ENGLESKI JEZIK Sreda, 21.03.2018.

STRUKE 3
ABOUT READING
What do you read?
Why is it important to read?
How do you read? Do you use the same reading techniques for any kind of text?
READING TECHNIQUES
SKIMMING - Running the eyes over quickly, to get the gist (e.g. a newspaper)

SCANNING - Looking for a particular piece of information (e.g. a dictionary)

EXTENSIVE READING - Longer texts for pleasure and needing global

understanding. (E.G. a novel)

INTENSIVE READING - Shorter texts, extracting specific information,

accurate reading for detail (e.g. a recipe)
ACADEMIC TEXT TYPES
Textbooks
Journal articles
Reports
Manuals
Guides
WHY ARE ACADEMIC TEXTS
SO DIFFICULT TO READ?
Unfamiliar/ complex topic
Long paragraphs/ heavy text
Challenging vocabulary
Complex sentences
……
STRUCTURE OF AN ACADEMIC
TEXT (ARTICLE)
STRUCTURE OF AN ACADEMIC
TEXTBOOK

Table Introd
of uctory Later
Concl
conten chapte chapte
usion
ts rs
r
STRUCTURE OF AN ACADEMIC
PARAGRAPH
PURPOSE OF READING AN
ACADEMIC TEXT
to get the general idea of what the book, article, or a chapter is all about

to find the answer to a specific question

to gain a detailed understanding of the content

to gather information/evidence

READING A NOVEL VS
READING ACADEMIC TEXTS
Novel Academic text
 READING TECHNIQUE IS DETERMINED
BY READING PURPOSE
PURPOSE TECHNIQUE

Get an overview of a text

Search for a specific fact

Understand a concept

Analyse the steps in a

research
 READING TECHNIQUE IS
DETERMINED BY READING PURPOSE
PURPOSE TECHNIQUE

Get an overview of a text SKIM the headings, subheadings, abstract, intro

Search for a specific fact SCAN headings and subheadings to locate the relevant section

Understand a concept Locate the relevant section by SKIMMING the text and
STANNING the concept. Look for definitions, diagrams by
EXTENSIVELY READING the relevant section.

Analyse the steps in a Locate the relevant section, identify main ideas, supporting
research ideas, evidence. Look for relationships between ideas
EFFICIENT READING PROCESS

I Get an overview by SKIMMING:

Purpose • Title • Abstract • Introduction • Conclusion

II Find out more detail by SCANNING:

• Headings • Topic sentences • Discussion • Appendices

III Read the text EXTENSIVELY*

TAKE NOTES AS YOU READ
Identify the author’s ideas – position/point of view – summary of
sections – evidence – conclusion

Your response to the ideas – questions – references to other

readings – connection to assignment question
READING TIPS
Reading speed and comprehension depend on the type of text.
Practice is the best way to improve.
Do not read every word starting from the beginning.
Read the title: ask yourself what you already know.
Scan or survey the whole text first.
Read introductory and concluding paragraphs.
Read the first sentence in each paragraph carefully.
Note headings, titles, diagrams, pictures.
Underline, highlight, make notes in the margin.
Write a one-sentence summary at the end of every chapter or section
or do a simple oral review.
HOMEWORK & PRACTICE
JOURNAL ARTICLE: A
DYNAMIC MODEL OF
PROCESS AND PRODUCT
INNOVATION
1. What techniques did you use to read the article?
2. Was the article difficult / easy to understand? Why?
3. Did you take notes while reading? What did you write down?
4. How is the article structured?
5. What are the key words of the article?
6. What are the key ideas?
7. Please summarize the content of the article in one paragraph.
A FEW NOTES BEFORE
WRITING
Cutting the clutter does not mean only writing short sentences!

Punctuation marks, ordered by increasing power to separate:

Comma
Colon
Dash
Parentheses Considered to
Semicolon be slightly less
formal
Period
SEMICOLON
- connects two independent clauses
example:
It was the best of times; it was the worst of times.

*separates items in lists that contain internal punctuation

PARENTHESES
- insert an afterthought or explanation into a passage that is
grammatically complete without it; if removed, the main point of
the sentence will not change

As a more specific example these relationships predict that there will be

coherent patterns in the stimuli for innovation (market, production or
new technology); in the types of innovation (product or process,
original or adopted, etc.) and in barriers to innovation.
COLON
- use it after an independent clause to introduce a list, quote,
explanation or amplification

* the rule of three’s (lists, examples)

PARALLELISM
- pairs or lists of ideas joined by “and”, “or”, or “but” should be written
in parallel form, i.e. they should follow the same grammatical structure

example:
The broad implication is that strong and important relationships exist
among the capability of a firm to innovate, its competitive strategy and
the posture of its production resources.
TRUE OR FALSE. THE
FOLLOWING SENTENCE IS
PARALLEL:
She enjoys running by the lake, playing with her dog, and to
hike tall mountains.

- Rewrite this sentence to make it parallel. Make sure to use correct

spelling and punctuation.
EXAMPLE
Unparallel:
If you want to be a good manager, you must study hard, critically think about the
literature that you read, and you should be a good listener.
Parallel:
If you want to be a good manager you must study hard, listen well, and think
critically about the literature that you read.
If you want to be a good manager you must be a good student, a good listener and a
critical thinker about the literature that you read.
WHICH OF THE FOLLOWING
SENTENCES IS NOT PARALLEL?
a) If you want to do well in school, you should pay attention, set goals, and work
hard.
b) If you want to do well in school, you should focus on paying attention, setting
goals, and working hard.
c) If you want to do well in school, you should improve your attention span, goal
setting, and work ethic.
d) If you want to do well in school, you should pay attention, set goals, and you
must be a hard worker.
WHICH OF THE FOLLOWING
SENTENCES IS PARALLEL?
a) At many colleges, alcohol possession can result in disciplinary action or arresting
the student.
b) At many colleges, alcohol possession can result in the school’s taking
disciplinary action or a police arrest.
c) At many colleges, alcohol possession can result in disciplinary action or being
arrested by the police.
d) At many colleges, alcohol possession can result in disciplinary action or police
arrest.
PARAGRAPH
o1 paragraph = 1 idea
Paragraphs indicate a new idea to the reader
Short paragraphs help readers because they are usually focused on one idea
o give away the punch line early
Topic sentences can be confining, but helpful
o paragraph flow is helped by:
- Logical flow of ideas
- parallel sentence structure
- If necessary, use transition words; usually “and” and “but” will do
LOGICAL FLOW OF IDEAS
o Sequential in time
o From general to specific
o Logical arguments (if – then)