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Library Based Article QUESTIONING THE AUTHOR

By Dr. Carol Santa

I A

The Purpose o Readi!" Article To know about questioning the author strategy

B To know about how questioning the author can help students to impro e their comprehension C To know about the implication o! this strategy in reading classroom

II A

Prereadi!" The writer remained !rustated at the students low le el o! comprehension !rom the te"t.

B #ow do we get our students to go beyond the !acts and bulid understanding$%by Questio!i!" the Author# C &etting Started The students construct meaning as they read !or the !irst time' not a!ter completing the selection. (uestioning the Author )(tA* takes into account the !act that authors are human and ha e the potential to be !allible. D Segmenting Te"t

The !irst step !or the teacher using (tA is to care!ully read the narrati e or e"pository selection and determine the ma+or understandings that students are to construct. , (ueries -nce the teacher has determined the ma+or understandings !rom the selection' they will be used to determine where to segment or stop reading and initiate a discussion. ,!!ecti e (ueries are the key component o! (uestioning the Author. . Conclusion

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The (ueries are a great way to stimulate instructional con ersations among students which C/ISS ad ocates as a key ingredient to learning.

III A

Sca!!i!" .allible 0 Able or likely to make a mistake

B Stumbling 0 the di!!iculties C Impede 0 to cause any problem in comprehension D 1rompts 0 to encouredge

, /idges 0 a long narrow raised part o! a sur!ace' especially a high edge along a montain

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$o!clusio! a!d %i!d&%appi!" A Conclusion

3hen students read a te"t' they tend to think that the te"t is absolutely correct and it has nothing to be questioned. That is why i! they !ind something that they don4t understand about the te"t' or they can not get the idea o! the whole part o! it' they see themsel es as responsible !or their lack o! understanding. They hardly reali5e that the te"t is +ust someone4s ideas that are written down and sometimes they need to work hard to !igure out what the author is trying to say. #a ing students gi ing queries be!ore they start to read can help them construct meaning !rom the te"t. B 6ind%6apping

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%ai! Idea o the Author a!d $ritical Re'ie( A 6ain Idea o! the Author

(uestioning the Author )(tA* takes into account the !act that authors are human and ha e the potential to be !allible. So it is important !or students to know that the problems they ha e with comprehension may actually be the author4s inability to communicate the in!ormation clearly. B Critical /e iew The writer and I shared the same opinion. I think the strategy can help students get a better comprehension about the te"t that they read .by reali5ing that the author o! the te"t are likely to make mistakes' readers can pose themsel es questions and discuss the ideas to make sense out o! them. According to Florida Center for Reading Research' questioning the author is an e"plicit' during%reading process replete with comprehension building supports. It !ocuses on the reader4s building coherence among the te"t ideas by making connections through peer discussion' answering open ended questions that encourage summary and in!erence making' support !or metacognition' question generation' engagement' moti ation' authentic purpose !or reading' and use o! both narrati e and e"pository te"t. The 7se o! this strategy encourages

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increased student moti ation and engagement' more !requent student%to%student interactions' increased student understanding o! te"t' and de elopment o! critical thinking skills.

Research Article
A )U*I$IOUS LESSON+ A ,HOLE&LEARNING REA*ING A$TI-IT.
By Patrick Spooner )#ungary*

The Purpose o Readi!" Article A To know about +udicious lesson as a whole%learning reading acti ity

B To e"plain the process o! +udicious lesson by asking students to take an acti e role in interpreting the te"t and !ormulating their own belie!s about the alidity o! arious aspects o! the te"t )including the author4s point o! iew' intention' and tone*. C To know the result o! using +udicious lesson in reading classroom

II

Prereadi!"

This article e"plains a unique acti ity using this approach in a tertiary%le el lower% ad anced reading and speaking course. A Beyond comprehension

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#a ing spent se eral months discussing arious aspects o! delinquency problems and solutions' my students were ready !or a more di!!icult assignment. B The assignment 3arm%up 0 using the students4 knowledge !rom our work earlier in the semester' we began discussing causes or moti ations !or murder. C 1reparing !or the trial The students would hold a trial in the case o! 8e!!rey 6acDonald s. the 7nited States &o ernment. I e"plained the key roles in a 7.S. court o! law' which are discussed at length in the article. D The trial

,ach group displayed e idence taken !rom the article' adding the necessary in!erences to pro e one point or another.

, Conclusion In anonymous !eedback reports' most students !ound the cultural in!ormation in the article to be the most important thing they learned. III Sca!!i!" A Schemata 0 a representaion o! ideas

B Delinquency 0 beha iour that is not acceptable to most people C Colloquial 0 in!ormal type o! words and e"pressions D /e enge 0 a punishment

, Consecuti e 0 chronological

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$o!clusio! a!d %i!d&%appi!" A Conclusion

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The writer use a +udicious lesson in his reading acti ity and ask the students to play acti e roles o! the te"t that is gi en. This helps the students to see beyond the te"t and get a better understanding as they are assigned to play the roles in the te"t. This acti ity also engaged the
students4 critical thinking skills' personal opinions' and logical arguments.

B 6ind%6apping