Locating information in text
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Previewing a document involves quickly looking over clues like titles, headings, illustrations and formatting to understand the overall content and organization. Skimming involves reading only the main points by focusing on titles, first lines of paragraphs and illustrations. Scanning is searching more specifically for a particular piece of information by quickly reading the text and looking for related keywords. Both skimming and scanning save time when reading documents.
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Context clues
The document discusses different types of context clues that can help determine the meaning of unfamiliar words in a text. It provides examples of definition, synonym, restatement, contrast, explanation, and inference context clues. It also notes some limitations of relying solely on context clues to define a word and provides examples of applying different context clue types to define unfamiliar words.
Implicit and explicit information
Here are my analyses of the sentences based on explicit and implicit information in the passage:
- The book is rare. (implicit - it is hard to find and not available in the stores visited)
- The author has had negative experiences at Librería Universal. (implicit - they didn't have the book as usual)
- There are bookstores downtown. (explicit - the passage states the author visited some other bookstores downtown)
- The book was not in the bookstores that the author visited. (explicit - the passage states the book was not found in any of the bookstores visited)
- The clerk at Librería Internacional was helpful. (explicit - the clerk provided an option to
Basic Reading Strategies
The document discusses various reading strategies that can help students increase their reading abilities. It explains that strategies are activities used to make reading more understandable for struggling readers. Some key strategies discussed include taking notes, using concept maps or graphic organizers to understand connections between ideas, identifying the main ideas and rhetorical patterns, reading in detail, and summarizing or paraphrasing the text in your own words. The document encourages readers to choose and mix strategies that work best for their reading purpose and to think actively about what they are reading.
Reading Strategies Slideshare
This presentation discusses 15 strategies that students sixth grade or above can use before, during, and after reading with a focus on nonfiction texts.
Context Clues
This document discusses the different types of context clues that can help readers understand the meaning of unfamiliar words: [1] Definition/explanation clues provide a direct definition within the text; [2] Restatement/synonym clues restate the word's meaning; [3] Contrast/antonym clues contrast an unfamiliar word with a familiar antonym; [4] Inference/general clues allow readers to infer meaning based on the context. The document provides examples of each type of context clue and guidance on using context to determine a word's definition.
making inferences
The document discusses inferences and how to make them when reading. It defines inferences as ideas that are implied rather than explicitly stated. Readers must combine information from the text with their own background knowledge and experiences to infer meanings. The document provides tips for making inferences such as asking questions, making predictions, recognizing the author's purpose, and using critical thinking skills. It also introduces the "It Says...I Say...And So" strategy for making inferences, which involves finding evidence in the text, interpreting it, and drawing conclusions based on both the text and one's own ideas.
Using context clues
This document discusses using context clues to determine the meaning of unfamiliar words. It provides four types of context clues: definition, example, contrast, and logic of passage. Definition clues directly define the word. Example clues use examples to explain the word's meaning. Contrast clues use opposite words to infer the unfamiliar word's meaning. Logic of passage clues use reasoning based on the context to deduce the meaning. The document provides examples of each type of context clue and two practice assignments for students.
Different reading styles in English subjects
The document discusses different reading styles including skimming, scanning, close reading, intensive reading, and extensive reading. Skimming involves focusing on the main ideas by reading only the first few paragraphs and topic sentences of each paragraph. Scanning is looking for a specific fact or piece of information without reading everything. Close reading refers to a detailed analysis of a text to gain a deeper understanding. Intensive reading involves analyzing a text in great detail, while extensive reading is done for pleasure without focusing on every detail.
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Context clues
The document discusses different types of context clues that can help determine the meaning of unfamiliar words in a text. It provides examples of definition, synonym, restatement, contrast, explanation, and inference context clues. It also notes some limitations of relying solely on context clues to define a word and provides examples of applying different context clue types to define unfamiliar words.
