Reading Strategies
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The document discusses important reading skills such as previewing, skimming, and scanning a text. It also covers strategies for determining the meaning of unknown words using context clues like synonyms, antonyms, examples, explanations and situations. The document distinguishes between the denotation and connotation of words and how connotation involves the feelings and associations connected to a word.
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Here are the context clues used in each sentence:
1. Examples - The context provides examples of what "vaping" means by describing the actions of inhaling and exhaling vapor from an e-cigarette device.
2. Antonyms - The word "unlike" indicates an antonym, providing a contrast between contactless payment technologies and traditional modes of payment.
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Here are the context clues used in each sentence:
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REFERENCE
1. Definition of referents and referring expression.
2. example of referents and referring expression
3. Extension and Intension
4. Some different kinds of referents
4.1 unique and non unique referents
4.2 concrete and abstract
4.3 countable and uncountable
5. Different ways of referring
5.1 Generic and non-generic reference
5.2 Specific and non-specific reference
5.3 Definite and indefinite reference
6. Deixis
7. Example of deixis
8. Anaphora
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- Referential theory claims words refer to real objects, but some words like "nobody" have no referent.
- Use theory argues meaning depends on a word's conventional use rather than reference.
- Speech act theory proposes words can perform actions like promising or requesting.
- Hermeneutic theory interprets meaning through analyzing related concepts within a text.
- Postmodern theory rejects objective meanings and emphasizes context and interpretation.
3 the referential-theory2
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1. The document discusses various reading strategies and skills that can help improve reading comprehension. It defines reading as a cognitive process of decoding symbols from a text to derive meaning, and that it requires simultaneously applying skills like identifying the author's purpose and main ideas.
2. Effective reading strategies discussed include previewing, skimming, and scanning a text to get an overview. Using context clues by studying how words are used in sentences to understand unfamiliar words is also described.
3. Understanding a word's denotation versus connotation is another strategy, where denotation is the literal meaning and connotation involves positive, negative or neutral social associations and feelings toward a word.
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The document discusses different techniques for inferring the meaning of unknown words from context clues. It identifies 4 main types of context clues: synonyms, examples, antonyms, and general knowledge. Each type is explained and examples are provided from texts. Context clues are important reading skills that allow readers to understand unfamiliar words based on surrounding vocabulary rather than relying on a dictionary. Mastering these skills helps with reading comprehension.
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This document provides an overview of a lesson on reading skills and strategies. It introduces objectives of describing a written text, defining reading skills, and explaining reading strategies. It includes activities like a vocabulary check on an excerpt and context clue exercises to identify unfamiliar words from an article. Students are asked to choose words, determine their meanings from context, and discuss their findings with peers. The lesson encourages active reading and applying strategies to improve comprehension.
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semantics the study of meaning
The document discusses semantics, which is defined as the systematic study of meaning. It provides several definitions of semantics from different linguistic sources that emphasize its focus on the study of meaning in language. It also presents examples to demonstrate speakers' semantic knowledge, such as distinguishing anomalies from paraphrases, identifying synonyms and antonyms, recognizing contradictions, and understanding entailments and presuppositions.
REFERENCE
1. Definition of referents and referring expression.
2. example of referents and referring expression
3. Extension and Intension
4. Some different kinds of referents
4.1 unique and non unique referents
4.2 concrete and abstract
4.3 countable and uncountable
5. Different ways of referring
5.1 Generic and non-generic reference
5.2 Specific and non-specific reference
5.3 Definite and indefinite reference
6. Deixis
7. Example of deixis
8. Anaphora
9. Shifts in ways of referring
10. referential ambiguity
Connotation
The document discusses the importance of teaching English poetry to EFL learners using connotations. It notes that EFL teachers often focus only on improving speaking skills and do not use literature. However, poetry can help motivate students and introduce new vocabulary. Understanding connotations allows learners to grasp meanings and metaphors by associating unfamiliar words with their own knowledge and first language. Using connotations and discussing the symbolic meanings represented in poems helps EFL learners better comprehend the works. This approach contributes to developing learners' sensitivity to new words in a foreign language.
