Advanced Reading And Writing Skills In ELT APA Style Handbook

Acknowledgements
I would like to acknowledge several people for kindly allowing me to reproduce
their copyrighted material in my book. First of all, I would like to express my
gratitude to Prof. Dr. Cem Alptekin as the author of the article that I reproduce
in this book and Prof. Dr. Dinçay Köksal as the editor of the journal for
Alptekin’s study.
Secondly, I would like to thank to Professor Roman Taraban of Texas
Tech University and his colleagues Professor Marcel Kerr and Professor
Kimberly Rynearson of Tarleton State University for their allowance to
reproduce their Metacognitive Reading Strategy Questionnaire.
Thirdly, nativizing ‘The girls in their summer dresses’ was a pleasure for
me. Therefore, I would like to thank to Irwin Shaw for this classic work.
Fourthly, as the present study aims to familiarize readers with the notion
of academic reading, I borrowed some sample excerpts from my PhD
dissertation which was supervised by Assoc. Prof. Dr. Feryal Çubukçu. Hence, I
also would like to acknowledge the support provided by my supervisor.
Last but not least, I would like to extend my heartfelt appreciation to my
wife Nalan Razı both for proofreading the final manuscript of this study and her
loving support.

Table of Contents
Acknowledgements.................................................................................................... III
Table of contents......................................................................................................... V
List of abbreviations..................................................................................................XII
To the reader ...........................................................................................................XIV
Chapter 1: Introduction to Academic Writing ............................................................ 1
The aim of the chapter ................................................................................................. 3
Pre questions ........................................................................................................... 3
Introduction.................................................................................................................. 5
What does it mean to sound academic? .................................................................. 5
Choosing the right academic level .......................................................................... 5
Characteristics of informal style of writing ............................................................ 7
Characteristics of formal style of writing................................................................ 8
Characteristics of academic writing........................................................................ 8
Referring to other sources ....................................................................................... 8
Focussing on the issue............................................................................................. 9
Activity: Focusing on the issue............................................................................... 9
Use of passive forms ............................................................................................. 10
Use of objective language ..................................................................................... 11
Precise vs. vague meanings................................................................................... 11
Avoid using contraction ........................................................................................ 12
Avoid using slang, jargon, and clichés.................................................................. 12
Use of abbreviations.............................................................................................. 13
Use of markers and linking devices ...................................................................... 14
Avoid extremeness................................................................................................ 14
An essay should have an argument ....................................................................... 15
Activity: Discriminating a formal essay from an informal one ............................ 16
Use of formal words.............................................................................................. 16
Activity: Transforming informal texts into formal ones....................................... 17
Use of formal subjects........................................................................................... 19
Conclusion............................................................................................................. 19
Chapter 2: Reading Process......................................................................................... 21
The aim of the chapter ............................................................................................... 23
Pre questions ......................................................................................................... 23
Introduction: Definition of reading............................................................................ 25
Purposes of reading............................................................................................... 28
Reading process .................................................................................................... 30
Memory and reading ............................................................................................. 34
Intensive and extensive reading ............................................................................ 35
Skills of reading .................................................................................................... 38
Conclusion............................................................................................................. 39

VI
Chapter 3: Reading Strategies..................................................................................... 41
Writing assignment ............................................................................................... 43
Pre questions ......................................................................................................... 44
Introduction: Reading strategies ................................................................................ 45
Definition of reading strategies............................................................................. 45
Categories of reading strategies ............................................................................ 46
Metacognitive reading strategies........................................................................... 51
Reading activities.................................................................................................. 56
Pre-reading activities........................................................................................ 57
While-reading activities ................................................................................... 59
Post-reading activities ...................................................................................... 61
Self survey............................................................................................................. 62
Conclusion............................................................................................................. 65
Chapter 4: Models of Reading..................................................................................... 67
Pre questions ......................................................................................................... 69
Introduction: Models of reading ................................................................................ 71
Bottom-up models................................................................................................. 73
Top-down models.................................................................................................. 74
Interactive models ................................................................................................. 75
Comparison of metaphorical models .................................................................... 77
Conclusion............................................................................................................. 80
Chapter 5: Assessing Reading ..................................................................................... 81
Writing assignment ............................................................................................... 83
Pre questions ......................................................................................................... 84
Introduction: Testing reading..................................................................................... 85
Techniques for testing reading.............................................................................. 85
Readability analysis ............................................................................................ 102
Calculating readability on Microsoft Word ........................................................ 104
Conclusion........................................................................................................... 106
Chapter 6: Connecting Ideas: Unity and Coherence............................................... 107
The aim of the chapter ............................................................................................. 109
Pre questions ....................................................................................................... 109
Introduction: Sentence connection........................................................................... 111
Types of linking devices ..................................................................................... 111
Developing coherent paragraphs......................................................................... 116
Use a main idea ................................................................................................... 116
Expand on the main idea..................................................................................... 116
Choose appropriate paragraph length.................................................................. 116
Paragraph unity ................................................................................................... 116
Paragraph coherence ........................................................................................... 118

VII
Pronouns as connectors....................................................................................... 119
Activity: Pronoun referents................................................................................. 119
Activity: Matching linking devices..................................................................... 120
Activity: Identifying main idea and adding extra information............................ 121
Suggested answer................................................................................................ 122
Conclusion........................................................................................................... 123
Chapter 7: Background Knowledge and Nativization ............................................ 125
Writing assignment ............................................................................................. 127
Pre questions ....................................................................................................... 128
Introduction: Background knowledge...................................................................... 129
Schema theory..................................................................................................... 129
Definition of schema........................................................................................... 129
Subcategories of schema..................................................................................... 131
Nativization......................................................................................................... 134
The girls in their summer dresses by Irwin Shaw ............................................... 135
Nativized version of ‘The girls in their summer dresses’ ................................... 143
Conclusion........................................................................................................... 151
Chapter 8: Introduction to In-Text Citations .......................................................... 153
Pre questions ....................................................................................................... 156
Introduction: In-text citations................................................................................... 157
What does citation mean? ................................................................................... 157
What is APA style? ............................................................................................. 157
Quoting, paraphrasing, and summarizing ........................................................... 158
Quotations ........................................................................................................... 158
Punctuation in quotations ............................................................................... 159
Indicating emphasis in quotations .................................................................. 160
Academic writing rules inside quoted expressions ........................................ 160
Changes in the quoted material ...................................................................... 161
Using single or double quotation marks......................................................... 161
Block quotations............................................................................................. 162
Paraphrases.......................................................................................................... 162
Basic steps to paraphrase................................................................................ 163
Summaries........................................................................................................... 164
Reasons of reporting ........................................................................................... 164
Conclusion........................................................................................................... 164
Chapter 9: Presenting In-Text Citations .................................................................. 165
Pre questions ....................................................................................................... 167
Introduction: Presenting in-text citations................................................................. 169
Presentation of reporting..................................................................................... 169

VIII
Common verbs to present citations..................................................................... 170
Conclusion........................................................................................................... 176
Chapter 10: Practising In-Text Citations and Avoiding Plagiarism...................... 177
Pre questions ....................................................................................................... 180
Introduction: Practising in-text citation ................................................................... 181
Activity: Paraphrase practice .............................................................................. 181
Practice exercises in paraphrasing ...................................................................... 184
Successful paraphrases vs. unsuccessful ones .................................................... 186
What is plagiarism?............................................................................................. 188
How can you avoid plagiarism?.......................................................................... 189
Common knowledge ........................................................................................... 189
General common knowledge............................................................................... 189
Field-specific common knowledge ..................................................................... 189
Conclusion........................................................................................................... 190
Chapter 11: Details with In-Text Citations.............................................................. 191
Pre questions ....................................................................................................... 193
Introduction: Parenthetical citations ........................................................................ 195
Where to place parenthetical citations ................................................................ 195
Cite a source with one author.............................................................................. 196
Authors with the same surname .......................................................................... 197
Cite more than one item by the same author in the same year............................ 198
Cite a source with two authors............................................................................ 198
Cite a source with three, four, or five authors..................................................... 200
Cite a source with six or more authors................................................................ 200
Sources with two or more six-author groups with same first surname............... 201
A source with no author ...................................................................................... 201
An edited work with no author............................................................................ 202
Cite multiple sources in one reference................................................................ 202
Cite multiple sources in one reference by the same author................................. 202
Use of major works with the others .................................................................... 203
Use of sample citations ....................................................................................... 203
Cite an electronic source ..................................................................................... 203
Use of secondary sources.................................................................................... 205
Activity: In-text referencing................................................................................ 206
Activity: Incorporating quotations ...................................................................... 207
Conclusion........................................................................................................... 208
Chapter 12: Reviewing Literature ............................................................................ 209
Pre questions ....................................................................................................... 211

IX
Introduction: Essays and articles.............................................................................. 213
Choosing the topic............................................................................................... 213
Narrowing down the topic................................................................................... 213
Brainstorming on the topic.................................................................................. 214
Reliability of the sources..................................................................................... 215
Preparing your outline......................................................................................... 217
Writing your drafts.............................................................................................. 217
Revising your paper and proofreading................................................................ 217
Analyzing the development of an essay.............................................................. 217
Conclusion........................................................................................................... 221
Chapter 13: Parts of an Academic Paper ................................................................. 223
Pre questions ....................................................................................................... 225
Introduction: Parts of an article................................................................................ 227
Abstract ............................................................................................................... 228
Key words ........................................................................................................... 229
Introduction......................................................................................................... 229
Literature review ................................................................................................. 231
Method ................................................................................................................ 232
Participants.......................................................................................................... 233
Findings............................................................................................................... 234
Discussion ........................................................................................................... 236
Conclusion........................................................................................................... 237
Implication .......................................................................................................... 237
Acknowledgements............................................................................................. 239
References........................................................................................................... 239
Appendix............................................................................................................. 240
Conclusion........................................................................................................... 240
Chapter 14: Headings in APA Style.......................................................................... 241
Pre questions ....................................................................................................... 243
Introduction: Headings............................................................................................. 245
Two heading levels ............................................................................................. 245
Three heading levels ........................................................................................... 246
Four heading levels ............................................................................................. 246
Five heading levels.............................................................................................. 247
Conclusion........................................................................................................... 248
Chapter 15: Writing a List of References................................................................. 249
Pre questions ....................................................................................................... 251
Introduction: Writing a reference list....................................................................... 253
References vs. bibliography................................................................................ 253
General rules on references................................................................................. 253

X
Abbreviations in references................................................................................. 255
Publisher’s location............................................................................................. 256
Arabic numerals .................................................................................................. 256
Alphabetizing names........................................................................................... 256
One-author entries............................................................................................... 257
One-author entries vs. multiple-author entries beginning with the same
surname ............................................................................................................... 257
References with the same first author and different second or third authors...... 258
References with the same authors....................................................................... 259
References by the same author in the same year................................................. 259
Order of works with group authors or with no authors....................................... 260
Activity: Identifying types of sources................................................................. 261
General Forms..................................................................................................... 262
Periodical............................................................................................................. 263
Non-periodical..................................................................................................... 263
Part of a non-periodical....................................................................................... 263
Online periodical................................................................................................. 263
Online document ................................................................................................. 263
Samples ............................................................................................................... 263
Sample book reference entries ............................................................................ 263
Sample periodical article reference entries ......................................................... 267
Sample reference entries for selections from edited collections......................... 269
Sample reference entries for documents obtained from the Internet .................. 270
Sample reference entries for other sources ......................................................... 272
Conclusion........................................................................................................... 274
Chapter 16: Practising List of References................................................................ 275
Pre questions ....................................................................................................... 277
Introduction: Practising reference lists .................................................................... 279
Activity 1: Putting entries into order................................................................... 279
Activity 2: Correcting mistakes .......................................................................... 287
Activity 3: Writing an imaginary reference list .................................................. 291
Activity 4: Writing an imaginary reference list .................................................. 296
Activity 5: Writing a reference list for an article ................................................ 300
Activity 6: Writing a reference list for an article ................................................ 310
Conclusion........................................................................................................... 318
Chapter 17: Presenting Tables and Figures............................................................. 319
Pre questions ....................................................................................................... 321
Introduction: Tables and figures .............................................................................. 323
Deciding on using tabular information ............................................................... 323
Sample tables and figures.................................................................................... 324
Conclusion........................................................................................................... 318

XI
References..................................................................................................................... 331

List of Abbreviations
As the present study aims to provide sample texts on academic reading,
explaining what the abbreviations in it stand for may not be possible all the
time. Therefore, in case of difficulty while reading such samples, you may wish
to the following list of abbreviations. Remember that the list of abbreviations on
page 255 of this book may also assist you
ANOVA analysis of variances
APA American Psychological Association
CORI concept-oriented reading instruction
DAI Dissertation Abstracts International
EFL English as a foreign language
ELT English language teaching
FL foreign language
FVR free voluntary reading
GED general educational development
IELTS International English Language Testing System
L1 first language (mother tongue)
L2 second language
LTM long term memory
MA master
METARESTRAP metacognitive reading strategy training programme
MLA Modern Language Association
MRS metacognitive reading strategy
MRSQ metacognitive reading strategy questionnaire
PhD philosophy of doctor
SMOG Simple Measure of Gobbledygook
STM short term memory
TL target language
TOEFL the Test of English as a Foreign Language
URL uniform resource locator
wpm word per minute

To the Reader
In this preface section, I would like to address you as a lecturer of Advanced
Reading and Writing Skills Course, a postgraduate or undergraduate student in
ELT, and a researcher in the field. After years of experience in the classroom
with the students of English Language Teaching Department, I suppose to have
enough information about both lecturers’ and students’ expectations from
Advanced Reading and Writing Skills Course. Specifically, the application of
the new curriculum at the department in 2006 stimulated lecturers’ worries
about preparing their course contents for this course. As you remember, before
the implementation of the new curriculum, these two skills had been taught as
two different courses at the department. Because of an inexistence of a standard
syllabus for Advanced Reading and Writing Skills Course, to my knowledge,
many lecturers have experienced problems in integrating the receptive language
skill reading with its productive counterpart writing in a weekly 3-hour course.
As one of these lecturers, I have tried to generate my own course content
for Advanced Reading and Writing Skills Course. To do this, I paid specific
attention to identify the language problems which have been experienced by
ELT students at preparatory classes and also in the other classes for the
following four years.
For many ELT students, writing experience, specifically in the target
language, starts with their registration at the university. As language teachers
are very busy in preparing their students to find the correct options in multiple
choice tests and to avoid distracters, at high schools almost no language learner
is expected to produce an essay. The case is so dramatic that sometimes we may
encounter with students who have not written even paragraphs in the target
language. Therefore, writing lecturers at preparatory classes have great
responsibilities in order to prepare their learners to write effectively. Such
problems, of course, continue in the following courses, especially for the ones
which require the employment of effective written production skills in the target
language, at the department.
When our students enrol in Advanced Reading and Writing Skills Course,
as lecturers, we need to explain our expectations from them. In the following
two tables, I present sample course contents for this course to be followed in
two terms. Please, examine them carefully and make any necessary
arrangements in relation with your aims.

