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Eapp Final Notes

The document outlines the purposes of reading, steps in the reading process, and various summarizing techniques. It emphasizes the importance of establishing a reading purpose, annotating during reading, and summarizing afterward. Additionally, it provides guidelines for creating effective outlines to organize ideas in writing.

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Aleah Israel
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© © All Rights Reserved
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7 views

Eapp Final Notes

The document outlines the purposes of reading, steps in the reading process, and various summarizing techniques. It emphasizes the importance of establishing a reading purpose, annotating during reading, and summarizing afterward. Additionally, it provides guidelines for creating effective outlines to organize ideas in writing.

Uploaded by

Aleah Israel
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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EAPP 11

PURPOSES OF READING
- To scan for specific information (SCANNING)
- To skim for the overview or summary of a given text (SKIMMING)
- To relate new content to existing knowledge
- To write something
- To critique an argument
- To learn something
- For general comprehension

STEPS IN READING
1. BEFORE READING
- Establish your purpose for reading.
- Speculate the author’s purpose for writing.
- Review what you already know and want to learn about the topic.
- Note any discussion questions that have been provided.

2. DURING READING
- Annotate and mark sections of the text to easily recall important or interesting ideas.
- Check your predictions and find answers to posed questions.
- Take breaks.

3. AFTER READING
- Summarize the text in your own words in an outline, concept map, or matrix.
- Talk to someone about the author’s ideas to check your comprehension.
- Identify and reread difficult parts of the text.
- Define words on your vocabulary list and practice using them.

VARIOUS TECHNIQUES IN SUMMARIZING:

EASY 5 TECHNIQUES IN SUMMARIZING


1. Somebody, Wanted, But, So, Then
2. SAAC Method
3. 5 Ws, 1 H
4. First, Then, Finally
5. Give Me the Gist

1. Somebody, Wanted, But, So, Then


 SOMEBODY: Who is the story about?
 WANTED: What does the main character want?
 BUT: Identify the problem/s.
 SO: Identify the possible solutions.
 THEN: Tell how the story ends.

2. SAAC METHOD
 STATE: Give the name of the story or book or article.
 ASSIGN: Give the name of the author.
 ACTION: What is the author doing?
 COMPLETE: Complete the sentence and give the summary.

3. 5 Ws and 1 H
 WHO is the story about?
 WHAT did they do?
 WHEN did the action take place?
 WHERE did the story happen?
 WHY did the main character do what he/she did?
 HOW did the main character do what he/she did?

4. FIRST, THEN, FINALLY


 FIRST: What happened first? State the main character/s and main events in the story.
 THEN: What are the key details?
 FINALLY: What were the results of the events happened?

5. GIVE ME THE GIST


 Simply tell the summary in 15 seconds or one minute.

OUTLINING  a tool we use in the writing process to:


-help organize ideas
-visualize our paper’s potential structure
-develop points
allows the writer to understand how he/she will connect information
a helpful guide in organizing paper
gives a visual structure to work and used to show relationship within content

ORGANIZING OUR IDEA IN AN OUTLINE


 Begin by answering the question that leads to your thesis statement.
 Use two or three main ideas as your main heading.
 Write subtopics for each main idea.
 Write the supporting details for each of the subtopics.
VARIOUS OUTLINES BASED ON THE STRUCTURE OF YOUR PAPER:
1 SENTENCE OUTLINE  use of complete sentences
2 TOPIC OUTLINE  use of words or phrases
3 PARAGRAPH OUTLINE  use of paragraphs

TOPIC:

GUIDELINES IN WRITING AN OUTLINE:


1 Place the title at the center above the outline.
2 Every level of the outline must have at least two items. (I and II; A and B; 1 and 2)
3 Put a period after each numeral and letter.
4 Indent each new level of outline
5 All items of one kind should line up with each other.
6 Capitalize the first letter of each item.

EXAMPLE:
QUESTION: Which is better, modular learning or face-to-face learning?
ANSWER:
FACE-TO-FACE LEARNING is better than modular learning.

I. Face-to-face learning provides greater understanding of learning.


a. Teachers
b. Classmates
c. Friends
II. Face-to-face learning is more collaborative and effective.
a. Actual performances
b. More resources
c. Better engagement and communication
III. Face-to-face has better concentration and less distraction.
a. Less use of gadgets
b. More motivation and discipline
c. Improve time management

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