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Extensive reading is an approach to language learning in which long text and a large amount of material are read by the students for general understanding. Intensive Reading is a reading method wherein learners are supposed to read the short text carefully and deeply so as to gain maximum understanding.

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The role of the following logical connectors

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The role of the following logical connectors

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1. Additive

2. Adversative

3. Causal

4. Temporal

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LOGICAL CONNECTORS

LOGICAL CONNECTORS

Logical connectors are used to join or connect two ideas that have a particular relationship. These relationships can be: sequential ( time), reason and purpose, adversative (opposition and/or unexpected result), condition.

Within each category, the words used to join the ideas or clauses are used differently, with different grammar and punctuation.

Sequential (Time)

Causal (Reason and Purpose, Cause and Effect)

Adversative (unexpected result, contrast, opposition)

Reduced Adverb Clauses

Introduce adverb clauses

Either the dependent clause or the independent clause may come first in the sentence, with no change in meaning

ex: Before he came, we didn't have a physical education teacher.

We didn't have a physical education teacher before he came.

Prepositions

Is followed by a noun or noun phrase

Either clause may appear first

ex: He didn't come to class due to his illness.

Transitions and Conjunctive adverbs

Joins two sentences separated by a period or two clauses separated by a semi-colon.

Only one possible order of the sentences

The transition may appear clause initial, clause final, or between the subject and verb of the second sentence.

ex: He was sick. Nevertheless, he came to class.

Conjunctions

One possible order

A comma is used before the conjunction

In academic writing, do not begin a sentence with a conjunction

ex: He didn't do his homework, so he didn't pass the class.

Rule: If the subject of the adverb clause and the main clause are the same, the adverb clause may be reduced.

To reduce, drop the subject and the verb be in the adverb clause.

1. I had an accident while I was driving past the REI climbing rock.

2. I had an accident while driving past the REI climbing rock.

3. Even though she was hungry, she didn't eat the pie.

4. Even though hungry, she didn't eat the pie.

If there is not be verb, change the adverb clause verb to the present participle.

, she was afraid of dogs.
Before owning a pet
, she was afraid of dogs.

You may omit the subordinating conjunction ( while) with simultaneous actions.

I saw several mountain goats. While camping at Mt. Rainier,
Camping
at Mt. Rainier, I saw several mountain goats.

Because she didn't get accepted to the university, she is going to attend community college.
Not being accepted to the university,
she is going to attend community college.

Only sentences in which the subjects of both clauses are the same maybe be reduced.

my tooth fell out. While I was eating corn on the cob, This adverb clause cannot be reduced because the subject of the adverb clause is not the same as the subject of the main clause.

Send questions or comments to Mary Nell Sorensen (marynell@u.washington.edu), Webmaster
Copyright © 1997

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LOGICAL CONNECTORS LOGICAL CONNECTORS Logical connectors are used to join or connect two ideas that have a particular relationship. These relationships can be: sequential ( time), reason and purpose, adversative (opposition and/or unexpected result), condition. Within each category, the words used to join the ideas or clauses are used differently, with different grammar and punctuation.

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Difference between coherence & cohension

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Difference between coherence & cohension

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Creative Writing.

Quiz.

Creative Discussions.

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Identify Topic Sentences.

Identify the Connectors.

Confirm Prediction.

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Speed chatting.

Discussion.

Brainstorming.

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1. Pre-reading - As the heading suggests, this stage happens before reading. It is meant to motivate learners to read. It should activate the learners’ knowledge about the reading passage.

2. During reading - At this stage learners practice reading. They may skim through the passage and then read the entire text. The reading may be silent, giving each learner an opportunity to interact with the text at personal level. They may write their own notes and share their views and interpretations about the passage. In addition, they may focus on the linguistic aspect of the passage.

3. Post-reading - Reflect on writing

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Skimming - Reading quickly for a global comprehension

Scanning - Reading quickly for particular details.

Comprehension - The reading where the reader pays attention to the details of the passage.

Critical reading - It is the type of reading where the reader examines the evidence or arguments presented,checks out any influences on the evidence or arguments;assesses the limitations of a study design; anddecides to what extent he/she accepts the authors’ arguments, opinions, or conclusions.

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1. Linguistic
2. Formal
3. Content

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Why semantic and general knowledge is vital in a reading lesson.

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Why semantic and general knowledge is vital in a reading lesson.

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- Knowledge of the meaning of words and phrases (semantic knowledge) has an important role to play in reading. Logically, a child needs to understand the meaning of the words and phrases contained within a text in order to fully understand it.
-Knowing things helps you think and read successfully. At the same time, reading is a primary way to come to know things. Every time we read and comprehend a text, we add to the knowledge that helps us make sense of further texts.

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Schemata - A representation of a plan or theory in the form of an outline or model

Text - a book or other written or printed work, regarded in terms of its content rather than its physical form.

Discourse - written or spoken communication or debate

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1. An interactive process involving, on the other hand, the reader’s cognitive processes, prior knowledge of the topic area, culture-specific items, rhetorical organisation and language, and on the other hand the specific text (Van der Walt, Evans and Kilfoil 2009:153).

2. It is the possession of decoding skills which helps the reader to understand written materials; the activity or skill of understanding written words (Wessels 2012:33).

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1. For entertainment / Fun
2. To learn or escape reality