XV
Advanced Reading and Writing Skills Course Fall Term Course Content
Weeks Topics Related
chapter
Assignments
Week 1
Meeting the students:
Introducing the course
content.
------------- -------------
Week 2
Introduction to academic
writing
Chapter 1 -------------
Week 3 Reading process Chapter 2 -------------
Week 4 Reading strategies Chapter 3 Assignment 1
Week 5
Evaluation of Assignment 1
Models of reading
Chapter 4 -------------
Week 6 Assessing reading Chapter 5 Assignment 2
Week 7
Connecting ideas: Unity
and coherence
Chapter 6 -------------
Week 8
Background knowledge
and nativization
Chapter 7 Assignment 3
Week 9 Midterm exam ------------- -------------
Week 10
Introduction to in-text
citations
Week 11 Presenting in-text citations Chapter 9 -------------
Week 12
Practising in-text citations
and avoiding plagiarism
Week 13
Details with in-text
citations
Chapter 11 -------------
Week 14
Consolidation of the term
------------- -------------

XVI
Advanced Reading and Writing Skills Course Spring Term Course Content
Weeks Topics Related
chapter
Assignments
Week 1
Meeting the students:
Introducing the course
content.
------------- -------------
Week 2 Reviewing literature Chapter 12 -------------
Week 3
Parts of an academic paper
Headings in APA style
Chapter 13
Chapter 14
-------------
Week 4
Discussing the
brainstormed items of the
papers.
-------------
Submitting the
brainstormed
items of the
paper
Week 5 Writing a list of references Chapter 15
Week 6
Discussing the outline of
the papers.
-------------
Submitting the
outline of the
paper
Week 7 Writing a list of references Chapter 15 -------------
Week 8
Practising list of
references
Chapter 16 -------------
Week 9 Midterm exam ------------- -------------
Week 10
Discussing the first draft
of the papers.
-------------
Submitting the
first draft of the
paper
Week 11
Presenting tables and
figures in APA
Chapter 17 -------------
Week 12
Discussing the second
draft of the papers.
-------------
Submitting the
second draft of
the paper
Week 13
Discussing the reviewed
version of the papers.
-------------
Submitting the
reviewed
(content,
grammar, and
vocabulary
choice) version
of the paper
Week 14
Evaluating the papers.
Consolidation of the term
-------------
Submitting the
proofread (final)
version of the
paper

XVII
In the two previous tables, I recommend two course contents for
Advanced Reading and Writing Skills in two terms as a total of 28 weeks. The
classes are supposed to be meeting once a week for a three-hour period. After
introducing the basic characteristics of academic writing in the first chapter, I
tried to make an awareness of academic texts by providing academic texts on
the notion of reading process, reading strategies, models of reading, assessing
reading, and background knowledge and nativization. Thus, by the help of these
academic texts, while presenting some information on advanced reading skills, I
also aimed to familiarize my readers with academic style of writing. For the fall
term of the course, I also planned to teach how to connect ideas with reference
to unity and coherence, how to refer to other sources by employing in-text
citations rules appropriately. In this respect, for the fall term of the course, I
recommend lecturers to deliver five written assignments.
By the beginning of the spring term, the students are expected to work on
their written assignment which lasts for 14 weeks. In this respect, as lecturers,
we expect our learners to write an academic paper in 3500-4000 words on any
topic they select in relation with ELT. Throughout the term, lecturers need to
supervise their learners by commenting on their topic selection, brainstorming,
outlining, first and second drafts, and reviewed and final version of their papers.
Relatively, by spring semester students study on reviewing literature, parts of an
academic paper, headings in APA style, writing a list of references, and
presenting tables and figures in their papers.
Apart from undergraduate students of Advanced Reading and Writing
Course, this book also aims to help postgraduate students by providing apt
examples in relation with their field of study. Although APA Publication
Manual lists rules on academic writing, many post graduate students, even
experienced researchers, may experience difficulty in applying these rules in
their studies. Therefore, the present study provides samples on a variety of
topics in relation with academic writing in ELT.
I hope this book helps you better administer APA rules which will result
in producing better assignments and also better manuscript submissions. I wish
you happy reading.
Best regards,
Salim Razı
September 14, 2011 – Çanakkale

Chapter 1
Introduction to Academic Writing

Advanced Reading and Writing Skills in ELT: APA Style Handbook
2

Introduction to Academic Writing 3
The aim of the chapter
This chapter aims to present basic characteristics of academic writing. You will
learn basic differences between informal and formal tones of writing. To
understand such differences, please pay specific attention to the sample
sentences. There are also some activities for you in order to practise what you
learn. Do not forget to check suggested answers with yours.
Pre questions
Before you start studying this chapter, please try to answer the following
questions. In this way, you will prepare yourself to study this chapter.
• Do you talk to your close friends and your lecturers in the same style? If
not,
o What are the differences?
o What might be the reasons of these differences?
• What kind of texts do you write in your mother tongue and also in the
foreign language?
• What about the differences in writing? If there are differences in
relation with our style in spoken language, do you think there are also
differences in various styles of written texts?

4

Introduction
At university, you are expected to submit written assignments for some courses
in order to succeed them. To write such assignments, most of the time you need
to read the articles written by researchers in the field of English Language
Teaching (ELT). In this respect, this chapter aims to assist you on the occasions
when you want your assignments to look and sound ‘academic’.
Then, what does it mean to sound academic and how do you choose the
right academic level? The aim of the following sections is providing answers to
such questions.
What does it mean to sound academic?
The style of the text differs according to its purpose as it can either be formal or
informal. Before you start writing your paper, you need to consider your readers
by asking the questions of “Who is going to read my paper?” and “What is their
aim in reading it?”. Academic papers are regarded as formal pieces of writing
and their aim is informing readers rather than entertaining them.
Choosing the right academic level
As there are differences in spoken language, there are also differences in written
language. For example, you do not talk to your friends in the same style that
you talk to a stranger. Similar to this, authors are expected to use formal
language when they write a paper for an academic journal. On the other hand,
one needs to use informal language if the text is addressed to a friend.
As in informal writing, there are various levels of formality in academic
writing. To decide the right level of formality, you are expected to consider two
issues. These are your purpose in writing the paper and your readers. A careful
analysis of these two will give you an idea about the formality of your paper.
In this respect, thinking about a sliding scale which measures your
paper’s level of formality might be useful. Then, by examining your purpose
and readers, you can decide the appropriate formality level as presented in
Figure 1.

6
Figure 1: Level of Formality (Source Original)
As you remember, in order to decide the formality level, you should
consider your readers and your aim in writing. Then, examine Figure 1 above
carefully and try to explain the reasons for placing each of the text type on its
appropriate place on the scale.
Remember that lecturers at university will expect your assignments to be
located towards the formal end of the scale. This means that you will be
expected to use a formal academic style in your assignments. The following
types might be considered as examples of academic writing:
• Essays such as informing, discussing, and/or evaluating;
• Research reports; and
• Reports of case studies.
Apart from these academic papers, there are also some other types of
academic writing. In this respect, Figure 2 is based on the studies of Bell
(1993), J. D. Brown (1988), Burns (2005), Chaudron (1988), Harklau (2005),
Hatch and Farhady (1981), Lazarton (2005), Mackey and Gass (2005), Nunan
(1992, 2005), and van Lier (2005). It demonstrates various types of educational
research studies under the two basic categories of primary and secondary
research. Figure 2 indicates that almost all types of research studies appear as
primary research and there are various ways of obtaining data and presenting
results.
diary
email to
a friend
mail to
your aunt
newspaper
article
scientific
article

Figure 2: Types of Research (Razı, 2010, p. 147)
Characteristics of informal style of writing
Informal language can be regarded as spoken language. As one can expect,
speakers feel relaxed specifically about grammatical rules when they talk to
other people. Therefore, spoken language is regarded relatively less complex in
comparison to written language. Like spoken language, informal writing also
reflects such relaxations. For example, use of personal style, colloquial English,
and short forms can be considered as the unique characteristics of informal
Research
Primary Secondary
Statistical Action Case Ethnography
Surveys
Experimental
Classroom
Questionnaires
Interviews
Observations
Pre-experimental
Quasi-experimental
True-experimental
Introspection
Think-aloud
Anagram tasks
Diaries / Journals
Retrospection
Talk-aloud
Stimulated-recall
Immediate-recall
Verbal-reporting
Self-report
Self-observation
Self-revelation

8
writing. Remember that when you use informal style, it is easier for you to
persuade your readers.
Characteristics of formal style of writing
Usually, formal language is regarded to be the written one. Use of impersonal
style and non-colloquial English are the two characteristics of formal writing.
Besides, formal writing does not allow the author to use short forms. However,
if short forms are in quotations; then, they are acceptable. Moreover, formal
writing requires the use of passive voice and complex sentences in well-
developed paragraphs. It should be noted that your text should not become
incomprehensible because of the complex sentences involved in it. Although
your paper needs to seem sophisticated, it also needs to remain comprehensible.
Characteristics of academic writing
Academic writing has various characteristic features in relation with the
characteristics of formal writing. Below you will see various characteristic
features of academic writing.
Referring to other sources
As you are writing an academic paper, you need to refer to the other sources in
order to persuade your readers. In this respect, you may need to paraphrase an
idea, summarize it, and sometimes directly quote from the original source. You
will see more explanation on referring to the other sources in chapters 8, 9, 10,
and 11.
In the following example, the author refers to Anderson in order to
reinforce the impact of background knowledge on reading comprehension.
Sample paraphrase
The very important role of background knowledge on reading comprehension
is noted by Anderson (1999) that readers’ comprehension depends on their
ability to relate the information that they receive from the text with their
background knowledge.
On the other hand, in the following example, the author refers to Swales
in order to define the components of background knowledge. However, by
using double quotation marks the author indicates the directly borrowed phrase
from the source.

Sample quotation
According to Swales (1990, p. 83), background knowledge consists of two main
components of “our assimilated direct experiences of life and its manifold
activities, and our assimilated verbal experiences and encounters”.
Focussing on the issue
One of the most important characteristics of academic writing is focussing on
the issue. You should never focus on the author in academic writing. It means
that you need to avoid the use of personal pronouns such as ‘I’ and ‘we’.
However, if you are delivered a topic on your personal opinion; then, of course,
you will need to use ‘I’. When you focus on the topic, your aim is to show your
readers that you have researched the topic from different viewpoints before you
argue for a particular view. Thus, as the author of your paper, you are expected
to keep your writing objective and impersonal to make it more convincing.The
following samples may help you understand this difference better. Consider the
differences between two samples.
Sample: Focusing on the author
In this essay, I will discuss the differences between the two methods of
‘Suggestopedia’ and ‘Total Physical Response’.
Sample: Focusing on the issue
The present study aims to explain the differences between the two methods of
‘Suggestopedia’ and ‘Total Physical Response’.
The former sample sentence introduces the topic by focusing on the
author; however, the latter directly focuses on the issue without dealing with the
author.
Activity: Focusing on the issue
The following text is an invitation for a conference. As you see, while writing
the text, the author aims to focus on himself/herself. Please, find examples from
the text below to support this and try to focus on the issue rather than the author
by transforming the text.

10
Invitation for conference
On 27-28 April 2012, we are very proud to be organizing the 7th
International ELT Research Conference with the chosen theme of
‘Philosophical perspectives in ELT research’ in Çanakkale, Turkey. We
organize the conference under the auspices of Çanakkale Onsekiz Mart
University, Faculty of Education, ELT Department. Our aim is to provide the
highest calibre of ELT research by means of keynote speakers, a large
number of scholars and presenters, and scientific and cultural exchange
within a friendly, informative and stimulating atmosphere. We encourage
researchers to submit their proposals for oral presentations, workshops, and
poster presentations.
When you have finished the transformation drill, please compare your
text with the suggested answer below. How successful do you consider yourself
in transforming?
Suggested answer
The 7th International ELT Research Conference will be organized with the
chosen theme of ‘Philosophical perspectives in ELT research’ on 27-28 April
2012 in Çanakkale, Turkey. The conference is organised under the auspices of
Çanakkale Onsekiz Mart University, Faculty of Education, ELT Department.
The 7th International ELT Research Conference aims to provide the highest
calibre of ELT research by means of keynote speakers, a large number of
scholars and presenters, and scientific and cultural exchange within a friendly,
informative and stimulating atmosphere. Proposals for oral presentations,
workshops, and poster presentations are invited.
By removing the pronouns in relation with the author, the second text
invites researchers to attend the conference in a more formal tone.
Use of passive forms
As the author aims to focus on the issue rather than himself/herself, it is
therefore necessary not to focus on who is doing the action, but on who is
experiencing it. Then, authors have an intention of using the passive voice in
academic writing since it allows them to do this. In the following sample
sentence, for example, the author describes one important characteristics of
good readers by exemplifying automaticity. However, to do this, the author
makes use of passive voice.

Sample use of passive voice
Another vital characteristic of good readers is indicated as automatised use of
bottom-up processes; therefore, developing automaticity is the essence of
becoming a good reader (Paran, 1997) to be able identify the words and
language structures quickly (Hedge, 2000).
Use of objective language
Since you are expected to report facts in academic papers, you should use
objective language in your paper which is free of bias. To do this, apart from
avoiding focusing on the author, you should also avoid the use of judgemental
and emotive language and extreme adjectives in your paper.
Sample: Use of objective language
The chair of ELT department will announce the decision next week.
In preference to
The chairman of ELT department will announce his decision next week.
Precise vs. vague meanings
While you are writing an academic paper, you are also expected to integrate
words with precise meanings. This means that you should avoid words with
vague meanings since such words can be regarded as more colloquial.
The following sample sentences may help you understand the difference
better between vague and precise words. Consider the differences between
informal and formal sets of sentences.
Sample informal sentences
The present study aims to look at the issue in relation with behaviouristic
point of view.
The author says that young children are more advantageous in foreign
language learning in comparison to adults.
Grabe and Stoller (2002) talk about readers who follow a mechanical pattern
by creating a piece-by-piece mental translation of the information in the text.

12
Sample formal sentences
The present study aims to examine the issue in relation with behaviouristic
point of view.
The author maintains that young children are more advantageous in foreign
language learning in comparison to adults.
Grabe and Stoller (2002) argue readers who follow a mechanical pattern by
creating a piece-by-piece mental translation of the information in the text.
Avoid using contraction
In academic papers, you must not use contractions; instead, use full forms.
Sample use of full forms
In most instances, readers do not realize that there are strategies which make
their learning process easier.
In preference to
In most instances, readers don’t realize that there’re strategies which make
their learning process easier.
Avoid using slang, jargon, and clichés
As academic papers are considered to be formal pieces of writing, you should
not include slang, jargon, and clichés in your paper. Because when you use
slang and jargon, you restrict the comprehension by a certain group of people.
Thus, the former deals with colourful expressions whereas the latter deals with
technical terms. In case of clichés, on the other hand, you integrate over-used
items in your paper.
Sample use of slang (the use of a pig in pocket)
There seems to be a pig in the Prime Minister’s pocket as he devotes so little
money on education.
Sample use of jargon (the assumption of knowing STM and LTM)
Chastain (1988) calls attention to the significance of converting information
from the STM to the LTM; otherwise, the information in the STM vanishes in
a maximum of twenty-second period.

Sample use of cliché (the use of work like a beaver)
The participants in the study worked like beavers.
Use of abbreviations
If you would like to make use of abbreviations, please remember that it will not
affect your reader’s comprehension of the text. The general tendency to
abbreviate is using the full term which is followed by the abbreviation in
parentheses when you use it for the first time.
Sample use of abbreviations
CALLA (the Cognitive Academic Language Learning Approach) was
developed by Chamot and O’Malley (1987) and it is an instructional model
either for second or foreign language learners in which cognitive theory plays
an essential role. The initial aim in designing CALLA is assisting
intermediate and advanced students at upper elementary and secondary
schools who are not proficient users of English.
However, there is an exception of this rule. If you are using standard
abbreviations such as units of measurement; then, you do not need to write out
what they stand for in parentheses. For example, in the following two sample
sentences, ‘IQ’ represents ‘Intelligence Quotient’ and ‘km’ represents
‘kilometre’; however, there is no need to explain what they stand for.
Sample
• By taking an online test you can get your IQ score quickly.
• All the participants in the pilot study were coming from other cities with
a minimum distance of 100km.
Also make it sure that there are no periods or spaces in the abbreviations
you use. In the following sample for example, you need to abbreviate English as
a foreign language as EFL but not as E.F.L.
Sample
Reading was once considered the most essential language skill in language
classes since many EFL learners rarely had the chance to speak English in
their daily lives due to difficulties in travelling.

