The process of understanding can be simplistically represented as the reader dividing it into semantic pieces. This division takes place in both types of reading, but the degree of its fragmentation (the number of semantic pieces into which the text is divided) is different - in studying reading their number is much greater. Determining the number of chunks into which students have broken the text is also part of the comprehension check in both cases.
Introductory reading.
For practice in this type of reading, and thereby for its formation, comparatively long texts(at least a page already in the 5th grade), easy in terms of language.
At first, text reading takes place in class in order to show students how to read. In the future, the reading of the text itself is transferred to home; in the lesson, its understanding is only checked. However, it should also be read in class at least once a month. This makes it possible, on the one hand, to control the reading methods used by students, and on the other, to develop fluency as a specific feature of introductory reading.
When preparing for introductory reading, the teacher first of all outlines the objects of control, i.e. highlights all the facts in the text, the understanding of which provides an understanding of its content. Next, he chooses the form of control and decides what the wording of the task should be. Regardless of the chosen form of control, in the future, understanding of only the facts of the text outlined in advance is checked. It should be remembered that with this type of reading only basic understanding is tested; unimportant details, even if they are understandable when reading, require additional effort to memorization, so waiting for the understanding check everyone details will force the student to change the nature of reading, and it will no longer be introductory.
Examples of tasks and test forms for the development of introductory reading:
1. Read the text in order to then answer questions about the main content of the text. Questions covering all the main points of the text should be formulated in such a way that they cannot be answered with a sentence borrowed from the text, and students should be taught to integrate the meaning of several sentences. This verification method can take various organizational forms.
2. Read the text. Tell which of the teacher's statements are correct and correct the incorrect ones. The exercise is performed orally. The teacher names a number of facts from the text, distorting some of them. Students must agree with them or refute them, each time giving reasons for their answer.
3. Find answers to pre-text questions.
4. Provide their text with all the facts confirming the provisions said by the teacher (orally, in class).
Retelling as a form of checking understanding during introductory reading can be recommended only when the text is long enough (this will eliminate the possibility of learning it by heart), and students should be required to present only the main facts.
Having finished checking the understanding of the basic facts of the content of the text, the teacher checks its understanding at the level of meaning: students establish the idea of the text (topic), how it is revealed and be sure to give their assessment of what they read.
During introductory reading, the text should, as a rule, be read one once. IN in some cases it is possible to read it again, but at the same time students should be given necessarily different setting.
There can be two educational tasks for repeated reading: increasing speed and developing viewing techniques. This purpose is served by various tasks that require searching for various information in the text. This search, associated with rereading the text or its parts, contributes to both increased speed and better orientation in the text.
Study reading.
Regular work on developing this type of reading begins in the 7th grade. It uses small texts, usually of a popular science nature. As in the previous case, the reading of the text is first carried out in class and then acts as homework.
The work begins with a quick scan of the entire text, reading the title, first and final sentences in order to determine the topic of the text. This is followed by a repeated careful reading of the text. Translation into the native language is most often used as a way to monitor understanding. It is preferable to do it in written form, since in this case it is easier to judge the degree of its accuracy, and the teacher can determine what exactly causes difficulties for students. Parts of sentences that are conveyed by students inaccurately are subject to lexical or grammatical analysis, depending on the nature of the difficulty. Translation can be selective if the teacher is confident that the remaining parts of the text are understood correctly by the students.
Understanding during learning reading can also be checked with the help of questions, true/false statements by the teacher, etc., in this case there should be quite a lot of them, they should cover the details of the content, their wording should be different compared to the text. If the text is an instruction to do something, logic problem etc., then understanding is judged on the basis of how students coped with the task contained in the text.
Let's name some other types of tasks that are given when you first access the text: determine what the text \ newspaper article \ book is about (3-4 minutes are given for viewing); find the place/section in the text that talks about..., find an article in the newspaper about..., etc. completion of the corresponding task and is in in this case checking understanding.
Conclusions:
When considering a number of studies in the field of developmental psychology, it can be firmly stated that schoolchildren in grades 7 and 8 have more mature thinking than students in grades 5-6. Seventh and eighth graders strive to find out the cause of certain phenomena; they are not as willing to take everything on faith as they were before.