Sentence, Utterence and Proposition
A sentence conveys a complete meaning through words arranged grammatically, can be written or spoken, and includes at least a subject and verb. An utterance is part of spoken language between pauses that can be a single word, group of words, or clause, and includes paralinguistic features. While both convey meaning, a sentence comprises clauses and an utterance may not. A proposition is an element of thought that can be inferred from a statement.
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The document discusses reading comprehension and the difference between reading individual words and comprehending full sentences or texts. It notes that a nonsense sentence containing real words like "Banana blue tree happy sing" demonstrates how one can understand each word separately but the sentence makes no sense as a whole. It defines reading comprehension as understanding what one reads through an interactive process before, during and after reading. Comprehension requires understanding both the vocabulary used and having background knowledge - if the individual words are not comprehended, the overall meaning of the text will be lost.
Literary terms/english definitions
This document defines various literary terms used in analyzing writing and literature. It includes definitions for diction, denotation, connotation, literal and figurative language, simile, metaphor, personification, tone, theme, claim, evidence, analysis, juxtaposition, point of view, understatement, hyperbole, irony, mood, symbol, foreshadowing, ambiguous language, en medias res, register, characterization, thesis, split thesis, alliteration, imagery, iambic pentameter, pun, oxymoron, soliloquy, aside, and comic relief.
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This document discusses figurative language and metaphors. It defines figurative language as speech or writing that means something other than its literal meaning. A metaphor is a figure of speech that compares two things to suggest a likeness between them. Examples of common metaphors like "you are a star" and "killing two birds with one stone" are provided to activate prior knowledge. The document explains metaphors and distinguishes them from similes, alliteration, and personification. It emphasizes that figurative language makes reading more interesting and discusses the importance and examples of metaphors.
Spoken language glossary
This document provides a glossary of terms related to spoken language analysis. It defines various linguistic concepts like accent, adjacency pairs, agenda setting, backchanneling, dialect, discourse, ellipsis, fillers, formality and informality, hedges, intonation, jargon, paralinguistic features, pragmatics, prosodic features, register, rhetorical questions, rhetoric, slang, spontaneous speech, standard English, transcript, and vague language. The glossary aims to explain these concepts and provide examples.
Controlled assessment
The document discusses differences between written and spoken language. Written language is visual, permanent, impersonal, and can be accessed at any time, while spoken language is aural, temporary, personal, and restricted to the time of communication. It also notes that some forms of communication, like texting, have elements of both written and spoken language. It asks the reader to consider where forms of communication like the Bible, classroom discussions, internet chat rooms, and tweets fall on the continuum between written and spoken language.
Denotation
The document discusses the key terms of denotation, connotation, and predicables. It defines denotation as the basic or dictionary meaning of a word, while connotation refers to the emotions, thoughts, and associations attached to a word. It provides examples of how the terms 'man' and 'animal' relate through their denotation and connotation. The document then explains the five predicables - genus, species, differentia, property, and accident - and how they describe relationships between a predicate and subject in a proposition.
Rhetoric
The document discusses different modes of rhetoric used in persuasive speaking and writing. It defines rhetoric as the art of effective communication through language and compositional techniques. Three main modes are described: ethos appeals to credibility and character, pathos appeals to emotion, and logos appeals through logical reasoning. Examples are provided to illustrate how each mode can be used rhetorically.
LOGIC AND CRITICAL THINKING
This document defines key terms and concepts related to logic and critical thinking. It distinguishes between meaning and definition, and explains that meaning is a mental phenomenon that represents objects. There are different types of meaning, including intuitive, abstractive, contrary, and contradictory. The document also discusses definition as both explanation and use. As explanation, definition limits concepts and explains the nature of what a concept represents. There are different kinds of definitions in use, including real definitions, stipulative definitions, precising definitions, and persuasive definitions. The document provides examples of each type of definition.
