22 February 2011
English for Academic Communication
1
Reading skills involved:
Making notes of the important ideas, concepts
and points in the reading text
Why?
To help us to have better understanding of the
content of the reading material
English for Academic Communication
2
1. Check the pattern of the organisation of the
reading text and use signal words as cue.
2. Use note-making methods such as
underlining, highlighting, circling, or boxing
to identify main points.
3. Transform main points from linear text to a
non linear text using diagram, outline, table
or flowchart presentations.
English for Academic Communication
3
1. Check the pattern of the organisation of the
reading text and use signal words as cue.
Listing
Classification
Sequencing
Comparison-Contrast
Cause-Effect
English for Academic Communication
4
Listing
Making a list of things that are related to subject matter
For example:
Long Island Resort
Tent and cooking facilities
Clean bathroom and toilet
Trekking, snorkeling, canoeing and fishing
Group tour to shell handicraft centre
English for Academic Communication
5
Classification
Placing things in categories according to specific or
similar characteristics or functions
For example:
Positive
Comparative
Superlative
Good
Better
Best
Bad
Worse
Worst
Much
More
Most
English for Academic Communication
6
Sequencing
Putting process, or events in order of occurrences
For example:
Firstly, put a teabag or tea powder into a cup of boiling
water. Secondly, leave it for a few minutes to infuse it
perfectly. Next, add sugar. Finally, stir it and the tea is
now ready to drink.
English for Academic Communication
7
Comparison – Contrast
Making comparison by examining how things are similar
and different, or showing contrast by looking at the
differences between them.
For example:
Compare
Contrast
Proton Inspira Mitsubishi Lancer
Same design
Made in Malaysia Made in Japan
Cheap
Expensive
English for Academic Communication
8
Cause and Effect
Showing how things (effects) happen or come
into being because of other things that cause
them to happen (causes).
For example:
Scientists believe that that increasing number of
flood disasters may be due to human activities.
English for Academic Communication
9
Some people do things without realizing the consequences
of their deeds. For instance, squatters who live along the
river banks, simply throw their rubbish into the rivers.
Because of this, the rivers are clogged with rubbish. When it
rains heavily, they will burst their banks, thus causing flood
in the surrounding area. Illegal loggers too discriminately
cut trees to produce paper. Due to their act, there are less
trees to absorb carbon dioxide in the air. A large amount of
carbon dioxide traps heat, therefore causes the globe to
become warmer, raising the water level, and in the end this
leads to flooding.
English for Academic Communication
10
first
firstly
then
before
second
until
English for Academic Communication
next
after
11
More than
Despite/in spite of
But
Otherwise
Nevertheless
same/similar
different from
however
alike
unless
also
likewise
yet
on the other hand
although
both
English for Academic Communication
12
because
since
due to
in the end
thus
as a result
so
causes
English for Academic Communication
therefore
consequently
this leads to
hence
13
another reason
moreover
furthermore
in addition
besides that
on top of that
English for Academic Communication
14
a major development
important to note
a key feature
especially relevant
the central issue
a significant outcome
above all
the most substantial issue
English for Academic Communication
15
in conclusion
as a conclusion
in summary
in brief
in a nutshell
last of all
English for Academic Communication
finally
lastly
16
Based on the text given in slide 16, transform
the main points from a linear text to a nonlinear text using diagram, outline, table or
flowchart presentation.
English for Academic Communication
17