LITERAL MEANING VS INFERENTIAL MEANING

SUMMARY

Literal meaning is what the text describes as happening in the story. Inferential meaning
involves taking the information provided in the text and using it to determine what the text
means but doesn't directly state. Evaluative meaning is what the text tells us about the world
outside the story.

Literal shows up in all kinds of contexts. A literal job change is one that keeps you at about the
same job level and salary. A coach might have special drills to improve his players' literal speed
and agility. Inferential meaning use in history of an inferential and summary sort only can be
derived from monuments in the absence of written records.

Application of literal meaning is non-native speakers of any language often fail to understand
the non-literal or additional meanings of words. Therefore, if you're writing to an audience that
includes non-native English speakers, you should tune your diction towards literal meanings.
This can be challenging. Inferential based on interpretation; not directly expressed resembling
or dependent on or arrived at by inference; "an illative conclusion"; "inferential reasoning".

Prepared By: Ramal Noor | Department of Mathematics Page 1

 EXTENSIVE READING
SUMMARY

Extensive reading is often overlooked, especially as a classroom activity. Teachers often feel it is
not an effective use of class time or are just uncomfortable with the extended silence. Learners
can be encouraged to read extensively by setting up a class library, encouraging review writing,
and incorporating reading of books into the syllabus, and dedicating some class time to quiet
reading.

Students read a great deal, quite quickly (at least 150-200 words a minute) and often. The
reading material is relatively easy for the level of the students. Too much unknown language
prevents students from reading quickly and fluently. It is the student, not the teacher, who
chooses what to read. Students have a wide variety of genres and topics to choose from.
Students read for pleasure, information or general understanding. Reading is individual and
silent. The teacher asks as a guide, monitor and role model.

According to Waring (1997: 11), extensive reading is the only way in which L2 learners can
access language at their own comfort level, in other words they read materials that they want
to read, at a pace that they feel comfortable with. This allows them to encounter the language
enough times to pick up a ‘sense’ of how the foreign language they are learning fits together
and helps to consolidate what they already know. Waring goes on to say that it is impossible for
us to teach this ‘sense’ of language. It is the learners’ job to acquire that sense for them. This
depth of knowledge of a foreign language must, and can only, be acquired through constant
and substantial exposure to the language through extensive reading.

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 INTENSIVE READING
SUMMARY

Intensive reading involves learners reading in detail with specific learning aims and tasks. It can
be compared with extensive reading, which involves learners reading texts for enjoyment and
to develop general reading skills. Example: The learners read a short text and put events from it
into chronological order.

Intensive reading activities include skimming a text for specific information to answer true or
false statements or filling gaps in a summary, scanning a text to match headings to paragraphs,
and scanning jumbled paragraphs and then reading them carefully to put them into the correct
order. Intensive reading involves learners reading in detail with specific learning aims and tasks.
It can be compared with extensive reading, which involves learners reading texts for enjoyment
and to develop general reading skills.

In intensive reading, learners usually read texts that are more difficult, in terms of content and
language, than those used for extensive reading. To help learners make sense of texts that may
present a significant challenge in terms of vocabulary, grammar and/or concepts, teachers
should focus on reading skills, such as identifying main ideas and guessing the meaning of
unfamiliar words from context (Macalister, 2011)

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 READING ATTACK SKILLS VERSUS WORD ATTACK SKILLS
SUMMARY

Definition of word attack skills is the ability to convert graphic symbols into intelligible
language, also known as decoding skills. Developing word attack skills is necessary to help
beginning readers and writers become independent and fluent. Reading attack skills also known
as word attack skills, decoding skills are those that you use to make sense of printed words.
Simply put, this means being able to recognize and analyze a printed word to connect it to the
spoken word it represents. These skills are a must to transition children into successful readers

Reading is not just pronouncing words—it requires understanding. Most experienced readers
use a variety of strategies to understand text. Research has shown that teachers can, and
should, teach these strategies to beginning readers. The following strategies can help students
understand any text in any subject. Word-attack strategies help students decode, pronounce,
and understand unfamiliar words. They help students attack words piece by piece or from a
different angle. Model and instruct students

Reading attack skills as made up of units of sound and units of meaning. Seeing print as letters
symbolizing sounds, words, and discourse units of language such as sentences, paragraphs, and
quotations. Seeing relationships of ideas and the ability to infer, evaluate, and conclude (This is
both a goal of reading and a skill).For most young readers to understand how to use these
strategies, the word attack strategies will need to be modeled by you and explicitly taught. I
have found this works best in small groups or one-on-one. Like the comprehension strategies,
these strategies often times work together. Learners need to not only understand how to use
each one, but know when it’s most effective to use each one {or two/three of them combined}.

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 PERSUASIVE ESSAY
SUMMARY

A persuasive essay, also known as an argumentative essay, is a piece of academic writing where
you use logic and reason to show that your point of view is more legitimate than any other. You
must expose clear arguments and support them by convincing facts and logical reasons. The
term “persuasive” is an adjective derived from verb “persuade,” which means “to convince
somebody.”

A persuasive essay uses reason to demonstrate that certain ideas are more valid than others in
academic writing. The purpose of such an essay is to encourage readers to accept a particular
viewpoint or act in a particular way. A persuasive essay must be based on sound logic and must
contain factual evidence to support the argument.

Persuasive essay writing is always a big challenge. Attempting to cope with this tricky
assignment, students surf the Web in order to find some good persuasive writing definition and
examples of this paper. Good news! If you are searching for persuasive writing examples, look
no further.

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