Theories of meaning
This document discusses several theories of meaning:
- Referential theory claims words refer to real objects, but some words like "nobody" have no referent.
- Use theory argues meaning depends on a word's conventional use rather than reference.
- Speech act theory proposes words can perform actions like promising or requesting.
- Hermeneutic theory interprets meaning through analyzing related concepts within a text.
- Postmodern theory rejects objective meanings and emphasizes context and interpretation.
3 the referential-theory2
This document discusses different theories of semantics and meaning. It begins by describing early theories that saw meaning as the direct link between words and things. Later theorists argued that meaning involves the relationship between words, concepts, and things, with concepts mediating between words and what they refer to. Meaning was then seen as emerging from the use of words in specific contexts. Later sections discuss theories of sense versus reference, how meaning can be studied quantitatively using methods like "20 questions", and how semantic fields can be used to organize vocabulary.
Referential and attributive uses chapter 3, George Yule
The document discusses reference and inference in language. It explains that referring expressions like proper nouns, noun phrases, and pronouns are used to refer to entities or people. Inference is needed to understand vague expressions. Referring expressions get their meaning from the context and co-text surrounding them. Co-text refers to the words surrounding a referring expression that help identify its referent. Both context and co-text are important for understanding reference.
4 referring expressions
Referring expressions are linguistic elements that refer to specific people or things. Not all expressions have referents, only referring expressions, which are used to point to a particular person or thing that the speaker has in mind. Referring expressions can be proper nouns, pronouns, or longer phrases, but their use as a referring expression depends on the linguistic context and whether a specific referent was intended. Definite noun phrases are often but not always used as referring expressions.
introduction to logics
This document discusses definitions and types of meaning. It outlines five types of definitions: lexical, stipulative, precising, persuasive, and theoretical. It also discusses the purposes of definitions as showing relationships, removing ambiguity, reducing vagueness, increasing vocabulary, explaining concepts theoretically, and influencing attitudes. Techniques for defining terms include defining by example, ostensive definitions, quasi-ostensive definitions, definitions by genus and difference, and synonymous definitions. The document also outlines seven kinds of meaning: conceptual, connotative, social, affective, reflected, thematic, and collocative meaning.
Pragmatics
The document discusses key concepts in pragmatics including reference and inference, presupposition and entailment, cooperation and implicature, politeness and interaction, conversation structure and preference, and the role of background knowledge and cultural schemata in communication. Speakers use language with intentions in mind based on what they assume listeners already know, and listeners use inference to interpret meaning beyond what is directly stated. Successful communication relies on cooperation between speakers and listeners along with implicatures, politeness, and following conversational preferences and norms.
Verbal messages ch 5(4)
This document summarizes six principles of verbal messages:
1) Meanings are interpreted by individuals based on their unique perspectives
2) Messages have both literal and implied meanings
3) Messages vary in how abstract or specific they are
4) Messages can be more or less polite depending on their directness
5) Message meanings can intentionally or unintentionally mislead or deceive
6) Messages differ in their levels of assertiveness from passive to aggressive
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1 5 D Figurative And Metaphorical Use Of Words In Context
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2. Effective reading strategies discussed include previewing, skimming, and scanning a text to get an overview. Using context clues by studying how words are used in sentences to understand unfamiliar words is also described.
3. Understanding a word's denotation versus connotation is another strategy, where denotation is the literal meaning and connotation involves positive, negative or neutral social associations and feelings toward a word.
Guessing meaning fron context
The document discusses different techniques for inferring the meaning of unknown words from context clues. It identifies 4 main types of context clues: synonyms, examples, antonyms, and general knowledge. Each type is explained and examples are provided from texts. Context clues are important reading skills that allow readers to understand unfamiliar words based on surrounding vocabulary rather than relying on a dictionary. Mastering these skills helps with reading comprehension.
