RWS-L1.1-Text As Connected Discourse - Student's

Reading and
Thinking Strategies
across Text Types
A. Text as Connected
Discourse
4 Basic Language
Skills
Learn to listen first,
then to speak,
then to read,
and finally, to write.
1. Listening: when people are
learning a language, they first
hear it spoken
2. Speaking: Eventually, they try
to repeat what they hear.
3. Reading: Later, they see the
spoken language depicted
symbolically in print.
4. Writing: Finally, they reproduce
these symbols on paper.
TEXT
• “textus” = Old French word for
scriptures (an old form of
writing)
TEXT
• A large unit of written language
• A group of ideas that have
been combined together to
have a main idea
DISCOURSE
• “discursus” = Late Latin word for
conversation
• A conceptual generalization of
conversation ; the process
of exchanging/using those
sentences
DISCOURSE
• It is the conceptual generalization
of communication
• Uttered talk, speech, discussion
and conversation
• An extended expression of
thoughts and ideas
TEXT vs. DISCOURSE
• TEXT is made up of sentences
• DISCOURSE is the use of such
sentences.
TEXT vs. DISCOURSE
• A TEXT is made up of sentences
having the property of
grammatical cohesion.
• A DISCOURSE is made up of
utterances having the property
of coherence.
TEXT vs. DISCOURSE
• TEXT analysis deals with
cohesion.
• DISCOURSE analysis investigates
coherence.
TEXT vs. DISCOURSE
• TEXT defined in terms of its being
a physical product (meaning is
not found in text)
• DISCOURSE is viewed as a
process (meaning is derived
through the reader's interaction
with the text)
What makes text
a connected
discourse?
Text becomes a
connected
discourse when
we read.
What is reading?
• Reading is a complex cognitive
process of decoding symbols to
derive meaning from a text.
• It is always an interaction
between the text and the
reader.
Text as a Connected
Discourse
• All ideas in the text must be
related in the sense that they
would express only one main
idea, or that the text must have
unity by combining all ideas to
emphasize central idea.
Text as a Connected
Discourse
• Cohesion – it concerns the ways in
which the components of text are
connected within the sequence
• Coherence – this is what
makes text semantically
meaningful
WORDS
Morphology
• The study of words, how they are
formed, and their relationship to
other words in the same language
• Analyzes the structure of words
and parts of words, such as root
words, prefixes, and suffixes
Morpheme
• The smallest grammatical unit in
a language
Two Types of Morpheme
1. Free Morpheme
2. Bound Morpheme
Free Morpheme
• can function independently as
a word
Examples: house, cat, blood
Lexical
• carry the content or meaning of
the messages that we are
conveying
Lexical
• Noun - names of a person,
place, animal, thing, event
• Adverb - modifies an adjective,
verb, and adverb
Lexical
• Verb - action word
• Adjective - modifier for a noun
& pronoun
Functional
• do not carry the content of
a message, but rather help
grammar of the sentence
function
Functional
• Preposition - modifiers that show
direction/location (in, on, at,
near, above)
• Conjunction - modifies an
adjective, verb, and adverb
(and, for, but, because, as, if)
Functional
• Determiners - placed in front of
a noun i.e., specifies the
reference
Articles – a, an, the
Functional
Quantifiers – answers the
question “how many/much?”
(few, many, more, all, little)
Demonstrative – shows the
position (that, this, these, those)
Bound Morpheme
• a word element attached to a root
word (the main part of a word) to
give it another meaning
• cannot function independently as
a word
Examples: affixes (prefixes and
suffixes)
Affix
• a morpheme that is attached to
a root word to form a new word
1. Prefix
2. Suffix
Prefix
• a morpheme that comes before a
root word
Examples:
auto- (automobile)
in- (incorrect)
over- (overcharge)
Suffix
• a morpheme that comes after a
root word
Examples:
-ful (forgetful)
-ish (childish)
-ive (active)
Two Varieties of Suffixes
1. Inflectional Suffix
2. Derivational Suffix
Inflectional Suffixes
• Modify the grammatical class of
words by signaling a change in
number, tense, degrees of
comparison, and so on, but they
do not shift the base form into
another word class.
• Morphemes that indicate aspects
of the grammatical function of a
word.
• Nouns into plurals:
-s, -es, -ies
Examples:
vulture – vultures
bench – benches
lady – ladies
• Verbs change tenses:
-s, -es, -ies, -ing, -d, -ed, -n, -en
Examples:
open – opens
fix – fixes
study – studies
link – linking
gaze – gazed
call – called
awake – awaken
fall – fallen
• Adjectives change degree:
-er, -est, -ier, -iest
Examples:
cheap – cheaper – cheapest
silly – sillier – silliest
Derivational Suffixes
• Modify either the part of speech
or the actual meaning of a
word.
Derivational Suffixes
• -sh, -al, -ily, -like, -ous, -ary, -ic, -ful, -
less, -ible, -able, -er
Examples:
slow (adj.) – slowly (adv.)
color (n.) – colorful (adj.)
teach (v.) – teacher (n.)
Compound Words
• Combination of two different
words
Examples:
back + ward = backward
full + moon = full moon
six + pack = six-pack
Group Activity
• The class will be divided into
groups.
• Read and analyze the
story entitled "The Three Princes"
Do the following:
• List down 5 unfamiliar terms then give the
definition
• List down words with prefix and suffix (5
each)
• List down 5 lexical and 5 functional
morpheme
• List down 5 inflectional and 5 derivational
suffix
THE THREE
PRINCES
A classic retelling of the
story as written
by: Eric A. Kimmel
Any questions?
Thank you!

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