Techniques in Skimming, Scanning and Summarizing

SKIMMING


Skimming means reading quickly for general meaning. You skim reading material to find out about topic, the main idea, and generic structure of passage. For this kind of reading, you only want to find out something and don’t want to know and memorize everything you read. In fact, you should leave out everything except a few important words. There are the words that tell you the general idea.


SCANNING


Scanning means knowing what information you need to find before you read. You have something in your mind, your eyes, then, move quickly to find that particular information. You scan when you are looking for a fact or a detail or a particular vocabulary word. When you are scanning, you don’t have to read every word to answer the questions and don’t have understand every word.


SUMMARIZING


Summarization is the restating of the main ideas of the text in as few words as possible.  It can be done in writing, orally, through drama, through art and music, in groups and individually.  There is extensive research that shows that summarization is among the top nine most effective teaching strategies in the history of education

Techniques in Editing and Revising a Paragraph

EDITING

Editing means rewriting the paper so that the language is more effective--focus on effective paragraphs, sentences, and words.

As writers, we have to develop our "writing voice," a voice slightly more formal than our "conversational voice," a voice that is slightly self-conscious, aware of the rhythms of language in the same way that our "singing voice" is aware. When editing, we let loose the demon critic inside us, but we keep him focused on our writing and not focused on browbeating us, keep him working on fixing our writing and not complaining about what bad writers we are. The truth is every writer makes mistakes. Anyone who claims otherwise is deluding himself or herself. The secret is not in not making errors.


REVISING



Revision means re-seeing. Once a paper has been written so that it makes sense to a reader, it has to be re-visioned and re-written so that it makes sense to the reader. It is not enough to write so that the reader knows what you mean. You must write so that the reader sees the way you see.
Writers find it difficult to see their writing through someone else's eyes. In order to revise (re-see), writers need to create some space between themselves and their writing.

Topic, supporting, concluding sentence

 In a paragraph, generally the first sentence is the topic sentence. There is a strict connection between the main idea and the topic sentence. Topic Sentence is shaped by the controlling idea. Controlling idea is the focus and is placed in a topic sentence.
  
Example:

Education mirrors the society.
     TS                 CI
  
  
SUPPORTING SENTENCE

      The supporting sentence is the developing part which improves major ideas. While writing supporting sentence, controlling idea must be fully explained, discussed and exemplified.

Example:

      Nature has a perfect system for recycling water. That is, water is used again and again. It falls as rain. Then it goes one of the three places, it may seep slowly into the thick soil as it soaks through into the natural reservoirs quickly. It might run off into streams to rivers to the oceans. In short, the chain of changes goes on and on systematically. 

Demirezen, Mehmet. From Sentence to Paragraph Structure


CONCLUDING SENTENCE

      Generally, a concluding sentence is a restatement of the topic sentence, it gives the same information as the topic sentence but it is expressed in a different way. While writing concluding sentence, we can use adverbs such as “all in all, consequently, in conclusion, in short, in summary”.

Example:

      My special treasure is a picture of my mother on her fifteenth birthday. This picture is always in my house when I was growing up. Years later when I got married and moved to Montreal, my mother gave it to me so that I would always remember her. Now, it sits on my table next to my bed. I look at it and, imagine my mother’s life on that day. I think she was excited because her eyes are shining with happiness. Her smile is shy as if she were thinking about a secret. She is standing next to rose bush, and the roses are taller than she is. She is wearing a beautiful white lace dress and black shoes. Her hair is long and curly. She looks lovely in this peaceful place, and I feel calm when I gaze into her eyes at the end of my busy day. This picture of my mother is my most valuable possession.


STAGES OF WRITING PROCESS


These are the stages of writing process. First, you need to gathering some details to provide better results for your writing. Second, you have to discovering a purpose that is you'll have to understand your purpose of writing some topics. Third, you need to select and order details to fit a purpose. you must have a working thesis or ideas on what are you trying to explain. After that, you must at least do some revision or check your writing make sure it make sense. Next step is editing. Editing means to re-write your paper and make it even more effective. The last step is do a proofreading meaning to read every word on your paper make sure there's nothing mistake or word misspelled.