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This document discusses key concepts in pragmatics and discourse analysis. It defines pragmatics as the study of implied or inferred meaning based on context. It discusses how context, deixis, speech acts, cohesion, Grice's cooperative principle, and background knowledge all contribute to deriving meaning beyond the literal words. Discourse analysis examines how language is used in texts and conversations through these pragmatic lenses.
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Here is a 3 paragraph composition utilizing figurative languages, imagery and diction based on one of the suggested experiences:
Title: Memories of Childhood
Paragraph 1:
As I gazed out the window of our old family home, I saw the vast green fields stretching as far as the eye could see (imagery: visual). The tall grass swayed gently in the breeze like waves on the ocean (simile). I remembered spending countless afternoons exploring the countryside with my siblings, discovering hidden treasures among the tall blades of grass.
Paragraph 2:
The scent of my mother's homemade cooking wafted through the air, making my mouth water (imagery: olfactory). I could almost taste
Communication in the Real World An Introduction to Communication .docx
Communication in the Real World: An Introduction to Communication Studies, v. 1.0
by Richard G. Jones Jr.
3.3 Using Words Well
LEARNING OBJECTIVES
1. Discuss how the process of abstraction and the creation of whole messages relate to language clarity.
2. Employ figurative and evocative language.
3. Identify strategies for using language ethically.
Have you ever gotten lost because someone gave you directions that didn’t make sense to you? Have you ever puzzled over the instructions for how to put something like a bookshelf or grill together? When people don’t use words well, there are consequences that range from mild annoyance to legal actions. When people do use words well, they can be inspiring and make us better people. In this section, we will learn how to use words well by using words clearly, using words affectively, and using words ethically.
Using Words Clearly
The level of clarity with which we speak varies depending on whom we talk to, the situation we’re in, and our own intentions and motives. We sometimes make a deliberate effort to speak as clearly as possible. We can indicate this concern for clarity nonverbally by slowing our rate and increasing our volume or verbally by saying, “Frankly…” or “Let me be clear…” Sometimes it can be difficult to speak clearly—for example, when we are speaking about something with which we are unfamiliar. Emotions and distractions can also interfere with our clarity. Being aware of the varying levels of abstraction within language can help us create clearer and more “whole” messages.
Level of Abstraction
The ladder of abstraction is a model used to illustrate how language can range from concrete to abstract. As we follow a concept up the ladder of abstraction, more and more of the “essence” of the original object is lost or left out, which leaves more room for interpretation, which can lead to misunderstanding. This process of abstracting, of leaving things out, allows us to communicate more effectively because it serves as a shorthand that keeps us from having a completely unmanageable language filled with millions of words—each referring to one specific thing.[1] But it requires us to use context and often other words to generate shared meaning. Some words are more directly related to a concept or idea than others. If I asked you to go take a picture of a book, you could do that. If I asked you to go and take a picture of “work,” you couldn’t because work is an abstract word that was developed to refer to any number of possibilities from the act of writing a book, to repairing an air conditioner, to fertilizing an organic garden. You could take a picture of any of those things, but you can’t take a picture of “work.”
Figure 3.2 Ladder of Abstraction
Source: Adapted from S. I. Hayakawa and Alan R. Hayakawa, Language in Thought and Action, 5th ed. (San Diego, CA: Harcourt Brace, 1990), 85.
You can see the semanticist S. I. Hayakawa’s classic example of the abstraction ladder with “B ...
Reading and Writing 11 - Lesson 1 - Module 1.pptx
This document provides an overview of different patterns of written texts including narration, description, definition, comparison/contrast, and classification. It defines each pattern and provides examples. Narration involves telling stories using characters, setting, and plot. Description uses vivid details and sensory language to describe people, places, things, or experiences. Definition explains the meaning and nature of a word, concept, or idea. Comparison/contrast identifies similarities and differences between two or more subjects. Classification organizes items into categories and groups.
