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92 Cards in this Set
- Front
- Back
It is defined as the ability to read, write, speak, and listen, which allows us to communicate effectively with one another |
Literacy |
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On a global scale, UNESCO (2019) indicates that ___ million youth and adults cannot read and write, while ___ million children are failing to develop basic literacy skills. |
773 and 250 |
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What is the Strap Strategy? |
Subject, Type, Role, Audience, Purpose |
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What is the first step of the reading process? |
Pre-reading |
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What reading process involves note taking, annotating, etc.? |
Reading |
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What should the reader do after reading? |
Re-read |
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What should be the last step of the reading process? |
Reflect |
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What is the first step of the writing process? |
Pre-writing |
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What activities can be done in pre-writing? |
Outlining |
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Should the writer submit the written paper right after finishing it? |
No, it should be reviewed, revised, and edited. |
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What is the difference of revising and editing? |
Revising refers to changes in content, while editing refers to changes in format. |
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What is the last step of the writing process? |
Publishing |
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What are the 3 levels of reading? |
Literal, Inferential, Evaluative |
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What does Inferential Reading means? |
Reading between the lines |
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What does applied/evaluative reading means? |
Reading beyond the lines |
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What does Literal Reading mean? |
Reading on the lines |
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STRAP Establishing expectations |
Pre-Reading |
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Note taking Annotating Questioning |
Reading |
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Forming a clearer understanding |
Rereading |
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Summarizing Seeking further answers |
Reflecting |
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Planning Outlining |
Pre-Writing |
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Exploring details |
Writing |
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Reviewing draft |
Revising |
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Making changes |
Editing |
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Submission/Posting of Work |
Publishing |
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Reader links the text and his/her own experience and knowledge to develop annanswer |
Applied/Evaluative |
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Reader interprets the information to find answer |
Inferential |
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Reader finds the answer in the text. |
Literal |
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Identify the main ideas of the paragraph/short story. Recall details that support the main ideas. Organize the sequence in which the main ideas occurred. |
Literal Reading |
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Predict endings and anticipate consequences State reasons for events Make generalizations |
Inferential Reading |
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Make comparisons Make judgments Make recommendations and suggestions Make decisions Create alternate endings |
Applied/Evaluative Reading |
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It is a combination of words and phrases to create something meaningful and comprehensive for other people. |
Discourse |
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It is the use of language to formally discuss a given topic and to effectively communicate ideas. |
Discourse |
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It is a mode of discourse that is used to tell a story or series of events, often in chronological order. |
Narrative |
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It is a mode of discourse that is used to describe a given subject by relatingto the five senses, in order for the readers to visualize the topic. |
Descriptive |
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It is a mode of discourse that is used to inform the readers by explaining or expounding on the topic, as objectively as possible. |
Exposition |
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It is a mode of discourse that is used to convince the readers to accept the writer’s claim, opinion, or solution by using evidence to support it. |
Argument |
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Analysing a discourse is |
Contextual |
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These are some of the most common factors involved in analyzing a piece of discourse: |
Culture Social environment Personal experiences |
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It requires a set of standards specific for a certain field of learning and higher education. It uses formal language, citing facts and evidences, use of vocabulary, and writing mechanics Follows the standard format-Introduction, Body, Conclusion |
Academic Discourse |
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Texts are often subject for interpretation creative fiction and non-fiction. It can be a poetic, expressive, or transactional discourse. |
Literary Discourse |
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It is a process in which the writer collaborates with others to explore topics, develops ideas and/or proposes solutions to a problem |
Brainstorming |
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Searching for references in selecting organization |
Researching |
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Organize ideas, see relationships, and retain information through the use of visual representations, icons and symbols. |
Graphic Organizers |
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organizing a hierarchal set of information |
The Network Tree |
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contains cause and effect problems and solutions |
Problem Solution Map |
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comparing and contrasting two different concepts |
Venn Diagram |
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organizing information according to various steps or stages |
Events Chain |
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a diagram that helps make the decision between alternative courses of action |
Flowchart |
