BUSINESS COMMUNICATION IS NECESSARY .pdf

COMMUNICATION CONTENT

1. Business & Professional
Communication -II
Dr. Rekha Verma (Associate Professor-UIM)

2. Reading Skills
Readingistheprocessoflookingatwrittensymbolsandletters
andunderstandingthemeaningofthem.
•It'soneofthefourmainlanguageskillsalongsidelistening,
speakingandwriting.Readingisusuallythethirdlanguageskill
thatyoulearninyournativelanguage-itcomesafterlistening
andspeaking.
•Whenweread,welookatwrittensymbols(letters,punctuation,
spaces)anduseourbrainstoconvertthemintowordsand
sentencesthathavemeaningtous.
•Wecanreadsilently(inourheads)orreadaloud-speaking
everywordthatweread.
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3. Reading Skills
Readingcanbedefinedasadecodingprocess.Readersusea
varietyoftechniquestotranslatesymbolsintoacohesive
meaning.
Inordertoread,weneedto:
1.Identifythewordswesee(wordrecognition)
2.Understandwhattheymean(comprehension)
3.Connectwordsandtheirmeaningsothatreadingisautomatic
andaccurate(fluency)
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4. Definition of Reading
•Readingisdefinedasthecognitiveprocessofdecodingsymbolsto
determineatext'smeaning.Thesymbolsarethetextitself,andthe
processofdecodingrequiresthatthereaderquicklymatchasymbolor
combinationofsymbols(letter(s))toasound,andthenrecognizethe
patternsofsoundsthatcreatewords.Thesewordsthenconveymeaning
tothereader.
•Readingisanactiveprocessthatrequiresbothsimpleandcomplex
components.Thereadermusthaveabasicknowledgeofthesymbols
thatcreatethelanguage,aswellasavocabularyinthatlanguage,and
anunderstandingofthegrammarrules.Inaddition,thereaderwilluse
higher-levelprocessingtodeterminethemeaningofthetextandauthor
purpose,amongotherthings.
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5. Components of Reading
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6. Stages of Reading
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7. Process of Reading
Three stages of the reading process are:
•The first stage is "pre-reading,"when a reader will overview a text and
make predictions about its contents.
•The second stage is "during reading,"when readers verify or adapt their
predictions.
•The final stage is "after reading,"when readers review, discuss, and analyze
what they read. The reading process typically consists of three main stages:
pre-reading, during reading, and after reading. Each stage serves a specific
purpose in helping readers comprehend and engage with the text effectively.
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8. 1. Pre-reading
•Purpose:Thepre-readingstageinvolvesactivitiesandstrategiesthatreaders
employbeforetheystartreadingtheactualtext.Itspurposeistoprepare
readersfortheupcomingreadingexperience,activatetheirpriorknowledge,and
setexpectations.
•Activities:
1.Previewing:Skimmingthroughthetexttogetageneralsenseofits
structure,mainideas,andanyvisualaids(suchasheadings,subheadings,
images,orcharts).
2.Activatingpriorknowledge:Connectingwhatreadersalreadyknowabout
thetopictowhattheyaregoingtoread.Thishelpsestablishafoundationfor
understandingandpromotescomprehension.
3.Settinggoals:Determiningthepurposeforreading(e.g.,togatherspecific
information,tounderstandaconcept,toenjoyastory)andsettinggoals
accordingly.
4.Makingpredictions:Forminghypothesesaboutwhatthetextmightcontain
basedonitstitle,headings,orothercontextualcues.
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9. 2. During-Reading
•Purpose:Theduringreadingstageinvolvesactivelyengagingwiththetext,
processinginformation,andmakingsenseofthecontentasitisbeingread.This
stageisfocusedoncomprehensionandmayinvolvevariousstrategiestoenhance
understanding.
•Activities:
1.Activelyreading:Readingthetextattentivelywhileemployingstrategies
suchashighlighting,annotating,ortakingnotestoaidcomprehension.
2.Monitoringcomprehension:Continuouslyassessingunderstandingby
askingquestions,summarizingmainpoints,andmakingconnectionsbetween
newinformationandpriorknowledge.
