2 | International English Language

UNIT 2: READING

2.0 Intended Learning Outcome

a. Demonstrate understanding of a wide variety of academic reading texts

2.1. Introduction
Hello, learner! How was your journey to the world of sound and the art of
waves? I am sure you enjoyed it and you did pretty well! Listening is a skill you
crucially need to win over life‘s hurdles towards success. As early as now, I
congratulate you for successfully finishing the Unit 1!
This time, brace yourself and get ready as we get a round-trip ticket around the
world through the best replacement to travel, READING!
Reading means having different skills in order to understand whatever you read
and what you do in life. I understand this sounds complicated but reading whether
we like it or not, does the task for us in gathering information about the environment
you live in and you ―want‖ to discover. It gets you from having known nothing into
knowing something.
So, how do you find reading as a tool for you to comprehend the academic
world and the world itself?
Aspari (2017) puts it more clearly that reading makes one not only gets
information but also combining all you‘ve learned and sharing this knowledge to
others. Thus reading skill leads to comprehension and vocabulary building.
Most of us read in everyday life for different purposes – you are reading this
page now, for a purpose. When you read while studying an academic course, your
principal goal will be to gather information in order to answer an assignment question
or gain further information on a subject for an exam or other type of assessment.
However, we have to read to make sense of the things around us, develop the mind,
land on a good job, and function on today‘s society.
There is an old saying, "The pen is mightier than the sword." Ideas written
down have changed the destiny of men and nations for better or worse. Only by
reading can we be armed in this never-ending, life-and-death struggle. The question
is, are you now ready to welcome your ‗destination‘ with hope that victory is at
hand because of reading? If yes, join me acquire the skills in reading!
 2 | International English Language 10

2.2 Reading Gist.

2.2.1. What is it? How can I read for a gist?
It means the essential idea of what is said and written. So when you read
a text and you see what the writer wants to tell you, I bet you, that is the gist,
using your skimming skill.
Gist needn't be just the words. It looks for ideas rapidly without
concentrating on the grammar. Gist is looking for the ―arrangement‖,
―visuals‖, and ―discrete discourse features‖ for you to knowledgeable guess.
So when you skim, make sure to look for the content words. Click this
link for a review of content words and examples, it‘s
[Link] .
Another skill for gist reading is the so-called scanning. This is more
specific than skimming because you will look for specific details like names or
numbers and other information you can easily classify. Go this link for you
activity in case reading related to scanning, though there are also skimming
activities in this link which you can practice
[Link] . Be ready to
present the results of the activities.

2.2.2 Is reading for a gist important?

Read the following and find out whether is it important or not.
Reading for a gist is like the first step of toddler to many more steps a
child will take.
It is a preparation for you as a reader to see if what you are reading
deserves further involvement of your time and skimming and scanning help
you with this. Just a reminder that when you skim-scan, do it in your mother
tongue — Waray or any other first language you have.
You will notice that in an International English Language Tests
(IELTS), there‘s no need to read the whole text or else you will miss the most
important aspect of information. Even in Cambridge English exams like CPE,
FCE, PTE, reading for gist is necessary for you to perform better in reading.
Though, I understand this is very challenging.
But before we proceed to the next item, what do you think? Is reading
for a gist important?
 2 | International English Language 11

2.2.3 Why is it challenging?

As mentioned earlier, skimming should be nothing new to foreign
language learners. Ideally, they would simply treat English texts in the same
way they treat those in their native language. But this is a very optimistic
scenario and in reality, many learners come to class with a certain degree of
prejudice. Presented with an English text, they believe they need to read and
pay attention to each and every detail to understand it.
In universities and colleges, this is a fact that teachers no longer
prepare their learners prior to them engaging in reading a text which is an
opposite scenario in a ―safe classroom environment‖ where learners are
guided to activate their ―schematic knowledge‖ in order to comprehend what
they will read. Please read this research paper on the importance of schematic
knowledge in reading [Link] .