14
Use of markers and linking devices
In academic papers, the authors are expected to use markers in order to reflect
their attitudes towards the ideas presented by the authors’ of other sources. On
the other hand, such markers assist their readers to understand the organization
of the text and connect ideas across sentences by providing explicitness.
Sample use of markers
The reason in reading a text might be firstly, gathering information or
fulfilling curiosity; secondly, receiving instructions for executing some
duties; thirdly, taking part in a game; fourthly, corresponding either in a
formal or an informal style; fifthly, getting information about when and
where an activity is taking place; sixthly, learning what is happening; and
seventhly, just for pleasure.
Sample use of linking devices
Apart from the above mentioned specific approaches of teaching reading, it
might be interesting to scrutinize approaches of language teaching to evaluate
how they appraise teaching the skill of reading. For example, although readers
meet with difficult texts early in Grammar-Translation Approach (Celce-
Murcia, 2001), little attention is paid to the skill of reading as the contents of
texts are disregarded. Contrary to this, Celce-Murcia maintains that Direct
Approach allows proficient readers to read literary texts for comprehension
and pleasure. However, she indicates that Reading Approach is different from
all other approaches since it encourages reading from the beginning with
specifically adapted texts and considered to be mostly beneficial for those with
practical and academic aims. Then, the most essential aim in this approach is
regarded to be reading comprehension.
Avoid extremeness
Words with extreme meanings might be irritating and they may also cause bias.
Therefore, you should avoid using such words in your academic papers.
Sample (use of overwhelmingly successful)
Participants in the experimental group were overwhelmingly successful.
Moreover, you should also avoid using ‘prove’ in your papers. In
academic writing, specifically in social sciences, it is almost impossible to
prove a theory by the help of a single study. Instead, there should be an

interaction among several studies which assists researchers to draw conclusions.
Consider the two sample sentences in the following examples.
Sample preferred sentence
The evidence suggests that female learners are superior to male learners in
terms of reading comprehension.
In preference to
The evidence proves that female learners are superior to male learners in terms
of reading comprehension.
An essay should have an argument
Of course, it is necessary to read related articles and reference books before you
write an academic paper. However, do not forget to integrate your argument
into your essay. Then, what does it mean to have an argument? It means that
your paper should answer a question or sometimes several related questions.
Such questions can be regarded as your research questions. If you are working
on an assigned topic by the lecturer; then, most probably you will need to
prepare your own question(s) in relation with the topic. While you are
answering your question(s), you need to prove something. Developing a thesis
statement can be considered as the most important step in order to prove
something. While developing your thesis statement, try to provide a reason and
evidence and then try to convince your readers by providing apt examples from
the sources you read. You can do this by backing up your points with reasons
and examples. Also think about the counter ideas about your statement and try
to provide responses to such prospective questions.
Sample
At a glance, when the definition of reading is taken into consideration, the
main reason to read can be considered simply as to receive information.
However, Noda (2003) maintains the insufficiency of this response and
mentions people who read the same story for several times. Therefore, their
reason in reading the same story for multiple times might be more than
gathering information. According to her, in each reading, readers integrate the
story with their experiences; and since experiences have a tendency to change,
readers’ interpretation of the text in different times can be different. That is
what Mori (1995) calls as ‘social dialog’ where readers interact with the text
individually by taking their background knowledge into consideration. It is in
parallel with Wallace’s (1992, p. 39) notions of reading as she points out that
“[t]exts do not ‘contain’ meaning; rather they ‘have potential for’ meaning”.

16
In the above sample, the author starts the paragraph by considering the
general tendency about the aim in reading. The main idea of the paragraph
might be considered as ‘reason in reading the same story for multiple times
might be more than gathering information’. Then, the author mentions an idea
which might be regarded as opposite to the previous one. By referring to Noda,
the author aims to support his claim. Moreover, the author refers to a second
researcher to persuade his readers. With reference to the second researcher, he is
able to provide the terminology of ‘social dialog’ in relation with the topic.
Activity: Discriminating a formal essay from an informal one
The following texts are both about extensive and intensive reading. However,
one of them is written in formal and the other one in informal style. Identify
formal and informal ones and then justify your reasons by giving examples
from the texts.
I think, both Hedge (2000) and Day and Bamford (1998) are successful in
drawing a general picture about extensive reading. As you know, there’re
some reading problems in extensive reading classless. In order to overcome
them, it’s necessary to employ some reading strategies. I agree with Hedge
who points out that intensive reading may assist extensive reading. Because by
the help of a teacher in the classroom, readers can be familiar with reading
strategies.
Both Hedge (2000) and Day and Bamford (1998) succeed to draw a general
picture about extensive reading. However, extensive reading classes require
employing some reading strategies by readers to overcome the problems they
encounter during reading. Moreover, Hedge indicates that intensive reading
may assist extensive reading since readers are able to familiarize themselves
with reading strategies under the guidance of a teacher in the classroom.
Use of formal words
While writing academic papers, you are expected to use formal words. As
formal words are single words not multi-words, you should avoid using phrasal
verbs and colloquialisms. Also formal words are longer than informal ones. You
can check formal informal equivalences of words in dictionaries.
Consider the following sets of samples:

Table 1: Sample Informal Formal Equivalences
Informal Formal
point out indicate
find out reveal
help assist
understand comprehend
show demonstrate
so therefore
complete whole
Activity: Transforming informal texts into formal ones
There are two similar exercises in this activity. What follows is a paragraph
written in informal English. You are expected to transform this informal
argumentative text into a formal argumentative paragraph. Remember the
following main conclusion of the paragraph while you are transforming the
paragraph into a formal one. When you finish the first exercise, examine the
suggested answer and move to the second one.
Exercise 1:
Main conclusion
Reading comprehension is essential in the reading process.
I think, the skill of reading goes beyond the ability of simply recognizing
letters and sounding them. That’s why I regard the essential step in the skill of
reading as the comprehension of the material. Similar to my ideas, Goodman
(1988, p. 11) also says two views on reading; with the first one he accepts it as
“matching sounds to letters”, and with the second one he indicates that it’s a
mystery, that “nobody knows how reading works”. I suppose Goodman was
under the sway of MacLeish (1968, p. 43) who asserted that “readers of all
written languages are ‘getting’ sounds from the printed page”. But I think
researchers can succeed to discover the mystery of reading by the help of
advances in recent reading research.

18
Suggested answer
The skill of reading goes beyond the ability of simply recognizing letters and
sounding them. Thus, the essential step in the skill of reading is the
comprehension of the material. Relatively, Goodman (1988, p. 11) proposes
two views on reading; with the first one he accepts it as “matching sounds to
letters”, and with the second one he indicates that it is a mystery that “nobody
knows how reading works”. In a probable manner, Goodman was under the
sway of MacLeish (1968, p. 43) who asserted that “readers of all written
languages are ‘getting’ sounds from the printed page”. However, advances in
recent reading research enable researchers to discover this mystery.
Exercise 2:
Main conclusion
Extensive reading aims to develop avid readers.
As I said before, extensive reading aims to develop avid readers. Encouraging
readers to read lengthy texts after school must be a good idea. Chastain (1988)
also thinks in this way on reading lengthy texts as she considers them much
easier to read than the shorter ones. To support extensive reading, Hedge
(2000, p. 219) recommends reading teachers to allocate short interview
sessions. In these interview sessions, teachers can discuss the books that their
students are reading. Hedge indicates that teachers can conduct interview
sessions also in the mother tongue with beginner learners. But with more
proficient readers it’s essential to verify the use of English in order to stimulate
the amount of exposure to the target language.
Suggested answer
As stated previously, extensive reading aims to develop avid readers.
Therefore, encouraging readers to read lengthy texts after school might be
regarded as a good idea. This is also in parallel with Chastain’s (1988) ideas
on reading lengthy texts as she considers them much easier to read than the
shorter ones. Similarly, to support extensive reading, Hedge (2000, p. 219)
recommends reading teachers to allocate short interview sessions in which
they can discuss the books that their students are reading. Hedge indicates that
such sessions can be conducted also in the mother tongue with beginner
learners; yet, with more proficient readers it is essential to verify the use of
English in order to stimulate the amount of exposure to the target language.

Use of formal subjects
To make your paper seem in a more formal style, you can use ‘there’, ‘it’, and
‘one’ as a subject. Remember that ‘one’ is used as a formal equivalence of
‘you’. Consider the following examples:
There as a subject
There is a misuse of the term.
It as a subject
It is essential to be aware of the different aims between reading various types
of texts.
One as a subject
One needs to visualize the interaction between the author of the text and its
reader to understand this complex process.
Conclusion
In this chapter you have learned the differences between informal and formal
styles of writing and practised the basic characteristics of academic writing. In
the following chapter, you will read some basic information on the process of
reading.

20

22

Reading Process 23
In the first chapter, you have learned the differences between informal and
formal styles of writing and practised the basic characteristics of academic
writing. This time, in the second chapter, you will familiarize yourself with an
academic type of text by reading information on the process of reading. First,
you will receive various definitions of reading process and then you will move
to different reasons of reading. Next, in this chapter, the demonstration of
reading process will be provided by the basic steps involved in it. Furthermore,
the interaction between memory and reading will be clarified. Finally, the
chapter will provide information on extensive and intensive reading. Therefore,
while providing relevant information on the process of reading, this chapter will
also make you familiar with the style of academic papers.
Pre questions
• How many skills are there in learning a language?
• What is the interaction among these skills?
• Can you categorize these skills under any titles?
• How can you define the skill of reading?
• What is the interaction of reading with the other language skills?
• Why do you read?
• What is the aim of reading?
• How do you make sense of what you read?
• How do you remember the information presented in a text?

24

Reading Process 25
Introduction: Definition of reading
Reading was once considered the most essential language skill in language
classes (N. J. Anderson, 1999a; Carrell, 1988a; Chastain, 1988; Grabe &
Stoller, 2001; Rivers, 1981) since many English as a foreign language (EFL)
learners rarely had the chance to speak English in their daily lives due to
difficulties in travelling. Therefore, access to written sources functioned as such
learners’ basic skill for many years as there was no emphasis on oral
communication skills. When the history of research on reading is considered,
reading is originally encountered as a passive process which moves to an active
one later on, and recently to an interactive one (C. Wallace, 2001). Moreover, it
is not considered as a single-factor process (Nassaji, 2003), but also an active
and fluent process by N. J. Anderson.
Due to the complexity of the process of reading, many single sentence
definitions are unable to give a full account of it. However, there are, of course,
some which deserve appreciation. A selection of these single-sentence
definitions will be provided below along with multiple-sentence definitions.
C. Wallace (2001) regards reading as practice, product or process with
reference to the field of study. She points out that when the skill of reading was
studied in terms of practice, researchers regarded it as part of language
behaviour and they refused to pay attention to the specific strategies used by
readers. C. Wallace explains that practice has been taken into consideration by
anthropologists and social psychologists where the aim is studying reading in
daily life without dealing with education. On the other hand, product which is
defined as the result of reading process by Alderson (2000) is interested in the
structure and the message of the text. Finally, process requires a detailed
examination of readers in this continuing process where it is also necessary to
reveal the reading strategies that they use to achieve meaning. Similar to this,
Chastain (1988, p. 222) also examines process and defines it as “a system of
operations in the production of something”. In Chastain’s definition, ‘operation’
indicates the activities involved in reading. These activities help readers
produce the language, in other words, comprehend the text. He indicates that
writer’s intended meaning can be achieved by the activation of background and
linguistic knowledge in readers’ minds which enables them to recreate the
meaning. In the next step, readers are expected to exceed the boundaries of the
text by interpreting new information derived from the text. As opposed to such
discussions, it might be interesting to note that reading is also regarded both as
process and product by Badrawi (1992).
By defining reading as “the process of getting meaning from written
language”, Fry (1977a, p. 4) highlights the essential part of reading process. In

26
another definition, Grabe and Stoller (2001) indicate that readers are thought to
draw information from the printed page and combine it with the information
and expectations that they already have. That is quite similar to their subsequent
definition regarding reading as “the ability to draw meaning from the printed
page and interpret this information appropriately” (Grabe & Stoller, 2002, p. 9).
Although Grabe and Stoller’s definitions add the feature of ‘interpretation’ to
Fry’s, they indicate the inadequacies of their single-sentence definition due to
four important reasons.
First, it does not convey the idea that there are a number of ways to
engage in reading. A reader has several possible purposes for reading,
and each purpose emphasises a somewhat different combination of
skills and strategies.
Second, it does not emphasise the many criteria that define the nature
of fluent reading abilities; it does not reveal the many skills,
processes and knowledge bases that act in combination, and often in
parallel, to create the overall reading comprehension abilities that we
commonly think of as reading.
Third, it does not explain how reading is carried out as a cognitive
process that operates under intense time constraints; yet, these very
rapid time-processing constraints are essential to understanding how
reading comprehension works for the fluent reader.
Fourth, it does not highlight how the ability to draw meaning from a
text and interpret this meaning varies in line with the second language
(L2) proficiency of the reader.
(Grabe & Stoller, 2002, pp. 9-10)
As Grabe and Stoller (2002) explain in the above quotation, the process
of reading involves a variety of different tasks employed in human mind. To
understand this complex process, one needs to visualize the interaction between
the author of the text and its reader. To McKay (1986, p. 192), this interaction
originates in two levels, namely ‘linguistic’ and ‘conceptual’. She explains that
readers’ interaction with the text to decode its language is represented by the
former one and the comprehension of the ideas presented in the text is
represented by the latter one. McKay perpetuates to call attention to the
interaction also between these two levels.
The skill of reading requires achieving either literal or implied meaning.
H. D. Brown (2001, p. 310) reveals that it is not possible to interpret all
language properly with reference to its literal and surface structure. Therefore,
this requires some specific demands from the reader. On the other hand, he

Reading Process 27
indicates that implied meaning is believed to be derived from processing
pragmatic information.
Fry (1977a) implies that the process of reading exists in the process of
idea transfer between minds and there might be comprehension problems due to
the author or the readers of the text. According to him, the author might be
responsible for comprehension problems in case of ill-formed ideas; and the
readers might be responsible for comprehension problems if they are
experiencing difficulties in interpreting the ideas in the text due to their different
thinking styles from the author. Although Fry does not refer to Bartlett’s (1932)
Schema Theory, it is possible to regard this as the mismatch of the author’s and
the readers’ background knowledge.
In order to understand what kind of knowledge may cause such a
mismatch, it might be efficacious to refer to Goodman’s (1988) definition of
reading. As he regards reading as a psycholinguistic process which starts with
the writer’s encoding of linguistic surface representation, only at the last step is
the reader able to construct meaning intended by the writer. He indicates that
whether productive or receptive, there are three kinds of information in any
language skill. Therefore, reading process is required to account for this
information. The first information is indicated as the distinction between spoken
and written languages in terms of continuum. The second one refers to the
visual input in the process of reading where it is necessary for readers to adapt
themselves a left-to-right, right-to-left, top-to-bottom or other characteristics of
written language. Lastly, the third one highlights the interaction between
memory and the process of reading in which it is essential to combine existing
and new information.
Apart from Goodman’s discrimination of knowledge, Hedge (2000) also
identifies six types of knowledge which assist readers to achieve the meaning in
a text. She first mentions syntactic and morphological knowledge which are
related with the knowledge of English language. Then, she deals with general
world knowledge, sociocultural knowledge, topic knowledge, and genre
knowledge which are considered to be schematic knowledge. Hedge implies that
such knowledge assists readers to constitute the dialogue with the text or the
author (See Chapter 7 for more information on schematic knowledge).
As reading is indicated to be a complex process (Goodman, 1988;
Nassaji, 2003), Grabe (2003) identifies the essential six steps which are
necessary to extract the intended meaning from a text. His first step starts with
the identification of the words powerfully. In the second step, it is essential to
refer to a broad recognition of vocabulary. Readers comprehend by processing
words and sentences in the third step and then associate strategic processes in
the fourth one. The fifth stage provides readers to interpret reading with

