READING AND WRITING REVIEWER Ex: “ A pair of shoes, never worn”

 Critical – deeper meaning

Reading Ex: “A pair of shoes, never worn”
- Multifaceted (word recognition, -> Never been touched
comprehension, fluency, motive)
- Making meaning from print Thinking
- Language skills (can be - Cognitive activity
developed) - Develops naturally in early life
- Looking at written symbols and - Chains of synaptic connections
getting meaning. (one idea to another)
- Use our eyes to receive written - Thoughts and reasoning
symbols
- Reading can be silent
Inductive – specific -> general
Kinds of Reading
- similar pieces of evidence and
 Active Reading come up with a general concept
– make annotations /comments - put parts together to come up
– comprehend and highlight with a generalization
important info
 Close Reading Deductive- general->specific
– looking for key ideas
– make comments, biases, and - look for evidence before believing
opinions - breakdown things into parts
 Critical Thinking - looks at the concept and tries to
– critical thinking, asking prove
questions about what you’re - both needs thinking
reading Reasoning
– Look at the background
- Using a reason to explain or
justify something
Critical Reading and Writing - Schema (previous experiences
and knowledge
– it makes our reading active
rather than passive
– focuses our attention and Logical Fallacies
energy
– saves time - Common errors in reasoning
– helps understand - defect that weakens arguments

Types of Logical Fallacies;

Types of Reading
1. Personal Attack/ Ad Hominem
 Skimming – looking for the – insults, criticisms, racial,
general idea, without going into a gender.
detailed reading 2. Appeal to Force- physical or
 Scanning - find specific emotional threats
information quickly look for 3. Appeal to Numbers- arguments
highlighted text based on numbers
 Extensive – for enjoyment, 4. Appeal to Pity- an emotional
reading for pleasure plea

Levels of Comprehension Patterns of Written Text

 Literal – foundation of all levels
of comprehension
 Inferential- read between the Writing- the process of using symbols
lines to communicate in readable
- creates a mental image of a
thing, person, or character or an
Rhetorical Patterns (art of persuasive) event.
- Study of principles and rules ( by - a writer, you need to utilize
critics of ancient times) sensory details to form images
- Organizing information into your readers mind.
- Commonly used in technical - descriptive words came in
writing different forms: from adjectives,
to adverbs, to participate, to
figurative language , and sensory
words
DEFINITION, EXPLANATION, AND
EXEMPLIFICATION Descriptive Words on phrases

Definition - concept, term, or subject  Adjective: determiner, opinion,

size, shape, age, origin, purpose,
- To tell what something is noun
- Clarifies the meaning of a word or  Participles: verbals
an idea  Sensory words: sight, hearing,
smell, touch, taste
Explanation- extended, longer, and
 Figurative Languages: simile,
more substantial in terms of detail and
metaphor, hyperbole
depth.
 Descriptive Text: descriptive
- reality; sometimes definitions are writing is vivid, colorful, and
insufficient detailed

