LECTURE NOTES M2 for English Enhancement Program PDF

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THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION, DISTRIBUTION, UPLOADING, OR POSTING ONLINE IN ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION OF THE UNIVERSITY IS STRICTLY2 NDSEMESTERS. 2020-(Prepared by: MAR CESAR M. AGBUYA )READINGACTIVI...

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(Prepared by: MAR CESAR M. AGBUYA)

2ND SEMESTER

READING ACTIV ACTIVITIES ITIES

S.Y. 2020-2021

LEVELS OF READING COMPREHENSION 1. Literal Comprehension -”reads the lines” -involves understanding of explicit ideas and information. -to verify one’s understanding on this level, recalling of ideas or identifying main ideas and details is used. Examples of Literal question: What happened…? How many…? How did…? Who…? What is…? 2. Interpretive Comprehension -”reading between the lines” -the reader is able to make inferences, draw conclusions, and predict outcomes from information not directly stated. Examples of Interpretive question: Why did…? What was…? What do you think about…? Can you explain…? How was this similar to…? 3. Applied Comprehension -”reading beyond the lines” -the reader is able to relate one’s experiences to provide an evaluation. Examples of applied question: How would you…? Do you agree…? What would have happened If…? How might.? What effect does.? if you were.what would you.? Techniques in Developing Critical Reading Skills 1. Keeping a reading journal -writing your feelings and ideas in reaction to your reading assignment. -this process allows you to develop your impressions of the text and connect them to your personal experiences. -this allows you to better relate to the essay and understand the author’s ideas. 2. Annotating the text -simply means making notes on your copy of the reading material. -this includes highlighting or underlining important passages and writing notes, comments, questions, and reactions on the margins.

THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION, DISTRIBUTION, UPLOADING, OR POSTING ONLINE IN ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION OF THE UNIVERSITY IS STRICTLY PROHIBITED.

2ND SEMESTER S.Y. 2020-2021

SAMPLE ANNOTATED TEXT

3. Outlining the text -is the locating of the thesis statement, claims, and evidence, and then plotting these into an outline you can see how the writer structures, sequences, and connects his or her ideas. -is an ordered list of the main points of your essay. Outlining helps you define and organize your topic and subtopics so that you bring the reader on a logical journey from your thesis, through your supporting evidence, to your conclusion. THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION, DISTRIBUTION, UPLOADING, OR POSTING ONLINE IN ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION OF THE UNIVERSITY IS STRICTLY PROHIBITED.

2ND SEMESTER S.Y. 2020-2021

Thesis Statement- is one sentence that expresses the main idea of a research paper or essay. It makes a claim, and directly answering a question. Qualities of a Strong Thesis Statement 1. Specificity. A thesis statement must concentrate on a specific area of a general topic. 2. Precision. A strong thesis statement must be precise enough to allow for a coherent argument and to remain focused on the topic. 3. Ability to be argued. A thesis statement must present a relevant and specific argument. A factual statement often is not considered arguable. Be sure your thesis statement contains a point of view that can be supported with evidence. 4. Ability to be demonstrated. For any claim you make in your thesis, you must be able to provide reasons and examples for your opinion. You can rely on personal observations in order to do this, or you can consult outside sources to demonstrate that what you assert is valid. A worthy argument is backed by examples and details. 5. Forcefulness. A thesis statement that is forceful shows readers that you are, in fact, making an argument. The tone is assertive and takes a stance that others might oppose. EXAMPLE: Bad: Reading can develop a child's analytical mind. Good: Reading develops a child's mind by fostering comprehension skills, increasing vocabulary, and exposing them to new worlds they might not otherwise encounter. Claim/Supporting Details- it present the evidence you have gathered to confirm your thesis. You must find information from a variety of sources that support and give credit to what you are trying to prove. Qualities: 1. Be specific. The main points you make about your thesis and the examples you use to expand on those points need to be specific. Use specific examples to provide the evidence and to build upon your general ideas. These types of examples give your reader something narrow to focus on, and if used properly, they leave little doubt about your claim. 2. Be relevant to the thesis. Primary support is considered strong when it relates directly to the thesis. Primary support should show, explain, or prove your main argument. 3. Be detailed. The body paragraphs are where you develop the discussion that a thorough essay requires. Using detailed support shows readers that you have considered all the facts and chosen only the most precise details to enhance your point of view. Conclusion- it summarizes the main points of an argument/thesis. It shows how you proved your thesis. The characteristics of a good conclusion are the following:

THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION, DISTRIBUTION, UPLOADING, OR POSTING ONLINE IN ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION OF THE UNIVERSITY IS STRICTLY PROHIBITED.