Implicit and explicit information
Here are my analyses of the sentences based on explicit and implicit information in the passage:
- The book is rare. (implicit - it is hard to find and not available in the stores visited)
- The author has had negative experiences at Librería Universal. (implicit - they didn't have the book as usual)
- There are bookstores downtown. (explicit - the passage states the author visited some other bookstores downtown)
- The book was not in the bookstores that the author visited. (explicit - the passage states the book was not found in any of the bookstores visited)
- The clerk at Librería Internacional was helpful. (explicit - the clerk provided an option to
Basic Reading Strategies
The document discusses various reading strategies that can help students increase their reading abilities. It explains that strategies are activities used to make reading more understandable for struggling readers. Some key strategies discussed include taking notes, using concept maps or graphic organizers to understand connections between ideas, identifying the main ideas and rhetorical patterns, reading in detail, and summarizing or paraphrasing the text in your own words. The document encourages readers to choose and mix strategies that work best for their reading purpose and to think actively about what they are reading.
Reading Strategies Slideshare
This presentation discusses 15 strategies that students sixth grade or above can use before, during, and after reading with a focus on nonfiction texts.
Context Clues
This document discusses the different types of context clues that can help readers understand the meaning of unfamiliar words: [1] Definition/explanation clues provide a direct definition within the text; [2] Restatement/synonym clues restate the word's meaning; [3] Contrast/antonym clues contrast an unfamiliar word with a familiar antonym; [4] Inference/general clues allow readers to infer meaning based on the context. The document provides examples of each type of context clue and guidance on using context to determine a word's definition.
making inferences
The document discusses inferences and how to make them when reading. It defines inferences as ideas that are implied rather than explicitly stated. Readers must combine information from the text with their own background knowledge and experiences to infer meanings. The document provides tips for making inferences such as asking questions, making predictions, recognizing the author's purpose, and using critical thinking skills. It also introduces the "It Says...I Say...And So" strategy for making inferences, which involves finding evidence in the text, interpreting it, and drawing conclusions based on both the text and one's own ideas.
Using context clues
This document discusses using context clues to determine the meaning of unfamiliar words. It provides four types of context clues: definition, example, contrast, and logic of passage. Definition clues directly define the word. Example clues use examples to explain the word's meaning. Contrast clues use opposite words to infer the unfamiliar word's meaning. Logic of passage clues use reasoning based on the context to deduce the meaning. The document provides examples of each type of context clue and two practice assignments for students.
Different reading styles in English subjects
The document discusses different reading styles including skimming, scanning, close reading, intensive reading, and extensive reading. Skimming involves focusing on the main ideas by reading only the first few paragraphs and topic sentences of each paragraph. Scanning is looking for a specific fact or piece of information without reading everything. Close reading refers to a detailed analysis of a text to gain a deeper understanding. Intensive reading involves analyzing a text in great detail, while extensive reading is done for pleasure without focusing on every detail.
ENG 7 CITING EVIDENCE-3rd Quarter.pptx
This document provides guidance on citing evidence to support statements or claims. It defines evidence as information that helps explain and prove ideas. When reading, evidence can be found in dialogues, interactions, statistics, opinions or specialized knowledge. To cite evidence, one can paraphrase, quote directly, or cite the source. The document demonstrates citing evidence by having the learner answer questions about a scenario and show what evidence supports different claims. It also discusses expressing one's own beliefs or convictions based on materials viewed, defining these terms and providing examples of language used to communicate perspectives.
Citing evidence
This document provides information on using evidence and citing sources properly. It defines what evidence is, the different types of evidence, and the three main ways to use evidence - quoting, paraphrasing, and citing. It emphasizes the importance of citing sources to avoid plagiarism. It explains what information needs to be cited and how to format in-text citations, parenthetical citations, and create a Works Cited page in MLA style. It also provides examples of how to integrate quotes into writing and addresses special cases like long quotes or quotes within quotes.
General and specific statement
General Statements are usually the topic sentence or the main idea of the paragraph while Specific Statements are the supporting information for the topic sentence or main idea.
Example:
General Statement: Birds are Insect Controllers.
Specific Statement:
A 3-ounce baby bird will eat 5 ½ ounces of insects.
Birds eat almost twice their own weight.
