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EXAMINATION > RNW MIDTERMS EXAM > Flashcards

RNW MIDTERMS EXAM Flashcards

1
Q

A cognitive process that involves
decoding symbolsto arrive at mea-
ning.
- Multifaceted cognitive process inv-
olving wordrecognition, compre-
hension, and fluency.
- It is always an interaction between
the text andthe reader. We read to
gain and share informationand ideas,
whether academic, personal, orprof-
essional.
- It involves readers in an interaction
with the textand enables them to
use the reading strategies toget the
meaning of the printed text.

A

READING

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2
Q

Identifying the words in print

A

WORD RECOGNITION

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3
Q

Identifying words and making
meaning so thatreading is
automatic and accurate

A

FLUENCY

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4
Q

Constructing an understanding

A

Comprehension

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5
Q

In order to comprehend a text, we apply many skills simultaneously while we read so what are they?

A

• Identifying the author’s purpose
•Grasping the main ideas ofthe
text
•Locating important details;
Using context clues

•Answering specific questions;
•Critiquing the text.

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6
Q

Who is the father of English Essays “READING MAKES A FULL. MAN”

A

FRANCIS BACON

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7
Q

According to ______ and ______ (2004), reading compr-
ehension is the activeprocess of
constructing meaning from the
text.

A

Vaughn & linan

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8
Q

The purpose of reading is set. It
allows thereader to activate back-
ground knowledge,preview the
text, and develop a purpose for
reading.
Here, the reader could look at the
title of theselection and list down
all the information thatcomes to
mind about the title.
Thinking about text’s topic.
Studying the illustrations, photos,
andgraphics.
Think about what the reader knows,
connections they make, and ques-
tions theywant to be answered.

A

PLANNING (PRE-READING)

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9
Q

The reader grasp the meaning of
the readingmaterial by conne-
cting it to his schema orbackg-
round knowledge.
This particular stage occurs when
the reader
makes predictions as he reads
and confirmsor revises the predi-
ction.
Make connections.
Make inferences.
Use context clues.

A

MONITORING (DURING READING)

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10
Q

In this stage, it enables the
reader to establisha conne-
ction between what they
know andwhat they learned.
Specifically, it allows the rea-
der to retell astory, discuss
the elements of a story, ans-
werquestions, and compare it
to another text.

A

EVALUATING (POST READING)

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11
Q

WHAT IS THE 3 READING PROCESS?

A

*PLANNING (PRE-WRITING)
*MONITORING (DURING READING)
*EVALUATING(POST READING)

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12
Q

WHAT ARE THE 5TECHNIQUES IN READING?

A

*SKIMMING AND SCANNING
*SKIMMING
*SCANNING
*COMPREHENSIVE
*CRITICAL

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13
Q

WHAT ARE THE 3 SUBPARTS OF SKIMMING?

A

*PREVIEWING
*OVERVIEWING
*SURVEYING

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14
Q

Skimming and scanning are reading
techniques that use rapid eye movement and
keywords to move quickly through text for
slightly different purposes.

A

SKIMMING AND SCANNING

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15
Q

is reading rapidly in order to get the
general overview of the material.

A

SKIMMING

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16
Q

it involves giving a material a general
look in order to know what the material contains

A

Previewing

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17
Q

it makes use of taking a look at the
title, chapter or heading.

A

OVERVIEWING

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18
Q

it involves giving the text a rundown
from the first section to the last section

A

Surveying

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19
Q

Reader locates and swoops down for
particular facts.
Reader is to locate key keywords in the
idea they are trying to find.

A

SCANNING

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20
Q

This technique requires the processing of
the text for a full understanding of the
material.
It encompasses a wide vocabulary
knowledge, an understanding of the
meaning of a text, and finally, integrating
this meaning into what you already know
(schema).

A

COMPREHENSIVE

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21
Q

This involves a thorough analysis and
evaluation of the claims within a text.
Also, reading critically accentuates
seeking definitions, judging information,
demanding proof, and questioning
assumptions.

A

Critical

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22
Q

•200-220 words per minute?

A

NORMAL

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23
Q

250-350 words per minute?

A

Average

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24
Q

•500-700 words per minute

A

Good

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25
Q

•1000 words per minute

A

Exeptional Speech

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26
Q

CON “with” & TEXT “written words”
It is the setting of the word.

A

Context

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27
Q

These words, phrases, and sentences would
help decipher the meaning of difficult
words in the selection.
Contextual clues could come in form of
synonyms, antonyms, examples,
comparison, derivation or structural
analysis, and sense of the sentence

A

CONTEXT CLUES

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28
Q

WHAT ARE THE TYPES OF CONTEXT CLUES?

A

Use of Synonyms
2. Use of Antonyms
3. Use of Examples
4. Use of Comparisons
5.Use of Sense of Sentences
6.Use Of Derivation Or Structural Analysis

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29
Q

These are the words having the same
meaning or nearly the same meaning.
It could appear in the following ways: “by
dashes”, “by commas to separate
appositives”, “by parentheses”, and “by
restatements or expressions”.