Stage of Writing process

Break the writing process up into manageable chunks; this helps you to excel at each stage and plan your time so that you hit your deadline. Follow these 7 stages to achieve optimal results from your writing:

1. Analyse the title: Work out properly in advance what the question is asking for. Note keywords and function words (for example ‘compare’, ‘analyse’ or ‘discuss’).
2. Make a timetable: Remember the 80:20 rule – 80 per cent on preparation (Stages 1–4) and 20 per cent on writing up and finishing (Stages 5–7). Make your essay timetable fit in realistically with your other commitments and put a copy up at your desk.
3. Gathering data: Keep in mind what do you need to know and where are you going to get this information from. Highlight key info in your notes and use online resources carefully and wisely.
4. Planning: Get your data down in the most helpful way you can and plan out the structure of your essay in detail before you start it.
5. Write the first draft: Remember to write for your reader, and guide them through your argument. Assume and maintain an academic voice and style.
6. Revise your draft: Print your draft out and read it through. Mark up any changes you need to make on the paper, then, back on computer make these changes to a copy of your original version and rename it.
7. Check and polish: Tidy up the finished version, paying attention to the main areas: content and presentation. Proofread your work carefully before submitting.

Listing, Bubbling and Brainstorming

LISTING

A discovery strategy in which the writer develops an unordered list of ideas and images.

Listing can help overcome and lead to the discovery and focusing of a topic or sentence.

BUBBLING

1. [adj]  covered with or resembling small bubbles as from being agitated by beating or heating; "the bubbling candy mixture"; "a cup of foaming cocoa"; "frothy milkshakes"; "frothy waves"; "spumy surf"
2. [adj]  marked by high spirits or excitement; "his fertile effervescent mind"; "scintillating personality"; "sparkling conversation"; "a row of sparkly cheerleaders"
3. [adj]  emitting or filled with bubbles as from carbonation or fermentation; "bubbling champagne"; "foamy (or frothy) beer"

BRAINSTORMING

An invention to a strategy in which the writer collaborates with others to explore topics, develop ideas, and/or propose solutions to a problem.

The purpose of a brainstorming session is to work as a group to define a problem and find a plan of action to solve it.

Literary Devices

• Allegory - a symbolic representation
  i.e. The blindfolded figure with scales is an allegory of justice.
• 
  
• Alliteration - the repetition of the initial consonant. There should be at least two repetitions in a row. 
  i.e. Peter Piper picked a peck of pickled peppers.
• 
  
• Allusion – A reference to a famous person or event in life or literature. 
  i.e. He is as clever as Albert Einstein.
• 
  
• Analogy - the comparison of two pairs which have the same relationship. 
  i.e. gloves is to hands as walls is to building
• 
  
• Assonance - the repetition of similar vowel sounds in a sentence.
• 
  
• Climax - the turning point of the action in the plot of a play or story. The climax represents the point of greatest tension in the work.
• 
  
• Foreshadowing - hints of what is to come in the action of a play or a story
• Hyperbole - a figure of speech involving exaggeration.
• Metaphor - A comparison in which one thing is said to be another. 
  i.e. The cat's eyes were jewels, gleaming in the darkness.
• 
  
• Onomatopoeia - the use of words to imitate the sounds they describe.
  i.e. The Snake creep and hissed.
• 
  
• Oxymoron - putting two contradictory words together. 
  i.e. bittersweet, jumbo shrimp, and act naturally.
• 
  
• Personification - is giving human qualities to animals or objects.
  i.e. The daffodils nodded their yellow heads.
• 
  
• Pun - A word is used which has two meanings at the same time, which results in humor.
• Simile - figure of speech involving a comparison between unlike things using like, as, or as though. 
  i.e. She scream in like a Tarzan

What is Love?

In my opinion, LOVE is like a string that attach to somebody or something to make it even better. Without love, all living things in this world will argue and fight each other.It is love that bring happiness to all mankind.For example, families get close to each other with love on their side, for love pairs, they being more loving and caring without a little argument. As a conclusion, love can bring happiness and affection to all human being around the world.