The 7th grade can be conditionally called transitional from the initial stage of language learning to the senior stage. If in grades 5-6 the leading role belongs to oral speech, and in grades 9-10 to reading, then in grades 7-8 oral speech and reading occupy an equal position. This is possible primarily because students already possess significant language material, which allows them to use plot and descriptive texts for reading, corresponding age characteristics students. Reading in the 7th grade acquires features that bring it closer to reading the folk language: students receive new information as a result of reading.
Work on teaching reading should be carried out in line with one type or another.
The reading process is determined by the reader’s attitude, which arises under the influence of the purpose of reading. In educational conditions, it develops as a result of instructions, i.e. assignment that the student receives. Therefore, the first requirement for carrying out reading work is the adequacy of the task to the type of reading. The creation of the necessary attitude is also facilitated by the assessment of the result of the activity, i.e. form and content of reading control. Therefore, the second requirement is the adequacy of the test forms for the type of reading being developed. The third requirement is that the text matches the type of reading being worked on.
This note is a small fragment from lectures on methodology that were given to us at MSLU.
Exist various classifications types of reading. Here it is necessary to take into account purpose of reading and nature of understanding.
The nature of understanding includes:
- completeness of understanding, that is, what percentage of the text is understood (quantitative characteristics);
- accuracy of understanding, adequacy of understanding to the author’s intention (qualitative characteristics);
- depth of understanding, ability to interpret, express one’s attitude to the text (qualitative characteristics).
Classification of types of reading(according to S.K. Folomkina):
- Study reading(study reading) is a slow type of reading, the goal of which is a complete (100% information) understanding of the content of the text. Speed is not an essential criterion, but preferably at least 50-60 words per minute.
- Introductory reading(normal fast reading/average reading/survey reading). This is, for example, reading fiction. The goal is to familiarize yourself with the main content of the text; the completeness of understanding is about 75% (main ideas and supporting details). Quick View reading speed of at least 180-200 words per minute (for English).
- Scanning reading(skimming). The goal is to review the text to determine whether it is necessary and to determine what issues it raises. Headings and subheadings are viewed. The completeness of understanding is low, the speed is about 500 words per minute.
- Search reading(search reading). The goal is to search for information that is known to be in the text. Speed - more than 300 words per minute.
Sometimes they also distinguish the so-called philological reading(for students of language universities), that is, reading with the aim of analyzing the philological aspects of the text.
There is also reading aloud(oral reading/reading aloud) and silent reading(silent reading).
The purpose of silent reading is to obtain information, internal pronunciation is minimized, the reading speed is more than 180-200 words per minute. This is real reading as a type of speech activity.
The purpose of reading aloud is to convey information obtained from the text, while internal pronunciation is expanded, the speed is equal to the speed of speaking. Such reading is not a type of speech activity, it is a teaching technique.
Skills necessary for reading development.
- Perceptual processing skills (reading techniques). The reading technique includes such aspects as collapsed internal pronunciation, enlargement of perception units (eye span), contextual guessing, probabilistic forecasting.
- Understanding the text at the level of meaning. Understanding the facts contained in the text, namely the ability to highlight individual facts, events, thoughts, the ability to group and generalize them.
- Skills associated with understanding text at the level of meaning, when information is not only processed, but also interpreted.
Exercises for developing reading technique.
- Exercises to develop flexibility of recognition and enlargement of perceptual units. For example, quickly select in each row a word that rhymes with the first one/a word that does not fit the rest in meaning/a sentence that talks about..., and so on.
- Exercises for collapsing internal pronunciation (reading text with a fixed time).
- Exercises to develop guesswork based on context (such as determining the contextual meanings of the same word).
- Exercises teaching probabilistic forecasting (finish the sentence, expand the statement)
The order of working on the text during introductory and study reading.
1. Pre-text exercises that relieve language difficulties and teach reading techniques.
2. Reading the text.
3. Checking understanding (questions, true/false statements, multiple choice).
Any re-reading involves changing the assignment.
