Unit 1 Reading and Thinking Strategies across Text Types

Lesson 1 – The Learner

Getting Started
o Discourse
● The creation and organization of the segments of a
language above as well as below the sentence.
● Applies to both spoken and written language, in fact to any
sample of language for any purpose.
● Any series of speech events or any combination of
sentences in written form wherein successive sentences or
utterances hang together.
● ‘Any coherent succession of sentences, spoken or written’ .
Links between sentences in connected discourse are
important as links between clauses in a sentence.
● General: A discourse is a behavioral unit, a set of utterances which
constitute any recognizable speech event,
E.g. a conversation, a joke, a sermon, an interview…

Text as Connected Discourse

● Basic meaning of discourse, ‘talk’.
● Latin - discursus, = ‘to run’, ‘to run on’, ‘to run to and fro’.
● Speakers make effort to give their interactions shape and
coherence-not consciously, but an integral part of
co-operating with another speaker to make meaning
● In past, it’s applied to rehearsed forms of spoken language
– like speeches, where people ‘run on’ about a topic – than
spontaneous speech.
● Modern meaning as encompassing all forms of talk evolved
because of conversations, like formal speeches, ‘run’.
● Like speakers, writers manipulate different aspects of language in order to
weave their texts and give their material ‘texture’. To talk, about discourse in
written texts is to focus on the way written texts are constructed
Lesson2 - Techniques in Selecting & Organizing Information
Two Basic Organization Patterns
o Deductive Method
● begins w/ generalized idea & to specific ideas that illustrates the main idea
o Inductive Method
● begins with various specifics and progress to a generalization of the ideas
\

Techniques in Organizing Information

✔ A system can be created for an individual to remain functional
for himself and society.
✔ Organized thinking must be a part of one’s survival kit.
✔ Developing an organized thought pattern is possible through
conscious training and application.

o The Graphic Organizer or Bubble List

● visual representation of one’s thoughts as they connect w/ other thoughts or
ideas
o The Brainstorming List or Random List
● Allows a linear representation of the words from which general ideas and
supporting ideas can be grouped
o Topic Outline
● An outline reflects logical thinking and clear classification
⮚ A logical, general description
⮚ A schematic summary
⮚ An organization pattern
⮚ A visual and conceptual design for one’s writing
● The most important rule for outlining is to be consistent. An outline can use
topic or sentence structure.
 ● It uses words or phrases for all entries and uses no punctuation after entries
● It presents a brief view of the work and is generally easier and faster to write
than a sentence outline
o Sentences Outline
● It uses complete sentences for all entries and uses correct punctuation.
● It presents a more detailed overview of the work including possible topic
sentence
● Normally used when one has to focus on complex details. It is especially
useful because sentences themselves have many of the details in them.

Lesson 3 -Patterns of Development

✔ Writing is an interactive process between the writer and the reader
through the text.
✔ Choosing the appropriate pattern will help the writer send the
correct message to the audience. Having an appropriate pattern in
writing aids readers in understanding the text being read.

o Discourse Pattern
● In linguistic, discourse refers to a unit of language longer than a single
sentence.
● More broadly, discourse is the use of spoke or written language in a social
context.
o Discourse
● the discipline devoted to the investigation of the relationship between form
and function in verbal communication” – Jan Renkema
● TEUN VAN DIJK – founding father of contemporary discourse studies
● 'Discourse' is sometimes used in contrast with 'text,' where 'text' refers to
actual written or spoken data, and 'discourse' refers to the whole act of
communication involving production and comprehension, not necessarily
entirely verbal.