My Unforgettable Childhood Memories

     when I was 10 years old, I love to climb trees one day, my friends and I go to the rice field s and there's a big mango tree with 50 feet height nearby.We can't climb it because it's too big. The way we climb it is through the coconut tree next to the mango tree .I climb from the coconut tree and went through the mangO trees. When we at the top of the big mango tree, we were so happy that we saw a lot of mango fruit around us. After a few minutes later while we eat and chat, i feel something very unpleasant and that's when i realize a swarm of bees attack us. We were stung 3 times.two at our arms and one in our face. I stunned and scream out and we're jump out from the tree fast because we afraid being attack by the bees. After we climb down the trees, we directly go to the pond nearly at the rice fields avoided the bees from attack us.

ACADEMIC READING AND WRITING

Task1-Notes and Sample of Sentence Structure


What is a sentence?
A group words that contains a subject and a verb and expresses a complete thought.
A sentence begins with a capital letter and ends with a period.
Components of a sentence:
Subject
Predicate
Object

Sentence Structure
Simple Sentence
Compound  Sentence
Complex  Sentence
Compound-Complex  Sentence

Examples of sentences:
He is a student.
It is a hot today.
He looks exhausted.
Are you hungry?
Who's there?
Hurry!
The man bought a new car.
Does your brother live with you?
Where did you buy hat?
Don't be late.

Examples of Non sentences:
Is very athletic.
The baby sleepy.
The man bought.
When I finish my education.

Simple Sentence
Sentence that has one subject-verb pair.
The subject tells who or what did something. It is a noun or pronoun.

Examples:
The taxi hit the child. (What hit the child? -the taxi)
Soccer and tennis are my favorite sports? (What are my favorites? -soccer and tennis)
My roommate lost his keys. (Who lost his keys? -my roommate)

Predicate:
Describe what the subject is or does.
Ex:
She added.
She added methanol to the solution.


Object:
The object receives the action verb. It is a noun or pronoun.
To find an object, make a question by putting what after an action verb. (Note: This method for finding objects doesn't work with linking verbs because linking verbs do not have objects.
The taxi hit the child. (Hit what? -the child. The child is the an object)
My roommate lost his keys. (Lost what? -his keys. His keys is an object)
His girlfriend found them. (Found what? -them. Them is an object)
Not all sentences have objects:
My family lives in a two- bedroom apartment. (Lives what? -not possible. This sentence has no object)
The sun is shining today. (Is shining what? -not possible. This sentence has no object
The fish didn’t smell fresh. (Didn’t smell what?  -not possible.
This sentence has no object.

Linking Verbs:
Link the subject with the rest of the sentence.
Linking verbs do not have objects.
The most common linking verbs are be, become, look, feel, seem, smell, sound, and taste.
Compound Sentence
A compound sentence is two simple sentences connected by a comma and a coordinating conjunction.
This is the basic formula for a compound sentence:
Simple sentence + COORDINATING CONJUNCTION + simple sentence
Here are 2 important points to know about compound sentences:
A comma and a coordinating conjunction connect the two halves of a compound sentence.
There are 7 coordinating conjunctions in English: for, and, nor, but, or, yet, and so – “fan boys”.
Coordinating Conjunction: and, but, or, so.
And- Connects 2 sentences with similar ideas. The sentences can be positive or negative.
She doesn’t like rock music, and he doesn’t like art.
But - Connects 2 sentences with contrasting or opposite ideas.
She likes country music, but he hates it.
Or- Connects 2 sentences that express alternatives or choices.
He doesn’t like art or classical music.
So - Connects a reason and a result.
He works a lot, so they don’t go out very often.

Complex Sentence
A complex sentence has one independent clause and one (or more) dependent clauses.
When the dependent clause begins with an adverb subordinator, the clauses can usually be in any order.
If the independent clause is first, we don’t use a comma
If the dependent clause is first, put a comma after it.
Ex:
We ran for shelter as soon as it started to rain.
As soon as it stated to rain, we ran for shelter.
Independent clause:
An independent clause has 1 SV pair and expresses a complete thought.
Independent clause is just another name for a simple sentence.
Dependent clause:
A dependent clause does not express a complete thought, so it is not a sentence by itself.
It is only half of a sentence.
Together, the two clauses express a complete thought.
It must be joined to an independent clause.

