smoothly with the reading activity., Reading activities to give you opportunity to
read in this manner are: choral reading, Tapecl reading, Timed reading, or. Buddy
reading. 'ro'r rnonitor reading prcgress in thls type of reading by keeping a
recorc f l-,c: c,;i:,; i.ie n'Jrnser cf rve,-:lc ycu could teaci aloud, but also
comprehension questicns ycu can answer correctly.

!F'
!ndependent reeding

This type of reading takes place v.,hen you take the freedom to chopse
the readlng malerial you want ts read. Letting you choose rvhat you want to
read do.esn't mean though, that your reading teacher needi not help you
anymore in your reading acts. still, your teacher is free to help you become an
independent reader by surrounding you with several reading materials that he
or she thinks are very interesting ig you.

L-
$evelopmental Reading - The primary aim of this type of reading is to refine
your reading- comprehension skills by letting you experience diffeient reading
stages such, as the following:

-li F;*sd!ng reedln*ss ir: the nursery trnd thc kind*rgart*n l*ve $;
3i *egir:ni,=g rsetr'ing iil *rad*s I ar:# j';
3) Rapld gr*wth in Srades S and 4; *nd
4.} Refining and wiciening reading in tl.le intcnmediat*, high school, cc!lege level, and
benycind the tertiary level.

. lf y*irr reading experience, you will know that you have already
rTou analvze
gone through all these stages of developn':ental reading. Does this mean then, that
having reached stage 4 {Refining and widening of reading in college), you have fuily
developed your reading skills? The answer to this question is a big, big No, because
reading is thinking or a learning process that should continuously expose you to
varied reading matei'ials ss that you will widen your vocabulary enhance your
conrprehension, and elevete your reading interests. your continuous inte:"est in
reading and practice of this thinking act are the best rneans to reach the optimum
ievel of the iast stage of developmental reading

7. selective or Key-word Reading - skimming and scanning are the main reading
acts yoil iove to do in this type of reading. skirnming makes you read only
spec:;';c noiiion cf the text s'.,;h as the title, the first and the last sentence or
40 Engfish Worktext [nhancing Reading and Thinking Skitls for Coitrege Students

paragraph, the heaciing, the tabie of conients, the index, ari.i other principai
parts of the reading material. Youi' purpose in focusing your atiention mainly
on a specific part of the text is to get a general view or holistic understanding
of the reading material.

8" Rernedial Reading - You are r':11'rv in coli:ge end ycu expeci tc be at the last
stage of reading where you maniiesi signs of widened anl refined read!ng
abilities. However, if, at this time, you think and feei you are lagging behind
your fellow college freshmen; meaning, your reading level is equivalent to that
of an elementary or high-school learner who has very iimited vocabulary, poor
comprehension abilities, and negatlve reading attitudes, you must do this type
of reading calied rtemedial Reacling. Here, you submil yourself to a reading
program that .will give you special reading sessions under the guidance of a
reading specialist.

9, Strategic Reading 'This is a meta-cognitive reading thougtrt of by iome as the

latest tvpe of reading. Tc do this kind of reaciing, you spend some time
thinking aloud about what you are reading or thinking of. Normally, you read
only with your eyes, but if you verbalize what you are thinking of about the
text, you can focus your mind better on the right response to your questions
about theaassage, on some aspects of the text needing clarifications, and on
the continuity of your getting-meaning acts from the reading material.

CalleC by many as meta-cognitive, meta-thlnking, meta-reading, or meta-

comprehension, strategic reading requires you to be alert, awake, or active in
reading. This is so, because by reading, you don't just get ideas or meanings from
the selection, but also reflect on these thoughts. Moreover, thinking aloud of your
thinking gives you the opportunity to trace, map out, monitor, or evaluate your
thinking strategies or patterns.

Keeping yourself attuned to your ways of thinking or of effecting self-control

to your reading strategies, you become aware of which thinking skills need more
practice for HOTS or higher-order thinking skiils.

p!54 {Pi-ogram l'sr interna ii*v'le i Studeri'L Ass*ssril#nti, ii"r

deternrining the extent of students' r€i*ellrig iiteracir, csftsice red nhe readirig
situations into which the. readers immersed themselves' What P|SA meant by
reading situations has something to do with the grouping of students' reading
materials according to the author's purpose in writing the text, to the composition
of the written rnateriais, and to ti':e readers' conneciicrn, directly cr indirectly, with
the text. Based on its reading literacy stuciies, P15.4 identified the follovring reading
types:
 English Worktexf Enhancing Reading and Thinklng Skills for Oollege StLrdents' l, +t

{ Reading for private use

-1. r
- This is a reading type done by one for personal reasons.
For instance, if he finds the reading materials interesting, enjoyable, and useful
to his'd*y-to-day iife situations, he vrrill read. The intellectuai and sociai effects
of the reading materials on him are the other two reasons behind his desire to
read. Thus, in this type of reading, a person loves to read materials about
people's lives, fictitious happenings, as well as various expository texts for
learning purposes.