(for more info: visit Antonio Senado Ramelo The Secret Passage on Facebook.)
and click the link for a sample lesson plan of General and Specific Statement: https://www.slideshare.net/rameloantonio/general-and-specific-statement-daily-lesson-log
Making inferences (definition, strategies, exercises)
The document discusses making inferences when reading. It provides examples of inferring characters' feelings, motives, and the author's purpose. Readers must combine the written information with their own life experiences to infer deeper meaning. The document contains scenarios where the reader must infer details that are not explicitly stated, such as inferring a man is angry from his shouting or that someone was killed from seeing a bloody knife. It emphasizes that readers should view a text as a "word picture" and infer details about the setting, characters' personalities and emotions, and characters' motives from clues provided.
Parenthetical Expressions
A parenthetical expression is a word or phrase added to a sentence without changing its core meaning or structure. It provides supplementary information in a way that allows it to be removed without altering the grammar of the original sentence. Parentheticals are usually set off from the main sentence by commas or parentheses, and if placed in the middle of a sentence they require a matching opening and closing punctuation mark. Common uses of parenthetical expressions are to add details, qualifications, or asides.
The expository paragraph
This document provides an overview of expository paragraphs, including their purpose, structure, and common approaches. Expository paragraphs aim to explain or analyze a topic using specific details and examples. They can be organized in various ways, such as by description, sequence, cause/effect, comparison/contrast, or problem/solution. Strong expository paragraphs use specific details and examples to support the controlling idea stated in the topic sentence, and ensure coherence through logical organization and transitional phrases.
Ppt connotation and denotation
This document discusses the difference between the denotation and connotation of words. The denotation is the literal or dictionary definition, while the connotation is the implied cultural or emotional meaning. Connotations can reveal hidden attitudes and set a tone. Words like "informed," "confident," and "conceited" were given as examples to demonstrate how connotation can have positive, negative, or neutral implications.
Skimming & Scanning
A powerpoint presentation based on Chapter 7 of "Reading Comprehension Skills 1", an internal publication of Unindra
Inference
INFERENCE
English language learners: This is an eighteen-slide presentation to help you better understand inference, so you can become a stronger reader and writer. (Created by Rita Zuba Prokopetz / G&R Languages – September, 2013).
Recount - Narrative
Generic Structure of Recount outlines the typical components of a recount text: orientation, events, and optional reorientation. Language features include use of personal pronouns, chronological connectors, action verbs, simple past tense, and time/place circumstances. There are three types of recount: personal, factual, and imaginative. Recount and narrative both use past tense but differ in structure - recount has no complication among participants unlike narrative.
Connotation denotation
Denotation refers to the dictionary definition of a word, while connotation refers to the feelings or ideas associated with that word. The document provides examples to illustrate the difference:
1) The number 13 has a denotation of a number between 12 and 14, but carries connotations of fear and suspicion.
2) "Cheap" has a denotation of low cost but carries connotations of being poorly made or using inferior ingredients.
3) The document asks the reader to consider the denotations and connotations of words like "trip" versus "journey," "dirt" versus "soil," and "cabin" versus "hut."
Context clues
Context clues are bits of information around an unknown word that help the reader determine its meaning. Authors use direct definitions, synonyms, and antonyms as context clues. Readers should pay attention to context clues and use logic to make inferences about unknown words, acting like detectives gathering evidence. The document then provides examples of different types of context clues and has the reader practice identifying meanings from context.
Context Clues
This document discusses different types of context clues that can help determine the meaning of unknown words:
1. Definition clues directly define the word or use a synonym.
2. Synonym clues provide words with the same meaning.
3. Contrast/antonym clues use opposite words or contrasting ideas.
4. Example clues give specific instances of the concept.
5. Inference clues require using prior knowledge and reasoning to understand the meaning. Context clues alone may not provide a complete definition and sometimes the passage contains no clues.
Skimming and Scanning a key Reading Comprehension Skill
The document discusses skimming and scanning as rapid reading methods. Skimming involves quickly gathering the main ideas or gist without understanding every word. Scanning involves looking for specific information quickly while ignoring unrelated details. The document provides examples of when to use skimming and scanning and tips for how to skim, such as reading titles, introductions, and conclusions, as well as how to scan, like anticipating where to find answers.
Finding Main Ideas
The paragraph discusses various facts about college and university sports team nicknames. While most nicknames are common, such as Bears, Lions, and Tigers, some have more unusual names like Anteaters, Ichabods, Thunderducks, and the strangest of all, Banana Slugs.
