Languages, Context, and Critical Reading PDF

# Languages, Context and Critical Reading ## Presented by Ms. Pai ### **Please Take a Look** #### Instruction 1: - Prepare different kinds of fruits such as: Papaya, Watermelon, Melon, Peach, Mango, and Kiwi. - Cut them according to your desire size. - Mix them in a glass bowl and pour conden...

# Languages, Context and Critical Reading ## Presented by Ms. Pai ### **Please Take a Look** #### Instruction 1: - Prepare different kinds of fruits such as: Papaya, Watermelon, Melon, Peach, Mango, and Kiwi. - Cut them according to your desire size. - Mix them in a glass bowl and pour condensed milk and all-purpose cream together. - After mixing the fruits and the cream, put them inside the fridge and leave it there for an hour or so. - Prepare and enjoy the fruit salad. #### Instruction 2: - Prepare different kinds of parts of plants which has seed in it such as: Papaya, Watermelon, Melon, Peach, Mango, and Kiwi. - Use a sharp tool such as a knife to reduce the size according to your desire proportion. - Combine the ingredients in a bowl made of a mixture of silicates material and pour an evaporated milk but added with sugar in it and a cream suited for many purposes. - After combining the fruits and the milk added sugar and also the cream suited for all purpose, put them inside an appliance for keeping food or items cool and leave it there for an hour or so. - When the combination of parts of plants with seed in it and the mixture of cream, you may now ingest, chew and digest and enjoy the mixture you made. ## Two Different Kinds of English Language - **Non-Literary** - **Literary** ## Non-Literary Language - **Primary purpose:** to give information in precise and accurate ways. - **Deliver a direct message for the readers:** mostly language used in our everyday lives. - Transact and negotiate relationships, goods and services. - Report on things, events and issues. - Give directions. - Argue/explain/analyze/persuade. - Give opinions/ideas. ## Literary Language - **Commonly found in literature.** - **Use to deliver sentences in a very creative/artistic way.** - **Uses symbolism, metaphors and other figurative sense of meaning.** - **Uses intelligent words and usually formal tone or quality of words.** - **In aesthetic, imaginative and engaging ways.** - **Main purpose:** to entertain, to move, to express and reinforce cultural identity and to reflect one’s view and personality. ## Try It! ### **Literary to non-literary:** 1. "Have you partaken thy noontime repast?" --> Have you eaten lunch? 2. "He is my adversary." --> He is my enemy. 3. "He has slain the enemy." --> He has killed the enemy. ### **Non-literary to literary:** 1. "I love you." 2. "I am sick." 3. "I want to go to the park." ## Please Take a Look ### **Taj Mahal** **by Sahir Ludhianvi (translated by Mustansir Dalvi)** For you, my love, the Taj may well be the quintessence of ardour, while full well may you regard this exquisite veil. Even so, dear one, let us meet some place else. What worth, this lowly ones, loitering in the halls of the lords, where on every path lie etched remains of pomp and glory? What worth then, the passing of lovelorn souls? My love, behind the veils of love’s proud proclamations did you see the signs of imperious grandeur? You, who revel in mausoleums of dead kings, did you not heed the dark hovels that fostered us? Beyond count are those, in this world who have lived and loved. Could anyone deny the truth of their passions? But they, like us, stay destitute, without the means to erect monuments to their love. These edifices, these tombs, these battlements, these forts haughty relies of the conceit of emperors, are left behind like resilient creepers on the face of the world, seeped in the blood of our forefathers. My love, those artful hands who created this beauty would have lived and loved too; but their lovers are long gone, nameless, without a trace. To this day, no one has lit a candle in their memory. The lush gardens and palaces, the Yamuna’s edge; the exquisitely carved portals, the arches and niches, the handiwork of the one emperor who, buttressed by infinite wealth has mocked our very love, our impoverish’s, destitute love. Even so, my love, let us meet some place else. ## Text vs. Context - **Text** - words which are written - **Context:** - background environment, setting, framework, or surroundings of events or occurrences. - idea or statement, in such a way as to enable to understand the narrative or a literary piece. ## **1. Previewing** - **Learning about a text before really reading it.** - **Get a sense of what a text is and how it is organized before reading it closely.** - **Seeing what you can learn from the headnotes or other introductory material.** - **Skimming to get an overview of the content & organization then identifying the rhetorical situation.** ## **2. Contextualizing.** - **Placing a text in its historical, biographical, and cultural contexts.** - **Reading through the lens of your own experience.** - **To recognize the differences between your contemporary values and attitudes and those represented in the text.** ## **3. Questioning to Understand and Remember** - **Asking questions about the content.** - **Each question should focus on a main idea, not on illustrations or details, and each should be expressed in your own words, not just copied from the parts of the paragraph.** ## **4. Reflecting on Challenges to Your Beliefs and Values** - **Examining your personal responses.** - **Challenging your attitudes, your unconsciously held beliefs, or your positions on current issues.** ## **5. Outlining and Summarizing** - **Identifying the main ideas and restating them in your own words.** - **Outlining:** reveals the basic structure of the text. - **Summarizing:** synthesises a selection's main argument in brief. - The key is to this is being able to distinguish between main ideas, the supporting ideas, and examples. - When outlining, don’t use the text’s exact words. - Summarizing recomposes the main ideas to form a new text. - Outlining depends on a close analysis of each paragraph. - Summarizing requires creative synthesis. - Putting ideas together in condensed form & in your own words can lead to a deeper understanding of any text. ## **6. Evaluating an Argument** - **Testing the logic of a text as well as its credibility and emotional impact.** - **Never accept anything on face value but recognize every assertion as an argument that must be carefully evaluated.** - **Concerned with reasoning and truthfulness.** ## **7. Comparing and Contrasting Related Readings** - **Exploring likenesses and differences between texts to understand.** - **Fitting a text into an ongoing dialectic.** ## **Main Ideas** - **Form the backbone, the strand that holds the various parts and pieces of texts together.** ## **Argument** - **Has 2 essential parts:** - Claim and Support - **To be acceptable, the support must be appropriate to the claim and the statements must be consistent with one another.** ## **Claim** - **Asserts a conclusion--an idea, opinion, judgment, or a POV--that the writer wants you to accept.** ## **Support** - **Includes:** - Reasons (shared beliefs, assumptions, and values) and - Evidence (facts, examples, statistics, and authorities) - **Gives readers the basis for accepting the conclusion.** ## **Final Activity:** You are to rewrite your explanation of your activity in PHILOSOPHY "my Dreamland" into: 1. Short story of you and your friends in that dreamland. 2. Song of how beautiful your dreamland is like, what’s in it. ## **Thank You!** ***Note: This document does not inclue images. The images have been described here***