Discourse Pattern(8)
1. Narration Pattern D
2. Description Pattern D
3. Definition Pattern D
4. Explanation/Exposition Pattern
- Exemplification Pattern
 - Classification Pattern D
5. Comparison and Contrast Pattern D
6. Cause and Effect Pattern D
7. Problem-Solution Pattern
8. Argumentation Pattern

✔ Somewhere in La Mancha, in a place whose name I do not care to remember, a

gentleman lived not long ago, one of those who has a lance and ancient shield
on a shelf and keeps a skinny nag and a greyhound for racing. -Don Quixote by
Miguel de Cervantes

Narration Pattern
o the process of recounting a sequence of events, real or imagined
o Tells a story or depicts a series of related events usually in chronological order
o It relies heavily on details to make the events vivid
⮚ Narrator - person who recounts the events
⮚ Narrative – the account itself
⮚ Point of View – the perspective from which a speaker or writer recounts a
narrative

Description Pattern
o Rhetorical strategy using sensory details to portray a person, place or thing
o Creates a word picture or a clear image in the reader’s mind
o A form of communication that relies on the five senses to help the audience
visualize something
Definition Pattern
o The act of defining, making something definite, distinct, and clear or showing the
exact meaning of a term that could have various meanings.
o Simple definition is used as the starting point in a paragraph making

Explanation/Exposition Pattern
o Clarify the exact meaning to answer the basic question of “What do you mean?”
o Several expository strategies are employed like exemplification and classification
to build the explanation pattern
o Exposition is a literary device used to introduce background information about
events, settings, characters, or other elements of a work to the audience or
readers.
o The word comes from the Latin language, and its literal meaning is “a showing
forth.” Exposition is crucial to any story, for without it nothing makes sense.
A. Exemplification Pattern
● The act of exemplifying or showing/illustrating by example
B. Classification Pattern
● Method of paragraphs or essay development in which a writer
arranges people, objects, or ideas with shared characteristics into
classes or groups
● Used examples and supporting details organized in types, kinds,
segments, categories or parts of a whole

Comparison and Contrast

o Used to compare two logical comparable ideas
o analyzes two subjects by either comparing them, contrasting them, or both
o The purpose of writing a comparison or contrast essay is not to state the obvious
but rather to illuminate subtle differences or unexpected similarities between two
subjects.
Cause and Effect Pattern
o Method of paragraph or essay development in which a writer analyzes the
reasons for and or the consequences of an action, event, or decision
o Can be arranged in chronological order or reverse chronological order

Problem Solution Pattern

o Method for analyzing and writing about a topic by identifying a problem and
proposing one or more solutions
A. Problem-Solution Essay
● Involves argumentation in that the writer seeks to convince the
reader to take a particular course of action
● To explain an idea, it needs to persuade the reader about the
specific causes
● To write a problem-solution essay, first think of a problem, then
consider your solutions and propose one logical answer

Argumentation Pattern
o The process of forming reasons, justifying beliefs, and drawing conclusions with
the aim of influencing the thoughts and or actions of others.

Lesson 4 -Critical Reading

What is CRITICAL READING?
o reading with a purpose
o ACTIVE way of reading
o a deeper and more complex engagement with a text
o a process of analyzing, interpreting and sometimes, evaluating

Non-Critical Reading Critical Reading

Passive Active
Just the facts What, how, why
Gullible Skeptical
Reactive Purposeful

Critical reading centers on these three steps of analysis:

o What a text says – restatement
⮚ talks about the same topic as the original text
 o What a text does – description
⮚ discusses aspects of the discussion itself
o What a text means – interpretation
⮚ analyzes the text and asserts a meaning for the text as a whole

Features of Critical Reading

o Examining the evidence or arguments presented;
o Checking out any influences on the evidence or arguments;
o Checking out the limitations of study design or focus;
o Examining the interpretations made; and
o Deciding to what extent the reader is prepared to accept the authors’ arguments,
opinions, or conclusions.

The Need for Critical Approach to Reading

1. Critical reading should not be constructed as negative, or as being critical to the
writings of others.
2. Evidences as strong foundation in critical reading.
3. Critical reading involves linking evidence to argument.