A

SYNONYMS

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30
Q

“She finds solace—a comfort—in the
countryside.”

A

BY DASHES

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31
Q

The advocates, defenders, of anti-mining
formed a picket outside the building.

A

BY COMMAS TO SEPERATE APPOSITIVES

32
Q

The local residents are among the hordes (a
large group of people) who lined up to take
their chance in the contest

A

BY PARENTHESES

33
Q

The smiles of these little children are
guileless. They show innocence and no
deception.

A

BY RESTATEMENT OR EXPRESSION

34
Q

These are the words that have the opposite
meaning.
It does not give the definition but provides an
idea about the unfamiliar word. Some
indicating words are: ‘but’, ‘although’,
‘despite’, ‘instead’, ‘in contrast’, ‘unlike’,
‘however’, ‘even though’, ‘on the contrary’,
‘inversely’, etc.

A

ANTONYMS

35
Q

Examples are lists of illustrations that
make an unfamiliar word clearer and
easily understood

A

EXAMPLES

36
Q

It involves identifying the similarities and
differences between two or more things,
places, or events.
Some indicating words are: ‘like’, ‘similar
too’, ‘as good as’, ‘similarly’, ‘likewise’,
‘too’, ‘while’, ‘the same as’, ‘in comparison
to’, ‘both’, ‘alike’, ‘also’, ‘so is’, and ‘but’.

A

COMPARISON

37
Q

This type of contextual clue considers the
meaning, nature, or significance of the
whole sentence

A

SENSE OF SENTENCE

38
Q

context and structural analysis to break
words down into their basic parts to
determine the meaning.

A

DERIVATION OR STRUCTURAL ANALYSIS

39
Q

it is simply the understanding of what you read.

A

COMPREHENSIVE READING

40
Q

t is determined by answering questions about
the selection read.
- it includes predicting, summarizing, and critical
thinking.

A

COMPREHENSION

41
Q

WHAT ARE THE THREE LEVELS OF UNDERSTANDING IN READING COMPREHENSION?

A

•LITERAL COMPREHENSION
•INFERENTIAL COMPREHENSION
•APPLIED COMPREHENSION

42
Q

Involves an understanding of information and
facts directly stated in the text.
- It is recognized as the first and most basic
reading comprehension level

A

LITERAL COMPREHENSION

43
Q

A higher and more complex level of comprehension
that involves critical analysis.
- The ability to process written information and
understand the underlying meaning of the text.
- Means that you, as a reader, are able to make
inferences, draw conclusions, and predict outcomes
from information implicitly stated in the text

A

INFERENTIAL COMPREHENSION

44
Q
  • It requires the reader to move beyond the text to
    consider what they think and believe in relation to the
    message in the text.
  • Is how you are able to use your experience and prior
    knowledge (schema) in the written text in making an
    evaluation.
A

APPLIED COMPREHENSION

45
Q

This is a comprehension s kill that
involves theuse of information
presented in the text andconne-
cting it to your own knowledge.

A

INFERING

46
Q

_________+___________=

A

SCHEMA +EVIDENCE= INFERING

47
Q

nvolves condensing the text into a
shorterform.
- It involves getting only the most
importantparts of the material.
- A summary is normally one-third (1/
3) of theoriginal text.

A

SUMMARIZING

48
Q

It entails the use of rewording and
rephrasingthe original text.
- The rewording and rephrasing are
done toachieve clarity of the text.
- A paraphrased material is usually the
samelength as the original text.

A

PARAPHRASING

49
Q

Details are simply the facts or
ideas presentedby the author in
the text.
Recalling details is an important
reading s kill.
It enables the reader to identify
theimportance of each detail in
the text and howit contributes to
the total meaning of thematerial.
It also equips the reader to impli-
citly determinethe details the
author presented.
Identify the general topic of the
selection.
Locate the specific details which
support thegeneral topic; and
Consider the ideas which are clo-
sely related tothe topic.

A

RECALLING DETAILS

50
Q

It is a process of organizing infor-
mationgathered from reading. It
uses an outline—askeletal fram-
ework—which includes the ideas
separated by a specific heading
and uses anumbering system.
outlining makes it possible for
you to arrangethe ideas, details,
and examples based on theimpo-
rtance of chronology.

A

Outlining

51
Q

Give the 2 types of outline?

A

•TOPIC OUTLINE
•SENTENCE OUTLINE

52
Q

In a topic outline, includes the
specific word or phrases

A

TOPIC OUTLINE

53
Q

In a sentence outline, as the term
suggests use asentence or
sentences

A

SENTENCE OUTLINE

54
Q

Is a process of writing down
specific topicsgathered from diff-
erent sources.
It involves documenting and
coming up with a listof topics.
Brainstorming list is composed of
major points withsub-details for
each. The sub-list may be a short
explanation or example of the major
point.