Exemplification- an example of the COMPARISON AND CONTRAST TEXT

concept that is being discussed.
Comparing
- examples can come in the form of
- to illustrate how they are similar
texts, images, illustrations, and
to each other
diagrams
- need to identify the points of
- you need to outline the tool that
comparison and make a list of
will help your readers understand
similar characteristics for each
the material better.
point of comparison
- telling a story or account (factual/
- some words that signal
non-fictional or fictional)
similarities are also, like, both
- keeping track of details
as…. as, similarly, in the same
- arranging details chronologically
way, equally important, and
- the purpose is to entertain, to
likewise
gain and hold a reader’s interest
Contrasting
Two types of Narration Text
- to illustrate their differences from
 Objective Narration- direct and
each other
factual
- some words that signal contrast
 Subjective Narration- personal
are but, however, though, on the
and opinionated prejudiced
other hand, and in contrast.
 Chronological Narration-
sequence of events, tie (past or Classification of Text (Text
present ) categorization)
 Spatial Narration- spot or
phase to the next , top to bottom, - activity of labelling natural
left to right language texts with relevant
categories from a predefined set.
Narrative Point of View - a process of extracting generic
tags from unstructed text.
 st
1 POV
 2ND POV
 3RD POV
Descriptive Text
 Major ideas- the most important 3 Variants of the Problem-Solution
idea and more general than its Pattern
supporting details.
 Minor Ideas- minor details are 1. Problem Solution-
more specific straightforward approach
2. Problem-Cause-Solution- The
CAUSE-AND-EFFECT TEXT case of the problem is identified
and analyze before a possible
- common way to organize solution presented
information in a text 3. Problem- Process- Solution-
- paragraph structed explain discusses the process/ procedure
reasons why something extensively process supports the
happened or the effects of solution
something
- generally used in expository and Paragraph
persuasive writing modes.
• a group of sentences
3 Ways to Utilize the cause-amd-
effect writing pattern; • a good paragraph has the
following:
1. Cause to effect
- cause in the beginning followed  a single main idea
by the effects  topic sentence
- single cause with multiple effects
- effect is in the beginning followed  supporting details that further
by the cause explain or elaborate the main
idea
2. Effect to Cause
- single effect with multiple causes • a paragraph should be 100 to 200
words long
3. Consecutive Cause and Effect
• aims for three to five or more
- each cause has its corresponding
sentences per paragraph.
effect.
• include on each page about two
PROCESS TEXT
handwritten or three typed
- pattern of development in writing paragraphs.
or process analysis discusses the
• make your paragraphs
steps taken it a given process.
proportional to your paper.
- series of actions or step forward a
specific end, while the term • since paragraphs do less work in
analysis refers to a detailed short papers, have short
examination. paragraphs for short papers and
- use transitional words such as longer paragraphs for longer
first , second, then, lastly and papers.
finally
- instructional or directive, and it
can be informative
Topic Sentence
PROBLEM-SOLUTION TEXT
• In expository writing, a topic
- A problem is defined as sentence is a sentence that
unsatisfactory situation that summarizes the main idea of a
causes troubles or difficulties that paragraph.
need to be solved.
• Also known as a focus
- a solution is a way to deal with
sentence, it encapsulates or
the situation so that troubles or
organizes an entire paragraph.
difficulties are removed.
- used to deal with topic that • it states the main idea
logically pose problems and
present solutions. • found in the beginning, middle,
or end of the paragraph.
• The bulk of an expository
paragraph is made up of
What is the difference between a supporting sentences (major and
thesis statement and a topic minor details), which help to
sentence? explain or prove the main idea.
Thesis Statement • These sentences present facts,
• written to state the main purpose reasons, examples,
or argument of your writing. definitions, comparison,
contrasts, and other pertinent
• means that your thesis statement details.
will be supported through all of
the body paragraphs that make • They are most important
up your essay. because they sell the main idea.

Topic Sentence
• A topic sentence is part of the Structure of a Text
body paragraph.  the standard structure of a text
• summarizes the main idea of a is:
paragraph Introduction
• found in the beginning, middle, or Body
end of the paragraph.
Conclusion
 apart from the IBC structure, a
Main Idea /Central Idea well-written text also has
• A writer will state his/her main coherence and cohesion
idea explicitly somewhere in the
paragraph.
Introduction
• That main idea may be stated at
the beginning of the paragraph, • prepares the readers for the
in the middle, or at the end. information that they are about to
read
• The sentence in which the
main idea is stated is the • provides the necessary context or
topic sentence of that background about the topic of the
paragraph. text

• the main point or central idea in • usually contains the thesis

the paragraph statement, a sentence that states
the main idea or focus of the
entire text
Paragraph’s Supporting Details • arouses the reader’s interest and
sets the tone of the writer

Major and Minor Details • A good introduction does 2

things:
• Supporting details are reasons,
examples, facts, steps, or other o It gets the reader’s
kinds of evidence that explain the attention. You can get a
main idea. reader’s attention by
telling a story, providing a
• Major details explain and statistic, pointing out
develop the main idea. something strange or
interesting, providing and
• Minor details help make the discussing an interesting
major details clear. quote, etc.
o It provides a specific summary of the major
and debatable points/arguments raised in
statement. The the body and how they are
statement is usually just related
one sentence long, but it
might be longer—even a  Rephrases the thesis (often as
whole paragraph—if the your final concluding
essay you’re writing is statement)
long. Generalization
Body  The main idea of a paragraph is
• develop the thesis statement stated in the topic sentence,
which can be found in the
• gives examples, details, facts, or beginning, middle, or end of the
reasons to support the statement. paragraph. Then the supporting
details explain it further.
• The body of your essay will
include these features:  A text is structured to have an
introduction, body, and
 Structured argument and conclusion.
discussion
 Apart from the three components
 One idea or main point to a of the text, cohesion, and
paragraph coherence are also employed to
ensure the effectiveness of the
 A logical progression of ideas (as
text.
outlined in the introduction)
 Support given to statements, with
evidence, quotes, examples,
statistics etc.
 Opinions must be informed…no
broad generalizations and
unsubstantiated discussion

Conclusion
 ties the ideas in the text together
and leaves the reader with a
sense of completion
 restates the thesis
 writers can make a
recommendation or a prediction
 they can ask a question to make
readers ponder on the subject
 Most conclusions contain the
following information:
 Establishes what you consider
to be the main points of your
discussion
 Does not introduce any new
information
 Draws together the main
ideas of the essay in a