RAWS - Q1 EXAMS

Reading

is defined as a cognitive process of decoding symbols in order to derive meaning from a text.

1. to be informed

2. to be entertained

3. to be inspired

Purposes of Reading

1. Developmental Reading

2. Pleasure Reading

3. Functional Reading

4. Remedial Reading

Types of Reading

Developmental Reading

It happens when there is a systematic instruction aimed to develop one's reading skills.

Pleasure Reading

This is a more passive type of reading that primarily aims to provide enjoyment and entertainment.

Functional Reading

A type of reading designed to help a

person learn basic functional reading

ability

Remedial Reading

A type of reading that aims to correct

the effect of poor learning

Developmental Reading

Example: Teacher-given texts to improve

students' comprehension skills.

Pleasure Reading

Example: Reading your favorite book to

relax after a long day

Functional Reading

Example: Reading directions before answering the test, reading a recipe before

cooking, etc.

Remedial Reading

Example: Rereading a pronunciation chart to help correct pronunciation and diphthongs

1. Rapid Reading

2. Previewing

3. Literal Reading

4. Inferential Reading

Effective Reading Strategies

Rapid Reading

Locating specific information or main ideas in a very short span of time

Skimming

aims to get the main idea and overview of the text

Scanning

aims to get specific information from a given text

Previewing

looking over a material and focusing on the information one finds relevant; familiarizing the contents and important information of the text

Literal Reading

involves the understanding of ideas

and facts that are directly stated in

the material

Inferential Reading

deducing facts and ideas not directly

expressed in the text; "reading between the lines"

Critical thinking

involves a series of complex thought process which allows you to make reasoned judgments, assess the way you think, and solve problems effectively.

inquisitive, investigates and digs deeper, open-minded, rational

A Critical Thinker is?

Bloom's Taxonomy of Cognitive Domain

a system that classifies the levels of

thinking important for learning

Six

Bloom's taxonomy is composed of

how many levels which follow a successive

pattern.

True

True of False; To proceed to the next level, the current one must be mastered.

1. Remembering

2. Understanding

3. Applying

(Lower Order Thinking Skills)

Remembering

requires you to recall information you just read, and aims to define, memorize, or state information.

Remembering

This is the lowest level of

thinking.

Understanding

requires you to draw your own interpretation based on what you read

Applying

refers to the use and implementation of knowledge in various situations

1. Analyzing

2. Evaluating

3. Creating

Higher Order Thinking Skills

Analyzing

comparing or structuring the information

Evaluating

judging and testing an idea based on certain rules or standards.

Creating

synthesizing the parts and turn them into one output

Graphic Organizers

- visual representations of concepts

- helps structure information into organizational patterns

- helpful tools for thinking and learning

Venn Diagram

uses two or more overlapping circles to show similar and different attributes

Network Tree

used to represent hierarchy, classification, and branching

Spider Map (Semantic Map)

used to investigate and enumerate various aspects of a central idea

Timeline

used to show chronological order of events through a long bar labeled with dates and specific events

Linear and comparative

2 types of timeline

Plot Diagram

used to map events in a story, making it easier to analyze major parts of the plot

Fishbone Map

used to better understand the causal relationship of a complex phenomenon

Cycle

a series of events that are regularly repeated in the same order

Persuasion Map

used to map out arguments and evidence that prove a viewpoint

Critical Reading

an active and reactive process that goes beyond extracting information from a text

1. Identifying Claims

2. Identifying Evidences

3. Identifying Context of Development

4. Identifying Logical Fallacies

Skills needed for developement thinking

Claims

are statements that assert something to be true.

Claim of Fact

A Claim of fact is an argument about a quantifiable or measurable topic. It makes an assertion about something that can be proven or disproven.

Claim of Value

argue that something is good or bad, or that one thing is better than another thing

Claim of Policy

argue that certain conditions should exist, or that something should or should not be done in order to solve a problem.