A small addition. This was not included in the lecture, but this information was useful to me at one time. This is the list teaching aids, which can be used to develop reading skills. The list is not exhaustive, this is just what I personally worked with.
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Be careful, in both series there are 4 levels below:
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1. Conditions, determining the success of training:
· Conducting under time pressure (fast pace);
· organization as a one-time reading to oneself;
· checking understanding basic information;
· exclusion of translation into the native language, since “translation contradicts the nature of introductory reading” (Folomkina S.K., 1987).
2. Skills
· predict content based on title/introduction, visual clarity;
· identify the main idea;
· separate basic information from secondary information, factual from hypothetical;
· use footnotes (keywords, realities, etc.) as supports for understanding;
· establish a logical/chronological connection between facts and events;
· summarize the data presented in the text; draw conclusions from what you read;
· extract the most significant information from the text in order to use it in other types of activities (in project work, in a communicative game, etc.);
· classify/group information according to a certain criterion;
· evaluate the novelty, importance, reliability of the facts presented in the text, etc.
3. Exercises for teaching introductory reading:
· read the plan/statement, determine whether it corresponds to the sequence of facts presented in the text;
· arrange the questions (headings) given in the key in a sequence corresponding to the content of the text;
· choose the correct answer from 3-4 options (multiple choice);
· find in the text the answer to the question posed in the title;
· make a plan for the text;
· find the main idea at the beginning, middle and end of the text;
· underline one or two sentences in each paragraph that could be omitted as unimportant;
· review the text and title it;
· list the facts that you would like to remember;
· make an annotation/short summary of what you read;
· convey the content of the text orally/in writing;
· draw conclusions based on what you read;
· name the most interesting questions/data contained in the text. Indicate where this information can be used;
· indicate which of the two annotations conveys the content more accurately;
· read the text and create a diagram based on the content (diagram, questionnaire, etc.);
· based on the content of the text you read, complete the map/diagram;
· Express your opinion about the possibility of using the information contained in the text in your future profession, etc.
Teaching Reading to Students
1. Conditions learning success:
· slow type of silent reading without time limit;
· rereading to solve new problems;
· translation into the native language of the entire text or its fragments;
· reading initially easy texts, then difficult ones (instructive in the sense of an approach to working on unfamiliar material);
· independent reading associated with reference to the dictionary.
2. Skills, underlying this type of reading:
· determine the importance (significance, reliability) of information;
· fully and accurately understand the content of the text;
· make paraphrases/interpretations of difficult-to-understand words/sentences;
· reveal cause-and-effect relationships;
· to anticipate further development events/actions;
· draw up a plan, diagrams, tables;
· pose questions to primary and secondary information;
· separate objective information from subjective information, i.e. facts from reasoning;
· identify implicit information;
· understand the content based on background knowledge/broad context, extralinguistic apparatus of the text and font selections;
· translate text completely or selectively (orally or in writing).
3. Exercises for teaching learning reading:
· distribute the facts contained in the text by degree of importance;
· name the data that you consider particularly important. Justify your decision;
· add facts without changing the structure of the text;
· find data in the text that can be used for conclusions/annotations;
· write an annotation/abstract;
· pose questions to the basic and detailed information of the text;
· write abstracts based on the content of what you read;
· make a written assessment (review);
· read the shortened version of the text, fill in the gaps with the missing words (cloze test);
· translate the specified paragraphs/parts of text, etc. into your native language.
Search reading training
1. Conditions that determine the success of teaching this type of reading:
· the main purpose of the search is meaningful information;
· reading under time pressure (the pace is fast, very fast);
· deciding on the intended use of information;
· knowledge of structural and compositional features of texts;
· use of extralinguistic and cognitive supports of the text;
· the beginning of learning this type of reading is associated with already studied texts, i.e. read for the purpose of familiarization or study;
· reading large texts in the form of silent reading.
2. Skills, underlying this type of reading:
· determine the type/structural and compositional features of the text (magazine, brochure);
· highlight information related to a specific topic/problem;
· find the necessary facts (data, examples, arguments);
· select and group information according to certain criteria;
· predict the content of an entire text based on realities, known concepts, terms, geographical names and proper names;
· navigate the text by putting forward a number of hypotheses;
· conduct a quick analysis of sentences/paragraphs;
· compile work materials for use in role-playing games/projects, etc.;
· find paragraphs/fragments of text that require detailed study.