28
reference to their background knowledge. Finally, in the sixth stage readers
evaluate the text by considering their aims in reading it.
Purposes of reading
Among the others, reading is being defined as the most considerable academic
language skill (Carrell, 1988a; Grabe & Stoller, 2001) as “[l]earning to read is
foundation for literacy and a gateway to education” (Paris, Wixson & Palincsar,
1986, p. 91). The reason for the language skill of reading receiving a great deal
of attention in foreign language (FL) classes is not a mystery. What makes it
different from the other receptive language skill of listening is the possibility of
transmitting the ideas without requiring a face-to-face interaction even to
overseas and even after centuries (Fry, 1977a). Rivers (1981) explains that
many EFL learners do not have the chance of practising their oral skills with
native speakers of English; on the contrary any EFL learner has the opportunity
of finding a publication in the target language (TL) effortlessly. Similar to this,
Richards and Renandya (2002) draw attention to the importance of reading in
FL classes by highlighting two major reasons. Their first reason indicates that
FL learners’ most essential aim is fostering reading comprehension whereas their
second reason observes that several pedagogical purposes served by written texts
help reading receive this specific attention. Besides when learners are exposed to
a great amount of TL through reading, it results in overall proficiency in the TL
(N. J. Anderson, 1999b). Therefore, this serves to realise the goals of most FL
learners. That is why N. J. Anderson (1999a) defines reading as the most
important skill to master. In his ‘pleasure hypothesis’ Krashen (2004, p. 28)
demonstrates that “[i]f an activity promotes language acquisition, it is enjoyable.
But enjoyment does not guarantee language acquisition”. The application of this
hypothesis into the process of reading may imply that reading is an enjoyable
activity which results in development in the TL. However, this is not a surprising
result since learning is considered to be a matter of input not output by Krashen
that comes from comprehension, not production. Nevertheless, despite its
popularity, reading is considered to be the most troublesome way of gathering
information for young learners (Quintrell, 1997).
At a glance, when the definition of reading is taken into consideration,
the main reason to read can be considered simply as to receive information.
However, Noda (2003a) maintains the insufficiency of this response and
mentions people who read the same story for several times. Therefore, their
reason in reading the same story for multiple times might be more than
gathering information. According to Noda, in each reading, readers integrate the
story with their experiences; and since experiences have a tendency to change,
readers’ interpretation of the text in different times can be different. That is

Reading Process 29
what Mori (1995) calls as ‘social dialog’ where readers interact with the text
individually by taking their background knowledge into consideration. It is in
parallel with C. Wallace’s (1992, p. 39) notions of reading as she points out that
“[t]exts do not ‘contain’ meaning; rather they ‘have potential for’ meaning”.
The first attempt of examining the reasons of reading mostly probably
dates back to Rivers and Temperly’s (1978) efforts on reading in daily life, with
an implication on seven different categories. To them, the reason in reading a
text might be firstly, gathering information or fulfilling curiosity; secondly,
receiving instructions for executing some duties; thirdly, taking part in a game;
fourthly, corresponding either in a formal or an informal style; fifthly, getting
information about when and where an activity is taking place; sixthly, learning
what is happening; and seventhly, just for pleasure. Although their first and
sixth items in the list seem to overlap, their attempt deserves appreciation since
they account for several different real life reading situations.
Real life reading might be different from classroom reading due to
various text types; however, this does not prevent the possibility of turning any
real life text to reading material for intensive reading classes under the guidance
of a teacher. If there is no difference between the original text and the one used
in the class, then such texts are identified as authentic (Simenson, 1987). In a
wider view, authentic texts are supposed to be written to convey a message as it
is in authentic language use (Chastain, 1988). Apart from authentic texts,
Simenson also mentions two other types namely pedagogic and adapted. The
former refers to texts which are particularly developed to explore the language
where the latter refers to real life texts which are adapted to control specific
functions of the TL. In case of selecting pedagogic and adapted reading
materials, care needs to be given since it is quite common to encounter
unnatural samples of the TL in them (Hedge, 2000). Therefore, H. D. Brown
(2001) recommends protecting the natural verbose style of authentic texts in
simplification.
However, Harmer (2001) indicates two main reasons for reading as
instrumental and pleasurable where the former represents reading to achieve
some clear aim, and the latter refers to reading that takes place just for pleasure
which is also called as recreational reading (Kottmeyer, 1947). Csikszentmihalyi
(1991) introduces the notion of ‘flow’ which he defines as the state human beings
arrive in during the deep but effortless activities. When flow appears, there is a
move from the real-life into the activity which may for example result in,
forgetting the troubles in daily life while reading an interesting book. In this
respect, Csikszentmihalyi identifies reading as “perhaps the most often mentioned
flow activity” (p. 117). That is why selecting interesting texts is regarded as an
essential component in reading classes (Chastain, 1988; R. Williams, 1986) either
in instrumental or pleasurable reading.

30
To illustrate the differences among various types of readers, C. Wallace
(1992, pp. 3-4) gives examples of four different types of reading. The first one
is “[a]n adult having a sight test at an optician’s and asked to read a list of
words” where reading implies simply identifying the words. The second one is
“[a] child in class is shown a flash card with the word ‘here’ on it by the
teacher” where reading is associated with decoding the text. In the third
situation “[a]n Islamic religious leader asks a congregation of boys to read aloud
the Koran” and C. Wallace entitles such reading as ‘recitation’ where readers
decode the text with reference to some features on the page; however, this does
not guarantee recognizing the same features in other unfamiliar contexts.
Finally, C. Wallace’s fourth example is “[t]he owner of a new computer asks an
experienced friend about the instructions in the manual” where reading can be
regarded as interpreting meaning from the text. When the previous three
examples are taken into consideration it can be concluded that they do not
require extracting meaning from the text; however achieving meaning is
essential in the fourth one.
Reading process
Grabe and Stoller (2002) demonstrate the process of reading by indicating the
basic steps involved in it. They examine reading comprehension under four
subcategories namely ‘purposes for reading’, ‘definitional processes involved in
reading’, ‘processing components of reading’, and ‘models of reading’.
Although readers’ purposes may differ for reading, each reader is required to
have at least one purpose to get involved in reading. The title of definitional
processes lists the characteristics of reading that account for comprehension.
The processing components of reading constitute two processes of lower-level
and higher-level where the former deals with components such as working
memory activation, whereas the latter deals with components such as
background knowledge use. Reading models are displayed under two
subcategories of metaphorical and specific models. Readers need to go through
a process of understanding information in a text and interpreting this
information appropriately. However, the ability of comprehending a text is not
so simple. According to Grabe and Stoller, any process on its own is able to
account for fluent reading which appears as a result of their combination
altogether.
Background knowledge, also called as schema (plural schemata), enables
readers to make predictions for more successful interactions with the text and
plays an essential role in that interpretation as successful interpretation depends
to a large extent on shared schemata (Alderson, 2000). Chastain (1988) reveals
that readers recreate the writer’s intended meaning by activating their

Reading Process 31
background and linguistic knowledge. This enables them to go beyond the text
with the help of a variety of clues; therefore, they are able to see beyond the
literal meaning of the words (Harmer, 2001).
As indicated by Nuttall (1996, p. 21), even a single sentence may have at
least four kinds of meaning; such as conceptual that “a word can have on its
own”, propositional that “a sentence can have on its own”, contextual that “a
sentence can have only when in a context”, and pragmatic that “a sentence has
only as part of the interaction between writer and reader”. Besides, to
comprehend texts, readers are also expected to achieve either literal or implied
meaning in texts. Implied meaning is supposed to be derived from processing
pragmatic information (H. D. Brown, 2001). However, when texts are taken
into consideration rather than simple sentences, C. Wallace (1992, p. 11)
proposes three different ways on their examination namely formal features,
propositional meaning, and communicative function. The first one refers to
grammatical functions that connect sentences; the second one refers to the
connection of ideas in a text; and finally, the third one refers to the
interpretation of the text both partly and as a whole.
Carver (1997) introduces five basic processes involved in reading and
calls them as reading gears. Gear 1 starts with memorising and moves to
learning, rauding, skimming, and finally ends with scanning in Gear 5. Readers
are expected to administer one of the five basically different processes during
reading. Carver identifies rauding as the most typical adult type of reading with
comfortable texts such as magazines. He indicates that in such a natural reading
process, readers comprehend at least 75% of the material they are reading where
their reading speed is considered to be 300 wpm (word per minute). The
average reading speed is regarded as a number between 200 and 300 wpm by
Grabe (1999). Carver’s average reading speed is slightly above Pickett’s (1986)
who identifies the average reading rate for an adult as 250 wpm which is also
identified as the lowest ratio for an educated native speaker by Mosback and
Mosback (1976). In case of a slower or faster reading than Carver’s 300 wpm,
readers are supposed to employ various strategies such as scanning, skimming,
learning, or memorizing as identified in Table 2. In this respect, Carver’s
reading gears can also be regarded as reading strategies.
Table 2 identifies the typical rates in each gear and it is followed by
Figure 3 which is an illustration of these reading gears.

32
Table 2: Typical Rates of Each Gear
(Razı, 2010, p. 22 adapted from Carver, 1990, p. 14)
Reading
gears
Reading
process
Processing
components
Target
wpm
Gear 5 Scanning Lexical assessing 600
Gear 4 Skimming Semantic encoding 450
Gear 3 Rauding Sentence integrating 300
Gear 2 Learning Idea remembering 200
Gear 1 Memorizing Fact rehearsing 138
Figure 3: Illustration of Reading Gears
(Razı, 2010, p. 22 Based on Carver, 1990, 1997)
Carver (1990, 1997) indicates that readers maintain the process of reading
by engaging in one of the strategies presented in Table 2. Since Carver calls
these strategies as gears, it would be reasonable to illustrate them associating
with cars. The illustration that appears on the left hand column of Figure 3
reflects principles of a manual transmission car in which the driver is required
to adjust the gears in accordance with the speed. On the other hand, the
illustration on the right reflects the principles of an automatic transmission car
in which the gears are adjusted automatically in accordance with the speed.
B. McLaughlin’s (1987) information processing indicates controlled and
automatic processes (See ‘Memory and reading’ presented in this chapter for

Reading Process 33
more on information processing). The former appears when readers are
unfamiliar with the forthcoming information whereas the latter appears when
readers are maintaining in familiar situations which require less mental effort.
When B. McLaughlin’s information processing is applied to Carver’s (1990,
1997) reading gears, it will not be inaccurate to resemble controlled readers to
manual transmission cars and automatic readers to automatic transmission cars.
Controlled readers need to adjust their gears in accordance with their needs in
reading the text. As they are conscious, their process is rather slow. However,
when automaticity develops, unconscious processes emerge allowing automatic
adjustment of gears. Nara (2003a, p. 82) indicates that the notions of “attention,
short-term memory, long-term memory, and consciousness constitute the core
for automaticity”. He explains that sensory registers detect crude information;
decide whether it is important or not; and identify its type. Crude information is
prone to be lost in case of delinquency. Moreover, if the information in the
short-term memory (STM) is not transmitted to the long-term memory (LTM) it
also disappears.
Commenting on Carver’s (1997) gears in reading, N. J. Anderson (1999a)
demonstrates that a 200 wpm reading rate would be a realistic aim in FL reading
classes. Similar to this, Frith’s (1985) four-stage acquisition process involves
essential steps in reading gradually. Razı (2004, p. 18) illustrates Frith’s four-
stage acquisition process in Figure 4.
Independent reading ability Step 4
Orthographic skills Step 3
Alphabetic skills Step 2
Logographic skills Step 1
Figure 4: Four-Stage Acquisition Process
(Razı, 2004, p. 18, based on Frith, 1985)
According to Frith’s (1985) four-stage acquisition process, firstly,
logographic skills are developed which allow readers to recognize familiar
words as a whole. Secondly, alphabetic skills are acquired by recognizing
individual phonemes with individual letters. The acquisition of orthographic
skills is materialized thirdly by identifying higher-level clusters of letters. Obler
and Gjerlow (1999) refer to stage four and remark that it is not achieved by all
readers. They maintain that reading appears as a distinctive skill different from
oral language in this stage. In case of a failure in one of these steps, readers
cannot jump to the next one.

34
Memory and reading
The relationship between the concept of memory and the process of reading is
demonstrated by Grabe and Stoller (2002) in two ways. They first refer to
various processes carried out simultaneously during reading which involve
recognising words very rapidly, keeping them active in their working memories,
and also analysing the structure of sentences. In this respect, analysing skills are
identified as assembling “the most logical clause-level meanings, building a
main-idea model of text comprehension in our heads, monitoring
comprehension and so on” (p. 18). In case of slow decoding, readers’ STMs are
overloaded (Binkley, 1981). Grabe and Stoller secondly refer to the interaction
between readers’ activated background knowledge and linguistic information
from the text. As background knowledge exists in the LTM, the interpretation
of the text fundamentally requires both linguistic and background knowledge. In
this respect, Chastain (1988) calls attention to the significance of converting
information from the STM to the LTM; otherwise the information in the STM
vanishes in a maximum of twenty-second period. Then such information needs
to be processed to make the transfer possible (Pressley & Woloshyn et al.,
1995). Taking all into account, general comprehension is considered to be
taking a long time to master.
V. Cook (1991, p. 49) defines the STM as “the memory used for keeping
information for periods of time up to a few seconds” and working memory as
“the memory system used for holding and manipulating information while
various mental tasks are carried out”. However, Grabe and Stoller (2002, p. 18)
indicate that recently working memory and the STM are used interchangeably
and they identify that the STM is integrated with the activated information
“which involves the active use of cognitive processes such as recognising and
storing word information, using syntactic information, connecting pronoun
references, building overall text structure, integrating and restructuring
information, assessing inferences and adapting reader goals”. Therefore, FL
reading has been accused of overstraining the limited capacity of the STM
(Kern, 1989). D. W. Carroll (1994) introduces chunking, a way of reducing the
strain on the STM in which separate pieces of information are grouped into
larger units that results in easiness in remembering. In the STM, the new
information is analysed and then integrated with the existing one (Erten, 1998).
Erten maintains that the duration of information in the STM depends on the way
of presenting information as either visual or aural and demonstrates that visual
information stays in the STM for two seconds where aural one stays for a longer
period up to five seconds. Apart from the LTM, the STM is limited in its
capacity and against time (Miller, 1956) and considered to be dynamic by D. W.
Carroll. In this respect, repetition prevents the rapid fade of information as the
mind works on various tasks while the STM processes information.