2.3 How to Read for Main Ideas?

It is easy to identify a main idea that is directly expressed in the text. Main
ideas are often found:
at the beginning of paragraphs. The first sentence often explains the subject being
discussed in the passage.
in the concluding sentences of a paragraph. The main idea can be expressed as a
summation of the information in the paragraph as well as a link to the information in
the next paragraph.
The main idea is not always clearly stated. It is more difficult to identify a main
idea when it is inferred or implied. It can be implied through other words in the
paragraph. An implied main idea can be found in several ways.
Several sentences in a paragraph can imply the main idea by introducing facts
about the topic before actually stating the topic. Implied ideas can be drawn from
facts, reasons, or examples that give hints or suggestions concerning the main idea.
These hints will be clues leading you to discover the main idea in the selected text.

Try the passage below to see if you can pick out the main idea.
"To many parents, the infant's crying may be mainly an irritation, especially if
it continues for long periods. But crying serves important functions for the
child as well as for the parents. For the child, crying helps improve lung
capacity and the respiratory system. Perhaps more important, the cry serves as
a signal of distress. When babies cry, they indicate that they are hungry or in
pain, and this is important information for parents."
 2 | International English Language 12

Use the hints below to determine the correct main idea of this paragraph.
After reading a paragraph, ask "What point is the author making in this passage?"
Ask the following questions:
Who - Does this passage discuss a person or group of people?
When - Does the information contain a reference to time?
Where - Does the text name a place?
Why - Do you find a reason or explanation for something that happened?
How - Does this information indicate a method or a theory?

2.4 How to Read for Details?

2.4.1 What is it?
First, reading for details is what you call a note taking skill. Second, it means
connecting these details to the main ideas of the written discourse.

2.4.2 Why do it?

You read for details to get more information/ideas from what you already
have identified. This can be the names, figures, facts to support your stand. More
importantly, it will help create meaning from the meanings you get.
Let me direct you this example
[Link]

2.4.3 Outlining. How do you do it?

Outlining is a second way of taking notes while you are reading for details.
Its goal is the same as that of mind mapping: to show the relationship of one piece
of information to another. Some people prefer it as a notetaking method because it
seems more orderly to them.
The generally agreed upon presentation for outlining looks like this:
I. Main point
A. Major point supporting I.
1. Detail supporting A.
2. Detail supporting A.
a. Minor detail supporting 2.
b. Minor detail supporting 2.
B. Major point supporting I.
II. Main Point
 2 | International English Language 13

2.5 Inferred and Implied Meaning

2.5.1 What is it?
Have you been at some point in the past when you just simply looked
at your teacher with a confused face because the one you read seemed not to
give you any story at all? It was an inferential gap. You‘re not alone. I had
one, too.
Way back when your teacher asked you ―inference questions‖ it meant
reading between the lines so you could infer. Because inference is your ability
to conclude based from what it is in the text and your prior
experience/knowledge. Look for clues and relate these to your experience.

2.5.2 How is it done?

Here are a handy reminders for you to remember for you to infer: (1)
Make sure, clues support your answers, (2) Clues must be connected to what
you already know, (3) Not only one correct answer is available but there are
many possible correct answers, (4) Identify the reasons why you come up
with such inference by pointing what clues and information brought to that
conclusion. It‘s time for exercise, just a click here [Link]
[Link]/[Link]/dist/a/1546/files/2012/05/Infer
[Link] .

2.5.3 What is to infer and to predict?

To predict asks what happens next. To infer asks ―what the author
meant.‖
To predict is the what. To infer is the why.

2.6 Writer’s Opinion, Attitudes and Purpose

2.6.1 Writer’s Opinion. What is it?
Tone sets the attitude of the author to the topic articulated in words
and details. Tone can be subjective or objective. The first is inclined in using
―feelings, opinions, experiences, senses‖ which makes it ―personal, biased,
emotional, and informal‖ while the latter sticks to what is factual so it is
―impartial, unbiased and neutral.‖ See this file for expressing opinion and
attitude in an academic way
[Link]
documents/doc/[Link]
 2 | International English Language 14

2.6.2 Writer’s Purpose. What is it?

It is the reason why the author puts into writing his/her
ideas/thoughts with the main idea expressed. The author‘s purpose could be
either to (1) inform —giving information, (2) entertain — appealing to
imagination or senses, (3) persuade — convincing readers to have same
standpoint that of the author and/or proving/arguing a point.
But an author can have other purposes written aside from what are
mentioned above.
Let‘s have an exercise on this link
[Link]
[Link]

Targeted Reading Practice Test A

Directions: Read carefully the passages below and choose the letter of the correct
answer. Use the answer sheet below.