Reading Strategies
Presentation teaches students to read non-fiction text strategically using fundamental before, during and after techniques
Paraphrasing
This document provides techniques for correctly paraphrasing source material in writing. It explains that paraphrasing demonstrates a level of understanding of the source while avoiding plagiarism. The techniques outlined include replacing words with synonyms, changing word forms, altering sentence structure, interpreting meaning, and combining multiple techniques. Correct paraphrasing requires reading, comprehending, and restating the source in one's own words while still giving proper citation to the original ideas.
Reading: Comprehension, Strategies and Activities
This is a general presentation about teaching reading to EFL classes. It includes a summary of reading strategies and activities.
Making Predictions
This is a presentation I gave my students to introduce them to the cognitive reading strategy of making predictions.
Credits: Adapted from original by Beth Suderman - bsuderman@elkhart.k12.in.us
Retrieved at http://www.readinglady.com/mosaic/tools/tools.htm
Additional material from: Comprehension Shouldn’t be Silent by Michelle J. Kelley and Nicki Clausen-Grace
Informational Text
Informational text provides factual information about a specific topic or event to educate readers. It aims to explain, argue, or describe rather than entertain. The main goal of informational text is to present the reader with theories, facts, conclusions and other information to expand their knowledge and understanding of the world. It uses various organizational structures like sequence of events, categories, processes, comparisons, problems and solutions, and cause and effect. Informational text gives necessary details and explanations, identifies important versus unimportant information, and sometimes incorporates narrative elements to engage readers.
CE enroll no 36 40
The document discusses the reading techniques of skimming and scanning. Skimming involves quickly reading a text to get the main ideas, while scanning means searching for specific keywords or information. Some key points made are:
- Skimming is 3-4 times faster than regular reading and is used when there is a lot of material to cover in a short time.
- Scanning is used to search for specific terms or information quickly when you know what you're looking for.
- Both techniques allow readers to find important information faster than carefully reading entire texts. Being able to skim and scan effectively is useful when researching topics or collecting information.
Unit 1
This document provides information about scanning as a reading technique. It defines scanning as quickly moving the eyes down a page to locate specific information. The document outlines tips for scanning, such as noting a text's organization, using headings and bold text, keeping clue words in mind, and moving the eyes in a pattern to ignore irrelevant information. Scanning is presented as useful for students to quickly find information in reference materials and textbooks in order to focus reading on the most relevant sections.
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ENG 7 CITING EVIDENCE-3rd Quarter.pptx
This document provides guidance on citing evidence to support statements or claims. It defines evidence as information that helps explain and prove ideas. When reading, evidence can be found in dialogues, interactions, statistics, opinions or specialized knowledge. To cite evidence, one can paraphrase, quote directly, or cite the source. The document demonstrates citing evidence by having the learner answer questions about a scenario and show what evidence supports different claims. It also discusses expressing one's own beliefs or convictions based on materials viewed, defining these terms and providing examples of language used to communicate perspectives.
Citing evidence
This document provides information on using evidence and citing sources properly. It defines what evidence is, the different types of evidence, and the three main ways to use evidence - quoting, paraphrasing, and citing. It emphasizes the importance of citing sources to avoid plagiarism. It explains what information needs to be cited and how to format in-text citations, parenthetical citations, and create a Works Cited page in MLA style. It also provides examples of how to integrate quotes into writing and addresses special cases like long quotes or quotes within quotes.
General and specific statement
General Statements are usually the topic sentence or the main idea of the paragraph while Specific Statements are the supporting information for the topic sentence or main idea.
Example:
General Statement: Birds are Insect Controllers.
Specific Statement:
A 3-ounce baby bird will eat 5 ½ ounces of insects.
Birds eat almost twice their own weight.
(for more info: visit Antonio Senado Ramelo The Secret Passage on Facebook.)
and click the link for a sample lesson plan of General and Specific Statement: https://www.slideshare.net/rameloantonio/general-and-specific-statement-daily-lesson-log
Making inferences (definition, strategies, exercises)
The document discusses making inferences when reading. It provides examples of inferring characters' feelings, motives, and the author's purpose. Readers must combine the written information with their own life experiences to infer deeper meaning. The document contains scenarios where the reader must infer details that are not explicitly stated, such as inferring a man is angry from his shouting or that someone was killed from seeing a bloody knife. It emphasizes that readers should view a text as a "word picture" and infer details about the setting, characters' personalities and emotions, and characters' motives from clues provided.