Reading Process 35
To understand the interaction between the STM and the LTM, it might be
helpful to refer to B. McLaughlin’s (1987) information processing in which
controlled and automatic processes appear. Erten (1998) indicates that the
former represents the processes in which learners are not familiar with the
forthcoming information; however, the latter represents familiar situations
which require less mental effort. B. McLaughlin indicates that once learned, it is
not easy to alter automatic processing since it occurs quickly. However, he also
implies that controlled processing is not a learned response. McDonough (2002,
p. 70) maintains that “information processing is independent of the issue of
conscious awareness”.
Reading processes constitute of lower-level and higher-level processes
(Grabe & Stoller, 2002, p. 20). The former deals with more automatic linguistic
processes that are more skills-oriented; and the latter deals with the processes
based on comprehension that make more use of readers’ background knowledge
and inferencing skills. To Grabe and Stoller, lower-level processes are supposed
to include ‘lexical access’, ‘syntactic parsing’, ‘semantic proposition
formation’, and ‘working memory activation’ whereas higher-level processes
include ‘text model of comprehension’, ‘situation model of reader
interpretation’, ‘background knowledge use and inferencing’, and ‘executive
control processes’.
Intensive and extensive reading
Classroom reading performance is classified in two groups of oral and silent
reading (H. D. Brown, 2001, p. 312) and the latter is separated into two
subcategories of intensive and extensive. In this subcategorization, the former
constitutes of linguistic and content; whereas the latter constitutes of skimming,
scanning, and global.
Chastain (1988) maintains that the difference between bottom-up and top-
down models of reading is actually attributed to the difference between
extensive – also called fluent or gist (Rivers, 1981; Scrivener, 2005) and
analytic (Pickett, 1986) – and intensive – also called cumulative by Pickett –
reading. Both Rivers and Scrivener indicate that the former refers to an overall
understanding of a longer piece of text without being concerned about the
details in it; however, the latter refers to understanding the details in a shorter
piece of text. Aebersold and Field (1997) maintain that through extensive
reading it is possible to read large amounts of own-chosen texts for general
comprehension; whereas intensive reading requires the assistance of a reading
teacher as detailed comprehension is essential. Then, tasks such as keeping
records and making summaries can be related with the former while the tasks

36
identifying the facts and focusing on form and style are appropriate for the latter
(Cross, 1999).
Munby’s (1979) perception of intensive reading requires four types of
understanding namely the literal comprehension of the text, inferring meaning,
awareness of the idea relationship, and relating the text to prior knowledge.
More importantly, Krashen (2004) calls extensive reading as free voluntary
reading (FVR) and identifies it as extremely beneficial. Lewis and Hill (1985)
indicate that if reading texts are used only with the aim of presenting the
language intensively, this does not enable them to achieve their goals. However,
for effective reading classes, they recommend teachers to refer to a variety of
techniques extensively to improve their students’ reading skills. Nevertheless,
Hedge (2000) reveals that there is a misuse of the term as scanning and
skimming are also called extensive reading and she presents the characteristics
of ideal extensive reading as:
• reading large quantities of material, whether short stories and novels,
newspaper and magazine articles, or professional reading
• reading consistently over time on a frequent and regular basis
• reading longer texts (more than a few paragraphs in length) of the
types listed in the first point above
• reading for general meaning, primarily for pleasure, curiosity, or
professional interest
• reading longer texts during class time but also engaging in individual,
independent reading at home, ideally of self-selected material.
(Hedge, 2000, p. 202)
As identified in the above quotation, extensive reading aims to develop
avid readers. Therefore, encouraging readers to read lengthy texts after school
might be considered as a good idea. This is also in parallel with Chastain’s
(1988) ideas on reading lengthy texts as she considers them much easier to read
than the shorter ones. To support extensive reading, Hedge (2000, p. 219) firstly
recommends reading teachers to allocate short interview sessions in which they
can discuss the books that their students are reading. Hedge indicates that such
sessions can be conducted also in the first language (L1) with beginner learners;
yet with more proficient readers it is essential to verify the use of English in
order to stimulate the amount of exposure to the TL. Hedge’s second proposal
to reading teachers for the promotion of extensive reading is ‘the reading
syndicate’ where a group of readers introduce the books they are reading which
are different from the books that their class-mates read.

Reading Process 37
Hedge’s characteristics are in parallel with Day and Bamford’s (1998, pp.
7-8) ten characteristics of ideal extensive reading programmes.
1. Students read as much as possible, perhaps in and definitely out of the
classroom.
2. A variety of materials on a wide range of topics is available so as to
encourage reading for different reasons in different ways.
3. Students select what they want to read and have the freedom to stop
reading material that fails to interest them.
4. The purposes of reading are usually related to pleasure, information,
and general understanding. These purposes are determined by the
nature of the material and the interests of the students.
5. Reading is its own reward. These are few or no follow-up exercises
after reading.
6. Reading materials are well within the linguistic competence of the
students in terms of vocabulary and grammar. Dictionaries are rarely
used while reading because the constant stopping to look up words
makes fluent reading difficult.
7. Reading is individual and silent, at the student’s own pace, and,
outside class, done when and where the student chooses.
8. Reading speed is usually faster rather than slower as students read
books and other material they find easily understandable.
9. Teachers orient students to the goals of the program, explain the
methodology, keep track of what each student reads, and guide
students in getting the most out of the program.
10. The teacher is a role model of a reader for students–an active member
of the classroom reading community, demonstrating what it means to
be a reader and the rewards of being a reader.
Both Hedge (2000) and Day and Bamford (1998) succeed to draw a
general picture about extensive reading. However, extensive reading classes
require employing some reading strategies by readers to overcome the problems
they encounter during reading. Hedge implies that intensive reading may assist
extensive reading since readers are able to familiarize themselves with reading
strategies under the guidance of a teacher in the classroom. She also notes that
such strategies can become operational only through practice which can be
provided by extensive reading.

38
Skills of reading
Reading skills have long been of interest to researchers who deliver texts with a
set of questions to test various levels of understanding. Administering factor
analysis to the readers’ responses measures reading skills or in other words
‘subskills’. In spite of the existence of a great number of subskills lists, Davis’
(1944) efforts deserve appreciation. Although he proposes nine subskills in
1944, with the assistance of posterior analyses Davis (1968) breaks reading
comprehension into eight essential skills as ‘recalling word meanings’;
‘drawing inferences about the meaning of a word from context’; ‘finding
answers to questions answered explicitly or in paraphrase’; ‘weaving together
ideas in the content’; ‘drawing inferences from the content’; ‘recognizing a
writer’s purpose, attitude, tone and mood’; ‘identifying a writer’s technique’;
and ‘following the structure of a passage’.
In spite of Davis’ assertions of reading subskills, his categorization has
long been criticised as being claimed that factor analysis does not yield in
persuasive results to distinguish eight subskills from each other (See J. B.
Carroll, 1969, 1971; Spearitt, 1972). Apart from Davis’ list, Munby’s (1978)
also has an immense impact. In his list, Munby calls reading subskills as
‘microskills’ and they are not a result of an empirical study where readers are
asked comprehension questions on a text as in Davis’. Below are the nineteen
skill-components of reading comprehension proposed by Munby (1978 in
Alderson & Lukmani, 1989, p. 256 and Alderson, 2000, pp. 9-10):
• recognizing the script of a language
• deducing the meaning and use of unfamiliar lexical items
• understanding explicitly stated information
• understanding information when not explicitly stated
• understanding conceptual meaning
• understanding the communicative value of sentences
• understanding relations within the sentence
• understanding relations between parts of text through lexical cohesion
devices
• understanding cohesion between parts of a text through grammatical
cohesion devices
• interpreting text by going outside it
• recognizing indicators in discourse
• identifying the main point or important information in discourse
• distinguishing the main idea from supporting details

Reading Process 39
• extracting salient points to summarize (the text, an idea)
• selective extraction of relevant points from a text
• basic reference skills
• skimming
• scanning to locate specifically required information
• transcoding information to diagrammatic display
Apart from subskills in Davis’ (1944) list and microskills in Munby’s
(1978) list, Grabe (1991, pp. 379-383) withal aims to identify elements of
reading. To him, six component elements in fluent reading are ‘automatic
recognition skills’, ‘vocabulary and structural knowledge’, ‘formal discourse
structure knowledge’, ‘content/world background knowledge’, ‘synthesis and
evaluation skills/strategies’, and ‘metacognitive knowledge and skills
monitoring’. Firstly, if readers are unaware of the reading process or if they
control the reading process unconsciously by referring to little processing
capacity then automaticity occurs (LaBerge & Samuels, 1974). As young
readers’ memory capacity is limited, decoding consumes almost all their
cognitive capacity. Secondly, becoming a fluent reader requires both knowledge
of language structure and a large recognition of vocabulary in the TL. Thirdly,
reading comprehension is in parallel with the organization of the text. Fourthly,
reading comprehension is affected by both background and cultural knowledge
relevant to the text-related information. Fifthly, the evaluation of information
gained from the text, its comparison with other sources, and the prediction of
the forthcoming information in the text all have an impact on comprehension.
Sixthly, metacognition is considered to be knowledge about cognition and the
self-regulation of cognition is recognised as a critical component of skilled
reading.
Conclusion
After practising the basic characteristics of academic writing in the previous
chapter, you have familiarized yourself with academic texts by reading
information on the process of reading. In this respect, you have learned the
interaction between reading and the other skills. After defining reading and
identifying various reasons for it, you have recognized basic skills in the
reading process. Then, the interaction between memory and reading was
examined. Finally, the distinctions between extensive and intensive reading
were clarified. Therefore, while providing relevant information on the process
of reading, this chapter also familiarized you with an academic text. In the
following chapter, you will be informed about the strategies that you employ in
the process of reading.

40

42

Reading Strategies 43
By the help of the previous two chapters, you have familiarized yourself with
academic writing and with the notion of reading process. In the third chapter,
you will continue reading academic texts by dealing with information on
reading strategies and reading activities.
Writing assignment
Different from the first two ones, you have a writing assignment in Chapter 3.
You are expected to write your assignment after you finish reading this chapter.
Through the end of the chapter, you will see a questionnaire on metacognitive
reading strategy employment. Please, answer the questions in this questionnaire
and read the suggestions offered in metacognitive reading strategy training
programme. Then, you are expected to write your first assignment for this
course. In your first assignment, you will describe your use of metacognitive
reading strategies by referring to your responses to the items in the
questionnaire. Your assignment will be between 400 and 500 words. You have
one week to finish your assignment. Next week, you will be asked to exchange
your assignments with your partners. Then, you will read your partner’s paper
and try to find out the mistakes in it. Moreover, you are also expected to
compare your employment of metacognitive reading strategies with your
partner’s. While evaluating your partner’s assignment, please consider the
following questions. You can also use these questions as a checklist for your
own assignment.
• Is the paper related with the topic?
• Does it constitute of 400-500 words?
• Make sure that there are no grammatical mistakes.
• Make sure that there are no informal expressions such as idiomatic
expressions.
• Make sure that there are no shortings and all the abbreviations are
clear.
• Is the text well structured? (Introduction, main body, conclusion)
• Does the introduction present thesis statement?
• Do all the paragraphs in the main body have a main idea?

44
• Do all the paragraphs in the main body support their main ideas by
providing examples?
• Does the author conclude with reference to the discussions in the main
body?
• Does the order of paragraphs make sense?
• Make sure that the conclusion part does not introduce any new ideas.
Pre questions
• What do learning strategies or reading strategies mean to you?
• Do you and your classmates read in the same way or are there any
differences? If there are differences,
o What are they?
o What might be their reasons?
• What kind of activities do teachers administer in the classroom?

Introduction: Reading strategies
Waldman (1958, p. 5) endeavours to answer the question of how to become a
more efficient reader and he indicates that “[t]he way to read both faster and
better is to read, read, read,–faster and better [emphasis is original]. The
method works, too, in most cases.” Unfortunately this is not so simple as
indicated by Waldman and becoming a more efficient reader requires the
integration of some other complicated skills as readers follow a very complex
process in reading by engaging in different models where the aim is decoding
the writer’s intended message by referring to background knowledge. Since
reading was regarded as a unitary process in the 1970s (Goodman, 1967; Lunzer
& Gardner, 1979; Smith, 1971), reading professionals started to deal with the
terms of reading strategies rather than dealing with reading skills (C. Wallace,
1992).
Definition of reading strategies
Although reading strategies have long been studied, regrettably reading
researchers have not yet agreed on its definition as the term has been utilized
either in L1 or FL settings (Cohen, 1998); and despite the abundance of research
studies, there has been a lack of consensus on a clear categorization of reading
strategies among methodologists. For example, reading strategies are delineated
as “the mental activities that the readers use in order to construct meaning from
a text” by Aebersold and Field (1997, p. 14) and they are subject to change
through age. This seems to be derived from both Garner’s (1987) definition
which lacks mentioning mental activities and Barnett’s (1989) definition which
associates reading strategies with mental operations. To achieve their goals,
readers use different learning strategies, in other words, thoughts and
behaviours to accelerate comprehension (O’Malley & Chamot, 1990).
Afterwards, reading strategies are regarded as allowing readers to approach a
text in a variety of ways by considering the nature of the text, their purposes,
and the context of it by C. Wallace (1992). Brantmeier (2002) considers them as
comprehension processes which allow readers to understand what they read.
More recently, Abbott (2006, p. 637) defines reading strategies “as the mental
operations or comprehension processes that readers select and apply in order to
make sense of what they read”. In the light of previous literature, the term
reading strategy is defined for the purposes of this chapter as specific actions
consciously employed by the reader to achieve intended meaning.
Reading strategies are assigned in accordance with readers’ aims in
reading (Hedge, 2000) and allow readers to deal with more proficient texts

46
(Chastain, 1988). Grabe (1999) highlights that identifying words without
referring to appropriate strategies is not sufficient for reading comprehension.
C. Wallace (1992) indicates that effective readers rely on a number of different
reading strategies in accordance with their purpose in reading, text-type, and
context. She explains that “reader strategies can be generalized across subject
boundaries” (p. 67) which implies that it is possible to transfer such strategies
from L1 to the TL. Aebersold and Field also add that L1 reading strategies are
subject to be observed while reading a text which is beyond one’s limit.
According to C. Wallace, in a strategy-based approach the process of reading is
not regarded constituting of different subskills. Research on reading strategies
indicate that they motivate readers by providing autonomy (Bamford & Day,
1998). N. J. Anderson (1999a) discusses that any reader is required to utilize the
skills of understanding the main ideas in a text; inferring meaning; predicting
outcomes; and guessing lexical items by the help of contextual clues. Then
readers are expected to refer to reading strategies to materialize these skills.
However, it is interesting to note that it is quite common for readers to be
unaware of the strategies that they use while reading a text (Noda, 2003c).
Although some experts prefer to use the terminologies of reading skill,
microskill, or subskill, a vast majority of experts have a tendency of using the
term of reading strategy since a reading skill is supposed to become a strategy
when it is used independently by a reader (Abbott, 2006). Relatively, Alptekin
(2007, p. 5) indicates that “[s]trategies would then lead to actions aiming to
retrieve and store new information until this information is automatized”.
Reading strategies are generally categorised under two subtitles of ‘text-level’
and ‘word-level’ strategies (Barnett, 1988). Barnett explains that the former
consists of strategies that are essential to read the text as a whole whereas the
latter deals with strategies which are at bottom-up level.
Categories of reading strategies
Several researchers have attempted to classify reading strategies (N. J.
Anderson, 1991; Block, 1986; Olshavsky, 1976-1977; Sarig, 1987). Although
their studies identify a number of similar reading strategies, there are
considerable differences in their strategy groups. However, the distinction
between cognitive and metacognitive reading strategies (MRSs) can be
observed in Urquhart and Weir (1998). According to Block (1986, p. 465),
“comprehension strategies indicate how readers conceive a task, what textual
cues they attend to, how they make sense of what they read, and what they do
when they do not understand”. In Johnston’s (1983) categorization, strategies
are grouped into two; one assisting the reader to construct the meaning based on
a model, the other one monitoring comprehension and adapting strategies in

case of failure. Alternatively, reading strategies are categorised into four groups
namely bottom-up, top-down, metacognitive, and socioaffective strategies
(Warnick, 1996). Bottom-up reading strategies are dependent on orthographical
functions of language such as recognizing and analyzing symbols, words, and
grammatical functions for comprehension whereas top-down strategies integrate
cognitive behaviours of readers such as hypothesizing about the text, predicting
the forthcoming information, inferring meaning, and combining background
knowledge. On the other hand, MRSs require readers to observe their own
behaviours during reading process such as commenting on the text and the tasks
related with it and monitoring their own comprehension of the text while
socioaffective strategies deal with readers’ as individuals in the society by
indicating their social role such as relating personal memory and reacting to text
content. In these four group of strategies, bottom-up ones are considered to be
the easiest reading strategies to be taught (Noda, 2003c).
Pressley and Woloshyn et al. (1995) stress the virtue of integrating
strategies into cognitive goals and with reference to Pressley’s (1986) good
information processor model. They maintain previewing, activating relevant
background knowledge, and self-questioning the forthcoming information as
essentials of good pre-reading whereas careful reading, reviewing, and
rereading are considered to be good while-reading activities. Readers are also
expected to use general strategies which are, to Pressley and Woloshyn et al.,
materialized by the help of good information processors to monitor whether
readers achieve their sub-goals or not. To enable this, readers are required to
familiarize themselves with the strategies metacognitively therefore they are
able to know when, where, and how to use them. Moreover, Parry (1996) and
Abbott (2006) conclude that reading strategies function in accordance with
readers’ culture. In this respect, Abbott refers to use of strategy differences
between Chinese and Arabic EFL learners and reveals that Chinese readers are
encouraged to use bottom-up reading strategies whereas Arabic ones are
expected to follow to-down reading strategies by their teachers.
H. D. Brown (2001, pp. 306-311) considers that reading strategies appear
whether in bottom-up or top-down processes and he lists ten reading strategies.
His first strategy deals with establishing the purpose in reading the text.
Secondly he proposes a bottom-up strategy for beginning level readers in which
readers are expected to use ‘graphemic rules and patterns’. He indicates that his
third strategy is for intermediate and advanced learners where the aim is
increasing speed in silent reading. To provide this, he recommends readers not
to subvocalize each word; to detect words in chunks such as phrases; and not to
take care of unknown words unless they prevent achieving overall meaning. He
fourthly proposes skimming the text to get the general idea where he fifthly
deals with scanning to get specific details. His sixth strategy suggests the use of