Task 6- Note and example of part of speech.

     A sentence fragment is only part of a sentence that is set off

as if it were a complete sentence by an initial capital letter and

a final period or other end punctuation.  However, unlike a

complete sentence, a sentence fragment lacks a subject, verb,

and/or complete verb, or it is a dependent clause not attached to

an independent clause.

I.   Missing Subject Fragment

          

     A sentence without a subject-- 

             Example:    Closed the door.

          What to do:    Add a subject

          Correction:    The girl closed the door.

*Note: If you are expressing a command, you do not need a subject. This is called

an imperative sentence.

     

             Example:    Don't leave the room!

                         (You is the silent subject.)

     

II.  Missing Verb or Incomplete Verb Fragment

     Missing Verb: A sentence without a finite verb--

             Example:    The assembly person in our district.

          What to do:    Find a finite verb

          Correction:    The assembly person in our district

                         works diligently.

Note: A finite verb is capable of making an assertion without the aid of a

helping verb; in addition, it changes form to show the difference in present,

past, and future time.  Verbals such as working and to work do not change and are

not finite verbs.

     Incomplete Verb: An -ing verb (present participle) in the

                   place of a finite verb without a helping 

                   verb

     Helping Verbs:   To be: am, is, are, were, was

     

             Example:    The statue standing by the doorway.

          What to do:    Add a helping verb

          Correction:    The statue is standing by the doorway.

          or         

     Incomplete Verb: A  past participle (-d/-ed/-t/n) used in a

                   passive verb form without a helping verb.     

                 

             Example:    The statue located by the door.

          What to do:    Add a helping verb

          Correction:    The statue is located by the door.

          

Note: Since the statue cannot locate itself, the verb form must be passive,

indicating someone other than the subject of the sentence (the statue) placed it

by the door.  Passive voice is formed by using the helping verb--to be--plus the

participle.  Some verbs are irregular and take the-t-or-n-form.

             Example:    She caught by the authorities.

          What to do:    Add a helping verb

          Correction:    She was caught by the authorities.

*For more information on passive verb form see Active and Passive

Verb form handout.                      

                                                       

III. Dependent Clause Fragment

     A main or independent clause can stand alone as a sentence:

She believed that she would pass the test.  A dependent or

subordinate clause is like a main clause in that it must have a

subject and a verb, but it cannot stand alone as a sentence because

it begins with a subordinating word such as if, when, because,

since, who, that, after, or before.  Subordinating words express

particular relationships between the clauses they introduce and the

main clauses to which they are attached.

             Example:    After Maria bought the biology book.    

          What to do:    Add an independent clause that finishes

                         the thought

          Correction:    After Maria bought the biology book, she

                         began studying for her exam.

*In this example, the subordinating conjunction, after, indicates a time

relationship between the two clauses. 

     There are two types of subordinating words: subordinating 

     conjunctions and relative pronouns.

          Subordinating conjunctions always come at the 

     beginning of subordinate clauses. 

          

     Common Subordinating Conjunctions: 

     after, although, as, as if, as long as, as though, because,

     before, even if, even though, if, if only, in order that, now

     that, once, rather than, since, so that, than, that, though,

     till, unless, until, when, whenever, where, whereas, wherever,

     while

           Example:      If it doesn't rain tonight, we will go to

                               the park. 

                                                        

          Relative pronouns link one clause with another;

     however, they usually act as subjects or objects in their own

     clauses and are not necessarily positioned at the beginning of

     clauses.

     Relative pronouns: 

     which, that, what, whatever, who (whose, whom), whoever

     (whomever)

             Example:    My uncle who lives in my house is

                         getting married and moving out.         

          

Adjective, Adverb, and Noun Clauses

      All subordinate clauses function as adjectives, adverbs, and

nouns and are described as adjective, adverb, or noun clauses

according to their use in a particular sentence.

