Submission guidelines 2010



READING: MAKING TOMORROW’S TEXTS EASIER

Written by: Esma Asuman Eray, e-mail: erayasuman@yahoo.co.uk

English Teacher, Isik University, Istanbul

Learners are exposed to different texts in reading lessons. They usually find these texts too difficult to read and be able to have successful results in the classroom, especially during the exams. For the learners to have effective reading lessons to explore reading texts, there should be some pointers provided by teachers which may help them with future reading. This paper discusses and offers suggestions about the way teachers can help students in reading lessons be able to understand texts better and become lifelong readers.

Introduction

Everybody can have their own definition of ‘Reading’. I prefer defining it as an ‘interaction’ between the reader and the texts (Rumelhart,1977,1980; Aebersold & Field, 1997, Maguire, 1995). The purpose here is to present a frame-work for this interaction in reading classes. Using the activities suggested, teachers can raise students’ awareness to notice this type of interaction with the textual features and clues including words, phrases and clauses besides using their schemata (their background knowledge) (Rumelhart 1977, 1980; Carrell 1983, 1998). It is recommended that the successful readers recognise words quickly, use textual features and word knowledge. They also analyse words they are not familiar with and identify what the grammatical functions of words are (Anderson et.al, 1991; Barnet 1989; Clarke 1979 cited in Aebersold & Field 1997). Through this type of work, learners are expected to create and construct meaning.

What is suggested here is based on what has been done with my students in the reading classes with material development. When the students start reading longer texts, they experience difficulties in understanding the texts they read with complex structure such as adjective, noun and adverbial clauses. They are generally not aware of the contextual clues that help readers find the meaning of the words without looking them up in their dictionaries. The materials developed can help the learners recognise the functions of the words used in texts while reading.

It starts with the definitions of ‘reading’ and ‘text’ to draw the reader’s attention to the interaction between the reader and the texts they are exposed to. A reading text in Appendix A is used to discuss how our experiences add to the texts we read. Looking through some quotes on ‘Schemata Theory’, (Rumelhart 1977,1980) the attention is also drawn to ‘Linguistic Schemata’ and ‘decoding features’. Some tips are shown using other texts (one is authentic and another idealised, or written) based on teachers’ role as ‘the prompter’ (Harmer 2001). (through some activities to help learners to find whatever they read in the future easier. They are all to help the learners to ‘notice’ (Schmidt 1990, Celce-Murcia 1991,Thornbury 1996) the textual and contextual features to read texts in their reading lessons.

What is reading?

The reader, here, can stop for a moment and think of his own definition of ‘reading’. How can you define it? You may define it as “the action or practice of a person who reads” (), or you may define it as “a receptive skill through which students do not need to produce language but they receive and understand it” as an English teacher defined it in one of the training sessions. However, the writer, as many reseachers have reported, believes that reading is not a passive but active and also interactive activity (Goodman 1967, 1971; Colers 1969; Wardhaug 1969; Smith 1971; Adams & Collins 1979 cited in Carrell 1998 ) and it requires a text and a reader for this interaction to happen (Rumelhart, 1977). While reading, learners “make pictures from written words” (Maguire, 1995). When learners look at a text, they “assign meaning to the written symbols in the text” (Aebersold & Field, 1997).

What’s text?

As it is said earlier, in a reading activity, reading involves texts. For Nuttall (1996) it is all about how the reader, the writer and the text all contribute to the process. ‘Text’ here refers “to a stretch of written discourse intended to be read” (Gower & Walters, 1983). Teachers help learners to drive meaning by decoding written symbols from texts. Long texts used in my reading classes are generally authentic as they “contain a wide variety of text types, language styles not easily found in conventional teaching materials” (Berardo, 2006). Many different structures are also used in authentic texts. This might be accepted as a disadvantage because students from lower levels have problems while decoding these texts. However, for the students, like mine, who study in the program where English is the medium of instruction and prepare a lot of research papers, it is always a plus. Once they learn how to decode these texts focusing on the relationship between the words, phrases and clauses, they find reading long texts easier. Teachers can also simplify some of the authentic texts in newspapers, magazines and on internet websites as they are frequently referred to these days.

A Story: The Wallet

Now, the reader is invited to read the story ‘The Wallet’ in Appendix 1. After reading the story, the reader is also expected to answer the following questions without referring to the story.