48
‘semantic mapping or clustering’ through which readers are able to prevent the
complexity of ideas by grouping them. Seventhly, legitimate and correct
guessing is recommended. His eight strategy deals with analyzing vocabularies
by paying attention to prefixes; suffixes; familiar roots; grammar which may
indicate information; and semantic clues related with the topic. A top-down
strategy of ‘distinguishing between literal and implied meanings’ appears as the
ninth one in his list and he encourages handling ‘pragmatic’ meaning to
accurately interpret what is being implied in the text apart from dealing with
‘syntactic surface structures’. The tenth and the last reading strategy on H. D.
Brown’s list is utilizing ‘discourse markers’ in the text since they indicate
relations and discriminations in a text.
According to Grabe and Stoller (2001), academic reading requires
developing strategic readers who are aware of their goals in reading and able to
administer strategies effectively, chosen carefully depending on their purpose in
reading, to check their understanding of the text and solve comprehension
problems. Successful readers are believed to be those who use learning
strategies effectively (Aebersold & Field, 1997; Green & Oxford, 1995). The
study of successful readers led to the emergence of reading strategy research.
For example, Ur (1996) notes that efficient readers use different strategies for
different purposes. On the other hand, she implies that inefficient readers tend
to use the same strategy for all texts, therefore, their inadequacy in using
appropriate strategies triggered researchers to also study poor readers.
Nevertheless, having a tendency of using more strategies results in better
performance on reading tests (N. J. Anderson, 1991). Readers’ preferences of
strategy choice are thought to be affected by their beliefs, which are affected by
any aspect in educational practice (LoCastro, 1994). Strategies which are used
by native speakers of any language are considered to be acquired unconsciously
in their natural environment (Noda, 2003b). Nevertheless, literature on reading
strategy training supports the idea that strategy use can be accumulated
(Bialystok, 1979; Kern, 1989).
A variety of reading strategies are believed to be improving reading
comprehension (Brookbank, Grover, Kullberg, & Strawser, 1999; Guthrie,
Schafer, Wang, & Afflerbach, 1995). Introspection is defined as the
investigation of reading process whether by means of think-aloud protocols or
interviews which enables to identify the reading strategies used by both efficient
and inefficient readers (Alderson, 2000). Research on reading strategies
identifies the most important strategies which are woven together by Aebersold
and Field (1997, p. 16):

• Recognize words quickly
• Use text features (subheadings, transitions, etc.)
• Use title(s) to infer what information might follow
• Analyze unfamiliar words
• Identify the grammatical functions of words
• Read for meaning, concentrate on constructing meaning
• Guess about the meaning of the text
• Evaluate guesses and try new guesses if necessary
• Monitor comprehension
• Keep the purpose for reading the text in mind
• Adjust strategies to the purpose for reading
• Identify or infer main ideas
• Understand the relationships between the parts of a text
• Distinguish main ideas from minor ideas
• Tolerate ambiguity in a text (at least temporarily)
• Paraphrase
• Use context to build meaning and aid comprehension
• Continue reading even when unsuccessful, at least for a while
Aebersold and Field (1997) declare that their list is dependent on the
studies of N. J. Anderson, Bachman, Perkins, and Cohen (1991), Barnett
(1989), and Clarke (1979); however, they also call attention to the maturity of
the list with the help of new research. Although a number of reading strategies
appear in the above list, the ongoing debate on the superiority of strategies on
each other still continues due to the lack of strong evidence in the relevant
literature.
Rhetorical structures identify how the ideas presented in a text; therefore,
paying attention to such structures facilitates reading comprehension. As
described by Aebersold and Filed (1997), rhetorical structures indicate how the
author approaches to the topic such as describing, classifying, comparing,
contrasting, arguing, and so on. In this case, readers who are able to identify the
author’s attitude are advantageous since they develop reasonable expectations
about the forthcoming information in the text.
Apart from the strategies woven together by Aebersold and Field (1997),
Nara (2003b, p. 190) also calls attention to the importance of reminding readers
with the strategies that they can use while reading the text and he lists the
following strategies:

50
• skipping unknown words
• making informed guesses (discourage the use of dictionaries)
• checking the story against schemata (is it progressing as
hypothesized?)
• evaluating opinions and discerning facts versus opinions
• separating opinions and conjectures from fact
Besides, Nara (2003b, p. 180) encourages readers to ask the following
questions related with the genre of the text:
What sort of reading strategy does the text lend itself to most
naturally? How would a native speaker use the text at hand? How
would a native speaker approach the text under time constraint? What
reading strategy is an advanced or native reader […] likely to employ
in order to read the text?
Pressley and Woloshyn et al. (1995, p. 3) note ‘self-questioning’,
‘constructing representational images’, ‘activating prior knowledge’, and ‘re-
reading difficult-to-understand sections of text’ as strategies to be involved in
reading procedure along with problem solving strategies of ‘means-end
analysis’ and ‘working forward’. Levine, Oded, and Statman (1985)
recommend the use of ‘deducing meaning from word structure’, ‘deducing
meaning from context’, ‘benefiting from contextual clues’, ‘recognizing
methods of text organization’, ‘benefiting from relationships of comparison and
contrast’, ‘benefiting from relationships of comparison and contrast without
explicit markers’, ‘benefiting from relationships of cause and effect’,
‘benefiting from general statements and illustrative support’, ‘making initial
predictions’, ‘using markers to build on first predictions’, ‘using context to
build on first predictions’, ‘inference’, ‘skimming’, ‘scanning’, and ‘transferring
information to a diagram’.
A. Hayes (1980) presents the techniques that The English Language
Teaching Institute in London employ to train reading ‘skills’. Although, A.
Hayes calls them skills, they are reading strategies due to their unconscious
administration. She indicates that, asking questions, focussing on main ideas,
titling paragraphs, and recognizing thesis statement are used to train the strategy
of skimming; jumble ordered paragraphs, identifying paragraph types, and
identifying linking devices are used to train the strategy of structuring;
activating relevant schemata and generating questions about the topic are used
to train the strategy of anticipation; and oral and written summaries, paralleled
reading, and jigsaw reading are used to train the strategy of summarizing.
Hickman, Pollard-Durodola, and Vaughn (2004) identify the five steps
involved in story read-alouds. Then, readers are firstly, expected to preview the

story along with three new words; secondly, read aloud for literal and inferential
meaning; thirdly, reread the text with a specific emphasis on new words;
fourthly enhance comprehension; and fifthly summarize.
McClanahan, the educational consultant, and Amstutz, the special advisor
of Steck-Vaughn GED (1988, General Educational Development) reading
literature and the arts, encourages readers to use strategies to plan their time,
take notes, and also solve reading problems. Repeating, reviewing, and
practising reading strategies are strongly recommended. Besides readers are also
expected to utilize the strategies of ‘getting meaning from the context’,
‘identifying the main idea’, ‘identifying an unstated main idea’, ‘identifying
implied meaning’, ‘restating information’, ‘drawing a conclusion’, ‘identifying
implications’, ‘understanding a consequence’, ‘identifying techniques such as
figurative language, symbols, images, characterization, theme, point of view,
mood, mood shift, and tone’, ‘transferring concepts to a new context’,
‘identifying elements of style and structure’, ‘identifying cause and effect
relationships’, ‘identifying implications and drawing conclusions’,
‘understanding a consequence’, and ‘distinguishing fact from opinion’.
Readers constitute expectations as they read the text. It is possible to
predict words from the context, content of a sentence by the help of syntactic
clues, and content of an article by the help of title and minimum amount of
sentences (Levine et al., 1985). Bartram and Parry (1989) consider guessing
difficult words, predicting, skimming, scanning, and looking for detailed
information as important strategies for readers. Grabe (1997, p. 6) concludes
with reference research on strategy training that “summarizing, semantic
mapping, predicting, forming questions from headings and sub-headings, and
using adjunct questions” have an impact on the improvement readers’
awareness of text structure. It should also be remembered that ‘note taking’ is
also regarded as an effective strategy by T. H. Anderson and Armbruster
(1984).
Metacognitive reading strategies
The recent neo-Vygotskian trend accentuates the significance of learners
watching themselves (Bishop, Boke, Pflaum, & Kirsch, 2005) in parallel with
the findings of relevant literature supporting readers’ awareness of their own
reading processes (Carrell, 1989; J. E. Carson, Carrell, Silberstein, Kroll, &
Kushn, 1990; Shih, 1992). A learning style is supposed to be consisting of four
forms of processing strategies, regulation strategies, mental models of learning,
and learning orientations (Vermunt, 1996). Vermunt’s regulation strategies are
also known as metacognitive strategies. Flavell (1979) explains metacognitive
knowledge as what an individual knows; metacognitive skills as what an

52
individual is doing; and metacognitive experience as an individual’s available
affective or cognitive state. Bishop et al. indicate that strategic readers operate
metacognitively by thinking about their own thinking. Metacognition and self-
regulation are regarded to be essential in order to continue reading appropriately
in the interactive model of reading (Macaro & Erler, 2008). However, before
dealing with the notion of reading strategies, reading professionals encouraged
their readers in a way to facilitate their comprehension. For example, Mosback
and Mosback (1976) promoted the employment of ‘setting aside time each day’,
‘checking progress through pacing’, and ‘checking comprehension’ as MRSs.
By examining the interaction between learning styles and strategies,
Ehrman and Oxford (1990) indicate that sensing learners use metacognitive
strategies in a high amount. Besides, there is supposed to be positive correlation
with the use of metacognitive strategies and FL proficiency level; and more
proficient ones are expected to use them more effectively (Cohen, 1998).
Efficient readers are expected to question themselves on their comprehension of
the text and also on the effectiveness of the strategies that they use. Bishop et al.
(2005, pp. 207-208) list the following nine characteristics of strategic readers:
• Imagine, using a variety of senses: Through this strategy readers
visualize the scenes in the texts and refer to their senses to predict the
features of substances.
• Make connections: Through this strategy readers refer to their
background knowledge and they integrate it with the information from
the text.
• Analyze text structure: This strategy requires readers to determine the
genre and also make use of other specific features in the text such as
linking devices, table of contents, and subheadings.
• Recognize words and understand sentences: This strategy involves
familiarity with the lexical and grammatical knowledge and contextual
cues to comprehend the sentences.
• Explore inferences: Readers are expected to predict the forthcoming
information in the text and recognize cause and effect relationship by
using this strategy.
• Ask questions: Readers question themselves for instance on the
author’s message, or its relevance with the real life.
• Determine important ideas and themes: This strategy highlights that
the introductory and concluding parts are the most important sections
that readers need to pay attention along with thesis statements in each
paragraph.
• Evaluate, summarize, synthesize: This strategy point out the
importance of pausing while or after reading to construct meaning.

• Reread and adjust approaches to the text: Readers are expected to
reread, read aloud, and underline the text and take notes in case of
failure in understanding.
Baker and A. L. Brown (1984) divide MRSs into two categories of self-
knowledge which is related with the knowledge about cognition; and task-
knowledge which refers to the self-regulatory patterns of readers. Brenna (1995)
adds a third category of text-knowledge which is a term that was borrowed from
Wason-Ellam (1994).
Chamot and O’Malley (1987) list selective attention, self-monitoring, and
self-evaluation as metacognitive strategies. Linguistic markers indicate the type
information which will be presented subsequently. Chamot and O’Malley
(1986, p. 11) give examples of such markers. For example, encountering a
marker “The most important thing to remember …” indicates that the main idea
is going to be presented. Although self-monitoring is not associated with the
skill of reading by Chamot and O’Malley, it is employed also by readers to
check whether they comprehend the text they are reading or not. In addition,
self-evaluation assists learning by helping students decide how well they have
accomplished a learning task and whether they need to relearn or review any
aspects of it.
Metacognition is believed to have a significant impact on improving
reading comprehension either in L1 or in FL (Baker & A. L. Brown, 1984;
Flavell, 1979; Flavell, Miller, & Miller, 2002; Mokhtari & Reichard, 2002;
Sheorey & Mokhtari, 2001). Research studies on MRSs have posed the
superiority of skilled and cognitively matured readers on the use of reading
strategies effectively (MacLean & d’Anglejan, 1986; Mokhtari & Sheorey,
2002). Reading strategy research also presents considerable amount of strategy
instruction studies which were conducted to scrutinize the efficacy of strategy
instruction in the hope of stimulating reading comprehension (Carrell, 1985;
Carrell, Paris, & Liberto, 1989). Carrell’s results indicated that explicit
instruction on the hierarchical structure of rhetorical organization had a
significant impact on recalling the information; whereas Carrell et al.’s study
pointed out a significant impact for both semantic mapping and experience-text-
relationship training on second language (L2) reading comprehension.
According to Silberstein (1994), readers are required both to know about
their cognition, called metacognition, and be able to monitor their
comprehension to achieve meaning. Therefore, they should be aware of their
metacognition, such as knowing their goals and using a variety of different
strategies for different reading texts. Grabe (1999) also identifies setting goals
and combining appropriate reading strategies as essentials of reading process.

