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Match the types of texts with their textual features
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| Type of text | Textual features |
| 1. Description of an object 2. Description of a process 3. Description of a character 4. Description of a mechanism 5. Description of a theory 6. Description of a principle 7. Description of influence 8. Description of an instruction 9. Description of a social structure 10. Description of a situation 11. Description of a system 12. Description of an event | A. Traits and deeds B. Hypothesis and interpretation C. Parts and qualities D. Changes and transformations E. Guideline rule and examples F. Cause and effect G. Recommendations and warnings H. Classes and roles I. Participants and dynamics J. Elements and structures K. Happening and consequences L. Components and interaction |
Skimming and scanning reading strategies interact as the readers search for the gist and the details. The problem is that in this interaction the readers often do not “see the wood for the trees”, i.e. their attention is drawn from essentials to non-essentials.
Exploratory task 1.5
Read the following text and write its summary in the space provided. Decide on what details are “gist-related”. Underline the words and phrases that carry the essential meaning in them. Use the underlined language as the “beam-structure” for your summary. Write your summary and share the results with the peers.
| Text When I was a child, we lived in Somalia. There were nine children in our family. In the desert there was no calendar so my guess is that I am twenty-seven but I am not sure. Our animals needed water. We had to move from place to place in search of wells. When I was a teenager an old man wanted to marry me and offered my father a dowry of five camels. Camels were very expensive and my father agreed. I did not want to become this old man’s nurse and refused. I had to run away from home. |
| Summary (25 words only!) |
There are three major ways to process the information while reading. Bottom-up approach or " phonics". It consists in decoding a text into a meaning. Top-down or approach emphasises making assumptions about meaning rather than decoding it from the text. The reader forms hypotheses about the text and brings into the process prior knowledge, presumptions made prior to reading, subject knowledge, motivation, selective interests and attitudes (schemata). Interactive approach means that the top-down and bottom-up models interact in the process of reading (Nunan, D. 1991. Language Teaching Methodology. Phoenix. E: T. P. 63-67.) Processing strategies are shown by the graph below.