READING SKILLS AND

STRATEGIES
CDA 21303
SUMMARISING
INFORMATION
• Means writing the gist of the text in a shorter form of the
text that you have read.
• In a summary, main ideas and some necessary details are
taken from the text and restated in a brief manner.
• In doing this, the writer needs to use his/her own words.
• A paragraph can usually be summarized in a sentence or
two, and a typical textbook chapter can be summarized in
a page or two.
 DRAWING CONCLUSIONS
• Reading also requires us to draw conclusions as writers do not always state the main idea
of a paragraph in a topic sentence.
• Sometimes, they imply or suggest a main idea through a series of specific statements that
are combined to make up one general thought.
• Readers are left to draw the appropriate conclusion based on the paragraph’s content and
language.
DRAWING
CONCLUSIONS
• Here are several tips that will help you
draw conclusions when reading a text:
• Read the text carefully to grasp the
main idea(s)
• Identify relevant information in the
text
• Relate to your past experiences and
knowledge, and
• Draw conclusions after considering
all the information gathered.
 DRAWING
CONCLUSIONS
• Study the following example:

Example 1:
The wet, coward cat ran through the hallway into the living
room and jump onto the sofa. His owner, screaming at the top
of her voice, followed him, running, soaking wet, with a towel
 DRAWING
CONCLUSIONS
We can conclude that:
• logically that the cat escaped from its bath and the
angry owner is chasing after it.
 DRAWING
CONCLUSIONS
• Another example is:

Example 2:

Rapid development has caused wild animals to lose their natural

habitat. Many rare species have become extinct due to
deforestation and pollution.
 DRAWING
CONCLUSIONS
We can conclude that:
• The logical conclusion that can be drawn is
that the human activities are the main cause of
the destruction of animal’s natural habitat.
• Sometimes a piece of writing can be
used by writers as an avenue to
express their:
• Point of view on a subject matter;
and/or
• Attitude towards certain issues
• Readers are able to determine a
writer’s point of view and attitude
towards a subject and the purpose of
writing from the choice of words used.

INTERPRETIN
G THE TEXT
• Writer’s point of view:
1. I feel there is nothing wrong in
getting students to grow vegetables
in school.
2. Making the public pay for lavatory
service in public parks has its
advantages and disadvantages.
3. It is ridiculous to solely rely on
environmentalists to shoulder the
responsibility of solving the world’s
environmental problems.

INTERPRETIN
G THE TEXT
• Writer’s tone and attitude:
Awestruck
Sympathetic
Hard
Intense
Tolerant
Optimistic
Informative
Admiring

INTERPRETIN
G THE TEXT
• Writer’s tone and attitude:

Dennis should never have applied for a

course in Marine Biology. With his
results, he’s not going to last long at the
university.

INTERPRETIN
G THE TEXT
• Writer’s intention:

STATEMENTS WRITER’S INTENTION

According to experts, an effective way to curb the world’s To inform the public about a solution for environmental
environmental problems is through public awareness. problems

The best solution to environmental problems is public
behavior modification not just through organizing
campaigns.
We should start caring for our environment now, before it is
too late.
To argue about the best method of solving environmental
problems
To advise the public to be more accountable for their
environment

INTERPRETIN
G THE TEXT
CRITICAL READING
• Requires readers to read a text
critically.
• To help them read critically,
readers can ask themselves these
questions as they read:
• What does the text mean?
• What is the author’s purpose?
• What is the author’s tone?
• Who is the author’s intended
audience?
• What is the author’s writing
pattern?