3. Exercises for teaching exploratory reading:
· determine the topic/problem of the text (article);
· read the text, determine whether the specified issues are covered in it;
· find in the text the main argument in favor of the title;
· read two texts on the same topic, name the discrepancy in content (in the number of facts given, difference in ratings, etc.);
· find on the specified page the characteristics of the characters, instructions, recipe, recommendations, etc.;
· review the annotation, determine whether it corresponds to the content of the text;
· find paragraphs devoted to the specified topic;
· find answers to questions in the text (giving grounds for conclusions);
· look at the picture, name the paragraph it illustrates;
· divide the text into parts in accordance with the points of the plan;
Express your opinion about the content of the text and relate it to your own experience, etc.
18. Psycholinguistic characteristics of writing as a type of speech activity.Writing is a complex speech skill that allows people to communicate using a system of graphic signs.(G.V.Rogova). It is a productive activity in which a person records speech for transmission to others. The product of this activity is a speech work or text intended for reading. Written speech is one of the ways to form and formulate thoughts. Externally expressed, like oral, written speech is secondary. Mastering written speech in a foreign language long years was not the goal of studying at school due to the dominant position of oral speech in programs and the difficulty of mastering this skill (with a limited number of hours) and, accordingly, was not reflected in domestic teaching materials in foreign languages. Writing acted only as a means of teaching other types of speech activity, allowing students to better assimilate program language material, as well as as a means of monitoring the development of students’ speech skills and abilities. Meanwhile, the written form of communication in modern society performs an important communicative function. Therefore, at present, the attitude towards writing and teaching students the ability to express their thoughts in writing has changed dramatically. Writing as a learning goal is present in programs for all types of educational institutions, at all stages of teaching foreign languages.
When implementing writing, the following analyzers are involved: motor (primary), visual, speech-motor, auditory (secondary).
Psycholinguistic characteristics of writing as a type of speech activity
Psychologists note that communication is a multilateral process that can act as: 1) a process of interaction between individuals; 2) information process; 3) people’s attitude towards each other; 4) the process of their mutual influence on each other; 5) the process of empathy and mutual understanding of each other. In this regard, the functions of communication are distinguished:
- informative (receiving and transmitting information);
- incentive or regulatory (the process of mutual influence of individuals);
- emotional
- function of speech etiquette;
- contact-setting;
- conventional (conditional).
In psychological literature speech activity is defined as “the implementation of social and communicative activities of people in the process of their verbal communication” (I.A. Zimnyaya).
The following types of speech activity (SA) are distinguished: Listening, speaking (monologue and dialogic speech, reading and writing) In any communication situation there is a speaker or writer, a listener or a reader. Hence the identification of the main types of RD: productive (speaking and writing) and receptive (listening and reading). Speaking and listening constitute oral speech activities, and writing and reading constitute written activities. Rogova G.V. quite rightly notes that in real communication, none of these types of RD exists in isolation. real communication- This is the interaction of partners. The following analyzers take part in the process of mastering a foreign language: auditory, visual, speech-motor, and motor. Writing, like speaking, is characterized by a three-part structure: incentive-motivational, analytical-synthetic and executive. In the incentive-motivational part, a motive appears, which appears in the form of a need, a desire to enter into communication, convey something in writing, convey some information. The writer has an idea for the statement. In the analytical-synthetic part, the statement itself is formed: the words needed to compose the text are selected, the subject features are distributed in a group of sentences, the predicate or core part is identified in the semantic organization of connections between sentences. Executive part writing how the activity is implemented in fixing the product with the help of graphic signs - written text.
19.Goals and content of teaching writing. Types of written statements.