Parenthetical Expressions
A parenthetical expression is a word or phrase added to a sentence without changing its core meaning or structure. It provides supplementary information in a way that allows it to be removed without altering the grammar of the original sentence. Parentheticals are usually set off from the main sentence by commas or parentheses, and if placed in the middle of a sentence they require a matching opening and closing punctuation mark. Common uses of parenthetical expressions are to add details, qualifications, or asides.
The expository paragraph
This document provides an overview of expository paragraphs, including their purpose, structure, and common approaches. Expository paragraphs aim to explain or analyze a topic using specific details and examples. They can be organized in various ways, such as by description, sequence, cause/effect, comparison/contrast, or problem/solution. Strong expository paragraphs use specific details and examples to support the controlling idea stated in the topic sentence, and ensure coherence through logical organization and transitional phrases.
Ppt connotation and denotation
This document discusses the difference between the denotation and connotation of words. The denotation is the literal or dictionary definition, while the connotation is the implied cultural or emotional meaning. Connotations can reveal hidden attitudes and set a tone. Words like "informed," "confident," and "conceited" were given as examples to demonstrate how connotation can have positive, negative, or neutral implications.
Skimming & Scanning
A powerpoint presentation based on Chapter 7 of "Reading Comprehension Skills 1", an internal publication of Unindra
Inference
INFERENCE
English language learners: This is an eighteen-slide presentation to help you better understand inference, so you can become a stronger reader and writer. (Created by Rita Zuba Prokopetz / G&R Languages – September, 2013).
Recount - Narrative
Generic Structure of Recount outlines the typical components of a recount text: orientation, events, and optional reorientation. Language features include use of personal pronouns, chronological connectors, action verbs, simple past tense, and time/place circumstances. There are three types of recount: personal, factual, and imaginative. Recount and narrative both use past tense but differ in structure - recount has no complication among participants unlike narrative.
Connotation denotation
Denotation refers to the dictionary definition of a word, while connotation refers to the feelings or ideas associated with that word. The document provides examples to illustrate the difference:
1) The number 13 has a denotation of a number between 12 and 14, but carries connotations of fear and suspicion.
2) "Cheap" has a denotation of low cost but carries connotations of being poorly made or using inferior ingredients.
3) The document asks the reader to consider the denotations and connotations of words like "trip" versus "journey," "dirt" versus "soil," and "cabin" versus "hut."
Context clues
Context clues are bits of information around an unknown word that help the reader determine its meaning. Authors use direct definitions, synonyms, and antonyms as context clues. Readers should pay attention to context clues and use logic to make inferences about unknown words, acting like detectives gathering evidence. The document then provides examples of different types of context clues and has the reader practice identifying meanings from context.
Context Clues
This document discusses different types of context clues that can help determine the meaning of unknown words:
1. Definition clues directly define the word or use a synonym.
2. Synonym clues provide words with the same meaning.
3. Contrast/antonym clues use opposite words or contrasting ideas.
4. Example clues give specific instances of the concept.
5. Inference clues require using prior knowledge and reasoning to understand the meaning. Context clues alone may not provide a complete definition and sometimes the passage contains no clues.
Skimming and Scanning a key Reading Comprehension Skill
The document discusses skimming and scanning as rapid reading methods. Skimming involves quickly gathering the main ideas or gist without understanding every word. Scanning involves looking for specific information quickly while ignoring unrelated details. The document provides examples of when to use skimming and scanning and tips for how to skim, such as reading titles, introductions, and conclusions, as well as how to scan, like anticipating where to find answers.
Finding Main Ideas
The paragraph discusses various facts about college and university sports team nicknames. While most nicknames are common, such as Bears, Lions, and Tigers, some have more unusual names like Anteaters, Ichabods, Thunderducks, and the strangest of all, Banana Slugs.
