Information collection & exchange

ading to Gather Information 
y do you usually read narrative and expressive types of writing (o
monly, people read short stories, novels, even biographies
on a long plane trip. While you may also learn something n
e
rmation is not your primary goal. 
contrast with plea
In
information. You read a textbook to acquaint yourself with the body of knowledge that makes up a college 
course. You search reference works and journals to amass the information needed for a term paper. You 
review your reading and lecture notes to prepare yourself for an examination. 
The information-gathering uses of reading require some microskills which your students may not need as 
long as their reading is confined to narrative and expressive literature. However, if your students expect to 
use English for academic purposes, you can teach them how to read larger quantities of expository prose 
ore efficiently and with better comprehension and
m
T
written text. Regardless of the length of the tex
he strategy remains the same. They begin wit
t
page to the end. Patient and persistent readers can cover a lot of pages in this way, but it is an inefficient 
procedure. 
You can set up exercises which show your students a variety of ways to approach a written text, teaching 
them to suit their reading strategy to their reading purpose. For example, it is sometimes more sensible to 
egin a reading task with a global approach. If you are gathering information to write a res
b
d you know whether a particular book is going to he of any use to you? The best way to find out is to survey 
book to get a general idea of its contents. 
he book is a paperback, look at the back cover. Often there will be a general summary of the contents as 
ll as information about the particular approach to the subject matter which the author has used. Open the 
ok to the table of contents, another important source of information about the coverage of the subject 
tter. Perhaps on
m
lookin
ection head
es and 

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idea of whe
pter cont
n which you can use. Perhaps there are references to the 
pic you ar
n scatter d in other parts of the book. An examination of the index will tell you if this 
so. Surve
book in this wa can save a lot of time and help you to locate the information you need. 
n a smalle
learn through appropriate exercises to skim an article or a chapter of a 
ook in ord
ie of its content. The skimming microskill makes deliberate use of the 
iscourse m
discus
d earlier. You read quickly through the first paragraph looking for the 
uthor's sta
t of the focus o the essay. Having found the focus statement, you read the first sentence 
r 
u read the entire last 
pa
estates his focus and 
summarizes 
skimming microskill in order to determine whether a 
pa
ser reading (or if they must read the 
ess
better comprehension and retention 
becau
ontents. The map will provide the context which gives meaning 
to the
In add
ming, another way to approach a reading selection is scanning. Readers 
scan a text in order to locate a predetermined item of information. In an article about the use of insecticides, 
do
rition give the minimum daily requirements for 
vita
t the regions affected by acid rain? To find the 
answers to questions such as these, you run your eyes rapidly over the text looking for key words: "DDT," 
"minimum daily requirements," "acid rain." When you hit the key word, you stop and read more closely to see 
if the author gives the information you want. 
Lat r 
l find examples of exercises to develop the reading microskills, including those 
use
con
 
 Ex
Mo
sel
discourse structure, style) which the students should learn. The act of reading itself is often a matter of 
practicing important microskills. All 
usu
na
Ea
eral interest reading 
ma
the students hooked on reading, even when they have not 
advanced very far in their reading competence. This idea of a lending library may be expanded to meet the 
needs of students whose reading ability is more developed. 
Alongside the intensive reading which your students do under your direct supervision, they need the chance 
to read more extensively on their own and at their own pace. For this purpose you need to provide a wide 
variety of reading material of varying degrees of sophistication and difficulty, which your students can read 
for
sion of their knowledge of English and the practice of their 
reading microskills. You may want to use as the core of this extensive-reading library a selection of titles 
from the greatly varied graded readers which are available from most of the major publishers of English 
language teaching materials. 
There are a number of points to keep in mind if 
want to encourage your students to become more 
en
1. Don't hold your students strictly accountable for what they have read (e.g., by quizzes or book reports), 
or otherwise make extensive reading into just another school assignment. 
ther the cha
ains informatio
to
e interested i
e
is
ying a
y 
O
r scale, students can 
overv
h
er to get an 
hich we 
w
d
ap w
temen
se
f 
a
o two of each paragraph (that is, the topic sentences) to discover the major ideas. Yo
graph, since that is where the author often makes a concluding statement which r
ra
his main points. Students can use this 
rticular essay is worth reading more closely. If the essay is worth a clo
ay ecause the teacher requires it), they should be able to read with
b
se they will have a mental map of the c
details. 
ition to surveying and skim
es the author discuss DDT? Does this article about nut
mins and minerals? Does this chapter about pollution lis
e in this chapter you wil
d for gathering information. Students need considerable practice with these strategies before they feel 
fident of them and learn to suit the strategy to their reading purpose. 
tensive reading 
st of the reading that is done by second-language learners is obligatory, assigned reading. The reading 
ections are chosen primarily because they contain features of the language (vocabulary, grammar, 
of this is pedagogically necessary. It is also quite artificial. In "real life" we 
ally read because we want to, not because we have to. There should be some way of providing more 
ral, and possibly more enjoyable, reading experiences for your students. 
tu
rlier in this chapter, a recommendation was made concerning a lending library of gen
terials. The idea of such a library is to get
ple
not incidentally, for the expan
asure and, 
you 
thusiastic readers. 
2. Do, however, encourage them to write short comments about what they have read to serve as 
guidance and recommendations for their classmates when they choose their books to read. 

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3. Read the books yourself so that you can add your own written comments and make suggestions to 
students who have trouble making their selections. 
4. Keep the books attractively displayed and readily accessible, perhaps featuring one or two books each 
week and "advertising" them with slogans to arouse the students' curiosity. 
5. If you judge that it would not be counterproductive within the culture of your students, stimulate 
ompetition in the number of books read by each student. 
As wit
ich were described earlier in the chapter, the 
aim is to make the students want to read more and to provide plenty of materials for them to use. Although 
the
an
lthough the specific content of reading lessons varies enormously, once your students have passed 
eyond the materials for basic literacy and for everyday reading, the overall organization of a reading lesson 
rdless of content. For texts created by the Language Experience Approach, 
r short narratives, for academic essays-for all these varied types of reading selections, you can use a 
t to make 
inferences and see implications, and even to assess and evaluate the text. When used before the 
will note basic 
features of text organization as they read. 
th type of exercise leads the student to extract salient features of the text to be used for other 
purposes: for example, to study for examinations or to incorporate into original research papers. 
Here is an example of the use of questions at the beginning of a reading lesson in order to make your 
stu
to 
pyright restrictions, only the exercise is given for this 
example and for some of the others which follow. It has not been possible to include the reading selection on 
wh
tes about the following 
questions: 
c
h the more informal, everyday types of reading matter wh
teacher knows that such reading is "good for them," what the students should think is that it is interesting 
d pleasurable.