As final requirements in the field of teaching writing, the development of students’ ability to express their thoughts in writing is put forward. The basic course of foreign language training involves mastering written speech. achieving basic communicative competence. Written communicative competence, including mastery of written signs, content and form of a written work, is limited within the framework of the Foreign Language Training Program in high school to skills:
Graphically correct letter;
- letters like independent type speech activity (after completion basic course Students should be able to make extracts from the text in the most typical communication situations; draw up and write down a plan for the text read or listened to; write short congratulations, express a wish; fill out the form; write a personal letter (ask the addressee about his life, affairs, say the same about himself, express gratitude, using material from one or more topics learned in oral speech, using speech etiquette formulas accepted in the country of the language being studied);
Letters as a means of teaching other types of speech activity.
Tasks teaching writing is associated with creating conditions for mastering the content of teaching writing, including the formation in students necessary graphic automations, speech and thinking skills and the ability to formulate thoughts, expanding knowledge and horizons, mastery culture and intellectual readiness to create the content of a written work of speech, the formation of authentic ideas about the subject content, speech style and graphic form of a written text.
The linguistic component of the content of teaching writing includes graphics, spelling, recording (copying, reproduction, production), written speech in a limited volume (questionnaire, form, postcard, letter ).
Compensatory skills include the ability to paraphrase a statement, express a complex thought using simple language, and rely on text to find the necessary information.
Education writing technique includes mastery of the alphabet, graphics, spelling and punctuation. Writing (writing technique) is a means of teaching foreign language speech, initial stage in the development of productive written speech.
Productive (expressive) written speech, depending on its purpose, is divided into two levels: educational writing And communicative writing(I.L. Kolesnikova, O.A. Dolgina).
Under educational writing is understood as the implementation in writing of a variety of language and conditional speech exercises aimed at mastering productive lexical and grammatical skills, as well as speech skills, including communicative writing skills. Academic writing is not only effective remedy training, but also effective remedy control. Exercises yourself high level in the hierarchy of educational written works there are essay and detailed presentation. They are - traditional remedy monitoring the development of productive and writing skills.
Communicative writing is an expressive type of speech activity aimed at generating a speech message in written form. The development of the ability to express thoughts in writing occurs on the basis and through educational writing, which in turn relies on writing techniques and developed graphic and spelling skills. The purpose of teaching communicative writing is the development of skills to create various types or genres of written messages - texts that students may need in their educational or professional activity, as well as for personal purposes.
E.N. Solovova gives the following classification of types of texts, the writing of which should be taught in a foreign language:
· filling out questionnaires;
· writing various kinds of letters and replies to them;
· writing an autobiography/resume;
· writing statements;
· writing reviews;
· writing annotations;
· writing reports;
· writing essays;
· writing greeting cards;
· writing notes.
In these types of texts Special attention focuses on the content of the message and its structural organization. The author must remember the purpose of this written text, take into account the nature of the reading audience and accordingly choose linguistic means and build a composition.
Teaching writing techniques.
When considering teaching writing techniques in a foreign language, it is important to highlight main goal, which is to develop students' spelling and graphic skills. By mastering these skills, students overcome a number of difficulties that are associated with mastering the features of sound-letter correspondences in the target language, as well as with mastering the features of drawing graphic characters foreign language. Main attention when teaching writing techniques, attention is given to normativity and clarity writing letters in accordance with modern requirements. Students must master writing all letters of the Latin alphabet. Where possible, both calligraphy and spelling should be used when teaching game situations, competitions, riddles. To teach calligraphy, it is advisable to use the following tasks: 1. Guess the letter the teacher is going to write on the board based on its element. (These can be elements such as: c, O, \, /, |. So, a semicircle c can be an element of the letters d, Oo, Cc, Qq, e, Gg. Guessing, in essence, here is an enumeration of possible options, which is accompanied by training in the use of the structure It is... or Is it... ?2. Compose as many foreign language letters as possible from the given elements. Each element can be used several times. Name the letters formed. For example, from the elements \ , /, | you can get the letters N, M, V, X, W, U. 3. Find and name in the chain of letters all the letters of the language being studied: Tt, Tt, Mm, Mm, Rr, Yaya, Dd, Dd. 4. Write each letter one by one model given in the copybook (or: Trace the outlines of the letters in ink).5. Write the letter dictated by a friend.6. Fill in the gaps in the alphabet: c, d, e, f..., h, i... etc. .7. Rewrite the letters in alphabetical order. 