Questions 1 through 7 refer to the following passage:

In the 16th century, an age of great marine and terrestrial exploration, Ferdinand
Magellan led the first expedition to sail around the world. As a young Portuguese noble, he
served the king of Portugal, but he became involved in the quagmire of political intrigue at
court and lost the king‘s favor. After he was dismissed from service by the king of Portugal,
he offered to serve the future Emperor Charles V of Spain.
A papal decree of 1493 had assigned all land in the New World west of 50 degrees W
longitude to Spain and all the land east of that line to Portugal. Magellan offered to prove
that the East Indies fell under Spanish authority. On September 20, 1519, Magellan set sail
from Spain with five ships. More than a year later, one of these ships was exploring the
topography of South America in search of a water route across the continent. This ship
sank, but the remaining four ships searched along the southern peninsula of South
America. Finally they found the passage they sought near 50 degrees S latitude. Magellan
named this passage the Strait of All Saints, but today it is known as the Strait of Magellan.
One ship deserted while in this passage and returned to Spain, so fewer sailors were
privileged to gaze at that first panorama of the Pacific Ocean. Those who remained crossed
 2 | International English Language 15

the meridian now known as the International Date Line in the early spring of 1521 after 98
days on the Pacific Ocean. During those long days at sea, many of Magellan‘s men died of
starvation and disease.
Later, Magellan became involved in an insular conflict in the Philippines and was
killed in a tribal battle. Only one ship and 17 sailors under the command of the Basque
navigator Elcano survived to complete the westward journey to Spain and thus prove once
and for all that the world is round, with no precipice at the edge.

1. The 16th century was an age of great ______ exploration.

a. cosmic
b. land
c. mental
d. common man
e. None of the above

2. Magellan lost the favor of the king of Portugal when he became involved in a political
________.
a. entanglement
b. discussion
c. negotiation
d. problem
e. None of the above

3. The Pope divided New World lands between Spain and Portugal according to their
location on one side or the other of an imaginary geographical line 50 degrees west of
Greenwich that extends in a _________ direction.
a. north and south
b. crosswise
c. easterly
d. south east
e. north and west
 2 | International English Language 16

4. One of Magellan‘s ships explored the _________ of South America for a passage across
the continent.
a. coastline
b. mountain range
c. physical features
d. islands
e. None of the above

5. Four of the ships sought a passage along a southern ______.

a. coast
b. inland
c. body of land with water on three sides
d. border
e. Answer not available

6. The passage was found near 50 degrees S of ________.

a. Greenwich
b. The equator
c. Spain
d. Portugal
e. Madrid

7. In the spring of 1521, the ships crossed the _______ now called the International Date
Line.
a. imaginary circle passing through the poles
b. imaginary line parallel to the equator
c. area
d. land mass
e. Answer not available

The following passage refers to questions 8 through 14.

Marie Curie was one of the most accomplished scientists in history. Together with
her husband, Pierre, she discovered radium, an element widely used for treating cancer,
and studied uranium and other radioactive substances. Pierre and Marie‘s amicable
collaboration later helped to unlock the secrets of the atom.
Marie was born in 1867 in Warsaw, Poland, where her father was a professor of
physics. At an early age, she displayed a brilliant mind and a blithe personality. Her great
exuberance for learning prompted her to continue with her studies after high school. She
 2 | International English Language 17

