This document discusses various approaches to reading and writing. It addresses topics like the relationship between readers and writers, top-down and bottom-up reading processes, and considerations writers must take into account for their readers. Barriers to reading are explored, as well as linguistic elements that can cause difficulties. Suggestions are provided for developing a reading course centered around discourse and strategic reading skills.

2. THE
WRITER
THE TEXT
THE
READER
The dialogue
between the
reader and the
writer takes
place via the text
.

3. THE PSYCHOLINGUISTIC - COGNITIVE APPROACH.
LEARNER -
CENTERED.
PRIOR KNOWLEDGE
SCHEMA

4. READING APPROACHES.
“A series of stages that
proceed in a fixed order from
sensory input to
comprehension”
BOTTOM - UP
INTERACTIVE VIEW Combination of
both.
TOP - DOWN
“Continuum process of
changing hypothesis about
the incoming information”

5. TOP - DOWN
Prior
knowledge
Purpose
for reading
But … HOW
Writing
conventions
Interpretation/
Understanding
BOTTOM - UP
Language
knowledge
Reading
strategies

6. Is this text about
advantages or
disadvantages?
Television viewers gradually become
passive in their action. Television may
be a splendid media of
communication, but it prevents us from
communicating with each other or with
the outer world. The world seen
through television is only the restricted
one: It separates us from the real
world.
The reader of this text must be able to
recognize some of the key words and
their exact meanings in order to
understand the point being made by the
author. ( passive, communication,
restricted)
http://www.studymode.com/essays/Advantages-And-
Disadvantages-Of-Tv-199809.html

7. WRITING AS COMMUNICATION
Writing Reader
Decontextualized Distant
Production Receptor
Time Place
Writing
Speaking
Considers and
accommodates an
absent reading
audience to his or
her ideas
Reads and
comprehends

8. The Reader based
Approach
to Writing
Developed by Bereiter and Scardamalia in 1987.
Views writing as aiming to produce a text that can be read successfully.
The writer has the responsibility of creating a text that accommodates to the
potential reader.
The writer has to be fully “committed both to the content and to the form of the
written text.
The writer must develop evaluation and reformulation strategies in the writing process.

9. WRITING FOR A READER-MATCHING
THE WRITER’S AND READER’S SCHEMATA
The Reader
Consideration
Process involves
The reader (the audience) and his/ her needs
Background Knowledge
Potential content schemata
USE ELABORATION SKILLS
TO CREATE A COMPREHENSIBLE AND
COMMUNICATIVE TEXT
Being Sensitive to...

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THE INTERACTIONIST APPROACH TO WRITING
Reader and Writer develop a deeper
understanding of the process through
shared experience with various texts
Intertextuality
Cycle of Activities
A preparatory stage
A first draft
Evaluative dialogues
A rewriting of the text
An editing process

11. THE COMPOSING PROCESS
Berlin’s
Model
Grice’s
Maxims
Writer (Knower)
The Audience (Reader)
Reality
Language of a written
text
Top Down
Bottom up
Quantity
Quality
Relevance
Manner
Top Down
Bottom up

12. The Effective Reader

16. Information Gap

17. Should I read
this text?
Do I see where
the argument
seems to be
going?
How could I
improve my
reading skill, to
read faster and
better?

18. reliance on content,
context and
organization.
recognition of words
and expressions

21. Difficulties Encountered by Readers
While Reading

22. Global Processing Difficulties
● Mismatch between the reader´s view of
the world and the view presented in
the text.
● A reader who approaches the text with
preconceived expectations might
misread the message.
● A reader who may not understand
some of the key words.

23. Where did the text
appear and what do
we know about the
book where it
appeared?
Who is the author and what do we
know about him/her ?
When was the article or text
published and what were the issues
of concern at that time ?
Teachers can help students
to recognize some of the
features related to the
interaction between global
coherence and local
coherence by asking these
questions.
Strategies that combine top-down
processing with
scanning the text for key
sentences can help the
reader construct the overall
coherence of the text.
?
?