3.Adjustingreadingstrategies:Flexiblyadaptingreadingstrategiesbased
onthedifficultyofthetext,thereader'sfamiliaritywiththetopic,and
comprehensiongoals.
4.Visualizing:Creatingmentalimagesorrepresentationsofthetext'scontent
toenhancecomprehensionandretention.
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10. 3. After reading
•Purpose:Theafterreadingstageinvolvesreflectingonandconsolidatingwhat
hasbeenread,aswellasextendingcomprehensionbysynthesizinginformation,
drawingconclusions,andconnectingthetexttobroadercontexts.
•Activities:
1.Summarizing:Retellingorsummarizingthemainideas,keypoints,or
argumentsofthetextinone'sownwords.
2.Reflecting:Consideringpersonalreactions,opinions,andinterpretationsof
thetext,aswellasevaluatingitssignificanceorrelevance.
3.Makingconnections:Relatingthecontentofthetexttopersonal
experiences,othertexts,orreal-worldsituationstodeepenunderstanding
andpromotecriticalthinking.
4.Extendinglearning:Engaginginfollow-upactivitiessuchasdiscussions,
furtherresearch,orwritingresponsestoextendcomprehensionandapply
whathasbeenlearned.
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11. Types of Reading Skills
1.RapidReadingSkills:-Itismeantforhavingaglanceatthetextwhenwe
areinsearchofkeywords.
(a)Scanning:Itreferstotheabilitytolocatespecificinformationfromthe
textwhilereadingit,readinganewspaperordictionaryareexamplesof
scanning.Scanningsavestimebutithastobedonewithaccuracy.
Scanningisanefficienttechniqueusedtofindaparticularpieceofinformation
ratherthanageneralimpression,withouthavingtheneedtounderstandtherest
ofthetext.Thistechniqueinvolveslookingdownandaroundapagequicklyand
efficientlysearchingforspecificinformationweneed.
Examples :
•To search for a word in a dictionary or index;
•To find a phone number or an address in a directory;
•To check the time schedule of a program in an agenda;
•To check the price of a specific item in a catalogue;
•To know particular information from a text.
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12. (b)Skimming:Itreferstotheprocessofreadinginordertogetaroughideaof
whatthetextisallabout.Itisessentialforabetterunderstandingofatextandthe
gistofthepassage.
Skimmingisaquickreadingstrategyofglancingthroughatexttofinditsgeneral
idea.Inskimreading,wequicklytakethemainideaofthecontentweread,without
absorbingorlookingateverywordinthetext.Thatis,wegetthegistofwhatis
written.
Examples :
•To see what is in the news on a website or on a paper;
•To look through a text to decide whether you want to read it or not;
•To look through the television guide/program schedule to plan your evening;
•To see through a catalogue to choose an offer;
•To go through the options after searching something on Google.
Itenablestorecognizethemainideaaswellastheoverallpurposeofthetext.
Purposeofskimmingistogetan‘overview’ofthetextthatistocheckrelevance,
graspitscentralthemeandthemainpoints.
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13. 2.Intensivereadingskills:-Itismeantfordetailedinformationwhen
theaimistounderstandthecontentin-depth.
(a)Criticalreading:Inthistypeofreading,areaderneedstothinkand
deliberateaboutwhathehasalreadyread.Thereadershouldtryto
understandtheauthor’spointofviewandobjectiveistoidentifythe
loopholesinthetext,inconsistencyinlogicandirrelevantideas.
(b)InferentialReading:Itistheabilitytodrawinferencesafter
comprehendingthetextthroughintensivereading.
Thereadermustusehis/herreasoningabilitiesforthispurpose.
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14. 3.Extensivereadingskills:
Readingextensivelymeansreadinginquantity,principallyinworksofliterature.In
societieswhereextensivereadingisencouraged,peopletendtogainthecultureof
readingasmuchastheycanforpleasureintheirfirstorofficiallanguagein
whichreadingmaterialsareaccessibleinlargequantitieswithregularfrequency.