1. Can you describe Roger/ the owner of the wallet?

2. How was Roger/the owner of the wallet dressed?

3. What time of the day was it when Roger found the wallet?

4. What was the weather like? Can you describe the street?

5. Can you describe the noises you heard while reading?

6. How did you feel when you read the end of the story?

7. Did you get any smells while reading the story?

When we answer these questions, we give answers to the questions through our experience (Maguire, 1995). This experience or knowledge called schema (plural:schemata) (Rumelhart 1997, 1980) (Carrell 1983, Aebersold & Field, 1997) is influenced by our culture and family, friends and teachers. Even personal characteristics have an effect on reading and understanding texts. That’s why readers come up with different answers in reading lessons. A simple example is to think of our schema for a poor old man. Within that schema my Turkish students living in Istanbul are likely familiar with the look of a man who is over 60 with grey hair and a wrinkled face. He is wearing an old cheap coat (because he is poor and thick coats are expensive) during winter (because Christmas time in Istanbul is generally cold with snow). However, students from Sydney, within their schema, can describe Roger with his young looks in his sleeveless t-shirt as it is hot in Australia at that time. Aebersold and Field mention that readers “use their varying resources to differing degrees” while reading a text, so reading comprehension “differs from one reader to another”. In reading lessons, teachers are suggested keeping this in mind and also training learners, in a way, what they know has a great impact on their understanding of what they read. There are three types of schemata: content, formal and linguistic schemata (Carrell 1987) Content schema is to help readers “with a foundation, a basis for comparison” (Aebersold & Field, 1997). If a reader is exposed to a text about a party, he compares it both to a specific party he has been to and a party in general. Formal schema (Carrell,1984, 1987) refers directly to the “organisational forms and rhetorical structures of written texts”. Readers, by using their formal schemata, guess the source of texts. For example, they understand that these texts are from either newspapers, books or diaries. Linguistic schema is about “decoding features” readers recognise while reading (Aebersold & Field). They see the words and also see “how they fit together in a sentence”. If they don’t, the text is difficult.

What makes a text difficult?

Wallace in the following diagram suggests two important factors- words and sentence length- that can lead to difficulties in reading texts (1992:27).

Diagram 1

Like many other learners, the ones in my classes experience the same problem. They want to know why ‘where’ is used in S.1. although it is not a question. They ask if they can use a dictionary to find the meaning of the word “ neonate” in S.2. shown by a contextual clue (comma definition).

S.1. A habitat is where an individual or population of a given species lives (Appendix 2).

S.2. A low score on the one-minute Apgar Test may show that the neonate, or newborn, requires medical attention (Appendix 2).

How can teachers help learners?

It is teachers who can decide how they can help learners and how, but it is suggested that teachers can guide learners to understand how they can overcome difficulties while reading. The whole class can work on what they find difficult in reading long texts. They can do this using the contextual clues. Learners will, then, notice how these clues help them to understand the text. These clues will enter “their working system” and “feed into their working process” when they pay “conscious attention to what they learn about” (Schmidt, 1990; Thornbury 1997). Teachers are suggested to provide “recurring opportunities for learners to notice”. One single activity is not sufficient as the progress for learners from “initial recognition to internalizing” takes time (Batstone 1996, Van Patten 1994 in Batstone). Besides the little training sessions at the beginning of the reading program on word definition strategies or complex sentences with texts from very short written ones to the long authentic ones, I acted as the prompter in the class as Harmer (2001) suggested. Teachers, as a prompter, should know how much they can explain about in reading lessons. Learners can be stuck while reading and have difficulties in understanding what one of the sentences is about. They may ask about a word definition or look for a reference in the text, teachers can help their learners pointing out to the contextual clues and “hold back and let them work things out for themselves”.

Strategies Used in Definitions

The following definition strategy with eight items is suggested in reading lessons for the learners to recognise contextual clues to find the meaning in the text itself without using a dictionary. These eight items for definitions are:

1. The or definition

2. The definition with commas

3. The parentheses definition

4. The dashes definition

5. The that is definition

6. The formal definition

7. Signals words: such as, for example, in other words

8. The contrast strategy

(Adapted from ‘Reading at the University’ by L. H. Hillman, 1990, Heinle & Heinle)

After introducing them to the learners, teachers can give some sentences to their learners to match. The sentences in Appendix 2 are taken from the exams in the previous years in the school, so they represent good examples for the students to see what they might come across during class work and exams. The key is also provided in Appendix 3 to check the answers. Appendix 4 is also suggested for the same purpose and the learners are asked to write the definitions of the words after reading the text given.