54
Similarly, Aebersold and Field (1997, p. 95) define the term metacognition as
follows:
[I]t comes from the field of cognitive psychology and is
increasingly used in language teaching and learning. Meta mans
after or behind, and cognition means the act or process of knowing
or perception. Thus, metacognition is understanding what is behind,
what supports or informs, readers’ knowledge and perception. In the
simplest terms it means understanding the process of knowing, or
how (not just what) readers know and perceive.
Providing an active discussion session in reading classes enables readers
to exchange ideas about both the content and the language of the text (C.
Wallace, 1992). C. Wallace indicates that discussing the language of the text
facilitates the development of a metalanguage which deals with the
characteristics of texts along with the development of metacognitive strategies
in which readers exhibit their awareness towards their own thinking and reading
strategies. C. Wallace notes that “the metacognitive approach has tended to
focus on thinking and learning behaviour in an individualistic way” (p. 111). In
this respect she calls attention to the notion of ‘reading as a social process’ and
criticises overloading target cultural knowledge through reading texts as it
prevents comprehension. Integrating metacognitive awareness into reading
instruction enables readers “to become more conscious of their own state of
interlanguage”; therefore, they can question themselves about what they know
(Nara, 2003b, p. 179).
Cromley and Azevedo (2006) comment that during reading, skilled
readers are expected to orchestrate a large number of cognitive and
metacognitive mental activities which are defined as comprehension strategies
such as summarizing or paraphrasing, generating questions and answering
them, activating relevant background knowledge, and monitoring. Insufficient
readers are unable to solve the problems they encounter while reading a text
as they lack declarative, procedural, and conditional knowledge (Baker & A.
L. Brown, 1984; Mokhtari & Reichard, 2002; Paris & Jacobs, 1984) and are
“less aware of effective strategies and of the counterproductive effects of poor
strategies, and are less effective in their monitoring activities during reading”
(Çubukçu, 2009, p. 3).
Cromley (2005) indicates that as comprehension monitoring ability and
metacognitive control progress in an uncontrolled manner irregularly in
childhood, children should not be expected to check their comprehension
inherently; instead, they are required to be shown how to do it. He blames “poor
decoding, limited background knowledge, low vocabulary, dysfunctional beliefs

about reading, low strategy use, working memory issues, and motivational
barriers” (p. 188) as probable causes low metacognitive monitoring.
Metacognitive strategies are believed to have an impact on FL reading
performance (Jung, 2009). N. J. Anderson (1999a) and Grabe (1991) observe
that metacognitive strategies require identifying organizational patterns,
monitoring the use of cognitive strategies actively, and adjusting and
orchestrating strategies to achieve definite goals. As metacognition is attributed
to be deliberate, planned, intentional, goal directed and future-oriented mental
processing (Flavell, 1971; Phakiti, 2003), readers use such strategies to foster
their reading comprehension.
Learners have a tendency to employ metacognitive strategies to oversee,
regulate or self-direct their learning process (Rubin, 1981). However, O’Malley
and Chamot (1990) describe the process involved in metacognitive strategies as
consisting of four elements, namely, ‘planning’, ‘prioritising’, ‘setting goals’,
and ‘self-management’. On the other hand, learners use metacognitive strategies
to regulate their learning (Oxford, 1990). Carrell (1985) recommends
integrating metacognitive training such as inference awareness, analogy, and
comprehension monitoring skills into reading classes.
Metacognitive strategies also encourage learners to observe their
environment rather than focusing their attention on learning (Willams &
Burden, 1999). Therefore, they need to be aware of what they are doing and
also which strategies they are using. In this respect, it is also crucial to manage
the strategies appropriately for different tasks. As learners become aware of
their own learning process, they know about their knowing, a different level
called metacognition. Willams and Burden conclude that providing
metacognitive awareness is crucial for effective learning, pointing out the
difference between strategies which allow direct and indirect contributions to
learning. If learners memorize new vocabulary or guess the meaning of an
unknown word, these then could be considered as making a direct contribution
to learning the TL, which takes place at a cognitive level. However, if they a
tendency to chat with foreigners on the Internet or walk around in order to make
contact with tourists, then these could be exemplified as indirect strategies.
Nevertheless, exposing to TL intensely may result in an increase in the use of
metacognitive strategies (J. G. Carson & Longhini, 2002).
Metacognitive strategies are found to be extremely valuable in EFL
contexts with reference to a number of studies conducted in various countries
such as South Africa and Turkey (Oxford, 2001). According to Ellis Ormrod
(2006, p. 46), “[t]he term metacognition refers both to the knowledge people
have about their own cognitive processes and to their internal use of certain
cognitive processes to facilitate learning and memory”, therefore, metacognition

56
is believed to maximize memory, for example by knowing the limitations of
memory. In this respect, through strategy schema (Casaneve, 1988), readers
first monitor their understanding from the text and then decide which strategy is
appropriate for them. Thus, readers are thought to be aware of the reading
process before deciding on the appropriate strategy.
Metacognitive strategies are considered to be useful in reading by Oxford
(1990). Alderson (2000) proposes that skimming is a metacognitive skill that is
used by good readers which allow them to read for general understanding
(Bachman & Cohen, 1998; Flowerdew & Peacock, 2001). Similarly, skimming
and scanning are thought to be the most valuable reading strategies by H. D.
Brown (2001). Nevertheless, Davies (1995) concludes that these two terms are
confusing and gives examples from real life reading and indicates that in daily
life readers’ scan with the help of skimming and also skipping. Similarly,
skimming is subcategorized together with surveying under the category of
scanning by M. J. Wallace (1999). Therefore, it would not be wrong to identify
skimming and scanning as good strategies used by successful readers; however,
it is important to keep in mind the crucial difference between these two
strategies, where scanning is used to get specific information from the text and
skimming is used to get a general idea about the text.
Identifying the purpose in reading is considered to be one of the essential
strategies of metacognitive reading which is an indicator of noticing the
proficiency in English and assigning convenient tasks to maintain reading
process (Aebersold & Field, 1997). Aebersold and Field highlight that readers’
purpose in reading any text is dependent upon at a minimum of three factors;
namely, the familiarity of the text’s content, the teacher’s aim in asking them to
read it, and their own aim in reading it.
Reading activities
Reading activities play a vital role in reading and they are usually
subcategorised as pre-reading, while-reading, and post-reading activities (Ur,
1996; E. Williams, 1984). Hedge (2000, p. 209) maintains that although
recently reading is regarded to be ‘taught’ with the help of activities, previously
traditional texts intended to test readers’ comprehension without dealing with
activities except from pre-vocabulary teaching. For example, Bernhardt (1984)
claims that an ideal three-step reading class needs to firstly employ a reading
aloud session where pronunciation is taken into consideration; secondly silent
individual reading of the text; and thirdly answering comprehension questions.
However, reading activities are believed to support readers’ interpretation of the
text (C. Wallace, 1992). Karakaş (2002) suggests that reading classes should
employ previewing, predicting, and key-words in pre-reading; reciprocal

teaching, inferring, re-reading, scanning, skimming, and clarifying in while-
reading; and summarizing, question and answer, drawing conclusions, thinking
aloud, and discussion in post-reading activities stage. C. Wallace notes that it
might be important to keep in mind that there are some factors which affect the
success reading activities as they are considered to be social because of the
interactions of learners and teachers.
Pre-reading activities
Motivation for the reading task can be provided by pre-reading activities, also
called prepassage activities (Wilhite, 1983); enabling activities (Ringler &
Weber, 1984); pretext activities (Levine et al., 1985), and preliminary activities
(Wegmann & Knezevic, 2002), which would enable them to feel themselves
ready for the reading activity. If readers are motivated, doubtlessly they finalize
the task better and with less effort and are eager to take part in the activity as
they are confident (Chastain, 1988). Along with other course teachers, language
teachers are also recommended to encourage their learners to evaluate what they
read (Lewin, 1984). In this respect, pre-reading activities may provide a chance
to the teachers to facilitate this. Besides, such activities also assist readers to
recognize their reason in reading the text (Bartram & Parry, 1989) and make the
reading instruction closer to real-life reading situations (Nara, 2003b). In this
respect H. D. Brown (2001) implies that introducing the topic to the readers
should not be regarded as a time-consuming activity.
Aebersold and Field (1997) present three basic reasons to prepare readers
for the reading task. Firstly, this enables them to set an aim for reading the text;
secondly, activates their relevant background knowledge; and thirdly,
constitutes practical expectations about the content of the text.
H. D. Brown (2001) recommends the use of scanning, skimming,
predicting, and also schema activation activities in the pre-reading stage. It is
not uncommon to find pre-reading activities which require readers to find
answers directly from the text however by the 1990s scanning activities also are
integrated into pre-reading session (C. Wallace, 1992). C. Wallace identifies the
roles of pre-reading activities both as preparation for the difficulties in the text
such as providing background knowledge and reminding existing knowledge
which is called schema activation.
Evidence for the efficiency of pre-reading activities comes from the
research investigating Bartlett’s (1932) Schema theory which deals with both
providing the outline for reading the text and teaching cultural key concepts.
Activating readers’ relevant background knowledge before reading may foster
reading comprehension (Alderson & Urquhart, 1984; Carrell & Eisterhold,

58
1983; Grabe, 1991; Steffenson & Joag-Dev, 1984; Ur, 1996). In case of lack of
relevant background knowledge, the reading teacher should provide it before
they start reading. According to Ur, tasks make the activity more challenging as
readers identify an aim in reading the text. She regards another benefit of
activities as the indicator of comprehension.
Brainstorming is considered to be a very fashionable pre-reading activity
by C. Wallace (1992) in which learners are required to tell the words related
with the topic. C. Wallace attaches its fame to easiness in preparation without
preparation beforehand; independency of talking on the issue relevant with
students’ background knowledge; and integrating all students. In the final step,
brainstorming activity presents a semantic map to the learners. C. Wallace
indicates that such a brainstorming activity is regarded as significant since they
allow readers to see what they are able to bring to the text before they start
reading which in turn assigns the strategies that they will use in the reading
process. Semantic mapping is also a strategy recommended by N. J. Anderson
(1999a) to establish background knowledge.
Besides, pre-questioning is also identified as another pre-reading activity
(Ur, 1996; Wilhite, 1983) where the aim is asking a general question to readers
before reading. They are supposed to find out some information related to the
understanding of the text. In addition to this, previewing is also considered to be
quite effective (Graves, Cooke, & LaBerge, 1983; Chen & Graves, 1995) by
helping activate readers’ schemata as Chen and Graves’ study proves it is more
effective than providing background knowledge. Karakaş (2002) also
recommends that previewing, predicting, and key-word activities may assist
readers in terms of the cultural background.
Moreover, previewing the text before reading is also considered to be
beneficial since it enables readers to develop their own expectations about the
forthcoming information in the text (Aebersold & Field, 1997). Through
previewing, readers also have an idea about the organization of the ideas in a
text. Aebersold and Field indicate that, in order to preview readers may read the
introduction of the text along with its conclusion, sample by reading the first
sentences of each paragraphs in the body of the text, and also skim and scan.
Nara (2003b) encourages the use of pre-reading activities such as
‘framing the text’ in which readers are provided with written relevant
background knowledge in L1 before the reading class and expected to answer
teacher’s questions related with the topic but not the content of the text;
‘activating schemata’ where readers’ relevant schemata are activated to form
expectations from the text; ‘giving information about the author’ in which
readers are provided with information about the author of the text such as the
style, therefore, readers may transfer this information to the other texts that

belong to the same author; ‘reviewing vocabulary and grammar’ enables them
to refresh their structural and lexical knowledge about the text; and ‘skimming
and scanning’ whether to get a general idea about the text or to focus on a
specific detail in it.
Hedge (2000, p. 210) recommends reading teachers to choose appropriate
pre-reading activities from the following list in accordance with their aim.
[T]alking about pictures accompanying the text; predicting from the
title; agreeing or disagreeing with a set of proposals about the topic;
answering a set of questions or a quiz; listing items of information
they already know about the topic; or discussing the topic.
While-reading activities
Traditional approaches prepared readers to the text by dealing with syntax and
lexical items in pre-reading stage by neglecting schema activation and while
reading activities (Hedge, 2000). Hedge discusses that as the role of the reader
changed with the emergence of top-down and interactive approaches, while-
reading activities started to be considered inevitable as they encourage readers
to become active. They principally function to stimulate readers to read in a
flexible, active, and reflective way (C. Wallace, 1992). Being active and
reflective requires integrating their background knowledge to the text where
being flexible forces to them to use effective strategies in accordance with the
text type. While reading activities are required to make readers aware of their
reading aims (H. D. Brown, 2001).
Hyland (1990) considers surveying as an activity to develop reading
efficiency and maintains that it enables the reader to preview the text content
and organisation by using referencing and non-text material. The aim in
surveying can be identified as quickly checking the relevant extra-text
categories such as; referencing data, graphical data, and typographical data.
Waldman (1958) introduces 4-S technique of selecting, skipping,
skimming, and scanning and maintains that they account for speed in reading.
Selecting requires the examination of the title of the book and also author’s
name. Waldman recommends a very quick overlook of chapter headings and the
preface which will help the reader to decide whether to continue reading the
book or quit it.
Identified as top-down skills (Scrivener, 2005), skimming and scanning
are considered to be the most precious reading activities (H. D. Brown, 2001).
Skimming allows readers to get the general understanding, predict the purpose
of the passage, and get the writer’s message (Bachman & Cohen, 1998; Bartram
& Parry, 1989; Baudoin, Bober, Clarke, Dobson, & Silberstein, 1993;

60
Flowerdew & Peacock, 2001; Waldman, 1958) when they are under time strains
(Chastain, 1988) by predicting the whole text without reading it all. Limitation
in time may help them become fast readers (Nara, 2003b).
However, H. D. Brown (2001) indicates that scanning, also called
locational reading (Kottmeyer, 1947), allows readers to get specific information
in a text, such as names, dates, etc. According to Waldman, scanning resembles
to close reading in which readers attempt to discover the hidden meaning.
Recently, it will not be wrong to maintain that scanning leaves discovering the
hidden meaning out of its aims. Baudoin et al. (1993) indicate that in scanning
readers first decide the form of the information that they are searching such as
names or dates. Then, they decide the probable location of the information in
the text and move their eyes quickly until they find the desired information.
When they find it, they evaluate whether this information is the desired one
(Aebersold & Field, 1997). If it is the desired information there is no need to
read any further. In scanning, readers are supposed to be familiar with graphic
stimuli for the item being sought (Nara, 2003b).
Similarly, identified as superficial reading (Aebersold & Field, 1997),
skimming is considered to be a metacognitive skill which is one the
characteristics of good readers (Alderson, 2000) and combines surveying and
scanning together (M. J. Wallace, 1999). Nara (2003b) indicates that reading
teachers may ask readers to skim in order to test their hypothesis about the story
line; to get the main idea of the text; to clarify the thesis statements; to pay
attention to the details while reading it for the next time; and to teach transition
words to low proficiency readers while disregarding specific information.
Taking the genre of the text into consideration is also considered to be essential
in skimming by Nara. Baudoin et al. (1993) identify steps also for skimming in
which careful reading of distinguished sentences is essential to get the main idea
of the text. They maintain that it is not essential to read every individual word in
a text; however, referring to the title, headlines, textual clues might be
profitable. After receiving the main idea of the text, Baudoin et al. recommend
readers to read the whole text carefully or scan important parts of it. As an
alternative approach Stoller (1994) maintains that it is possible to ask readers to
read the first paragraph and then the first sentences of the paragraphs in the rest
of the text. Skimming is considered to be a more superior reading activity when
compared with scanning (Levine et al., 1985). Nevertheless, Davies (1995)
experiences difficulties in separating real life skimming and scanning since the
former comprises the latter.
Moreover, skipping is also considered to be a beneficial activity for
reading in which readers are able to by-bass the irrelevant information in a text
(Waldman, 1958). However, Lubliner (2004) calls attention to the danger of
over and misusing of the strategies of skipping and scanning. According to

Lubliner, young readers have a tendency of skipping the difficult part of a text
scanning the rest of it. Alternatively, Hedge (2000, p. 210) encourages the
selection of appropriate while reading activities from the following list.
[F]ollow the order of ideas in a text; react to the opinions expressed;
understand the information it contains; ask themselves questions;
make notes; confirm expectations or prior knowledge; or predict the
next part of the text from various clues.
In addition to this, evaluation activities increase the effectiveness of
scanning and skimming (Karakaş, 2002). According to Karakaş, if readers are
challenged to exchange their ideas about the topic of the text and evaluate it;
then, this fosters their comprehension. She indicates that the activities of
reciprocal teaching, evaluating, inferring and re-reading provide a dialogue
between the reader and the writer while the activities of scanning, skimming and
clarifying draw a clear mental picture for the reader. Besides underlining the
main ideas is also appreciated in while reading stage by Povstay (1984) since it
can enable readers to discover the outline of the text.
Post-reading activities
The first aim of post-reading activities is indicated to be assisting
readers to clarify any unclear meaning by focusing on it, not on the
grammatical or lexical aspects of the text (Chastain, 1988). Besides lexical
items and also grammatical patterns from the text may be examined (H. D.
Brown, 2001; Nara, 2003b). Typically in post-reading session the text is
followed by a number of questions. Unfortunately for some instances such
questions are far beyond comprehension question since it is possible to answer
them without reading the text by simply relying on background knowledge. C.
Wallace (1992) indicates that such questions should be avoided since they are
not relevant with the text.
Summarizing is a post-reading activity in which readers summarise the
content in a sentence or two (Ur, 1996). This activity can also be administered
in L1 to prevent the integration of a productive skill of writing in the TL (Razı,
2007). Readers are able to interpret the text and illustrate the relationship
between the questions and their answers by using activities such as
summarising, question and answer, and drawing conclusions (Karakaş, 2002).
Karakaş also maintains that it is possible to catch the missing parts of the
mental picture through thinking aloud, discussion and summarising. Bartram
and Parry (1989) note that discussing the correct answers with the readers in the
post-reading stage is tremendously beneficial rather than simply giving the
correct answers by the teacher.