Thesematerialsarenovels,newspapers,andmagazines.
•Itisalightertypeofreadingandmaybeusedatthetimeofleisure.
•Itisusedwhenwereadforpleasurewithemphasisonunderstandingtheoverall
meaning.
•Thisformdoesnotrequiredetailedstudyandconcentration,butitshouldbedone
withproperunderstanding.
•Averagespeedforthistypeofreadingis100-200wordsperminute(WPM).
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15. 3.WordforWordreadingskills:
•This type of reading is done when some textual material is difficult to understand
and it requires careful and analytical reading.
•People use this type of reading to understand unfamiliar words, concepts,
scientific formulae etc. for example, going through a legal document, analyzing a
written contract etc.
4. Speed Reading skills:
•It is a skill that is acquired after much reading practice.
•It is meant forstudents appearing for competitive exams n entrance tests
for various courses.
•In this type of reading speed has to be attained without skippingas it is a
test of their effective grasping of information with time constraints/ limit. ‘Study
reading speed’ should be (200-300) WPM.
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16. Methods of improving Reading
Skills
1.SQ3RMethod:
TheSQ3RmethodwasusedbyFrancisRobinsonin1970asanactive
&effectivemethodofreading.Itisoneofthebestmethodsfor
readingfasterandretainingmore.
A.Survey:
•Beforereading,surveythestudymaterial.
•Lookthroughthemainandthesub-headingsandtrytogetan
overview.
•Skimthesectionsandreadthefinalsummaryparagraphtogetan
ideaofwhatthechapterisallabout.
•Payattentiontointroductoryandsummaryparagraphsand
references.
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17. B.Question:
•Askyourselfwhatthischapterisabout.
•Whatisthequestionthereadingmaterialistryingtoanswer?
•Repeatthisprocesswitheachsection,turningeachheading
intoaquestion.
•Askingquestionsfocusesyourconcentrationonwhatyou
needtolearnorgetoutofyourreading.
•Thissteprequiresconsciouseffortthatitleadstoactive
reading,thebestwaytoretainwrittenmaterial.
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18. C. Read:
•Read one section at a time, looking for the answer to the
question proposed by the heading.
•This is active reading and requires concentration.
•If you finish the section and have not answered the question,
reread it.
•Think while reading, what the author is trying to say, and
how you can use that information?
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19. D.Recite:
•Writedownakeyphrasethatsumsupthemajorpointofthe
sectionandanswersthequestion.
•Itisimportanttouseyourownwords,andmakeyourown
connectionsbecausewerememberourown(active)
connectionsbetterthantheonesalreadyprovided.
•Atthisstage,writingdowntheanswerstoyourquestions
helpsinretainingandconsolidatingyourunderstanding.
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20. E. Review:
•Afterreadingtheentirematerial,askyourselfthe
questionsthatyouhaveidentifiedrightatthebeginning.
•Reviewyournotesforanoverviewofthechapter.
•Considerhowitfitswithwhatyoualreadyknow.
•Thinkofthesignificanceithasinyourlearningscheme.
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21. 2.KWLMethod:
•WhatIKnow:Listwhatyoualreadyknow.Beforereading,
assessandrecordwhatyouknow.
•WhatIWanttoknow:Formulatequestions.Setapurposefor
yourreading.Whatdoyouwanttolearnfromthetext?Asyou
read,maintainfocusonyour
purpose.
•WhatILearned:Summarizekeypointsafterreading.After
reading,reflect,noteandreviewwhatyoulearnedfromyour
reading.
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22. Readingcomprehension:
Readingcomprehensionisacriticalskillinacademiaandbeyond,
allowingindividualstounderstand,analyze,andinterpretwritten
informationeffectively.Here'sanoverviewofitsimportance,purpose,
methods,academicreadingtips,andnote-takingstrategies:
PurposeofReadingComprehension:
Theprimarypurposeofreadingcomprehensionistoextractmeaning
fromwrittentexts,comprehendtheauthor'smessage,andengagewith
thematerialcritically.Thisincludesunderstandingthemainideas,
identifyingsupportingdetails,recognizingtheauthor'spurposeandtone,
andevaluatingthecredibilityoftheinformationpresented.