Grade 8- Q1 Module 1.pptx
A conundrum is a confusing and difficult problem or question that is hard to solve.
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.
RW-SKILLS-PATTERNS (1).pptx
The document provides information about different writing patterns such as narration, description, and definition. It discusses how narration uses sequential presentation of events and transitional words to create a coherent story. Description involves using sensory details and adjectives to provide objective or subjective impressions. Definition can be informal by stating characteristics, functions, or examples, or it can be formal by using a genus-differentia pattern. The document also includes examples and activities to illustrate each writing pattern.
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Reading Strategies
- 1. READING AND WRITING SKILLS P R E S E N TAT I O N BY : L O V E LY L O R E LY N A . D I A Z
- 2. ENDURING UNDERSTANDING • Reading is an activity that challenges our beliefs, inspires our imagination, and expands our understanding of the world. • Reading involves a complex interaction between the text and the reader. The reader’s interpretation is shaped by his or her prior knowledge, experiences, and attiudes. • Reading is an indispensable skill that requires
- 3. WHAT IS READING?•Reading is also a skill that can be improved through consistent practice. Reading is a cognitive process of decoding symbols to derive meaning from a text.
- 4. READING STRATEGIES 1. Previewing- means looking at the readily visible parts of the text, like titles and subtitles. This helps familiarize you with the contents of the selection and focus on the important information of the text. 2. Skimming – means you look for the main point of reading and identify the idea that develop it. Skimming effectively means physically moving your eyes rapidly along the page and tracing your finger along the lines of the text to speed up your reading. 3. Scanning – looking for specific information. To scan the text effectively, you need to have an idea of the details
- 5. USING CONTEXT CLUES •Context clues are words, phrases and sentences that surround an unfamiliar word that can help you recognize the meaning of an unknown word because the text gives you information about it.
- 6. COMMON TYPES OF CONTEXT CLUES 1. Synonym- words or phrases that are similar in meaning. Example: Humpty Dumpty took great pleasure in obfuscating the poem’s meaning for Alice. His explanations about the were confusing and complicated.
- 7. COMMON TYPES OF CONTEXT CLUES • 2. Antonyms – is a word that reveals the opposite meaning in relation to the unknown word. When you see the words “although”, but “despite”, “unlike”, these precede antonyms because these are used to show contrasting ideas. Example: The Jabberwock was relentlessly pursued by the boy, unlike the others who gave up easily when they heard how terrifying the creature was.
- 8. COMMON TYPES OF CONTEXT CLUES 3. Examples - are specific details in a text that are used to clarify the meaning of a word. Examples: There are many eccentric creatures in the forest, such as mome raths and borogoves.
- 9. COMMON TYPES OF CONTEXT CLUES 4. Explanations and definitions - explanations may be given as clues to describe an unknown term. When phrases like “because” or “that is” follow a word, these may be explanations. Meanwhile, definitions may follow an unfamiliar word. Terms like “is”, “means”, “is defined as”, and “refers to”, are used with definitions. Examples: Hearing someone “outgrabe”- which means he is whistling, bellowing, and sneezing all at once- can be a funny sight.
- 10. COMMON TYPES OF CONTEXT CLUES 5. Situations - the situation in which a word is used can also be helpful in determining the meaning of that word. The meaning of a word may change depending on its context, or how and where it is used. Examples: The boy wondered if he should have brought some back up, in case he could not take on the Jabberwock by himself.
- 11. USING CONNOTATION AND DENOTATION 1. Denotation is the basic precise, literal meaning of the word that can be found in a dictionary. 2. Connotation, meanwhile is the positive, negative, or neutral feelings, attitudes, ideas, or associations with a word. These shades of meaning are affected by social overtones, meanings, or cultural implications.
- 12. USING CONNOTATION AND DENOTATION FATHER Denotation: a male parent Connotation: association: positive, feelings: love and respect DADDY Denotation: a male parent Connotation: association: positive, feelings: love, familiarity, childhood