became disgruntled, however, when she learned that the university in Warsaw was closed
to women. Determined to receive a higher education, she defiantly left Poland and in 1891
entered the Sorbonne, a French university, where she earned her master‘s degree and
doctorate in physics.
Marie was fortunate to have studied at the Sorbonne with some of the greatest
scientists of her day, one of whom was Pierre Curie. Marie and Pierre were married in 1895
and spent many productive years working together in the physics laboratory. A short time
after they discovered radium, Pierre was killed by a horse-drawn wagon in 1906. Marie
was stunned by this horrible misfortune and endured heartbreaking anguish.
Despondently she recalled their close relationship and the joy that they had shared in
scientific research. The fact that she had two young daughters to raise by herself greatly
increased her distress.
Curie‘s feeling of desolation finally began to fade when she was asked to succeed
her husband as a physics professor at the Sorbonne. She was the first woman to be given a
professorship at the world-famous university. In 1911 she received the Nobel Prize in
chemistry for isolating radium. Although Marie Curie eventually suffered a fatal illness
from her long exposure to radium, she never became disillusioned about her work.
Regardless of the consequences, she had dedicated herself to science and to revealing the
mysteries of the physical world.

8. The Curies‘ _________ collaboration helped to unlock the secrets of the atom.
friendly
competitive
courteous
industrious
chemistry

9. Marie had a bright mind and a ______ personality.

strong
lighthearted
humorous
strange
envious
 2 | International English Language
18

10. When she learned that she could not attend the university in Warsaw, she felt
_________.
hopeless
annoyed
depressed
worried
None of the above

11. Marie _________ by leaving Poland and traveling to France to enter the Sorbonne.
challenged authority
showed intelligence
behaved
was distressed
Answer not available

12. _________ she remembered their joy together.

Dejectedly
Worried
Tearfully
Happily
Irefully

13. Her _________ began to fade when she returned to the Sorbonne to succeed her
husband.
misfortune
anger
wretchedness
disappointment
ambition

14. Even though she became fatally ill from working with radium, Marie Curie was never
_________.
troubled
worried
disappointed
sorrowful
disturbed
 2 | International English Language 19

The following passage refers to questions 15 through 19.

Mount Vesuvius, a volcano located between the ancient Italian cities of Pompeii and
Herculaneum, has received much attention because of its frequent and destructive
eruptions. The most famous of these eruptions occurred in A.D. 79.
The volcano had been inactive for centuries. There was little warning of the coming
eruption, although one account unearthed by archaeologists says that a hard rain and a
strong wind had disturbed the celestial calm during the preceding night. Early the next
morning, the volcano poured a huge river of molten rock down upon Herculaneum,
completely burying the city and filling the harbor with coagulated lava.
Meanwhile, on the other side of the mountain, cinders, stone and ash rained down on
Pompeii. Sparks from the burning ash ignited the combustible rooftops quickly. Large
portions of the city were destroyed in the conflagration. Fire, however, was not the only
cause of destruction. Poisonous sulfuric gases saturated the air. These heavy gases were not
buoyant in the atmosphere and therefore sank toward the earth and suffocated people.
Over the years, excavations of Pompeii and Herculaneum have revealed a great deal
about the behavior of the volcano. By analyzing data, much as a zoologist dissects an
animal specimen, scientists have concluded that the eruption changed large portions of the
area‘s geography. For instance, it turned the Sarno River from its course and raised the
level of the beach along the Bay of Naples. Meteorologists studying these events have also
concluded that Vesuvius caused a huge tidal wave that affected the world‘s climate.
In addition to making these investigations, archaeologists have been able to study the
skeletons of victims by using distilled water to wash away the volcanic ash. By
strengthening the brittle bones with acrylic paint, scientists have been able to examine the
skeletons and draw conclusions about the diet and habits of the residents. Finally, the
excavations at both Pompeii and Herculaneum have yielded many examples of classical
art, such as jewelry made of bronze, which is an alloy of copper and tin. The eruption of
Mount Vesuvius and its tragic consequences have provided everyone with a wealth of data
about the effects that volcanoes can have on the surrounding area. Today, volcanologists
can locate and predict eruptions, saving lives and preventing the destruction of other cities
and cultures.

