7. Understanding English paragraph structure: rhetoric - Given suitable texts & time constraints, students should be able to identify three basic patterns of topic development (Linear, Constant Topic, Hyponym). Given fairly regularly constructed paragraphs, they should be able to earmark certain aspects of paragraph structure (e.g. topic sentence, developers, context modulators, concluding sentences) with Y% accuracy.

8. Learning content / Information from text: Sifting main from subordinate points - Given a suitable text which is intended to convey information to readers, having defined the learning task in terms of topic requirements, readers should be able to isolate the main from the subordinate points. Their ability to do this can be measured through a precis OR (in order not to mix receptive with productive learning) an alternative test is for readers to underline the main points.

9. To improve reading speed. Given suitable texts/purposes for reading, readers should be able to read with understanding (Y) using a Comprehension test to measure!) at a speed appropriate to text type and reading purpose.

10. To read with critical awareness - Given suitable texts (time constraints etc), Ss will be able to read with understanding of meanings which are not literally stated as well as those which are: (attitudes, values, hidden intentions of writer - Affective domain). They will also bring their own attitudes, values, knowledge and experience to bear on what is asseted by the author, actively questioning rather than passively accepting.

10 OBJECTIVES FOR A READING SYLLABUS: INDICATION OF TECHNIQUES

1. TOPIC/PURPOSE OF WRITTEN TEXT: Global reading comprehensions Qs: what is it about? Who is it written for? Where would yo see a text like this - in an X or Y? Find the title with MC of 4 alternative titles.

2. READING STYLES v TEXT TYPES: Set tasks. Limit time. Supply the variety of text types: dictionary page, telephone directory, train timetable, bank statement, tube map.

3. LEARN NEW LANGUAGE. Interesting task and an interesting text. Initially with visual support. Later, black out or underline unknown items and then attempt tp provide synonyms. Definition Qs can help focus on half-known items.

4. TO READ WITH CONCEPTUAL AWARENESS: Discussions an follow-up to reading. "I Think You Think". Newspaper items and reports can help explore Ss' experiences of concepts of a general nature, can develop word fields/networks.

5. UNDERSTANDING RELATIONS WITHIN SENTENCES: Direct reference questions: Wh,, Some formal identification of noun phrases & verb phrases. See "Meaning & The English Verb".

6. UNDERSTANDING RELATIONS BETWEEN SENTENCES: Reference: Vocabulary building exercises: synonymy, antonymy, hyponymy (Superordinates: sorting words into categories). Underlining anaphoric/cataphoric markers and their referents.
Logical Cohesive Devices - c.f. Grellet's "Developing Reading Skills" Jumbled Paragraphs. Also Byrne's list of logical cohesive devices & your exercises.