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a topic outline lists words and phrases |
Outlining |
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possible structures: compare-contrast, chronological, sequential, advantages disadvantages/Pros vs. Cons, cause & effect, problem-solution, topic-specific |
Outlining |
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It refers to how ideas are presented |
Organization |
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arranges information according to a progression of time, either forward or backward |
Chronological Pattern |
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each main section of information represents a particular period, and the sub-points contained within each main section refer to significant events that occurred within that time frame. |
Chronological Pattern |
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similar to a chronological pattern but arranges information according to a step-by-step sequence that describes a particular process. |
Sequential Pattern |
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each main section of information represents a main step that one would follow in the actual process. |
Sequential Pattern |
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arranges information according to how things fit together in physical space |
Spatial Pattern |
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when a writer wishes to create a mental picture of something which has various parts distinguished by physical location |
Spatial Pattern |
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arranges information from least to most important idea, and vice versa. |
Order of Importance Pattern |
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When writing a persuasive essay, it is best to begin with the most important point because it immediately captivates your readers and compels them to continue reading. |
Order of Importance Pattern |
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the quality of being logical, consistent and able to be understood |
Coherence |
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connection occurs when ideas are connected at the conceptual level |
Coherence |
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refers to the act of forming a whole unit |
Cohesion |
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a subset of coherence |
Cohesion |
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connection occurs at a sentence level |
Cohesion |
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helps connect words and carry a thought from one idea to another |
Transitional Devices/Words |
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should be concrete and specific that includes effective descriptions which creates tangible image and objects that the readers can visualize |
Language |
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Language should not be... |
Too Informal Too exaggerated Too Vague |
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joining two independent clauses with a comma and no conjunction. |
Comma Splice |
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two or more independent clauses are connected improperly. |
Run-on sentences |
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two or more phrases or clauses in a sentence that have the same grammatical structure. |
Lack of Parallelism |
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A _____ is used to show the difference between two separate ideas or elements within a sentence. ______ have other usages as well, as they can be used to separate numbers, and write date. |
Comma |
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You use a _________ to connect independent clauses that have similar ideas (but you do not use a coordinating conjunction between them). |
Semicolon |
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You can use a _____ before an explanation (or an independent clause), a list, or a quote. |
Colon |
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It is the art of effective or persuasive speaking or writing, especially the use of figures ofspeech and other compositional techniques. |
Rhetoric |
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It refers to any regularly repeatedarrangements. |
Pattern |
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Ways of organizing informationto convey a specificinformation effectively |
Rhetorical Patterns |
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Repeated pattern of languageand delivery |
Rhetorical Patterns |
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It shows what happened, who andwhat was involved, when andwhere it took place, and how onthing led to another. |
Narration |
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- Nouns can be observed a lot. - Verbs drive the storyforward and transition wordsand phrases to orient thereader to the sequence ofevents when writing such in atext |
Narration |
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It uses adjectives andadverbs that add moredetail to the description. |
Description |
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- A factual account of its physical or concretecharacteristics - Appeals to the readers’ intellect, and is alsosometimes called informative, scientific, or technical |
Objective Descriptive |
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- Includes the writer’s personal insights,biases, and opinions - Uses choice words or phrases that are meant toinvoke certain emotional responses from the reader. |
Subjective Descriptive |
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Both explains, demonstrate, orsupport the main topic or thesisstatement. The other usesevidences, while the other usesexamples. |
ILLUSTRATION VS.EXEMPLIFICATION |
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Evidences |
Illustration |
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Examples |
Exemplification |
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It expands upon the main ideaby dividing it into its morespecific and distinguishableparts and arranging themaccording to their sharedcharacteristic. |
Classification |
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It focuses on illustrating whatmakes two or more differentsubjects similar to each other,while contrasts focus onillustrating what makes themdifferent |
Comparison and Contrast |
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It is used to identify andunderstand how these two relateto one another and discusspotential theories if suchconnections are not yet known |
Cause and Effect |
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Used whendiscussing how a single cause has multipleeffects. |
Cause-to-Effect Pattern |
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Used whendiscussing how a single effect has multiplecauses. |
Effect-to-Cause Pattern- |
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Complete discussion of the first set ofcauses and effects before moving to another. |
Consecutive Cause-to-Effect Pattern- |