15. Herculaneum and its harbor were buried under _________ lava.
1. liquid
2. solid
3. flowing
4. gas
5. Answer not available
 2 | International English Language 20

16. The poisonous gases were not _________ in the air.

1. able to float
2. visible
3. able to evaporate
4. invisible
5. able to condense

17. Scientists analyzed data about Vesuvius in the same way that a zoologist _________ a
specimen.
1. describes in detail
2. studies by cutting apart
3. photographs
4. chart
5. Answer not available

18. _________ have concluded that the volcanic eruption caused a tidal wave.
1. Scientists who study oceans
2. Scientists who study atmospheric conditions
3. Scientists who study ash
4. Scientists who study animal behavior
5. Answer not available in article

19. Scientists have used _________ water to wash away volcanic ash from the skeletons of
victims.
1. bottled
2. volcanic
3. purified
4. sea
5. fountain

The following passage refers to questions 20-24.

Conflict had existed between Spain and England since the 1570s. England wanted a
share of the wealth that Spain had been taking from the lands it had claimed in the
Americas.
Elizabeth I, Queen of England, encouraged her staunch admiral of the navy, Sir
Francis Drake, to raid Spanish ships and towns. Though these raids were on a small scale,
Drake achieved dramatic success, adding gold and silver to England‘s treasury and
diminishing Spain‘s supremacy.
 2 | International English Language 21

Religious differences also caused conflict between the two countries. Whereas Spain
was Roman Catholic, most of England had become Protestant. King Philip II of Spain
wanted to claim the throne and make England a Catholic country again. To satisfy his
ambition and also to retaliate against England‘s theft of his gold and silver, King Philip
began to build his fleet of warships, the Spanish Armada, in January 1586.
Philip intended his fleet to be indestructible. In addition to building new warships,
he marshaled 130 sailing vessels of all types and recruited more than 19,000 robust soldiers
and 8,000 sailors. Although some of his ships lacked guns and others lacked ammunition,
Philip was convinced that his Armada could withstand any battle with England.
The martial Armada set sail from Lisbon, Portugal, on May 9, 1588, but bad weather
forced it back to port. The voyage resumed on July 22 after the weather became more
stable.
The Spanish fleet met the smaller, faster, and more maneuverable English ships in
battle off the coast of Plymouth, England, first on July 31 and again on August 2. The two
battles left Spain vulnerable, having lost several ships and with its ammunition depleted.
On August 7, while the Armada lay at anchor on the French side of the Strait of Dover,
England sent eight burning ships into the midst of the Spanish fleet to set it on fire. Blocked
on one side, the Spanish ships could only drift away, their crews in panic and disorder.
Before the Armada could regroup, the English attacked again on August 8.
Although the Spaniards made a valiant effort to fight back, the fleet suffered
extensive damage. During the eight hours of battle, the Armada drifted perilously close to
the rocky coastline. At the moment when it seemed that the Spanish ships would be driven
onto the English shore, the wind shifted, and the Armada drifted out into the North Sea.
The Spaniards recognized the superiority of the English fleet and returned home, defeated.

20. Sir Francis Drake added wealth to the treasury and diminished Spain‘s _________.
1. unlimited power
2. unrestricted growth
3. territory
4. treaties
5. Answer not available in article

21. King Philip recruited many ______ soldiers and sailors.

1. warlike
2. strong
3. accomplished
4. timid
5. inexperienced
 2 | International English Language 22

22. The ______ Armada set sail on May 9, 1588.

1. complete
2. warlike
3. independent
4. isolated
5. Answer not available

23. The two battles left the Spanish fleet _________.

1. open to change
2. triumphant
3. open to attack
4. defeated
5. discouraged

24. The Armada was ______ on one side.

1. closed off
2. damaged
3. alone
4. circled
5. Answer not available in this article

The following passage refers to questions 25-29.

