Types of paragraphs
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This document discusses the key properties of texts: adequacy, coherence, and cohesion. Adequacy refers to a text appropriately adapting to its intended audience, subject, and context. Coherence involves logical organization and progression of ideas within a paragraph. Cohesion provides flow between sentences through mechanisms like repetition, pronouns, and transition words. The document also examines models of texts like descriptions, narratives, expositions, and arguments. It outlines the writing process of gathering, organizing, drafting, editing, and publishing information.
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1) The document discusses the challenges of speaking in a second language and strategies to improve oral communication skills. It notes that speaking requires not just grammatical competence but understanding of social and cultural norms.
2) Several factors that can lead to mismatches in oral communication are explored, including lack of linguistic knowledge, different background knowledge between speakers, and differences in sociocultural expectations.
3) The document provides advice for language learners and teachers to help strengthen oral abilities, such as using compensatory strategies, engaging in activities like storytelling and discussions, and creating an supportive environment in the classroom.
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This document provides an assessment chart for grading English A1 HL Written Paper One commentaries. It evaluates students on their:
A) Understanding of the text.
B) Interpretation of the text and exploration of ideas.
C) Appreciation of literary features such as diction, imagery, and style.
D) Presentation and organization of arguments.
E) Use of formal language, including grammar, vocabulary, and style.
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This document discusses what makes a text and the key components of texts. It explains that texts must be self-contained, well-formed, hang together, make sense, and have a clear purpose. Cohesion and coherence are achieved through various linguistic devices like conjunctions, pronouns, and repetition. The context, register, topic, audience and purpose all influence the type of text that is produced. Different types of texts include classroom texts, literary texts, and authentic texts adapted for language learning. Tasks must be designed to work with texts based on factors like vocabulary, grammar complexity, and the intended skill being practiced.
Writing
Writing is a medium of communication that uses signs and symbols to represent language. It relies on structures like vocabulary, grammar, and semantics that are also used in spoken language. There are differences between written and oral language, as writing is textual while speech is spoken, and writing uses symbols while speech uses sound. Some purposes of writing include communicating, recording information, expressing emotions, narrating stories, persuading, explaining concepts, and describing ideas or events. Academic writing aims to educate readers or achieve scholarly goals, and has characteristics like clear organization, relevance to the assigned topic, accuracy, varied vocabulary and style, coherence, cohesion, and appropriate referencing of sources.
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2) Several factors that can lead to mismatches in oral communication are explored, including lack of linguistic knowledge, different background knowledge between speakers, and differences in sociocultural expectations.
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This document provides an assessment chart for grading English A1 HL Written Paper One commentaries. It evaluates students on their:
A) Understanding of the text.
B) Interpretation of the text and exploration of ideas.
C) Appreciation of literary features such as diction, imagery, and style.
D) Presentation and organization of arguments.
E) Use of formal language, including grammar, vocabulary, and style.
Scores range from 0 to 5, with 5 being "Excellent" and demonstrating a perceptive understanding and analysis supported by carefully chosen examples and concise language.
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For word attack skills:
- Teach recognizing syllable patterns through syllable clapping games and identifying syllables in words.
For comprehension skills:
- Teach using context as an aid by having students predict upcoming words based on context clues.
For fluency skills:
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1) The document discusses the challenges of speaking in a second language and strategies to improve oral communication skills. It covers topics like sociocultural factors, turn-taking, accommodating listeners, and interactions between native and nonnative speakers.
2) Common speaking activities mentioned include storytelling, descriptions, self-reports, retelling, and discussions. The classroom is suggested to provide feedback, examples, integrate skills, and focus on pragmatic and contextual aspects of speaking.
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This document summarizes a taxonomy of lecture note-taking skills and subskills proposed by Alaa M. Al-Musalli. The taxonomy is based on a similar list of listening comprehension skills, which in turn draws from taxonomies of reading comprehension skills. The proposed taxonomy aims to integrate the processes involved in listening with those in note-taking. It analyzes literature on note-taking and identifies listening and note-taking as integrated skills. The summary provides an overview of the key points and proposed taxonomy structure in under 3 sentences.
Lecture 5 reading skills
Here are some suggestions for how to teach selected reading sub-skills:
For word attack skills:
- Teach recognizing syllable patterns through syllable clapping games and identifying syllables in words.
