Discussion throughout our third summarised workshop was based around the context of different texts and how we interpret just what we are reading. Based upon our weekly readings, we identified certain elements of text and how we express our emotions towards the text; as a group we also formulated a group discussion on how exactly we as individual readers engage with different types of text. Each group member conveyed their thoughts and emotions towards the different ways they connect with the text when reading a book, this then allowed the group to share our different books in which we read earlier in the week.
This week a unique range of books were presented from Barbara Lehman’s ‘The Red Book’ to ‘Finders Keepers’ by Emily Rodda. This allowed group members to identify just how they engage with the text that is presented in each; this was carried out in a group discussion.
Post discussion, the group participated in a Text Decoding activity which further allowed group members to discover how they read text on the page. The activity was based around a passage which provided grammatical information that confused us. The text was written in a persuasive manner which allowed our cue systems to predict meaning of the text by using the semantic information provided. Cohesive ties through the text also allowed us to ‘track’ our predictions to what exactly the text involves. However, by the time we viewed the passage on the second occasion, we came to the realisation that the semantic information gauged from the text actually entailed different grammatical meaning.
Topic around the context of different texts and how we interpret these types of texts allowed us to look more closely of how texts were constructed.
ReplyDeleteOur readings were based about how texts are constructed on having a social purpose and that cultural background which plays a part in the genre between the different types of texts; identify how differently they are structured by one another and the entire context.
There was a discussion of that linked to the reading about the relationship between the reader and the text. Joe mention before our group conveyed our own thoughts on how we connect with the text when reading books. Meaning is constructed as the text and the reader interact and it allows the reader to create their own understanding and knowledge when constructing meaning from a text.
Using myself for example, I connect more with a text when the text is based around real people that face real life events, because I find it engaging to read about personal struggles, success, etc.
Good effort on the summary this week Joe! From this week’s readings and activity I believe I actually learnt the most from finding out the meanings of a number of different words given to us prior to the lesson. Words such as, Phonological Information, Rime, Digraphs and Morphemes were completely new to me and from this activity I was able to expand on my vocabulary by learning their definitions.
ReplyDeleteThe activity Joe talks about where we had to read a passage of text aloud which was written in a persuasive manner that allowed our cue systems to predict meaning by using the semantic information. On the second and third time we read the same passage we started to notice that the words sounded the same but had different grammatical meaning. This made me think about when you read those slabs of text that have the first and last letter the same, but the middle letters are all mixed up but you can still read what it says. For example;
“Aoccdrnig to rscheearch at Cmabrigde Uinervtisy, it deosn't mttaer in waht oredr the ltteers in a wrod are, the olny iprmoetnt tihng is taht the frist and lsat ltteer be at the rghit pclae.”
Our brains are amazing things!
Kris Batsiokis
As introduced and clarified by Julia in her response, the weekly focus of meaning making and text interpretation was a good point of interest within the table discussions of our group. The readings and pre workshop tasks challenged our old imprinted understanding of language and made for an interesting exchange when each person shared what they look at when engaging in a text. The words used, the structure, the point of view, the theme, the main message etc., these points all affect how we make meaning in all aspects of our lives and really got me thinking about my own future career.
ReplyDeleteThe reading aloud task was a great indicator of how meaning can be made both visually and orally. Context and ‘reading ahead’ played a large role in the activity and it was interesting to see the same errors being made from different students of different backgrounds, experience and understandings.
Joel Blackie.