?.. Reading for pubtic use - Here, r'eading is done for social-consciousness; meaning,
a person reads to update hirnself with current happenings in society and to
determine his chances of active involvement into these societal events. Hence,
doing this type of reading, he tends to read materials with official designation as
well as thcse that can widely inforrn him af present happenings in society.

Reading for work - The reason a persqn engages himself in this readlng type is'his
job or work in a company. He has to read work-related materials for a better job
performance. Some would call this, "Reading to do" (Stich, 1975, Stiggins, 1992,
OECD, 2006, in Hermosa, 2007).

Reading for Education - This takes piace when a person reads to obtain
knowledge for any learning task assigned to him by his teacher. l-earning from
his reading activities;'he indispensably puts himself irito a sort of a teaching-
earning situation outside his classroom. lnstructive in nature, the very first texts
used for these types of reading were also called, "readingto learn." {Stich 1975,
Stiggins, 1992, OECD,2006, in Hermosa, 2C07).
 fnglish 'Warktext: finhancing Reading and Thlnking Skills. for College Students 43

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Actiwlty Sheet I
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quEsTrsN- ANsuJsR sEsstonr {PA|R oR GRouP woRK}

Directions: Ask each other or one another questions about the text you've just read. See to it
that:you form clear and top-level questions, and avoid double-barreled questions. Write your
formulated questions below.

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' 44 | fngf,sh Worktext: Enhancing Reading ancl Thinking' Skilis for Coiiege Students

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Aetivity Sheet

Name Score
Section fJ(] LU

S!i"ectio$rs: Answer each questicn intelligentiy.

L, How do you know one is doing a selectlve type of reading?

2, Why cio you engage in Lrterat*i'* reeciingi

3. Which reading type is good for a research work? Give reasons for your answer.

4. Do ycu find recreetlonal reading useful? \fuhy? Wh"f n*t?

5. Analyzing your reading abilities, should you take remedial reading? Why?
Why not?

6. Which is quicker between these two reading types - sk!mming or scanning? Explain your
point.

7. How do you know one is reading for private, public, work or education purposes?

8. Do you agree that knowing the different types of reading is useful? Prove your point.

9. Which reading type is the best? Give reassns fcr ysursnswer.

L0. Knowing the reading abilities of one of your friends, which reading type could you
recommend to him or her? Explain your answer.
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Activity 3: Thinking Aloud of the Text

Directlons: PAIR WORK. Be a meta-cogniiive reade;'. Observe and listen to each othey's
studying or thlnking aloud of this short poem. {S*e the given example'}

The Bustle !n the hlouse

By Emily Dickenson

The bustle in the house

The rnorning aite r Ceath
ls solemnest of industries
Enacted uPon earth,-
The sweePing uP the heart
And Putting love awaY
We shall not want to use again
Until eternitY

EXAMPLE OF META-COGNITIVE READING

{Daffodil is reading the text silently, but she suddenly stops reading, and says}

Hmnn...ebiilliei'lt. !Vhai's rhis? illu!iient....ebullient. sounds faririliar....but, I

don,t know what it means. Ah, v"'ait, I heard Uncle Ton-Ton say this word during my
birthday party last Sunday. He sai{ "Hey, Daff, why don't we go to the Fiesta Carnivai
todayl You'll see more ebullient people there to greet you on your birthday. And,
indeed, we trooped to this place, and oh, it was fantastic! There was so much fun and
enthusiastic peoplel All looked so ebulllent that time, like these people in this picture
on top of this page I anr reading. Vd;th their hands ciapping and waving, plus their
' widely displayed white teeth - they are indeed ebullierrt, highiy spirited, lively people'
Why...ihey should be that ebullient because the phrase below the picture likewise says
" The Filipinos' Warm Welcome for the UST 2808 PBA Charnpions!"

Activity 4: Slmulation sr Fantominle {Group Werk}

Directions: Form smailer groups with each group having 4 cir 5 members. With rvhateverprops
you have at the momenL plan how you can role play or pantomime any of the reading types'
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Semantie lVlap

Directions: Crganize ali the significant things you've learned about reading types through a
gr.aphic organizer cailed,semantic map thai; wili make you draw representations of your
u.nderstanding about each type of reading. Label your drawihgs, or, if possible, put color
into your semantic map to make it look attractive.

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