Levels of Critical Reading

1. Literal Level
2. Inferential Level
3. Evaluation or Interpretative Level

Literal Level
o knowing the information that are directly stated in the text
 o reader understands ideas and information that are stated in the reading
material
Maybe done by:
a. Recognizing and recalling facts
b. Identifying the main idea, supporting details
c. Categorizing, outlining, and summarizing
d. Listing, copying, recording

Inferential Level
o Understanding ideas that are indirectly stated nor implied
o Reading between the lines
It involves:
a. Interpreting figurative language
b. Drawing conclusions
c. Predicting outcomes
d. Determining the mood
e. Judging the author’s point of view

Evaluate or Interpretative Level

o Develop and formulate a response based on the reader’s opinion of the
subject matter
o Author’s arguments are evaluated

Techniques to help develop critical reading skills:

1. Keeping a Reading Journal
2. Annotating the Text
3. Note taking
4. Outlining the text
5. Summarizing the Text
6. Questioning the Text

Assertions and Counterclaims

Assertion
 o declarative statements
o Informs, convinces, persuades, records truth
o claims that something is true about something
● ex. The Philippines is in Asia.
This statement is either TRUE or FALSE .
o A sentence that is either TRUE or FALSE

Verification can be done through:

¤ Observation
¤ Research
¤ Discovery

Distinguish between:
¤ Fact - are things that exist, deeds that were done, events that have occurred
¤ Opinion - are inferences about facts, judgements, or beliefs
● Ex. Rommel is a good student. - opinion
● An ant is a kind of small insect. – fact

Tell whether the statement is a FACT or an OPINION.

1. Christianity is one of the religions in the world. -fact
2. Basketball is a popular sport in Iloilo. -opinion
3. Hydrogen is a non-metallic element. -fact
4. Good advertising results to higher product profit. –??
5. Corazon Aquino is the first female president of the Philippines. -fact
6. Computers have turned school children into lazy individuals. -opinion
7. Traffic is the worst problem in a cosmopolitan society -opinion
8. Russia has eleven time zones. -fact
9. Oversleeping may cause obesity. -fact
10. The sun rises in the East and sets in the West. –fact

Identifying and Analyzing Claims

o CLAIM - a statement that is used as a primary point to support or prove an argument.
o Making a claim – if somebody gives an argument to support his position
I. Claim of Fact
II. Claim of Value
III. Claim of Policy

Claim of Fact
 o Statement that suggest whether something is true or untrue
o Asserts that a condition has existed, exists, or will exit
o Based on facts or data
● Ex.
1. There is a great number of poor families in Region 6.
2. Generally, there is a job mismatch in the Philippines that
causes unemployment and underemployment.
3. Dengue cases in Region 6 has increased in the last two
months making history in the province.

Claim of Value
o An attempt to prove that some things are more or less desirable that
others
o An attempt to prove that some action, belief, or condition is right and
wrong
o Entails aesthetics or morality
● Ex.
1. President-elect Rodrigo Duterte is the best choice for
Philippine President.
2. It is unethical to use animals in testing cosmetics and other
drugs.
3. The PNPs “Oplan Kontra Droga”, a program to capture person
engage in drug syndicate, is wrong since it violates the human
rights of anybody.

Claim of Policy
o Statements that typically provide a solution or another series of
questions in response to the claims of fact
o Often procedural, organized plans
o A counterclaim of policy suggests that the problem exists, but there is a
better solution
● Ex.
1. Death penalty should be revived in the Philippines to stop
heinous crimes.
2. The use of marijuana should be legalized in the Philippines for
medical purposes.
3. CPU Senior High School Department should find ways to
lessen the effects of earthquake.
Hypertext and Intertext
o Hypertext
⮚ refers to a form of electronic text and a mode of publication (Theodor H.
Nelson)
⮚ composed of blocks of text and the electronic links that join them (George
P. Landow)
o Hypermedia
⮚ extended version of hypertext as the notion of ‘texts’ that are joined
together now includes non-verbal data such as images, sound, maps,
visual information, animation
o Hyperlink
⮚ It is an element in the electronic text that links it to another document,
image, video clip, ect.
o Intertext
⮚ Was first used by the semiotician, Julia Kristeva according to her theory
that a text may not simply be a product of just one author, but its
connections with other texts and to the structures of language
⮚ Literary and non-literary written works are products of the intermingling of
ideas of different people
⮚ Suggests that for readers to get a full understanding of a particular text,
the readers will have to go out of the text and determine the context in
which the ideas have been developed.
⮚ Readers carefully look out the for ideas that the writer has borrowed from
other authors and determine how these affects the meaning of text

