Reading Strategies

Reading from a genre-based approach

Iván Flórez​Center for Multiliteracies​School of Languages​Universidad de Antioquia ​August 03, 2023

Agenda

3. Reading activity

2.4 Lexical chains

1. Review of reading strategies

2. Reading from a genre-based approach

2.1 Text type, purpose and structure

2.2 Signposts

2.3 Text connectives

READING STRATEGIES

Previewing

Scanning

Skimming

Using graphic organizers

Taking notes

PREVIEWING

1A

1B

SKIMMING

1C

SCANNING

1D

TAKING NOTES

1E

USING GRAPHIC ORGANIZERS

OTHER READING STRATEGIES

Activating background knowledge

Paraphrasing

Summarizing

Rereading passages/sections

Making inferences

Rewriting large passages/sections of a text in a shorter and simpler form, including main ideas and the way they relate to each other

Going over previously read information in a text when you have trouble understanding it

Drawing conclusions about information when an author's opinions or ideas are not directly stated

Restating relevant content (main ideas and details) in different words to make the meaning clearer

Making connections between what you already know (previous experience and learning) and the new ideas introduced in the text

Reading from a Genre-based Approach

1. Anticipate text type, purpose, and structure

Previous knowledge:

• What genres or text types are you familiar with?
• What are their purposes?
• How are they structured?

2. Identify signposts

+Info

+Info

PARAGRAPH OPENER

TEXT OPENER

Previous knowledge:

• What are signposts in a text?
• What do you think it is their function?

3. Check text connectives

+Info

A word or phrase that signals a connection between sentences and paragraphs or sections of a text

Previous knowledge:

• What are texts connectives?
• What functions do they do in a text?
• Can you name some?

Genres and text connectives

BACK

clarifying

Cause/effect

Contrast

Contrast

Clarifying

Clarifying

Adding information

Contrast

Clarifying

Adding information

Clarifying

Adding information

Cause/effect

Adding information

Clarifying

4. Identify lexical chains

+Info

Strands of content words associated to achieve cohesion

Previous knowledge:

• What are lexical chains?
• How are they built in a text?

Lexical devices

Repetition

Synonyms / Contrasts

Class/Subclass and Whole/Part relations

example

example

example

example

Repeated wordings or meanings

Similar or opposite meanings

• People, things and places that belong to more general classes of entities.
• People, things and places that are parts of larger wholes or are composed of smaller parts.

reading ACTIVITY

1) Divide the class in two groups to read a text.

• Group 1 will use common reading strategies (previewing, skimming, scanning, taking notes, and so on).
• Group 2 will use genre-based strategies (anticipating text type, purpose and structure; identifying signposts; checking text connectives; and identifying lexical chains).

2) Share our understanding of the text. 3) Discuss what we have learned.

References

Butt, D., Fahey, R., Feez, S., Spinks, S., & Yallop, C. (2000). Using functional grammar: An explorer’s guide. Macquarie University.Derewianka, B. (2004). Exploring how texts work. Primary English Teaching Association. Derewianka, B. & Jones, P. (2016). Teaching language in context. Oxford University Press. Dreyfus, S. J., Humphrey, S., Mahboob, A., & Martin, J. R. (2016). Genre pedagogy in higher education: The SLATE project. Palgrave McMillan. Humphrey, S., Love, K., & Droga, L. (2011). Working grammar: An introduction for secondary English teachers. Pearson.

Martin, J. R., & Rose, D. (2007). Working with discourse: Meaning beyond the clause. Continuum.Thompson, G. (2014). Introducing functional grammar. Routledge.Zadina, J. N., Smilkstein, R., & Daiek, D. (2013). College reading: The science and strategies of expert readers. Cengage Learning.

Web site

(604) 219-8792​

c.multiliteracidades@udea.edu.co​

Main Library, basement (Campus Medellin)

Website

• Writing down notes on the text margins or on a piece of paper
• Highlighting or underlining information (key words or phrases)

TAKING NOTES

Creating a visual representation of the text organization and the relationships between concepts.

Using graphic organizers

• Title
• Introduction
• Headings and subheadings
• Visuals
• Chapter summary

Looking over your reading material before you thoroughly read it, looking for specific things to mentally prepare yourself to read.

PREVIEWING

Reading through quickly, skipping details, and focusing on the title, the introduction, headings, subheadings, and summary. If these resources are not available, skim the first sentence of every paragraph.

SKIMMING

• To indicate the main idea of the paragraph

• To link back to the overall topic of the text
• To predict how the paragraph will unfold.

Function

• What challenges do you mainly face when reading?

• What do you do to overcome such challenges?

• To introduce a new argument

• To link back to the overarching argument or thesis of the writer

Exposition

Paragraph openers and Genres

• To introduce a new event

• To link back to previous events

Recount

Rapidly looking through a text to find specific information or details

SCANNING

To provide an overview of the text, foreshadowing its organization and often signaling the main themes or ideas

Function

• identifies the issue to be discussed

• identifies the phenomenon that will be explained

• states the goal or outcome to be achieved

• provides background information: who? when? where? why?

• identifies the issue
• provides background information
• states the thesis or position
• foreshadows the arguments (optional)