3. WRITING AND READING FOR
COMMUNICATION
Writing is the use of signs and linguistic conventions for
producing a piece of written language by any person who needs
to communicate something. That text can be read, decoded and
comprehended by any person who shares the same language
system..
Reading is a cognitive process of performing a number of tasks to
decode, interpret and understand a message. It is possible through
a permanent interaction between the text, the writer and the
reader’s experiences, knowledge, attitude and culture.
4. Writing vs. Speaking
➢ Decontextualized
➢ Self- contained
➢ A kind of monologue
➢ It needs re-accommodation
➢ It requires revision and
edition
➢ Considers potential readers
➢ Related to here and now
(context bound)
➢ Switches roles (continue
feedback between sender
and receiver)
➢ Makes repetitions for
meaning clarification and
re-negotiation
Both are productive skills
7. WRITING DEVELOPMENT
TToopp--ddoowwnn
Content
Schemata
Formal
Schemata
Writing
Production
Revision
Edition
Language
knowledge
Awareness of the
audience
Interpretation
Bottom up
metacognition
8. Writing Process Difficulties
Contrastive Rhetoric
Caused by the cultural
background differences between
Eastern and Western coherence
conventions.
Topic and Comment
Topic is related to what we talk
about whereas comment has to do
with how we make the
argumentation about the topic.
Coherence is achieved when
the writer should:
1. organize her/his thoughts
2. write down ideas
3. revise and edit
9. Strategies and Maxims
Griece’
s
maxims
of quantity neither more nor less
of relevance
provide support and
justification
relevant for the
conversation
of manner
relevance of
descriptions
of quality
10. Writing Instructions
➢ Breaking the initial barrier alleviating
➢ Choosing a topic and genre
anxiety
fear of failure
❖ Interesting
❖ Useful
❖ Relevant
❖ Important
❖ Story
❖ Description
❖ A letter
❖ An advertisment
13. APPROACHES
BOTTOM UP
➢ From the specific to the general.
➢ Less familiar texts.
➢ Different interpretations
according to knowledge of the
target language
TOP DOWN
➢ From the general to the specific
➢ More familiar texts
➢ Reader´s knowledge of content
and genre
Text interpretation is possible with the
complementary utilization of both approaches
14. Top- down
Content
Schemata
Formal
Schemata
Reader considers reading
purpose
Pragmatics
Reaches an
Interpretation
Linguistic discourse
Knowledge
Reading
Strategies
Bottom-up
Metacognition
Reading Development
18. DIFFICULTIES
Global Mismatch between the reader´s view of the world
and the view that seems to be presented in the text.
Local Misunderstanding of specific vocabulary, structures
or phrases
Grammatical
Problems in recognition of complex noun phrases,
relative clauses, adjectival clauses and
identification of the head in them.
Discourse
Lack of reference through coherence and cohesion.
Ambiguity
19. Conclusion
Reading and writing are interactive communicative skills.
Successful communication is achieved when a person who
writes a stretch of written language activates his content and
formal schemata and provides the text with a context to allow the
potential reader to interpret the message. The reader is able to
do it through using his own content and formal schemata,
activating his linguistic knowledge and applying his own reading
strategies.
