Every good reading is about making equitable and practical use of reading strategies. There are various strategies which have been used by different readers, and have yielded crucial results as far as objectivity and setting of goals during reading and writing is concerned. The strategies range from those of immediate reader need to those involving intermediate and long-term reading and writing. Some of these strategies are also involved before reading, after reading, and handling of comprehensive genres within a study material. As such, this piece of paper has targeted to exemplify on various reading and writing strategies, assumptions, and reflections involved in good reading and writing.
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Before reading, it is often liberal to predict what a material under study is all going to be about. Prediction of the title and meaning of a piece of reading material creates readiness and objected intention within reading. For instance, a reader can intent and decide that a book to be read is all about instrumentation and technology in the twenty first century learning. By specifying the meaning and content of the book from the title, one gets ready to engage into the book and explore what the book has to say as concerns the title. With prediction before reading, a reader is able to edify reading in various perspectives and concepts.
There is also the strategy of setting a purpose before beginning any reading. The purpose refers to the intention or innate factor being sort by engaging in reading a material. The material being read could be a comprehensive genre with a lot of information and messages which interrelate. With setting of purpose, one will be able to depict a particular concept to be narrowed down and exemplified within reading. This is done before reading. Many poor readers are fond of engaging in reading without setting a purpose. Setting of purpose involves making likable assumptions. For instance, a reader may decide that “I am going to read a material concerning animals in the sub-Saharan Africa.” This will set a good pace and mood for reading (Goldberg 12-63).
During reading, there are also strategies which are involved. Visualization refers to making some kind of a “movie” in the mind as reading proceeds, and in accordance with what it is being read. This is often done when listening to a story. During reading, it is comparative to create a visual representation of the content and mental picture being discussed or presented by the reading material. Good reading also involves creation of questions at the process. For instance when reading about a comprehensive material which relays how to conduct a business in a localized setting, the reader needs to create questions on how and why certain specifications and procedures have to be followed to the latter. Amidst some of the questions are why, who, for what, when, how, where, and many others. Integration of questions facilitates equitable and wholesome understanding and amalgamation of the content being relayed by the material being read. Moreover, it is critical for the reader to clarify what he or she is reading. Clarification involves a number of steps. The reader might involve use of a finger or eye-to-eye reading of a text. This helps to capture the attention of the reader. The reader can also use sound elements in figuring out the words being read, use ending sounds as well, make pictures which try to resemble what is being relayed by the content, use chunk in order to keep in touch with the content, and generally involve succinct attention while reading a material. More clarification connotations involve rereading the content to raise understanding, reading to end of sentences at all times, and looking for smaller words within a given set of words (Wood et. al 36).
While at the process of reading, it is important for the reader to make educated predictions as to the flow of the story being read. Moreover, the reader, at the process of reading should make connections between what he or she is reading together with real life situations. This highlights the importance and functionalism of some reading and writing genres in literature and comprehension. The reader should involve his or her characteristics and abilities as part of reading. He or she can assume and be part of the characters in the story being read.
After reading, there are also strategies which have proved meaningful and practical in good reading. It is important for the reader to react to what he or she has just read. The reader should respond to questions as, what you thought of the story, how did you feel about it, and many other questions (Kuta 78-92). Finally, it is comparative and imperative for the reader to make a summary of the material that has just been read. This involves answering some of the possible questions posed, reiterating on the most important points of the story, and engaging in writing down these points in accordance with the characters involved, something which happened, problem handled, solving of the problem, and the implications of the problem. This helps to comprehensively bring the material being read into the finger tips of the reader. What follows could be answering the posed questions in the material just read.
Reading strategies lead to a comprehensive development of a material. This is in the form of a summary. Every bit of reading strategy enables the reader to reflect on the material and comprehensively exemplify it within a given genre of reading and writing. In literature reading and writing, it is palatable to make an assumption that without a strategized reading, no reading is regarded to have taken place. As such, strategic reading is crucial. These assumptions derive the need to involve strategized procedures while reading and writing. With this, I have developed strategic reading habits since I abandoned the dispersed and non-strategized reading and writing methods I used to involve. Due to this, my response to comprehension and other reading materials has been given a positive boost. My reading processes have been shallow and undirected. In most cases, the shallow mode of reading and writing has contributed to unsatisfactory performance in comprehension and other disciplines. Due to these strategies, I have realized and learnt that making decisions at the process of reading is as good as comprehensively exemplifying the material being read. Making of notes and responding to texts help develop comprehension while reading. For effective reading, rhetoric reading or rereading of the material helps to boost understanding and response during reading. Reading and analyzing many texts helps to improve and integrate these reading strategies. Reading strategies best fit every kind of reading since its objectives lie upon those of other reading genres in general. As such, it is important for every reader to involve reading and writing strategies at every time of reading.
While reading every text, the cultural perception developed by the reader is crucial to attaining the immediate intention of reading. The cultural perspective is developed through the strategies involved while analyzing the text. While reading and involving reading and writing strategies, a reader will be able to realize the connection between different texts with respect to their writing styles and procedures involved. As such, strategic reading, when developed to a level of being a social feature, will help exemplify well on various texts under study in the world of reading and writing. With this regard, strategic reading is elemental at every phase of reading and writing, whether academic or otherwise (Seidenberg 45).