2ND SEMESTER S.Y. 2020-2021

1. It restates the thesis sentence but does not use the exact words. 2. It restates the topic sentences from the developmental paragraphs but does not use the exact words. 3. If appropriate, it states an opinion, makes a prediction, or gives a solution. 4. It concludes with a statement that sums up the essay. 5. It uses a transition word(s) of summary (i.e., in other words, in short, in summary, in conclusion, to sum up, that is, and therefore) in order to cue the reader that the ideas are coming to an end. SAMPLE OUTLINE: 1. Introduction 1. background, context for topic 2. background, context for topic 3. background, context for topic 2. Subdivision 1 1. supporting detail 1. example 1 2. example 2 2. supporting detail 1. example 1 2. example 2 3. supporting detail 1. example 1 2. example 2 3. Subdivision 3 4. Subdivision 4 5. Subdivision 5 1. review central ideas presented in body and make connection to thesis 2. transition to closing thoughts 3. closing thoughts 4. Summarizing the text -getting the main points of the essay and important supporting details. -is a useful skill because you can better understand the reading if you can recognize and differentiate major and minor points in the text. How to Summarize: Step 1: Read the text -You should read the article more than once to make sure you’ve thoroughly understood it. It’s often effective to read in three stages: -Scan the article quickly to get a sense of its topic and overall shape.

THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION, DISTRIBUTION, UPLOADING, OR POSTING ONLINE IN ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION OF THE UNIVERSITY IS STRICTLY PROHIBITED.

2ND SEMESTER S.Y. 2020-2021

-Read the article carefully, highlighting important points and taking notes as you read. -Skim the article again to confirm you’ve understood the key points, and re-read any particularly important or difficult passages. Step 2: Break the text down into sections -To make the text more manageable and understand its sub-points, break it down into smaller parts. Try writing a word or phrase in the margin next to each paragraph that describes the paragraph’s content. Then you can see at a glance what each part of the article focuses on. If several paragraphs cover similar or related topics, you may group them together in sections. Step 3: Identify the key points in each section -In this case, pay particular attention to the thesis statement—the central claim that the author wants us to accept, which usually appears in the introduction—and the topic sentences that signal the main idea of each paragraph. Step 4: Write the summary -Now that you know the key points that the article aims to communicate, you need to put them in your own words. To avoid plagiarism and show you’ve understood the article, it’s essential to properly paraphrase the author’s ideas. Do not copy and paste parts of the article, not even just a sentence or two. The best way to do this is to put the article aside and write out your own understanding of the author’s key points. Step 5: Check the summary against the article Finally, read through the article once more to ensure that: -You’ve accurately represented the author’s work -You haven’t missed any essential information -The phrasing is not too similar to any sentences in the original. 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. *Getting the meaning of unfamiliar words through context clues is a very useful process; because this allows you to read more fluently and increases your vocabulary. Common Types of Context Clues 1. Synonyms -are used when the text has words or phrases that are similar in meaning to the unknown word. -synonyms clues may be signaled by the following words: “like” or “as”. Examples: The narrator in the poem was euphoric at his son’s victory, for he cried out triumphantly when the boy came home. Alice envisaged the Jabberwock in her mind. She imagined its sharp claws and jaws, and then THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION, DISTRIBUTION, UPLOADING, OR POSTING ONLINE IN ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION OF THE UNIVERSITY IS STRICTLY PROHIBITED.

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2ND SEMESTER S.Y. 2020-2021

2. Antonyms -is a word that reveals the opposite meaning in relation to the unknown word. -words like “although”, “but”, “despite”, “instead”, “in contrast”, “unlike”, “however”, “even though”, “on the contrary”, and “conversely”, usually precedes antonyms because these are used to show contrasting ideas. Examples: The Jabberwock was relentlessly pursued by the boy, unlike the others who gave up easily when they heard how terrifying the creature was. The boy in the poem surreptitiously set out to find the monster. He did not tell anyone about his plans because he did not want them to worry. 3. Examples -are specific details in a text that are used to clarify the meaning of the word. Examples: There are many eccentric creatures in the forest, such as mome raths and borogoves. The boy’s father was ecstatic when he found out that the Jabberwock was conquered by his son. His behavior included laughing, cheering, and hugging his son. 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. -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. Humpty Dumpty told Alice that “brillig” means the same thing as four o’clock in the afternoon, because that is when people started broiling things for dinner. 5. Situations -the meaning of a word may change depending on its context, or how and where it is used. Examples: A. The boy wondered if he should have brought some back up, in case he could not take on the Jabberwock by himself. B. The hero’s conquest of the Jabberwock is an exemplary case of bravery. C. The hero is still lucky that the murder of the Jabberwock does not merit a case in court!

THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION, DISTRIBUTION, UPLOADING, OR POSTING ONLINE IN ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION OF THE UNIVERSITY IS STRICTLY PROHIBITED.

2ND SEMESTER S.Y. 2020-2021

THIS MODULE IS FOR THE EXCLUSIVE USE OF THE UNIVERSITY OF LA SALETTE, INC. ANY FORM OF REPRODUCTION, DISTRIBUTION, UPLOADING, OR POSTING ONLINE IN ANY FORM OR BY ANY MEANS WITHOUT THE WRITTEN PERMISSION OF THE UNIVERSITY IS STRICTLY PROHIBITED....