To Make Long Sentences Easier

In reading classes, learners generally struggle with long sentences and they ask why there is ‘that’, or ‘in which’ in a sentence.

In Indonesia, the family-planning program established a large number of village centers that distribute free contraceptives – birth control pills, devices, etc. – and information about birth control./ Privacy is the situation in which an individual or group keeps their lives and personal affairs out of public view, or controls the flow of information about themselves. (Appendix 2)

• The diagram 2 is suggested after the feedback received in the second week of the 7-week module. Students find the following items difficult while reading texts. Students can be given different activities and tasks to see how a prepositional phrase acts in a sentence to decode meaning. In many texts used prepositional phrases function as adjectivals, explaining about nouns. To illustrate, the reader is asked to underline the prepositional phrases in the second paragraph of the text in Appendix 4a. For example, in the phrase ‘the master in the workshop’ the prepositional phrase ‘in the workshop’ is about the noun ‘the master’. The reader can find similar examples in the same text: an ordinary place in an ordinary street (paragraph 2), sharp tools in their hands (paragraph 3).

Diagram 2

Diagram 2

Once the learner’s attention is drawn to the function of these phrases, they will get used to looking for a prepositional phrase explaining about a noun. Teachers can ask the learners to underline these types of phrases, or they can do this before the learners are given the text as underlining the items is one of the ways suggested in ‘noticing’. Thornbury (1997) recommends that learners should be provided by ‘noticing’ activities to draw their focus to the language they study. In the early stages of this type of training, learners can do this with “the explicit direction of the teacher” (Lynch 2001). However, later on, they can easily get in a habit of doing it without their teacher’s direction or help. Learners find noun clauses in reading text the biggest challenge when they first start reading long texts. Apart from the ones with question word how as in “Geriatricians (doctors for older people) are studying how people grow old. / They’re trying to find out how people might be healthy at any age ” (Appendix 4, paragraph 3), learners come accross with the ones in which that occurs “ However, he was an honest man, and he saw that the wallet looked old ” (Appendix 1, paragraph3).

Explicit teaching through practice promotes awareness about complex structure with noun clauses. Learners can also be asked to contribute to that process through their own discovery about the function of the words that or question words such as who, which, how, where and so on. This can be provided by enough practice both in class or out of class.

Another problematic area in reading long texts is about reduced clauses. The learners I work with really find this structure difficult to recognise while reading and also understand why and how it is used. They fuction as adjectivals as it is used in the phrases (Appendix 5) ‘many workshops producing savat work’ (paragraph 4) and ‘bracelet decorated with black motifs‘ (paragraph 6). The writer of the text is talking about the workshops that produce savat work and the bracelet that is decorated with black motifs. The workshops produce savat work and the bracelet is decorated with black motifs. The same type of work is suggested (Appendix 6) for the other items that are shown in diagram 2.

Conclusion

As it is pointed out earlier, reading is an active process. The reader has pictures in his mind while reading and also imagines different scenes in his head. He tries to understand the message the writer conveys in that piece of writing. The reader also sees the word and expression in a context with what preceeds that word or what is used afterwards. He can even learn to read it without a dictionary because readers gradually learn to find the meaning of the words in the same context by following the contextual clues as well when there is a need. Teachers, whether they are experienced or novice, can help their students to understand what reading is, what it involves and what readers need to do to get the meaning from the texts they read on the internet as well as the extracts from the books and articles. The texts and activities here are prepared for this purpose. Now, the reader is asked to refer to Appendix 7 and complete the activity suggested. Then, the decision is up to the reader to use them and help their learners read the future texts without dificulties and be lifelong readers.

References

Aebersold, J. A. & Field, M. L. 1997, From Reader to Reading Teacher, Issues and strategies for second language Classroms, CUP

Batstone, R.1996, ‘Key concepts in ELT Noticing’, ELT Journal, 50/3:273-74, OUP

Berardo, S. A. 2006, ‘The Use of Authentic Materials in the Teaching of Reading’, The Reading Matrix Vol. 6, No. 2

Carrell, P.L.,1983, ‘Some Issues in Studying the Role of Schemata, or Background Knowledge, in Second Language Comprehension.’Reading in a Foreign Language, 1:81-92.