8. Guess the half closed foreign word along its upper part. Name the word and add the bottom of each letter. It should be noted that achieving this goal faces a number of challenges difficulties, since some letters of the alphabet in foreign and native languages have different spelling to denote a particular sound. However, even with fairly strong skills in writing letters and words in your native language, the following are observed when learning a foreign language: types of calligraphy errors: – elements of similar Latin letters are confused: b and d, d and g; – the letters of the native and foreign languages are confused (for example, I am written instead of R, d instead of d, and instead of i (Yes, I gug instead of Yes, I did.). Such errors are not uncommon when oral learning when students try to record their foreign language statements in Cyrillic. During training graphics system attention should be paid to letters that are not in the alphabet of the native language. For example, R, I, Q, J, L. There are a number exercises that are directly aimed at developing graphic skills. Such exercises include: an exercise on writing first individual simple ones, and then complex letters; an exercise to write various letter combinations that can represent one simple or complex sound; exercise for copying words, individual sentences, text; exercises for sound-letter analysis of individual letter combinations, words, sentences. All written exercises must be accompanied by pronunciation. Building students' spelling skills is the purpose of teaching writing. It should be noted that language vocabulary exercises, which are carried out in writing, are an important means of teaching the spelling of words, their elements (prefix, root, suffix). To such exercises should include: exercises for element-by-element analysis of words; exercises for grouping words according to different word-forming elements. There are also such spelling exercises: analysis of sounds and corresponding graphic signs in words in order to highlight spelling difficulties; copying with underlining words that include the spelling difficulty being studied; selective copying of words whose spelling follows learned spelling patterns; copying words with insertion of missing letters and subsequent grouping of these words in accordance with the studied spelling patterns. It is advisable to use, for example, the following exercises for teaching English spelling: 1. Write and name the letter(s) that convey the following sounds - a, ai, ay [k] - k, s, ck 2. Indicate with arrows how each word given in the transcription is expressed in spelling. (One word is superfluous, that is, it does not correspond to any transcription). Name each word twice, indicating its transcription and spelling. feel fall fail fall fill file 3. Find and name the word that does not correspond to the transcription. - sell, sale, cell 4. Match familiar words with their partial transcription. Say each word and translate it (One partial transcription is too much). though through thought enough cough laugh [-ɒf] [-u:] [-əʊ] [-ʌf] [-əʊ t] [-ɑ:f] [-ɔ:t] In this exercise, unlike the exercise. 2, the transcription cannot be complete, since this would suggest a solution to the problem. In addition, ex. 2 is built mainly on unfamiliar vocabulary illustrating the rules of reading, and ex. 4 includes familiar words illustrating the possibility of different readings of the same letter combination. 5. Name the missing letter, write it in and read the whole word. m-ther, f-ther, s-n, da-ghter; Students remember most easily writing grammatical forms and spelling of those words that can be subject to rules and patterns; and since words with etymological spelling should simply be remembered, great importance when learning spelling they acquire techniques for developing visual memory, for example, cheating.
Today's topic is Typologies of reading.
Typologies - This is the classification of something according to certain characteristics.
An example of a typology of human temperament is the identification of types: choleric, sanguine, phlegmatic, melancholic.
Something similar exists in typologies of readings.
S. K Folomkina identified typologies of reading that are still used today: searching, viewing, introductory and studying reading.
Sofya Kirillovna Folomkina(1924 - 1992), - linguist, Doctor of Pedagogical Sciences, professor.
What is the use of classification? This is a more efficient organization of working with text.
What is working with text? This is a set of operations (actions) depending on the purpose of reading.
After all, all readers perform certain actions when reading and processing the material they read. The set of these actions and their quality determine the effectiveness of reading.
Let's consider each type separately.
Scanning reading
Often all you need to do is glance at a book, magazine or article to get the most general idea about the content of the work as a whole (its topic, main issues).
Then determine whether it (or its individual sections) is of interest to the reader.
Those. give the most general assessment - “need/don’t need.”
If “not necessary”, you can stop reading at any place. If “needed”, we change the nature of reading or further actions (for example, you can postpone it and come back later to study more carefully).