For comprehension skills:
- Teach using context as an aid by having students predict upcoming words based on context clues.
For fluency skills:
- Teach seeing phrases as wholes by modeling fluid reading of phrases and having students practice reading phrases smoothly.
For critical reading skills:
- Teach seeing cause and effect by having students identify causes and effects in short passages and graphic organizers.
My presentation
This is a presentation on the role of Metadiscourse in developing the academic writing skills of research students.
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The document discusses the stylistic approach to teaching literature. It states that with this approach, students take an active role in interacting with, examining, and evaluating the language of texts to interpret meanings intuitively using linguistic features and literary theories. This helps students understand literature's use of language from their own perspective. A stylistic analysis enhances communicative competence as students directly work with the foreign language. When students analyze texts from their own views, they also learn to use language in everyday life.
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Collaborative work
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The document discusses differentiating instruction using Bloom's Revised Taxonomy to meet the needs of all students. It provides examples of making learning objectives less or more challenging by modifying action verbs and cognitive demand. Teachers are encouraged to flexibly adjust their approach, curriculum, and presentation of information based on student needs.
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This document discusses writing and reading for communication. It defines writing as using signs and conventions to produce text that can be read and understood by others sharing the same language. Reading is performing tasks to decode, interpret and understand messages through interaction between text, writer and reader's experiences. It also compares writing and speaking, discusses writing development and process difficulties, strategies for coherence, instructions for writing, and approaches to reading including top-down and bottom-up processes. Effective reading requires metacognitive awareness to overcome potential difficulties in matching global context, local misunderstandings, grammar, discourse, and ambiguity.
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This document discusses writing and reading for communication. It defines writing as using signs and conventions to produce text that can be read and understood by others sharing the same language. Reading is performing tasks to decode, interpret and understand messages through interaction between text, writer and reader's experiences. It also compares writing and speaking, discusses writing development and process difficulties, strategies for coherence, instructions for writing, and approaches to reading including top-down and bottom-up processes. Effective reading requires metacognitive awareness to overcome potential difficulties in interpretation.
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This is about a paper by Ken Hyland on the use of Metadiscourse in introductory coursebooks of lower level students.
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This document discusses hortatory exposition, including its definition, structure, language features, and ensuring coherence and cohesion. It defines hortatory exposition as a type of persuasive text that aims to convince the audience of a viewpoint. The generic structure includes an introductory statement, series of arguments to support the thesis, and a recommendation. Language features include abstract nouns, action verbs, connectives and modal auxiliaries. It also discusses achieving coherence through logical arrangement of ideas and cohesion through techniques like repetition, pronouns and conjunctions.
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Students learn basic reading skills like phonics, syllabication, and using context clues to translate written words into spoken language. They use these skills to read fluently aloud and silently. Students also learn comprehension strategies like asking questions and restating ideas. They read and analyze different genres for their plots, characters, themes and compare versions by different authors and cultures. Students listen critically and speak clearly using proper techniques to ensure understanding.
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This document outlines a lesson plan on analyzing the properties of well-written texts. The lesson will focus on organization, coherence and cohesion. Students will watch video clips, complete a pre-reading assessment, and read sample narratives. They will evaluate the narratives for organization and coherence/cohesion. A post-reading assessment will test their understanding of these concepts. Students will also complete writing activities differentiated by ability level. The lesson aims to help students understand and identify the key properties that make a text well written.
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The document discusses several models of the reading process:
1. Bottom-up models emphasize decoding written text and deriving meaning linearly. Top researchers include P.Gough.
2. Top-down models prioritize meaning over structure. Top researcher is K.Goodman. Meaning does not require full word identification.
3. Interactive models combine bottom-up and top-down processes, recognizing that good readers are skilled decoders and interpreters. Researcher is Tierney.
4. Emerging models include Rumelhart's perceptual and cognitive process model, and Stanovich's interactive-compensatory model accounting for reading purpose. Anderson and Pearson presented a schema-theoretic view of comprehension relying
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Systemic Functional Grammar (SFG) is a theory of language developed in the 1960s by Michael Halliday that views grammar as a social semiotic system. SFG analyzes authentic language use within a social and cultural context. It interprets language as a network of systems for making meanings and aims to explain the relationship between linguistic forms and the functions they serve. SFG analyzes texts using three metafunctions: the ideational, which relates to content; the interpersonal, which relates to interaction; and the textual, which relates to organization. Context is analyzed across three parameters: field, tenor, and mode.