Adjective clauses modify nouns and pronouns, providing necessary or

helpful information about them.  These clauses usually begin with

relative pronouns, but a few begin with when or where (standing for

in which, on which, or at which).

             Example:    Diana is the girl who always get to class

                         early.  (modifies girl)

             Example:    There comes a time when each of us must 

                         work.   (modifies time)

Adverb clauses modify verbs, adjectives, other adverbs, and whole

groups of words.  They usually tell how, why, when, where, under

what conditions, or with what result.  They always begin with

subordinating conjunctions.

             Example:    Elaine is nicer when she is talking on the

                         phone.   (modifies nicer)

             Example:    She responded as quickly as she could.

                                  (modifies quickly)

Noun clauses function as subjects, objects, and complements in

sentences.  They begin either with relative pronouns or with the

words when, where, whether, why, and how.  Unlike adjective and

adverb clauses, noun clauses replace a word (a noun) within a main

clause; therefore, they can be difficult to identify.

Subject)  Example:       The lecture pleased the audience.

          Example:       What the lecturer said pleased the

                         audience. (The noun clause replaces

                         `The lecture' as the sentence subject.

Object)   Example:       Everyone knows what a panther is.

                                   (object of knows)

Questions

     If the word group begins with how, who, whom, whose, which,

where, when, what, or why introducing a question, it can stand

alone as a complete sentence.

Task7 -Favourite Story Book
 the story book that i like is Alice's Adventures in Wonderland by Charles Lutwigde Dogson. Before i started my story, i liked to tell about the author's background. Charles Lutwidge Dogson or his pen name Lewis Carroll, born in January 27, 1832 in Daresbury, Chesire England. He wrote and create games as a child. At age 20 he received studentship Christ Church and appointed as lecturer in mathematics. Dogson was shy but he enjoyed creating stories fror children. His book including Alice's Adventures in Wonderland were published under the pen name Lewis Carroll. He died in 1898.
       The synopsis of the story begin Alice dozing off as her sister reads to her, anticipating the strange and nonsensical events that occur throughout the book. As her sister reads, Alice nods off into a dream-like state in which she seems to catch sight of a fully dressed white rabbit capable of speaking English. Even before she enters Wonderland, she experiences phenomena that depart from the conventional rules of the real world. The plunge into the rabbit hole represents a plunge into deep sleep. Her dreams create a fully formed world that constantly shifts and transforms with its own unique logic. The slow fall imitates the shift from dozing off to deep sleep, beginning with Alice’s idle daydreaming and ending with her firmly placed in her dream world. Alice slowly acclimates to the dream world but does not let go of the established logic of the waking world. She marvels that after this fall, she would think nothing of falling off of the top of her house, much less down the stairs, even though the narrator reminds us that both falls would still likely kill her.
Alice runs away from the Victorian world of her sister because she feels unfulfilled, but she quickly discovers that Wonderland will not fulfill any of her desires. Wonderland thwarts her expectations at every turn. The Rabbit represents this motif of frustrated desire. His antics inspire Alice to follow him down the hole and into Wonderland, but he constantly stays one step ahead of her. Led on by curiosity, Alice follows the elusive rabbit even though she does not know what she will do once she catches him. She pursues him out of pure curiosity but believes that catching him will give her some new knowledge or satisfaction. Even when the outcome is unknown, the act of chasing implies that a desired goal exists.
Alice cannot enter the garden even though she wants to, and her desire to enter the garden represents the feelings of nostalgia that accompany growing up. Carroll dramatizes the frustrations that occur with growing older as Alice finds herself either too small or too large to fit through the passageway into the garden. After drinking the potion, Alice shrinks and cannot reach the key on the table. The helplessness that comes with her exaggeratedly small size represents the feelings of insignificance of childhood. The growth spurt caused by the cake in Chapter 2 represents the awkward bodily transformations that come with puberty. Alice’s growth allows her the means to fulfill her destiny but literally reminds her that she is growing away from the pleasures of childhood. The idealized garden is now off limits to Alice, who can no more fit through the passageway than an infant could travel back to the safety and security of the womb.
       I like the story because there new film about this story and i read the story. The story and the film is almost the same and both have a very interesting story.