TYPES OF READING 1.

INTENSIVE READING
Brown (1989) explains that intensive reading "calls attention to grammatical forms, discourse markers, and other surface structure details for the purpose of understanding literal meaning, implications, rhetorical relationships, and the like." He draws an analogy to intensive reading as a "zoom lens" strategy . Long and Richards (1987) say it is a "detailed in-class" analysis, led by the teacher, of vocabulary and grammar points, in a short passage." Intensive Reading, sometimes called "Narrow Reading", may involve students reading selections by the same author or several texts about the same topic. When this occurs, content and grammatical structures repeat themselves and students get many opportunities to understand the meanings of the text. The success of "Narrow Reading" on improving reading comprehension is based on the premise that the more familiar the reader is with the text, either due to the subject matter or having read other works by the same author, the more comprehension is promoted.

2. EXTENSIVE READING
Brown (1989) explains that extensive reading is carried out "to achieve a general understanding of a text." Long and Richards (1971, p.216) identify extensive reading as "occurring when students read large amounts of high interest material, usually out of class, concentrating on meaning, "reading for gist" and skipping unknown words." The aims of extensive reading are to build reader confidence and enjoyment. Extensive reading is always done for the comprehension of main ideas, not for specific details.

3. SCANNING
Scanning ia a quick reading, focusing on locating specific information. Scanning involves quick eye movements, not necessarily linear in fashion, in which the eyes wander until the reader finds the piece of information needed. Scanning is used when a specific piece of information is required, such as a name, date, symbol, formula, or phrase, is required. The reader knows what the item looks like and so, knows when he has located what he was searching for. It is assumed then, that very little information is processed into long-term memory or even for immediate understanding because the objective is simply matching.

4. SKIMMING
Skimming is a quick reading to get: - to know the general meaning of a passage - to know how the passage is organized, that is, the structure of the text - to get an idea of the intention of the writer Skimming is a more complex task than scanning because it requires the reader to organize and remember some of the information given by the author, not just to locate it. Skimming is a tool in which the author's sequence can be observed, unlike scanning in which some predetermined information is sought after.

Strategies for reading academic texts

Try this with any text you need to read: Before reading 1. Think about your reasons for reading the text:

u are going to have a discussion

Each reason will influence the way you read e.g. quickly or slowly, looking for fact or opinion. 2. Look at the title, headline, any sub-headings, photos or illustrations. Use these to predict what the text will be about - the topic. 3. Think about what you already know on this topic. 4. Write down what you would like to find out from the text. You could write actual questions you would like answers to. 5. Make a note of words or phrases connected with the topic that you may find in the text. Reading 1. Survey the text: read the first and last paragraphs and the beginning and final sentences of the other paragraphs. How close were your predictions? Do you have a very general idea of the structure of the text, what the different parts are about? 2. Identify your purpose for reading. a. b. If you are looking for specific information, read the part where you think the information will be. If you want a general idea of the whole text, read the whole text.

In both cases ignore words or sections you don't immediately understand. You should now have a general idea of what the text is about and if it is going to be useful for you. Does it answer the question(s) you asked? 3. Write down in 1 or 2 sentences: what you think the main ideas are what your first reaction to the text is. Do you find it interesting, informative, well-argued, boring, illogical, inaccurate?

4. Do a second more careful reading, marking any new words that are important for your understanding. Check on the main idea and revise what you wrote if necessary. Decide what the subsidiary ideas are. How do they relate to the main idea? Put all the ideas together in linear notes, or as a mind map. Vocabulary

With the new words which you think are important: if an approximate meaning is enough, try to guess the meaning using word function, context (immediate and wider) and word form

if the exact meaning is needed, use a dictionary ask another student, or your tutor

Difficult sentences Divide the sentences where there are connectives or markers. What do the connectives mean? Underline reference words. What do they refer to? Identify complex noun phrases. Expand them using verbs and/or relative clauses so that they are easy to understand. Find the subjects, verbs and objects which go together, and, if necessary, write the whole sentence out in several sentences to show the meaning.

After reading 1. Make a list of the new words which you think will be useful for you in the future. Give: definitions of the words indication of whether they are nouns, verbs, adjectives etc. phrases in which the word occurs other words with the same meaning other forms of the words

e.g. counsellor (noun)=a person who gives help and support to people who have problems, an adviser [counsel (noun), to counsel] 2. Evaluate what you have read: How does it fit into what you already think and know? Does it confirm your ideas, add to them, conflict with them? If there are opinions, do you agree or disagree with them?

What is text? Text is any piece of writing. It could be a letter, an email, a novel, a poem, a recipe, a note, instructions for D.I.Y, an article in a newspaper or magazine, writing on a webpage or an advert. All of these examples can be called texts.

When youre reading or writing any text think about the purpose of the text or why it has been written.

What might the purpose of a text be? An advert might try to persuade you to buy something. A letter from school might inform you about something. A novel might describe somewhere or someone to you. A car manual might instruct you how to do something to your car.

Depending on the purpose of the text, different writing methods will be used to get the message across to the reader.

For more information about some of the different types of text, see the following factsheets: Persuasive texts, Informative texts, Instructive texts and Descriptive texts.

DESCRIPTIVE TEXT
A descriptive text is a text that wants you to picture what is being described: A novel might want you to imagine the characters and see them in your mind. A travel book will want you to see the country being described.

Descriptive texts usually: Make use of adjectives and adverbs. Use comparisons to help picture the scene (something is like something else). Employ the readers five senses (how something feels, smells, looks, sounds and tastes).

Examples of descriptive texts The morning air was crisp and sharp as Sean walked down the road. The pavement was slippery and cold beneath his feet, like a slimy, wet fish.

For more information about words that help describe people, places and things, look at the topic on describing words (Adjectives).

INFORMATIVE TEXT
An informative text is a text that wants to advise or tell you about something. For example: A newspaper article may give you information about a health issue, such as giving up smoking. A website may give you information about a movie, a band or something that youre interested in.

A handout from school may advise you about what your child will be doing during the next term.

Informative texts usually: Avoid repetition. Contain facts. Give information in a clear way, introducing the subject and then developing it.

Examples of informative texts Make a plan to help you try and give up smoking. Plan the date youll give up, how youll try to deal with temptations and a list of the reasons why you are giving up to keep motivated. Autumn term: your child will be covering simple fractions during weeks 1 to 6.

INSTRUCTIVE TEXT
An instructive text is a text that instructs or tells you how to do something. For example: A recipe instructs you how to cook something. A leaflet that comes with a piece of furniture tells you how to put it together or take care of it.

Instructive texts sometimes: Use verbs, placed at the beginning of the sentence, that tell you to do something; the language is direct and unnecessary words are left out Use 'must' and 'must not'. Use diagrams or pictures to help understanding. Use numbered or bulleted points.

Examples of instructive texts Put all ingredients into bowl together. Whisk until fully mixed. Go to the end of the road and turn left past the pub on the corner. Keep walking until you come to a park and then turn right into Hawker Street.

PERSUASIVE TEXT
A persuasive text is a text that is constructed to make you do something. For example: An advert may want you to buy something. You may write a letter to persuade a friend to go on holiday with you, or to try and get off a parking ticket.

Persuasive texts may use: Repeated words. Text in capital letters. Exclamation marks. Rhetorical questions (questions where no answer is needed). An emotional, one-sided argument.

Humour.

Examples of persuasive texts SPECIAL OFFER! Buy today! Would you want to miss this SPECIAL offer? Phone NOW I really think you need this holiday. Youve been working very hard lately and are so worn out. Just think how nice it will be to lie on the beach in the sunshine.