24. Grammatical
Features that
cause
Reading
Difficulties
NOUN
PHRASE
ADJECTIVAL
CLAUSES
A Noun Phrase may be due to a multiple
modifiers, relative clauses with deleted relative
pronouns and compound modifier in
prenominal position.
The complexity of the resulting
structure may cause readers
difficulties recognizing the head noun,
affecting the processing of the text.
Adjectival Clause with deleted subjects
may interfere with the identification of
the modifier and the head.
The grammatical form of the participles
may mislead readers into thinking that
such a construction is a verb phrase.

25. On one hand, Linguistic
competence is necessary in
order for a reader to
successfully recognize the
internal connections within the
text and be able to relate old to
new information.
On the other hand, General
knowledge of the world is
necessary to connect one´s
background to the ideas
presented in a written text.

27. Indications of Reference
► The Pronoun System
► The Article System
► Demonstratives

28. Ambiguity
► Redundant
elements,
such as case
and gender
are not
always
available.

30. Use of Tense and Aspect Markers
Intersentential
Cohesion
Simple Past Tense
Historical Present Variant
Progressive
Aspect
► Main Events
► Main Actions
► To set the scene within which
the main event is about to occur.

31. Simple Past Vs. Past Progressive
When I walked into the office, several
people were busily typing, some were talking
on the phones, the boss was yelling directions,
and customers were waiting to be helped. One
customer was yelling at a secretary and
waving his hands. Others were complaining to
each other about the bad service.
Historical Present
At the end of the story, Luke becomes a Jedi
and defeats Darth Vader.

32. Lexical Accessibility
The readers
combine:
Personal Knowledge + Textual Information
to guess the meaning of unfamiliar words,
only when the context provides them with
immediate clues for guessing.

33. The optimal level of textual support
should be derived from:
1) The reader´s general schemata or general
knowledge structures extending beyond the
text.
2) The reader´s familiarity with the overall
context of the text.
3) Semantic information provided in the
paragraph within which the lexical item
appears.
4) Semantic information in the same sentence.
5) Structural constraints in the sentence.

34. Suggestions for
Developing a
Reading Course

35. Reading goals
Discourse-based approach
○ Maximize Independent Reading
○ Facilitate Negotiated Interaction
○ Foster Metacognitive Awareness and Learner
Autonomy
○ Expand Access to New Content Areas

36. Planning a Reading Course.
Effective Reading Strategies.
○ Silent reading in guided situations
○ Shared reading in groups
○ Individual reading inside and outside the
classroom

37. A Discourse Oriented Reading
Course

38. Goals /Metacognitive
awareness
Helps readers make decisions and choices
before ,during and after their reading of the
text.
Expose the learner to a variety of texts genres,
content areas, and styles of writing.
The learner can develop the knowledge
component and the processing skills.

39. Reading Activities that Lead to the
Development of strategic reading
Components For reading
effectively.
▪ Language Knowledge
(vocabulary-syntax).
▪ Discourse Knowledge and
Sociocultural Knowledge.
▪ General (prior) Knowledge or
The Knowledge of the world.
Special Activities need to be
developed.
▪ Multipurpose reading
matter.
▪ Selection of reading
passages,stories,articles.
▪ Motivate reading
▪ Dictionary Skills and
vocabulary work.
▪ Text organization, of
grammatical and logical
connectors.

40. Strategies
○ Pre Writing a text.
○ Making Predictions
○ Focus on external and internal features of a
text.

41. Younger Learners Reading
Activities Focus on:
○ The Purpose of Reading
○ The Development of Reading
Strategies
○ Gaining Information and
Knowledge

42. Writing Instruction

43. Breaking
Barriers
Choosing
Topic and
Genre
Tactics for
Planning
The Writing
Process

44. as a Model
of

45. The Portfolio
Assigments
Personal Messages
Essays
Letters
Summaries