In other words they interact with the text research

Info icon This preview shows pages 15–18. Sign up to view the full content.

View Full Document Right Arrow Icon
expectations as they read, anticipate what will come next. In other words, they " interact with the text ". Research Questions Does the skill of scanning transfer from the first language to the second? Skimming In this section: What it is When it is used Role of the teacher Role of the student Activities Research Questions What it is Skimming is a quick reading to get:
Image of page 15

Info icon This preview has intentionally blurred sections. Sign up to view the full version.

View Full Document Right Arrow Icon
- 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. When it is used Skimming is used when reading some some general question in mind. Skimming is used in making decisions on how to approach a text such as when determining if a careful reading is deserving. Skimming is used to build student confidence and an understanding that it is possible to gain meaning without reading every word in a text. Skimming is used as part of the SQ3R method of reading, often for speed reading. This method involves the student in s urveying, q uestioning, r eading, r eviewing and reciting. Skimming is used for the initial survey and for review . Skimming is a skill that a student may want to develop if they are planning to continue with academic studies. It is often used in reviewing for a test. Role of the teacher Before the students start reading, the teacher should guide students to ask themselves the following questions: - What kind of audience was the text written for? Was it, for example, the general public, technical readers, or academic students? - What type of text is it? Is it, for example, a formal letter, an advertisement, or a set of instructions? - What was the author's purpose? Was it , for example, to persuade, to inform or to instruct? The teacher should make the following clear to students before assigning a skimming exercise: 1. the purpose of the exercise 2. how deeply the text is to be read Role of the student Students read through the text in the following manner: 1. Read the title if any. 2. Read the introduction or the first paragraph. 3. Read the first sentence of each of the following paragraphs. 4. Read any headings or sub-headings. 5. Look at any pictures or phrases that are in boldface or italics 6. Read the summary or last paragraph.
Image of page 16
Activities Students must locate facts that are expressed in sentences, not single words. Although speed is essential and the teacher often sets a time limit to the activity, skimming should not be done competitively. Students should be encouraged individually to better themselves.
Image of page 17

Info icon This preview has intentionally blurred sections. Sign up to view the full version.

View Full Document Right Arrow Icon
Image of page 18
This is the end of the preview. Sign up to access the rest of the document.

{[ snackBarMessage ]}

What students are saying

  • Left Quote Icon

    As a current student on this bumpy collegiate pathway, I stumbled upon Course Hero, where I can find study resources for nearly all my courses, get online help from tutors 24/7, and even share my old projects, papers, and lecture notes with other students.

    Student Picture

    Kiran Temple University Fox School of Business ‘17, Course Hero Intern

  • Left Quote Icon

    I cannot even describe how much Course Hero helped me this summer. It’s truly become something I can always rely on and help me. In the end, I was not only able to survive summer classes, but I was able to thrive thanks to Course Hero.

    Student Picture

    Dana University of Pennsylvania ‘17, Course Hero Intern

  • Left Quote Icon

    The ability to access any university’s resources through Course Hero proved invaluable in my case. I was behind on Tulane coursework and actually used UCLA’s materials to help me move forward and get everything together on time.

    Student Picture

    Jill Tulane University ‘16, Course Hero Intern