Reading Strategies
Presentation teaches students to read non-fiction text strategically using fundamental before, during and after techniques
Paraphrasing
This document provides techniques for correctly paraphrasing source material in writing. It explains that paraphrasing demonstrates a level of understanding of the source while avoiding plagiarism. The techniques outlined include replacing words with synonyms, changing word forms, altering sentence structure, interpreting meaning, and combining multiple techniques. Correct paraphrasing requires reading, comprehending, and restating the source in one's own words while still giving proper citation to the original ideas.
Reading: Comprehension, Strategies and Activities
This is a general presentation about teaching reading to EFL classes. It includes a summary of reading strategies and activities.
Making Predictions
This is a presentation I gave my students to introduce them to the cognitive reading strategy of making predictions.
Credits: Adapted from original by Beth Suderman - bsuderman@elkhart.k12.in.us
Retrieved at http://www.readinglady.com/mosaic/tools/tools.htm
Additional material from: Comprehension Shouldn’t be Silent by Michelle J. Kelley and Nicki Clausen-Grace
Informational Text
Informational text provides factual information about a specific topic or event to educate readers. It aims to explain, argue, or describe rather than entertain. The main goal of informational text is to present the reader with theories, facts, conclusions and other information to expand their knowledge and understanding of the world. It uses various organizational structures like sequence of events, categories, processes, comparisons, problems and solutions, and cause and effect. Informational text gives necessary details and explanations, identifies important versus unimportant information, and sometimes incorporates narrative elements to engage readers.
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Making inferences (definition, strategies, exercises)
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Skimming and Scanning a key Reading Comprehension Skill
Skimming and Scanning a key Reading Comprehension Skill
Similar to Locating information in text
CE enroll no 36 40
The document discusses the reading techniques of skimming and scanning. Skimming involves quickly reading a text to get the main ideas, while scanning means searching for specific keywords or information. Some key points made are:
- Skimming is 3-4 times faster than regular reading and is used when there is a lot of material to cover in a short time.
- Scanning is used to search for specific terms or information quickly when you know what you're looking for.
- Both techniques allow readers to find important information faster than carefully reading entire texts. Being able to skim and scan effectively is useful when researching topics or collecting information.
Unit 1
This document provides information about scanning as a reading technique. It defines scanning as quickly moving the eyes down a page to locate specific information. The document outlines tips for scanning, such as noting a text's organization, using headings and bold text, keeping clue words in mind, and moving the eyes in a pattern to ignore irrelevant information. Scanning is presented as useful for students to quickly find information in reference materials and textbooks in order to focus reading on the most relevant sections.
reading comprehension - overview of skimming and scanning.ppt
Skimming and scanning are rapid reading methods used to find specific information. Skimming involves gathering the most important information or "gist" without understanding every word. Scanning is used to find a specific piece of information by ignoring unrelated details. When skimming, one should read titles, introductions, and the first sentence of paragraphs. When scanning, one states what they are looking for and quickly reads to find the answer. Both methods require quickly covering everything on the page, including visual elements, to find needed information.
09WjNgaCaR_reading comprehension - overview of skimming and scanning.pptx
Skimming and scanning are rapid reading methods used to find specific information. Skimming involves glancing over a passage to get the main idea while scanning focuses on finding a single piece of information. When skimming, one should read titles, introductions, and the first sentence of paragraphs. Scanning requires knowing what information is needed and quickly reading only relevant parts of the text. Both methods require briefly reviewing all aspects of the text including visual elements.
Overview of skimming and scanning.ppt
Skimming and scanning are rapid reading methods used to find specific information quickly. Skimming involves glancing over a document to get the main idea and important details. Scanning is used to find a specific piece of information by ignoring unrelated parts. When skimming, one should read titles, introductions, and the first sentence of paragraphs. When scanning, one states what they are looking for and rapidly reads to find the answer. Both methods require only focusing on parts likely to contain the needed information.
skimandscanoriginal-101123164909-phpapp01-160420081451.ppt
Skimming and scanning are rapid reading methods used to find specific information quickly. Skimming involves glancing over a document to get the main idea and important details. Scanning is used to find a specific piece of information by ignoring unrelated text. When skimming, the reader should review titles, introductions, first sentences of paragraphs and summaries. When scanning, the reader states what they are looking for and rapidly reads the text selectively to find the answer. Both methods require covering all parts of a document, including visual elements, to find relevant information efficiently.
