MODULE 1 – RW Reading and Writing Skills

Vocabulary flashcards covering key concepts from the lecture notes on reading processes, comprehension levels, reading models, schema theory, metacognitive strategies, and the writing process.

Reading

A complex cognitive process that involves decoding and understanding written text; includes perception, phonemic awareness, word recognition, and comprehension; influenced by interest, language facility, motivation, and attitude.

Literal comprehension

Understanding what is stated directly in the text, including main ideas and supporting details.

Inferential comprehension

Ability to make predictions and draw conclusions about unstated meanings by connecting clues in the text.

Evaluative comprehension

Ability to judge the text, cite evidence, distinguish facts from opinions, and assess ideas and cause/effect.

Applied comprehension

Ability to respond to and use information from the text, synthesizing and applying it to real-life or new situations.

Bottom-up model

Reading approach that starts with letters and words and builds meaning; text-based and moves from part to whole.

Top-down model

Reading approach that starts with the reader’s prior knowledge (schema) and constructs meaning from whole to part.

Interactive model

Reading approach that blends bottom-up and top-down processes, recognizing simultaneous processing of text and background knowledge.

Schema theory

Theory that readers use mental frameworks (schemas) to translate and understand text; includes content, linguistic, and formal schemas.

Content schema

Background knowledge of the content area of the text.

Linguistic schema

Knowledge about vocabulary and grammar used in the text.

Formal schema

Knowledge about organizational forms and rhetorical structures of written text.

Metacognitive reading strategies

Strategies that make readers aware of how they plan, monitor, and evaluate their understanding before, during, and after reading.

Prereading (Planning)

Before-reading strategies to prepare the mind, activate prior knowledge, and set purposes for reading.

While reading (Monitoring)

During-reading strategies to monitor comprehension and adjust approaches as needed.

Post-reading (Evaluating)

After-reading strategies to summarize, consolidate, and evaluate understanding of the material.

Prewriting

Initial stage of writing focused on idea generation and planning; uses techniques like brainstorming, listing, clustering, interviewing, questioning, freewriting, looping, outlines, and graphic organizers.

Drafting

Creating the first draft and revising iteratively toward a complete piece.

Editing

Polishing grammar, punctuation, spelling, and style during the writing process.

Publishing

Final stage of writing where the work is shared or submitted, often after final revisions.

Paragraph

A writing unit focused on one topic, usually more than five sentences, with the first line indented.

Topic sentence

The paragraph’s main idea, containing the topic and the controlling idea; must be a complete, clear, and specific sentence.

Controlling idea

The aspect or angle of the topic that the paragraph develops and limits the range of information discussed.

Indention

The formatting mark that signals the beginning of a new paragraph.

Supporting details

Evidence or information that develops and reinforces the topic sentence.

Concluding statement

The closing sentence or idea that wraps up the paragraph’s main point.

Types of paragraphs

Introductory, Supporting, Transition, Dialogue, and Closing paragraphs.

Do’s and Don’ts in topic sentences

Do: make it a complete sentence, be clear and specific; Don’t: use fragments, questions, vague language, or “I think”.