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Discourse analysis considers language use beyond the sentence level and in its full social context. It examines how texts are structured through cohesion and coherence. Cohesion refers to linguistic connections between parts of a text, while coherence is the meaningful unity created in the reader's mind. Discourse analysis also looks at spoken and written styles, genres, and conversation structure through phenomena like turn-taking, adjacency pairs, and back-channeling. Background knowledge and expectations also influence how a text is understood.
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Types of paragraphs
- 1. Types of paragraphs José Antonio Restrepo Carmona Claudia Victoria Vargas Rubio Laura Fernanda Ramos Garzón
- 2. CHARACTERISTICS OF TEXTS A text is defined as any verbal and complete manifestation occurring orally and / or written The texts have properties that must be taken into account at the time of writing. Have important properties that require greater depth in order to be able to apply them The properties of the texts are: Adequacy Coherence Cohesion
- 3. Adequacy This feature has as function that the text complies with the social, personal, and linguistic norms Which regulate a communicative act. A text is appropriate when: - It adapts to the subject of the one that is going to speak. - It adapts to the person who issues it or the person who receives it. - It is convenient in the situation or place in which it is. - Fits the purpose
- 4. Coherence • Mastery of information processing • Quantity and quality of information • Relevance of information • Organization of paragraph • Establishment of the different parts of the text
- 5. Coherence Mechanisms Theme. Do not contradict some statements with others. Be timely what is said and important in relation to meaning. To advance in an orderly and hierarchical way. Do not introduce elements that do not have to do with the subject being treated.
- 6. Cohesion • Is the intangible glue that holds paragraphs together. “Having good coherence in a writing project means that your ideas stick together and flow smoothly from one sentence to the next, so that readers of your work can easily understand where you are taking them” Dorchies (s.f) p. 1
- 7. Components of Cohesion relevance order linking words repetition of key words
- 8. Rearrange The meanings of difficult words Use of dictionary the pronunciation of the words The dictionary can refer to the various grammatical forms of words.
- 10. The Repetition. The repetitions cohesion the text Phonological Repeat measure verses Rhyme. Grammatical repetition of the same verbal forms, of the same structures syntactic or sentence types. Lexical-semantic Origin and form of words
- 11. Textual Models Description Features and characteristics of objects (details) Narration Tell or tell facts within a time frame. The facts are told in a linear way (approach, knot and outcome) Exposition It raises a theme to be explained with orderly, objective and clear ideas Argumentation This accompanies the exhibition with incorporation of reasons that defends the idea proposed.
- 12. Textual Models Dialogue Shows the interpersonal communicative relationship that occurs between two or more interlocutors Epistle or letter It is shown as written message that plays with the 2nd person, absent recipient and with the 1st person, the sender. Fuente: Cervera y Hernández (2010)
- 13. Support To support ideas in a text you need: • Evidence • Examples • Detail about the theme Is for this that is necessary that you know the idea that you want to write.
- 14. Process of writing • Gather - In this part you think about relevant information • Organize – In this part you put a meaningful sequence in your writing • Draft – In this part you write your ideas • Edit – In this part you check, revise, refine your writing • Publish - In this part you do the final version of your writing Fuente: Excelsior, s.f
- 15. References Cervera, A y Hernández, G. (2010) Saber escribir. Aguilar. México D.F. Dorchies, G. (s.f) COHESION. Recuperado de http://www.clarkson.edu/writingcenter/docs/cohesion.pdf Quesada, I. (2012) Linkers and Connectors. Recuperado de http://missisabelonline.blogspot.com.co/2012/11/linkers-and- connectors.html Propiedadestexto (s.f) El texto: adecuación, coherencia y cohesión (Anaya, 1.º bachiller). Recuperado de http://www.ittizimin.edu.mx/wp- content/uploads/2016/08/propiedadestexto.pdf Excelsior. (s.f) Writing Process Activity. Recuperado de http://owl.excelsior.edu/writing-process/writing-process-overview/writing- process-activity/