Carrell, P.L.,1987, Content and Formal Schemata in ESL Reading, TESOL Quarterly,

Vol. 21, No. 3, 461-481

Carrell, P. L., 1998, ‘Introduction: Interactive approaches to second language reading’ in Carrell, P., J.Devine and D.E. Eskey (Eds.), Interactive Approaches to Second Language Reading. Cambridge, CUP.

Celce-Murcia, M.,1991, ‘Grammar pedagogy in second and foreign language teaching’, TESOL Quarterly 25/3: 459-80

Gower, R., & Walters, S.,1983, Teaching Practice Handbook, A reference book for EFL teachers in training, Heinemann Educational Books Ltd.

Harmer, J. 2001, ‘The Practice of English Language Teaching’, Longman

Hillman, L. H., 1990, Reading at the University, Heinle & Heinle

Lynch, T., 2001, ‘Seeing what they meant: transcribing as a route to noticing’, ELT ournal Volume 55/2 April, OUP

Maguire, T., 1995, ‘Visualisation : A Decisive Skill’, APAC of News, Nº 24. May 1995. Barcelona ()

Nuttall, C.,1996, Teaching Reading Skills in a foreign language (New Edition), Oxford, Heinemann

Rumelhart, D. E. 1977,’ Toward an interactive model of reading’ in S. Dornic (ed.), Attention and Performance IV. New York, NY: AcademicPress.

Rumelhart, D.E. 1980, Schemata: the building blocks of cognition. In: R.J. Spiro et al. (eds) Theoretical Issues in Reading Comprehension, Hillsdale, NJ: Lawrence Erlbaum.

Sharwood, Smith, M. 1991, ‘Speaking to many minds: on the relevance of different types of language information for the L2 learner’, Second Language Research 7/2: 118-32

Thornbury, S. 1997, ‘Reformulation and reconstruction: tasks that promote ‘noticing’, ELT Journal Vol.51/4 326-35

Wallace, C. 1992, Reading , OUP.

Appendix 1

The wallet

It was the day before Christmas. Roger was sitting alone in the street, crying. He lived alone in a large city. The only family he had were his son and two grandchildren who lived in another city. He wanted to see them, but he was poor and had no money to get the bus to see them.

 

Roger got up slowly and began to walk back to the tiny room where he lived. Suddenly, on the street in front of him he saw a very old wallet. He picked it up and opened it. Inside was 500 dollars. There was also a driver’s licence that had a name and address on it.

If Roger took the money, he would be able to get a bus ticket and buy presents for the grandchildren. However, he was an honest man, and he saw that the wallet looked old. It did not look as if it belonged to someone rich. Maybe the owner needed the money for Christmas, too.

Roger decided to return the wallet to its owner. The owner was extremely happy to get his wallet back, because it had been a gift from his wife before she died. He gave Roger the 500 dollars as a reward. Roger hurried to the bus station and bought a ticket out of town.

  by Ruth Wajnryb,2003, Stories, CUP

Appendix 2

Please match the following sentences to the definitions:

In Indonesia, the family-planning program established a large number of village centers that distribute free contraceptives – birth control pills, devices, etc. – and information about birth control.

The study of race, that is, the attempt to classify people in terms of shared physical characteristics, has not been successful.

A habitat is where an individual or population of a given species lives.

A low score on the one-minute Apgar Test may show that the neonate, or newborn, requires medical attention.

Since most religions have communal meeting points, such as a church, mosque, temple or synagogue, they have a group concept.

Anthropologists study the chemistry, physiology, morphology (physical structure), and behaviour of primates to help us understand our own species.

Expulsion refers to the removal of a group from the territory in which it lives.

The right to privacy means that individuals get to decide what and how much information about themselves to give up, to whom it is given, and for what uses.

The archaeologist does not observe human behaviour and culture directly but reconstructs them from material remains – pottery, tools, garbage, ruins of houses and public buildings, burials, and whatever else a society has left behind.

Privacy is the situation in which personal affairs are kept out of public view and is a subjective condition in which a person controls the flow of information about himself.

In 2007 Facebook annoyed some of its users with Beacon, a service which recorded the purchases that they made, and then told their Facebook friends exactly what they bought and where from.

Friending vendors, such as Amazon and B&N, are the shopping sites that keep track of their customers’ preferences.

Appendix 3

KEY

Please match the following sentences to the definitions:

4. In Indonesia, the family-planning program established a large number of village centers that distribute free contraceptives – birth control pills, devices, etc. – and information about birth control.

5. The study of race, that is, the attempt to classify people in terms of shared physical characteristics, has not been successful.