A

BRAIN STORMING

55
Q

These are valuable tools in coming
up with astructured
representation of the specific
topic
needed for your purpose.
Using a graphic organizer helps you
to establishthe relationship bet-
ween and among the topicsthat you
included.
By merely looking at the visual
representation,you are able to est-
ablish a clear train of thoughtwhich
makes it easier for you to grasp the
entiretopic
These techniques in organizing info-
rmation involvethe use of visual
symbols. These symbolsrepresent
the knowledge, concepts, thoughts,
orideas, and the relationship bet-
ween them.

A

GRAPHIC ORGANIZER

56
Q

another readingskill.
• This entails differentiating which of
the author’sstatements is either
factual information or anopinionated
statement.
• It is a requirement to first identify
facts from opinionsbefore proceeding
to the next stage.

A

DISTINGUISHING FACTS FROM OPINION

57
Q

Facts are statements which can be
proven to beeither true or false.
These are statements that can be
checked orproven.
We can check facts by conducting
some sort ofexperiment, or
observation, or by verifying
(checking) the fact with a source
document.
Facts often contain numbers,
dates, or ages.
Facts might include specific
information about aperson, place,
or thing.

A

Facts

58
Q

An opinion, on the other hand, is the
author’s
personal view or biases about a
certain topic.
An opinion is a statement that
cannot be proven orchecked.
It tells what someone thinks, feels,
or believes

A

OPINION

59
Q

Writing is a medium of human
communication thatinvolves represe-
ntation of a language through a system
of physically inscribed, mechanically
transferred, ordigitally represented
symbols.

A

WRITING

60
Q

t is a story written to explain
“what”
,
“when”
, and
“who”
. It reveals
what a reader should learn.
The GOAL of narration is not only to
tell everythingthat happened but
also to screen and present the
details which explain the signif-
icance of the event
Narration paragraphs use the past
form of the verb
and are usually written in
chronological order. It is used by
writers for a variety of purposes:

A

NARRATION

61
Q

WHAT ARE THE 7 PATTERN IN WRITING

A

To illustrate and support ideas with
anecdotes.
2. To entertain the readers with stories.
3. To predict what will happen with
scenarios.
4. To explain how something happens
withprocess narratives.
5. It is a basic strategy used by writers
in presentactions.
6. It tells a story or explains a sequence
ofevents. It can be fiction or non-
fiction.

62
Q

This con-
veys the
impressions, feelings, insights, or
PoV.

A

SUBJECTIVE NARRATION

63
Q

Presents
facts to createan accurate timeline
of events.

A

OBJECTIVE NARRATION

64
Q

Narratives retell a past event. The
sequence ofevents can be pres-
ented using strategies likeflash-
backs–to previous events and fast-
forwards –to the present or future.
To help the readers follow the series
of actions,transitional words, and
phrases should be used.

A

USING TRANSITION IN NARRATIVE

65
Q

The retelling of past events is
better with the useof direct
quotations than an indirect sum-
mary of aconversation.
Dialogues make the retelling of the
event morerealistic and genuine
since the speakers arequoted dire-
ctly.
Furthermore, it is better to read
short dialoguesthan longer explan-
ations or recount using “she said”or
“he told me
.
”

A

USING DIALOGUE IN NARRATIVE

66
Q

The conflict in the narrative is the
struggle betweenthe character and
the opposing force which may
come in the form of a person,
nature, or society’srules and
values, or desires.

A

USING CONFLICTS IN NARRATIVE

67
Q

Give the 6 types of conflict

A

•PERSON VS PERSON
•PERSON VS SOCIETY
•PERSON VS TECHNOLOGY
•PERSON VS NATURE
•PERSON VS SELF
PERSON VS SUPERNATURAL

68
Q

When two lovers are separated by
nature

A

PERSON VS NATURE

69
Q

Characters face ominous science
moving beyondour control.

A

PERSON VS TECHNOLOGY

70
Q

Conflict between a character and
their innerstruggle.

A

PERSON VS SELF

71
Q

Character conflicts, whether bet-
ween heroes andvillains or
sparring lovers

A

PERSON VS PERSON

72
Q

A character is victimized by
society

A

PERSON VS SOCIETY

73
Q

The source of conflict is
supernatural.

A

PERSON VS SUPERNATURAL

74
Q

In narration, the point of view refers
to therelationship of the narrator
to the action.Basically, narrators
use two points of view: .

A

POINT OF VIEWS /POV

75
Q

Point of View, the
narrator isalso part of the
story.

A

FIRST PERSON

76
Q

Point
of View, the
action is not performed by the
narrator butby the other
person.

A

Third Person’s

77
Q

SINO ANG PINAKA POGI SA FAMILY PAZ

A

JHON REX H PAZ

EXAMINATION (3 decks)

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