Introductory reading
We are interested in what this work is about, what exactly it says. We give an assessment new/already known, interesting/uninteresting, understandable/incomprehensible etc.
If the rating is “new”, “interesting”, “incomprehensible”, then the nature of reading changes, and we can move on to another type of reading, because our relationship to information has changed.
So, for example, we can read articles from a magazine.
This type of reading requires the ability to distinguish between main and secondary information.
Study reading
So we read literature that is of special interest, necessary for further activities.
When reading, we already know that this information will need to be used in the future. Therefore, it is important for us to comprehend, interpret, remember.
As we see, the set of actions is already different, in contrast to the simple one of giving an assessment.
Search reading
The purpose of search reading is to quickly find in the text very specific data (formulations, facts, figures, definitions, etc.), which are known to be contained in the article, book chapter, etc. being viewed.
Reading Skills Required
Each type of reading requires the following skills:
Introductory– ability to understand the main content.
Studying– ability to extract complete information.
Search reading– ability to extract necessary information.
Even careful selection and lists do not solve this problem. Therefore, you have to go to such a reception.
This is what I would call - plot reading. The book is read at a high pace - an introductory version of reading in typology. Understanding the plot and style is important. Then overall rating– interesting/not interesting. Then deciding on another type of reading - studying.
Global Reading Goals
Essentially, reading should bring about some changes in personality or behavior.
Let's look at the general idea of the reading process itself:
Subject of reading- this is someone else's thought encoded in the test. Recognized by visual perception of the text.
Reading Product– inference, understanding of semantic content.
Reading result– impact on the reader, his feelings and behavior.
As you can see, the process is quite simple and understandable.
True, for many it ends at the stage of visual text recognition. Someone can make some conclusions. And less often, reading can influence behavior.
I personally am for effective reading. Even entertaining reading should bring some kind of result - relaxation, pleasure, distraction, etc. It’s worse when, after reading something, you can only note that it’s wasted time.
Therefore, pay attention to the above typologies, and I am sure that reading will become more effective.
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The first stage of working with the text is familiarization. It is called introductory reading. The editor must read the text to evaluate it as a whole, i.e. draw a conclusion about whether the content corresponds to the task, whether it is new and interesting for the reader, or potential client whether the form of the text corresponds to its content and purpose.
In terms of technique, introductory reading is not much different from ordinary viewing of, say, the morning newspaper. You can look at not only individual words, but also entire lines, and even paragraphs - read diagonally, trying to follow the general meaning, the relationship of parts and without concentrating on individual facts, details, names. You can make pencil notes in the text and in the margins (for example, mark incomprehensible or difficult to understand fragments, pose questions), which will help in further work.
The most important result of the editor’s acquaintance with the work is the development of an action strategy: whether to return the text to the author for revision or accept it for publication. In the latter case, the editor forms an idea of how to improve the material, outlines a plan of his own actions, determines the necessary degree of intervention in the text, and chooses editing methods.
Not all editing guidelines recognize exploratory reading as a necessary step in an editor's work. For example, the authors of the already mentioned book “Journalist and Information” Y.S. Voskoboynikov and V.K. Yuryev recommends immediately picking up a pencil and starting to slowly, carefully read the text while making notes in the margins. With a certain skill and working with small texts, such a beginning is also possible. But we still recommend not skipping the introductory reading stage for two reasons: firstly, it will not take much time, but can save money and, secondly, by reading the text fluently, the editor gets to know it in the same way as the reader does , and therefore gains the ability to predict what will be learned.
Grinding reading
After the in-depth reading comes the actual editing, and then the editor reads the text again. But this will already be a control, polishing reading of the corrected version, its main goal is to evaluate how deep and reasonable the edit is, how far the editor managed to complete the task - to correct the text as much as possible, removing the shortcomings made by the author, and emphasizing, emphasizing strengths works.
At this stage of text preparation, the editor analyzes his own work: checks factual data, checks all names, dates, uniformity of spelling of numbers, surnames, initials. He mostly glides through the text, holding attention only to the most important difficult places edits.