Context

This refers to the social, cultural, political, historical, and other related circumstances that surround the text.

Intertext

This is seen when an author borrows and transforms ideas from previously published text.

Hypertext

This information appears as links and is usually accessed by clicking.

Logical Fallacies

common errors in reasoning which undermine the logic of an argument

False Dilemma

A fallacy of oversimplification that offers a limited number of options (usually two) when in fact more options are available.

Attacking the Person

Occurs when someone tries to refute an argument by attacking the character of a person instead of attacking the ideas of the argument

Slippery Slope

A fallacy that assumes that taking a first step will lead to subsequent steps that cannot be prevented

Complex Question

A single question that actually contains multiple, hidden parts.

Bandwagon

A fallacy which assumes that because something is popular, it is therefore good, correct, or desirable.

Appeal to Pity

This type of fallacy uses the audiences's sympathy, concern, or guilt in order to overwhelm their sense of logic

Appeal to Force

Arguer threatens reader/listener

Anonymous Authority

The authority in question is not mentioned or named

Hasty Generalization

A fallacy in which a faulty conclusion is reached because of inadequate evidence.

False Analogy

When two cases are not sufficiently parallel to lead readers to accept a claim of connection between them.

Post Hoc

Assuming that because B comes after A, A caused B.

Affirming the Consequent

If P then Q

Q

Therefore, P

Denying the Antecedent

If P then Q

Not P

Therefore, not Q

Inconsistency

state of being self-contradictory; lack of uniformity or steadiness

Pattern of Development

This refers to the logical arrangement of ideas in a paragraph or a text.

Definition

A method of informing that explains something by identifying its meaning

Exemplification

a pattern of writing or speaking which is characterized by using one or more particular cases, or examples, to illustrate or explain a general point or an abstract concept

Listing

Uses enumeration to organize ideas

Description

the picturing in words of something or someone through detailed observation of color, motion, sound, taste, smell, and touch; one of the four modes of discourse (Sensory/Spatial)

Chronology/Procedure

organizes ideas or events according to time

Comparison and Contrast

This pattern organizes ideas based on how events, places, people, things, and concepts are similar to or different from one another.

Separately and Side-by-side

Ways of Comparing and Contrasting

Classification and Division

organizes ideas into categories or divisions based on criteria and standards

superordinate

(name of the larger group)

subordinate

(subcategories of a larger group).

Cause and Effect

organizes details of information based on the cause or the reason and the effect or the result and consequences of a phenomenon

single cause-multiple effects, multiple cuase-single effect, alternate causes and effects.

types of cause and effect

Problem and Solution

organizes ideas into problems and proposed solutions

Persuasion

organizes ideas to show how a set of evidence leads to a logical conclusion or argument

paragraph

a group of interrelated sentences that talks about one main idea.

1. Main Idea

2. Topic Sentence

3. Supporting Details

4. Clincher

Parts of a Paragraph

Main Idea

the central controlling thought of paragraph

Explicit and implicit

Types of Main Idea

Topic Sentence

A sentence that expresses the main idea of the paragraph in which it occurs.

Supporting Details

Details that support the main idea

Major details

are sentences that directly support the topic sentence

Minor details

are sentences that directly support the major details. They are usually found after a major detail.

Clincher

Also known as a concluding sentence, clincher is found at the end of a paragraph.

Unity

It is achieved when a composition contains one focused idea.

Coherence and Cohesion

They are achieved when ideas are logically, clearly, and smoothly linked to one another.

Coherence

occurs when ideas are connected at the conceptual or idea level. It can be seen through well-defended arguments and organized points.

Cohesion

is the connection of ideas at the sentence level (structure).

Organization

This is achieved when ideas are logically and accurately arranged.

Language Use

one of the clearest indicators of a well-written text.

Mechanics

This is a set of conventions on how to spell, abbreviate, punctuate, and capitalize a composition.