6. A habitat is where an individual or population of a given species lives.

1. A low score on the one-minute Apgar Test may show that the neonate, or newborn, requires medical attention.

7. Since most religions have communal meeting points, such as a church, mosque, temple or synagogue, they have a group concept.

3. Anthropologists study the chemistry, physiology, morphology (physical structure), and behaviour of primates to help us understand our own species.

6. Expulsion refers to the removal of a group from the territory in which it lives.

6. The right to privacy means that individuals get to decide what and how much information about themselves to give up, to whom it is given, and for what uses.

8. The archaeologists does not observe human behaviour and culture directly but reconstructs them from material remains – pottery, tools, garbage, ruins of houses and public buildings, burials, and whatever else a society has left behind.

6. Privacy is the situation in which an individual or group keeps their lives and personal affairs out of public view, or controls the flow of information about themselves.

2. In 2007 Facebook annoyed some of its users with Beacon, a service which recorded the purchases that they made, and then told their Facebook friends exactly what they bought and where from.

7. Friending vendors, such as Amazon and B&N, are the shopping sites that keep track of their customers’ preferences.

Appendix 4

Growing Young

When many people are middle-aged – forty to sixty years old— they worry about their health. Some middle-aged people are afraid of old age. They don’t want to be old and sick. They don’t want to be alone, either. In other words, they want to live with their spouse, their husband or wife. On TV, they see athletes such as swimmers, baseball players and tennis players. These middle-aged people would like to be strong, fast and young again, too, but they think they are “over the hill”—too old.

Are they really too old? Maybe not! There are interesting surprises these days. More and more athletes are still playing sports when they are middle-aged, and they are playing well. Mark Spitz won seven gold medals in the 1972 Olympics. He is still swimming, and he’s over fifty.

Martina Navratilova, a tennis player, is almost fifty. Nolan Ryan, a baseball player, and George Foreman, a boxer, are over fifty. Arnold Palmer, a golfer, is around 60. Their faces aren’t young, They have gray in their hair, but they are healthy and strong. How do they do it? Are they special, or can anyone be like them?

Geriatricians (doctors for older people) are studying how people grow old. They’re trying to find out how people might be healthy at any age. First, it is important to exercise – for example, swim, walk, run, play tennis, dance, or play a team sport such as volleyball and basketball. Exercise is for everyone, not only young people. Second, people need to exercise their minds – to think! It’s important at every age to study, read, and talk with people. Third, people need to eat a lot of healthy food such as vegetables and fruit. They shouldn’t eat much meat and sugar. Fourth, everyone needs to relax. People might try meditation. It is one of the techniques to stop your thoughts and calm yourself down. A 1989 study tells something interesting. If older people meditate, they remember more and live longer!

If you think you’re over the hill, you should look around your neighbourhood. Do you see that elderly woman? She’s running down the street. Why are you just sitting here? New words: What do the following words mean? middle-aged alone spouse over the hill geriatrician to exercise meditation Who is Nolan Ryan? Who is George Foreman? Read the text again and tell what the main idea of each paragraph is: ………… We need to do four things to be healthy. …………Some people worry about their health when they are forty to sixty years old. ……….. Some athletes are still very good at sports when they are forty to sixty years old. …………You can be healthy too, but it might not be easy.

Appendix 5

Masters try to maintain dying art of savat silver

Wilco van HerpenALPU, Eskişehir - Hürriyet Daily News

Savat is a very old decorative technique for silver originating in Dagestan. In the past there were many workshops producing savat work, but unfortunately the profession is slowly dying out.

[pic]

To tell you the truth, I like silver jewelry better than gold. When my father was incurably ill he gave me his favorite golden ring. The poor man lost a lot of weight in the course of his illness, and one day when he was working in the garden the ring slipped off his finger. With a swift move he was able to catch the ring before it fell into a muddy pond. Since my father gave this ring to me, I wear it with pride, and it always gives me courage or strength during difficult situations.

In the central Anatolian province of Eskişehir I met a couple of silver craftsmen at their small workshop in Alpu, a small town 40 kilometers from Eskişehir itself. The village is a typical Turkish village with mainly “modern” (read concrete) houses. At first sight it did not impress me very much, but over the years I have learned that I should not draw conclusions too quickly: There is always an unexpected surprise waiting for you around the corner. It might take a while but I always find something that surprises me. This time the surprise was hidden away inside the buildings. But it wasn’t a beautiful old workshop or a fancy modern art gallery; no, it was an ordinary place in an ordinary street. From the outside the only outstanding about the place was the windows, which were in the shape of half circles, giving the master in the workshop plenty of light to work with.