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23. ImportanceofReadingComprehension:
•UnderstandingContent:Readingcomprehensionenablesindividualsto
understandthecontentofvarioustexts,includingacademicpapers,articles,
textbooks,andresearchfindings.
•CriticalThinking:Itfosterscriticalthinkingskillsbyencouragingreadersto
evaluate,analyze,andinterpretinformation.
•Communication:Strongreadingcomprehensionskillsfacilitateeffective
communicationbyenhancingone'sabilitytoconveyideasandopinions
coherently.
•LearningandRetention:Itenhanceslearningandretentionofinformation,
enablingindividualstoabsorbandrememberkeyconceptsanddetails.
•ProblemSolving:Itaidsinproblem-solvingbyallowingindividualstogather
relevantinformation,identifypatterns,andmakeinformeddecisions.
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24. Methods for Improving Reading Comprehension:
1.Previewing:Skimthroughthetextbeforereadingitindetailtogetan
overviewofthecontent,headings,subheadings,andanyvisualaids.
2.ActiveReading:Engageactivelywiththetextbyaskingquestions,making
predictions,andsummarizingkeypointsasyouread.
3.Annotation:Markupthetextbyhighlightingimportantpassages,jotting
downnotes,andwritingquestionsorcommentsinthemargins.
4.Chunking:Breakdowncomplextextsintosmaller,manageablechunksto
facilitateunderstandingandretention.
5.Rereading:Ifnecessary,rereadchallengingpassagestograsptheirmeaning
fully.
6.ContextClues:Usecontextclueswithinthetexttoinferthemeaningsof
unfamiliarwordsorconcepts.
7.Summarizing:Summarizethemainideasandkeypointsofthetextinyour
ownwordstoreinforceunderstanding.
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25. Academic Reading Tips
1.SetGoals:Establishspecificreadinggoals,suchasunderstandingkey
concepts,identifyingsupportingevidence,oranalyzingarguments.
2.ManageTime:Allocatesufficienttimeforreadingandbreaklongertextsinto
manageablesessionstoavoidcognitiveoverload.
3.EliminateDistractions:Createaconducivereadingenvironmentfreefrom
distractionstomaintainfocusandconcentration.
4.UseSupplementaryResources:Utilizesupplementaryresourcessuchas
dictionaries,glossaries,andonlinedatabasestoaidcomprehension.
5.DiscusswithPeers:Engageindiscussionswithpeersorinstructorstoclarify
confusingpointsanddeepenunderstanding.
6.PracticeActiveRecall:Testyourunderstandingbysummarizingkeypoints,
answeringquestions,orexplainingconceptstoothers.
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26. Note-Taking Strategies
1.OutlineMethod:Organizenoteshierarchicallyusingheadings,
subheadings,andbulletpointstocapturethestructureofthetext.
2.CornellMethod:Divideyournotesintosectionsformainideas,
supportingdetails,andsummary,alongwithcuesorquestionsinthe
marginforreview.
3.MindMapping:Createvisualdiagramsconnectingkeyconcepts,ideas,
andrelationshipswithinthetext.
4.HighlightingandUnderlining:Usedifferentcolorsorstylesto
highlightimportantinformation,keyterms,andrelevantexamples.
5.Summarization:Condensethemainideasandkeypointsofthetext
intoconcisesummaries,focusingonessentialinformation.
6.Annotation:Writecomments,questions,andreflectionsinthemargins
ofyournotestoengagewiththematerialactively.
7.ReviewandRevise:Regularlyreviewandreviseyournotestoreinforce
learningandclarifyanyunclearorincompleteinformation.
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27. •Byapplyingthesemethods,tips,andstrategies,
individualscanenhancetheirreadingcomprehension
skills,makingthemmoreproficientandefficientreaders
inacademicsettingsandbeyond.
•Effectivereadingskillsareessentialforsuccessin
educationandprofessionallife.Employingvarious
methodologiesandstrategiescanenhancecomprehension
andretentionofinformation.
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