Writing Techniques and Genres Displaying Intertextuality

1. Allusion
 2. Calque
3. Quotation
4. Translation
5. Parody
6. Pastiche

Allusion
o Refers to or suggests a person, place, thing or idea of cultural, historical, literary
or political significance
o Examples:
⮚ You are no Romeo, my friend. You don’t even have a Juliet.
⮚ Wow!!! This place is a Garden of Eden.

Calque
o Is a loanword for French (calquer) means to trace, imitate closely, or to copy.
o A direct, word-for-word translation from another language
o To calque, means to borrow a word or a phrase from another language
o Examples:

Quotation
o When writers quote other writer’s work
o Writers may borrow quotes when they find that
o a paraphrase will not capture the beauty and essence of the composition
o Examples:
⮚ “As natural selection acts solely by accumultaing slights, successive,
favourable variations, it can produce no great or sudden modification; it
can act only by very short and slow steps” (Darwin, 1859, p. 510).

Epigraphs
o Can be a poem, a quotation, or a sentence written by another writer placed
before the beginning of the main text.
o Examples:
Translation
o The act of translating of the work of another author to the language used by the
writer
o Form of referencing and borrowing
o Example:

Parody
o Makes fun of or mimics the work it is imitating

Pastiche
o Honors or pays tribute to the writer
 o

Determining Textual Evidence

What is evidence?
o Something which shows something else exists or is true

6 sources of evidence:
o Print and electronic sources
o Observation
o Interviews
o Surveys
o Experiments
o Personal experience

2 types of sources:
a. Primary Sources
o Include documents, photographs, interviews etc.
o Refer to the “first” or “original” source of evidence
b. Secondary Sources
o Present information that has already been processed or interpreted by
someone else

Some steps in the process of incorporating evidence include:

 ✘ Finding and interpreting sources
✘ Evaluating the quality of the sources and data
✘ Analyzing the data
✘ Making connections between the source and the argument
✘ Incorporating a wide range of evidence in the argument
✘ Structuring the argument
✘ Distinguishing strong arguments from weak arguments.

How to identify if the evidence used has quality?

✔ Relevancy
⮚ Appropriate and timely
✔ Sufficiency
⮚ Accounting for all evidence
✔ Sourcing
⮚ Noting the author and context of evidence
✔ Credibility
⮚ Considering whether the source of the evidence offers expertise on the
subject
✔ Accuracy and Verifiability
⮚ Judging whether the evidence is valid and trustworthy

What is textual evidence?

❖ Evidence from a text (fiction or nonfiction)
❖ Can be used to illustrate ideas and support arguments

All textual evidence should be:

❖ Support a specific point
❖ Be cited with a page number at the end of the sentence
❖ Be followed by a “connection” that explains the relationship of the evidence to the
main point

Types of Textual Evidences

❖ Reference
❖ Paraphrasing
❖ Summary
❖ Quotations
Reference
⮚ Mentioning a particular event or action in text
⮚ Pointing out something to support an argument from the text

Summary
⮚ Putting someone else’s words into one’s words
⮚ Pointing out to a larger section of the text but does not need the details of
the original text

Paraphrasing

⮚ Restating someone else’s words into one’s own words

⮚ Needed for more detail than just a summary but less than a direct quote

Quotations
⮚ Highlight one’s ideas and support an argument using the exact words from
the original text
⮚ Useful when the aim is to capture the particular language and author uses