Once I entered the workshop I entered a different world, the world of jewelry and of old and almost forgotten art. In the large room a couple of tables were filled with tools, silver wire, coin-shaped round pieces of silver and silver plates. Two men were sitting behind a table, with small sharp tools in their hands that they were using to draw motifs for savat jewelry.

An old silver decoration technique

Savat is a very old silver decoration technique that originates in Dagestan. In the past there were many workshops producing savat work, but unfortunately this profession is slowly dying out. In places like Sivas, Erzincan, Trabzon and Samsun hundreds of Savat masters once decorated the best quality silver, but nowadays almost no masters remain. I was lucky to find one here in the village.

Savat means ”black” in Arabic. A savat master uses savat çamuru (“savat mud”), a mixture of lead, silver, copper and sulfur to create designs in the silver. Anything made of silver can be decorated in the beautiful savat style: a belt buckle, a cigarette box, earrings, bracelets, plates, you name it. Let’s say you want a beautiful bracelet: The master takes a piece of silver and starts tapping it until it is the right shape and thickness. Then he takes a special chisel begins drawing his motifs.

Each master used to have his own signature style, and people could recognize which master had done the savat decoration on a sword by the way it was designed. Slowly the motifs begin to become clear: flowers, curls, names or abstract patterns. When he finishes incising the decoration, the master polishes the bracelet, because the sharp edges of the cut motif might later cut the user. Now it is time to prepare the “mud.” The recipe of this mixture is very important; if he makes a mistake here the savat will not settle into the channels of the pattern well. He then rubs the mixture into the design, and burns the “mud” into the silver. Then the bracelet must be polished again, and the result is a beautiful “white” silver bracelet decorated with black motifs.

Since not many savat masters remain, the Alpu city council started a project to teach people this old technique. The idea is a good one, but unfortunately due to the high prices of silver the masters are not able to buy enough silver to make savat pieces and often out of necessity cannot make new models.

It surprises me in Turkey when I see beautiful traditional crafts like this one that unfortunately young artists or jewelry designers are not interested in learning those old skills and techniques. Recently some creative young people have begun to pick up the old Turkish crafts and make beautiful modern and old-fashioned pieces using velvet, glass, porcelain or other materials. It would really please me to see a group of young enthusiastic artists eager to learn the old art of savat silver and breathe new life into the craft of savat.

March/14/2012

Appendix 6

prepositional phrases

• decorative technique for silver

• an ordinary place in an ordinary street

• the only outstanding about the place

• the master in the workshop

• plenty of light

• light to work with

• pieces of silver

• sharp tools in their hands

• motifs for savat jewelry

• one here in the village

• designs in the silver

• The recipe of this mixture

• the high prices of silver

relative clauses

• one day when he was working

• something that surprises me

• the windows, which were in the shape of half circles

• sharp tools ................... that they were using

• decoration technique that originates in Dagestan

• the way it was designed

noun clauses

• over the years I have learned that I should not draw conclusions too quickly

• people could recognize which master had done the savat decoration

reduced clauses

• decorative technique for silver originating in Dagestan

• many workshops producing savat work

• an unexpected surprise waiting for you

• the windows, .................., giving the master in the workshop plenty of light

• many workshops producing savat work

• Anything made of silver

• bracelet decorated with black motifs

connectors/discourse markers

• When my father was incurably ill, he gave me his favorite golden ring.

• he was able to catch the ring before it fell into a muddy pond

• Since my father gave this ring to me, I wear it with pride

• At first sight it did not impress me very much, but over the years I have ...

• Once I entered the workshop I entered a different world

• ..............but unfortunately this profession is slowly dying out

• ..........................until it is the right shape and thickness

• When he finishes incising the decoration, the master polishes the bracelet, because the sharp edges of the cut motif might later cut the user.

• if he makes a mistake here, the savat will not settle into the channels of.......

Appendix 7

Please complete the following sentences.

- One of the things I like in this article is that ……….

- One of the activities I would like to do with my students is ……….

because ………………………………………….

-----------------------

sentence length

words

what makes texts difficult?

sentence length

words

what makes texts difficult?

difficult?

Connectors

Noun

Clauses

Adjective

Clauses

Reduced

Clauses

Prepositional

Phrases

How?

................
................

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