The victory of the small Greek democracy of Athens over the mighty Persian Empire
in 490 B.C. is one of the most famous events in history. Darius, king of the Persian Empire,
was furious because Athens had interceded for the other Greek city-states in revolt against
Persian domination. In anger the king sent an enormous army to defeat Athens. He thought
it would take drastic steps to pacify the rebellious part of the empire.
Persia was ruled by one man. In Athens, however, all citizens helped to rule.
Ennobled by this participation, Athenians were prepared to die for their city-state. Perhaps
this was the secret of the remarkable victory at Marathon, which freed them from Persian
rule. On their way to Marathon, the Persians tried to fool some Greek city-states by
claiming to have come in peace. The frightened citizens of Delos refused to believe this. Not
wanting to abet the conquest of Greece, they fled from their city and did not return until
the Persians had left. They were wise, for the Persians next conquered the city of Eritrea
and captured its people.
Tiny Athens stood alone against Persia. The Athenian people went to their
sanctuaries. There they prayed for deliverance. They asked their gods to expedite their
 2 | International English Language 23

victory. The Athenians refurbished their weapons and moved to the plain of Marathon,
where their little band would meet the Persians. At the last moment, soldiers from Plataea
reinforced the Athenian troops.
The Athenian army attacked, and Greek citizens fought bravely. The power of the
mighty Persians was offset by the love that the Athenians had for their city. Athenians
defeated the Persians in both archery and hand combat. Greek soldiers seized Persian ships
and burned them, and the Persians fled in terror. Herodotus, a famous historian, reports
that 6,400 Persians died, compared to only 192 Athenians.

25. Athens had _________ the other Greek city-states against the Persians.
1. refused help to
2. intervened on behalf of
3. wanted to fight
4. given orders for all to fight
5. defeated

26. Darius took drastic steps to ________ the rebellious Athenians.

1. weaken
2. destroy
3. calm
4. irritate
5. Answer not available

27. Their participation _________ to the Athenians.

1. gave comfort
2. gave honor
3. gave strength
4. gave fear
5. gave hope

28. The people of Delos did not want to ______ the conquest of Greece.
1. end
2. encourage
3. think about
4. daydream about
5. Answer not available
 2 | International English Language 24

29. The Athenians were _________ by some soldiers who arrived from Plataea.
1. welcomed
2. strengthened
3. held
4. captured
5. Answer not available

The following passage refers to questions 30-32.

The Trojan War is one of the most famous wars in history. It is well known for the
10-year duration, for the heroism of a number of legendary characters, and for the Trojan
horse. What may not be familiar, however, is the story of how the war began.
According to Greek myth, the strife between the Trojans and the Greeks started at the
wedding of Peleus, King of Thessaly, and Thetis, a sea nymph. All of the gods and
goddesses had been invited to the wedding celebration in Troy except Eris, goddess of
discord. She had been omitted from the guest list because her presence always embroiled
mortals and immortals alike in conflict.
To take revenge on those who had slighted her, Eris decided to cause a skirmish.
Into the middle of the banquet hall, she threw a golden apple marked ―for the most
beautiful.‖ All of the goddesses began to haggle over who should possess it. The gods and
goddesses reached a stalemate when the choice was narrowed to Hera, Athena, and
Aphrodite. Someone was needed to settle the controversy by picking a winner. The job
eventually fell to Paris, son of King Priam of Troy, who was said to be a good judge of
beauty. Paris did not have an easy job. Each goddess, eager to win the golden apple, tried
aggressively to bribe him.
―I‘ll grant you vast kingdoms to rule,‖ promised Hera. ―Vast kingdoms are nothing
in comparison with my gift,‖ contradicted Athena. ―Choose me and I‘ll see that you win
victory and fame in war.‖ Aphrodite outdid her adversaries, however. She won the golden
apple by offering Helen, daughter of Zeus and the most beautiful mortal in the land, to
Paris. Paris, anxious to claim Helen, set off for Sparta in Greece.
Although Paris learned that Helen was married, he nevertheless accepted the
hospitality of her husband, King Menelaus of Sparta. Therefore, Menelaus was outraged for
a number of reasons when Paris departed, taking Helen and much of the king‘s wealth
back to Troy. Menelaus collected his loyal forces and set sail for Troy to begin the war to
reclaim Helen.
 2 | International English Language 25