Skimming and Scanning
The document discusses skimming and scanning as rapid reading methods. Skimming involves quickly gathering the main ideas or gist without understanding every word. Scanning involves looking for specific information quickly while ignoring unrelated details. The document provides examples of when to use skimming and scanning and gives tips for how to skim, such as reading titles, introductions, and conclusions, as well as how to scan, such as stating the information needed and selectively reading sections.
Reading Comprehension IELTS+ Critique Writing.pptx
This document provides guidance on developing effective reading skills for academic study. It discusses the importance of reading skills and outlines several methods for reading texts, including previewing, skimming, scanning, and active reading. Previewing involves gathering background information on the text's purpose, title, author, and structure before reading. Skimming and scanning allow for quickly identifying key information. Active reading focuses on understanding main ideas and how supporting points relate to them. The document also provides tips for reading comprehension questions and critically evaluating internet sources.
Skimming and scanning
Skimming is a fast reading technique used to get the overall gist or main ideas of a text, while scanning is used to find specific information. Skimming involves quickly reading titles, subtitles, first and last sentences of paragraphs and key words, while maintaining an understanding of the overall meaning. Scanning is used for tasks like looking up a phone number, reading small ads, or browsing schedules to find a particular detail. Both techniques can be combined, with skimming first to determine interest followed by scanning to locate specific information.
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The document provides instructions for using the "Trash and Treasure" method of note-taking from sources. It involves 3 steps: 1) identifying keywords, 2) skimming and scanning the text to find relevant information using keywords, and 3) extracting that information in the form of facts, summaries, paraphrases, or quotations while citing the sources. The goal is to effectively collect and organize important information from sources to then use in writing papers.
Reading comprehension overview of skimming and scanning
The document discusses various reading strategies and skills. It defines reading as a complex cognitive process of decoding symbols to derive meaning. Effective reading requires practice and engagement with texts to understand opinions and apply learning. Key reading strategies discussed include skimming, scanning, implied meaning, inference, critical reading, and intensive vs extensive reading. Skimming allows gathering the main ideas quickly while scanning focuses on finding specific information rapidly.
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The document discusses various reading techniques:
- Skimming involves selective reading to get an overall impression and preview information. Scanning is a quick search for specific information.
- SQ3R is a method involving survey, questioning, reading, reciting and reviewing material.
- Comprehensive reading is slow and careful to extract information and understand details. Critical reading examines reliability and distinguishes facts from opinions.
- Understanding passages involves noting details, identifying main ideas, inferring, making generalizations, and predicting outcomes.
Type of Reading ; Skimming & Scaning
The document discusses various reading comprehension skills. It defines skimming as quickly reading a text to understand the main ideas, central point, and author's intent. Scanning is searching for specific information or key terms within a text. The document provides examples of when these skills are used in everyday life, such as skimming a newspaper or scanning a schedule. Techniques for skimming, types of skimming, and steps for scanning are outlined. The difference between skimming and scanning is also explained.
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The document provides information about note taking and summary writing. It discusses the purpose of note taking, which is to help remember important details and concepts. There are different forms of note taking such as linear notes and Cornell notes. Effective note taking involves selecting important ideas and organizing notes. The document also discusses guidelines for taking notes in class and while reading. It explains how to set up and review notes. Additionally, it provides information on writing summaries, including identifying the main point, major supporting points, and conclusions. Graphic organizers that can be used for notes, such as timelines and comparison charts, are also described.
Module 2
Skimming involves quickly reading a text to get the main idea and some details. It allows the reader to decide if the text contains useful information. When skimming, readers should read intro/conclusion paragraphs and some middle paragraphs. Scanning involves quickly moving your eyes down a page to find a specific detail without reading the whole text. It locates a single fact, date, or word needed to answer a question. Knowing text organization helps with scanning.
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TynecastleHighSchoolStudySkills
The document provides guidance on effective study skills, including planning, reading strategies, memory techniques, and learning styles. It recommends creating a study plan to prioritize subjects and schedule study time. Reading strategies like skimming, scanning, and SQ4R are described to help absorb information from texts. Memory can be improved through exercises, a healthy lifestyle, and techniques like mnemonics, flash cards, and visual memory aids. The document aims to equip students with tools to optimize their studying and preparation for exams.
