Reading to write from source texts: The summary response

Impresiones FL de Natalia Rondini

Lugar: Córdoba; Año: 2016 p. 94

978-987-1976-52-2

This handbook is organised in two sections. Part I: Guidelines for reacting to texts and writing and summary response provides theoretical background and guidelines for students to enhance their academic literacy by developing some of the critical thinking, reading and writing skills necessary to succeed in this course. Part II: Genre-based materials provides practical activities based on the cycle of teaching and learning: building the social context, modelling, joint construction, independent construction and linking related texts (Feez, 1998 in Hyland, 2007). These activities have been designed for English Language IV students. This class will complete two syllabus units during the first term: Media Studies and Educational Issues, which will provide the basis for work on the genre summary response. The aim of this material is for students to:?Develop content knowledge: an understanding of the topics dealt with in each of the units.?Develop context knowledge: knowledge of the social context in which the summary response is written and read (its purpose, audience, roles and relationships of those who read and write it, and register). ?Develop genre knowledge: an understanding of the organizational/generic structure of the summary response and its lexico-grammatical features. Most of the sample summary responses included in this material have been selected and/or adapted from former students? answers to final exam questions. We would therefore like to acknowledge those students´contributions without which designing this material would not have been possible.