30. Eris was known for _________ both mortals and immortals.
1. scheming against
2. creating conflict amongst
3. feeling hostile toward
4. ignoring
5. comforting

31. Each goddess tried ______ to bribe Paris.

1. boldly
2. effectively
3. secretly
4. carefully
5. Answer not available

32. Athena _________ Hera, promising Paris victory and fame in war.
1. disregarded the statement of
2. defeated
3. agreed with
4. restated the statement of
5. questioned the statement of
 2 | International English Language
26
41

Reading Answer Sheet Task 1

Student‘s Name: ___________________________________________________________

OHLIE R. MARCO

Date of Assessment ________________________________________________________

JANUARY 31, 2023

-----------------------------Write your answers here--------------------------

1 B 18 B
2 A 19 C
3 A 20 A
4 C 21 B
5 C 22 B
6 B 23 C
7 A 24 A
8 A 25 B
9 B 26 C
10 B 27 B
11 A 28 B
12 A 29 B
13 C 30 B
14 C 31 A
15 B 32 A
16 A
17 B
 2 | International English Language
27

Targeted Reading Practice B

Directions: Find 4 members to form a group of five. Once your group (5 members) is
formed, visit this link [Link]
practice-tests/reading-academic/section-1 . Discuss with your members. No need to
answer the questions in this link instead use and fill in the READING MATRIX based from
the information in the reading text (click the link above).
Prepare powerpoint presentation which your group leader shall use in the online
presentation (if internet connection warrants).

READING MATRIX

Course: GE E6 International English Language

Course Learning Outcome: Create a reading matrix
Intended Learning Outcome: Demonstrate understanding of a wide variety of academic
reading texts
------------------------------------------------- Complete the information below ----------------------------

Group Leader:
Group Members
1.
2.
3.
4.
Course/Year & Section:

Main Ideas Inferred Implied

Item/Content Gist Writer’s Section
(MI) Meaning Meaning

1 MI_1 Opinion:

2 MI_2 Attitudes:

3 MI_3 Purpose:

Note: You may add a row in case your entries are longer than the default number of rows. Kindly retain the format of the file
from size, style, sequence and table.
 2 | International English Language 28

2.3 References
Apsari Y, Haryudin A. 2017. The Analysis of English Lecture‘s Classroom-based
Reading Assessment to Improve Students Reading Comprehension. ELTIN Journal,
Vol.5/1

Jameison, S. (2015). Reading for College [PDF]. Drew University.

[Link]

Reading and Study Skills Lab Anne Arundel Community College. Skimming and
Scanning [PDF]. [Link]

Speed Reading Starter Guide [PDF]. (2013). [Link]

SUNY Potsdam College Writing Center Carson 106. Paraphrasing [PDF].

[Link]/cwe

Wechsler and Bell. (2006). Speed Reading for Professionals. Barron‘s Educational
Series, Inc. Hauppauge, NY 11788

IELTS Reading – Short Answer Questions [PDF]. [Link]

Skimming and Scanning [PDF]. [Link]

Skimming Text – BBC [PDF]. [Link]

Keywords for Compare and Contrast [PDF]. [Link]

Aya, Kurnia. (n.d.). Syntax.

[Link]

Reading Activities. [Link]

Zhao, X. & Zhu, L. (2012). Schema Theory and College English Reading Teaching.
Canadian Center for Science and Education. English Language Teaching, 5(11).
[Link]
 2 | International English Language 29

Inferences and Conclusions. [Link]

[Link]/[Link]/dist/a/1546/files/2012/05/Inference-
[Link]

Academic Writing. Expression Opinion & attitude. University of Wollongong Australia.

[Link]
ents/doc/[Link]

Author‘s Purpose.
[Link]
[Link]

TPR. Reading Comprehension Practice Test 1.

[Link]

IELTS. Academic Reading – section 1 practice test/

[Link]
tests/reading-academic/section-1

2.4 Acknowledgment
The images, tables, figures and information contained in this module were
taken from the references cited above.