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1) Goebbels developed highly successful propaganda campaigns using simple slogans and images repeated through newspapers, leaflets, posters and rallies to generate support.
2) Once in power, Goebbels orchestrated large political rallies to build support for Hitler and the Nazi party, broadcasting the speeches on state-run radio.
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Daily life in Tenochtitlan, the Aztec capital city, was structured around marriage, family, religious practices, and trade. Marriage was usually arranged, and men were allowed to take multiple wives. Family roles were divided by gender, with men having higher status. Markets thrived in the city, trading goods without the use of money. Religion was central to Aztec life, with human sacrifice considered crucial to please the sun god. The Spanish conquest led by Hernando Cortes exploited Aztec religious beliefs and divisions to defeat the Aztec Empire in 1521.
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The Aztec Empire expanded rapidly under the leadership of Moctezuma, growing to cover much of central Mexico and parts of Guatemala by the early 1500s, with a population of over 5 million people. The Aztecs did not force conquered peoples to adopt their ways, but instead established tributary city-states that were required to pay taxes to support the empire's capital of Tenochtitlan. Successful military campaigns allowed the Aztecs to gain new lands, laborers, and captives for sacrifice to please their war god Huitzilopochtli. This need for human sacrifice was a major motivation for Aztec warfare.
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9
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Locating information in text
- 1. When you go someplace new, you probably look around quickly to get a basic understanding of your surroundings. How Do I Locate Information in Documents? Previewing the Text This same skill can help you read informational texts.
- 2. When you preview the text, you quickly look at the text for clues to its content. Previewing the text’s organization often provides you with a clear idea of what the document is about. • titles and subheadings • boldface, numbered, or bulleted items • illustrations and photos Look at • subject lines of memos How Do I Locate Information in Documents? Previewing the Text
- 3. When you preview, look over the document without reading every word. Replacing Your Cell Phone Battery 1. Turn off your phone. 2. Depress the latch button on the rear of the battery compartment. 3. Slide the cover to the left to reveal the battery. 1. Read the title. 2. Notice the numbers that indicate a step-by-step organization. 3. Read the boldface and italic items. 4. Use all of the clues to predict the content. How Do I Locate Information in Documents? Previewing the Text
- 4. There are different styles of reading for different situations. When reading documents, you can save time by skimming and scanning. How Do I Locate Information in Documents? Skimming and Scanning
- 5. When you skim, you read for main points. People often skim when they have a lot of material to read in a short time. They may review charts and headings in a science textbook before a test glance at newspaper headlines How Do I Locate Information in Documents? Skimming and Scanning
- 6. Skimming a document happens quickly: STEPS TO SKIM New Cafeteria Procedure This year the lunch line will move faster! A new labeling system will simplify your choices. Making a Choice: Check the large electronic board on the cafeteria wall listing the day’s menu choices. . . . Getting Your Food: Each selection will be labeled with a number 2 inside a dotted triangle. This number will correspond with the same. . . . 1. Read titles and subheadings. 2. Read the first line or two of each paragraph. 4. Decide whether the text contains the information you need. 3. Look at illustrations. New Cafeteria Procedure This year the lunch line will move faster! A new labeling system will simplify your choices Making a Choice: Check the large electronic board on the cafeteria wall listing the day’s menu choices. . . . Getting Your Food: Each selection will be labeled with a number 2 inside a dotted triangle. This number will correspond with the same. . . . How Do I Locate Information in Documents? Skimming and Scanning
- 7. When you scan, you look for information that is closely related to what you want to learn. Scanning might include looking for an author’s name in a table of contents looking in a geography book for the name of the highest mountain in the United States How Do I Locate Information in Documents? Skimming and Scanning
- 8. You scan a document to find specific information. Auditions for The Wizard of Oz Davis High School’s Fall Production this year will be the fabulous Wizard of Oz! Auditions will be held Date: Monday, August 30 Time: 5:30-8:30 PM Place: Fine Arts Facility Multiple speaking and singing parts are available. Come join the fun! 1. Start at the beginning of the passage. To find the location of the auditions 2. Move your eyes quickly over the lines. 3. Look for key words related to the information you want to find. How Do I Locate Information in Documents? Skimming and Scanning