62
Hedge (2000) emphasizes that post reading activities should be in parallel
with pre and while reading activities and she proposes a list of post reading
activities from which reading teachers select to employ in their classes relevant
to their goals in reading the text. Then, post reading activities emerge “by
discussing their response to the writer’s opinions or by using notes for a writing
activity, … debate, role-play, reading of contrasting texts, or focusing on its
language … [and] vocabulary” (p. 210).
Self survey
In this chapter, you have learned that strategies used by readers are very
important in reading comprehension. What follows in Table 3 is the adapted
version of Metacognitive Reading Strategy Questionnaire developed by
Taraban, Kerr, and Rynearson (2004). In this self survey you are expected to
indicate what you do while reading. The questionnaire includes 22 statements
on reading strategies. While responding to the statements, imagine that you are
reading a text for school. Take a moment to think about the typical things you
do to help you comprehend the text. For each strategy statement, choose the
statement that best indicates how much you use that strategy.
Table 3: Metacognitive Reading Strategy Questionnaire (Taraban, et al., 2004)
Items
I use this strategy
Never
Rarely
Sometimes
Often
Always
1
As I am reading, I evaluate the text to
determine whether it contributes to my
knowledge/understanding of the subject.
1 2 3 4 5
2
After I have read a text, I anticipate how I will
use the knowledge that I have gained from
reading the text.
1 2 3 4 5
3
I try to draw on my knowledge of the topic to
help me understand what I am reading.
1 2 3 4 5
4
While I am reading, I reconsider and revise my
background knowledge about the topic, based
on the text's content.
1 2 3 4 5
5
While I am reading, I reconsider and revise my
prior questions about the topic, based on the
text's content.
1 2 3 4 5
6
After I read the text, I consider other possible
interpretations to determine whether I
understood the text.
1 2 3 4 5

7
As I am reading, I distinguish between
information that I already know and new
information.
1 2 3 4 5
8
When information critical to my understanding
of the text is not directly stated, I try to infer
that information from the text.
1 2 3 4 5
9
I evaluate whether what I am reading is
relevant to my reading goals.
1 2 3 4 5
10
I search out information relevant to my reading
goals.
1 2 3 4 5
11
I anticipate information that will be presented
later in the text.
1 2 3 4 5
12
While I am reading, I try to determine the
meaning of unknown words that seem critical
to the meaning of the text.
1 2 3 4 5
13
As I read along, I check whether I had
anticipated the current information.
1 2 3 4 5
14
While reading, I exploit my personal strengths
in order to better understand the text. If I am a
good reader, I focus on the text; if I am good
with figures and diagrams, I focus on that
information.
1 2 3 4 5
15
While reading I visualize descriptions to better
understand the text.
1 2 3 4 5
16 I note how hard or easy a text is to read. 1 2 3 4 5
17
I make notes when reading in order to
remember the information.
1 2 3 4 5
18
While reading, I underline and highlight
important information in order to find it more
easily later on.
1 2 3 4 5
19
While reading, I write questions and notes in
the margin in order to better understand the
text.
1 2 3 4 5
20
I try to underline when reading in order to
1 2 3 4 5
21
I read material more than once in order to
1 2 3 4 5
22
When I am having difficulty comprehending a
text, I re-read the text.
1 2 3 4 5
Now, evaluate your responses to each item in the questionnaire by
considering the following questions.

64
• Do you employ each strategy when you read?
• Which strategies do you employ frequently?
• Are there any strategies that you do not employ?
• How effectively do you employ them?
• When do you employ them?
• Why do you employ them?
• How do you employ them?
After answering the previous questions for your responses to the items in
the questionnaire, discuss your results with your partner’s. A careful
examination of your partner’s strategy employment may help you for better use
of them.
Apart from the metacognitive reading strategies presented in Table 3, you
can also refer to the following strategies which are taken from Razı’s (2010)
Metacognitive Reading Strategy Training Programme (METARESTRAP) in
Table 4. Read each group of strategies and evaluate your employment of these
strategies. Again, you can do this with reference to the previous questions and a
discussion with your partner or class mates on the employment of these
strategies might be beneficial.
Table 4: METARESTRAP (Razı, 2010)
Planning strategies
! Plan your time, identify your goals, and motivate yourself to read the text.
! Preview the text to find out information relevant to your reading goals
(skimming, scanning, skipping)
Background knowledge strategies
! Identify the genre of the text
! Activate your relevant schema (e.g.: refer to the title or pictures)
! Distinguish between already known and the new information.
! Check the text against your schemata.
Question generation and inference strategies
! Form questions from headings and sub-headings.
! Anticipate/Self-question the forthcoming information in the text.
! Answer your questions / clarify your predictions while reading the text.
! When information critical to your understanding of the text is not directly
stated, try to infer that information from the text.
! Infer pronoun referents.

Annotating strategies
! Underline/highlight important information.
! Paraphrase the author’s words in the margins of the text.
! Summarize.
! Write questions/notes in the margins to better understand the text.
Visualizing strategies
! Draw graphic logs.
! Refer to graphic organizers (semantic mapping / clustering).
Visualizing strategies
! Draw graphic logs.
! Refer to graphic organizers (semantic mapping / clustering).
Context-based evaluative strategies
! Re-read the text in case of difficulty.
! Read the text in short parts and check your understanding.
! Determine the meaning of critical unknown words.
! Distinguish main ideas from minor ones.
Conclusion
You read another academic text on reading strategies and reading activities in
this chapter. In this respect, you learned various type of reading strategies by
specifically focussing on metacognitive ones. Then, by the help of the
questionnaire, you surveyed your own use of these strategies. Before you move
to the next chapter, please do not forget to write your first assignment. In the
following chapter, you will learn about metaphorical models of reading.

66

68

Models of Reading 69
In the previous chapters, you have learned about the process of reading and
reading strategies. In the fourth chapter, you will learn about the models of
reading. In this respect, bottom-up, top-down, and interactive models of reading
will be taken into consideration.
Pre questions
• Do you recognize every letter in all words when you read?
• How do you read a text when you need detailed information about it?
• How do you read a text when you need general information about it?
• In order to understand the text better, do you make use of your
previous information related with the topic?

70

Introduction: Models of reading
Reading research has gained specific importance by the 1960s with the arrival
of cognitive psychology. Previously, researchers were experiencing difficulties
in explaining the mental event of reading as they merely focussed on
behaviouristic aspects rather than examining the process itself (Eskey, 2005).
Therefore, there were no crucial attempts to build an explicit model of reading
until the 1960s. Eskey indicates that for behaviouristic researchers it was almost
impossible to understand the process of reading as they were occupied in
behaviours of learners such as in spoken and written languages. As one of the
first proponents of behaviourism, Watson (1924-1925, p. 6) questions that
“[t]he behavio[u]rist asks: Why don’t we make what we can observe the real
field of psychology?”
However, the skill of reading would only enable researchers to
investigate the eye movements of the readers in a behaviouristic aspect which
would doubtlessly result in failure in explaining the complex mental process of
reading. For example, in 1879 the French ophthalmologist Javal verified the
first depiction of the eye movements in the reading process. His study on eye
movements is known to be the first investigation into reading. He revealed that
while reading, eyes do not move uninterrupted in the search of the graphic
stimuli; instead, eyes have a tendency of quickly jumping and also making
pauses at particular parts of the text. The impact of eye movements can also be
observed in Waldman (1958) where he examined the physical factors related
with eyes such as hyperopia, myopia, presbyopia, and astigmatism and blames
them for the lack of reading comprehension along with tired eyes.
Yet, Huey’s (1908, 1968) characterization of reading is highly
appreciated as he regards reading as an information processing activity which
accelerates the exploration of significant advances in reading during the 1970s
and 1980s (Harada, 2003). Huey insists readers’ active role in an era when other
professionals are regarding reading as a passive skill. He calls attention to the
importance of repetition which addresses controlled and automatic processes in
B. McLaughlin’s (1987) information processing. Additionally, Thorndike’s
(1917) efforts deserve appreciation since he resembles the process of reading to
‘thinking’. In this respect, as a complex and dynamic reaction, reading is
regarded as a problem that needs to be solved. According to Thorndike, reading
is considered to be ‘reasoning’ and in this respect good readers are expected to
think clearly. Therefore, his ideas accelerated reading comprehension studies
rather than merely focusing on eye movements (D. Williams, 1978).
Furthermore, Bartlett (1932) appears as another cornerstone in pre-cognitive

72
reading psychology research era. He indicated reading as effort to achieve
meaning and stated the importance of prior knowledge in reading
comprehension. However, to Harada, like Huey and Thorndike, Bartlett’s
efforts were not taken into consideration in pre-cognitive reading psychology
research era.
The cognitive psychological studies assisted reading researchers to re-
evaluate the process of reading (Samuels & Kamil, 1988) and the development
of reading models accelerated after the 1960s. The passive perception of reading
was replaced with an active one due to major changes in the notion. These great
innovations formed the distinctions between the metaphorical models of reading
namely bottom-up and top-down. The former refers to readers who combine
small parts to see the big picture; whereas the latter refers to readers who try to
see the big picture from the first moment (Lewis, 1999). Following these two,
the late 1980s presented interactive reading models in which readers combine
elements of both bottom-up and top-down models as the most comprehensive
description of the reading process (N. J. Anderson, 1999a; Ediger, 2001; C.
Wallace, 2001). Although Durgunoğlu and Hancin (1992 cited in Abbott, 2006)
regard metaphorical models of reading as superannuated in L1 reading, they are
largely well accepted.
With the advent of top-down models, psychologists started to observe
readers in a variety of different ways with the hope of helping reading
researchers. In this respect, reading teachers were also recommended to focus
on other aspects of their readers’ in their classes. For example, Fry (1977a, p.
13) directs reading teachers to investigate readers in terms of “[o]ral reading, …
[s]ilent reading, … [e]ye movements, … [e]ye-[v]oice [s]pan, … [l]atency or
response time, … parts of the word, … parts of a passage, … [c]orrelation
studies, … [and v]arying teaching condition studies”.
As an indispensable result of reading research, a variety of reading
models appeared which are classified in two broad categories by Grabe and
Stoller (2002, p. 31). They firstly list ‘bottom-up’, ‘top-down’, and ‘interactive’
models in the metaphorical reading models group and then secondly they
indicate ‘the psycholinguistic guessing game model’, ‘interactive compensatory
model’, ‘word recognition models’, and ‘simple view of reading model’ in
specific reading models group. Going beyond the boundaries of behaviouristic
research, the investigation of metaphorical models of reading provides
researchers an understanding of what readers are doing during the reading
process. Nassaji (2003) indicates that, in bottom-up, in other words traditional
models, readers are supposed to succeed in each step by beginning with the
printed letter, recognising graphic stimuli, decoding them to sound, recognising

words, and finally decoding meaning to achieve the general meaning (Alderson,
2000; N. J. Anderson, 1999a; Grabe & Stoller). This process requires great
effort and focuses on details; therefore, showing the big picture is hard in
bottom-up models. Controversy, top-down models emphasise the importance of
schema (Alderson, 2000) where readers are expected to bring their background
knowledge to the text they are reading (Carrell, 1985 & 1987; Carrell &
Eisterhold, 1983; Grabe & Stoller). The following sections will present three
basic types of reading models.
Bottom-up models
Grabe and Stoller (2002) imply that in bottom-up models, also called text-based
view (Bernhardt, 1984), text-driven models (Barnett, 1989), data-driven
processes (Alptekin, 1993; N. J. Anderson, 1999a; H. D. Brown, 2001),
decoding (Aebersold & Field, 1997); serial models (Alderson, 2000), linguistic
processes (Hedge, 2000), and skills-based approaches (H. D. Brown, 2001),
readers follow a mechanical pattern by forming a piece-by-piece mental
translation of the input from the text without referring to their background
knowledge. This can be resembled to phonics approach where children start
reading by learning symbol-sound correspondences.
Carrell (1988b) explains bottom as the smallest units such as ‘letters
and words’ and top as a larger unit such as ‘phrases and clauses’. Similar to
this, N. J. Anderson (1999a) reveals that in this piece-by-piece mental
translation process, readers firstly recognise letters; then, by the help of these
letters they are able to recognise words, and finally readers comprehend the
text by combining the words that they recognised previously. Aebersold and
Field (1997) maintain that readers become so automatic in recognizing such
small units that they are unaware of handling of this process. According to H.
D. Brown (2001), such operations entail complicated knowledge of English
language. In this respect, the bottom-up process of reading is considered to be
a serial model as reading starts with the printed word and continues with the
recognition of graphic stimuli, decoding them to sound, recognising words,
and decoding meanings (Alderson, 2000). Bottom-up reading is considered to
be “decoding written symbols into their aural equivalents in a linear fashion”
(Nunan, 1999, p. 252). In this respect, bottom-up reading strategies are
followed by readers who are low in proficiency as achieving the meaning is
dependent on readers’ success at each step (Salatacı, 2000).
To understand how readers recognize words, you can try to read the
following text.

74
laPec of etLster
eseRarcsher at amebridCg nyiversUit onddcucte a tsuyd in rdreo to neveistigat
the mtpiac of rorde of esttelr in orwsd. heTri ersulst ndicidate itltel mipatc for
the ettelsr in the idmedl of the orswd; owrheve, it is uqiet mpotirtan to lapec
nitiisal and last etlster in hreit orrcetc lpacse. lthAouhg the rest emraisn to be
ropblemcati, the orwsd are ecorgnizeabl insec eardesr denityif a word as a
hwoel iwthotu eadglin iwht veyre ndiviidlua etltre in it.
The places of initials and last letters in the words which are longer than
four letters are changed. In this case, it is rather complicated to recognize these
words. Also try to read the following txt.
Pacle of Leterts
Rsearhecers at Cabmdrige Uniervitsy cndocuted a sudty in oderr to inesvtiagte
the imcapt of oderr of letrets in wrdos. Teihr rsutels indctaied ltilte imacpt for
the lttrees in the mdilde of the wrdos; hovewer, it is qitue impartont to pacle
intiilas and last letrets in teihr corcert palecs. Altohguh the rest reanims to be
prolebamtic, the wrdos are recgnoibzale sncie redares idneitfy a word as a
wolhe wihtuot deanilg with eervy inidviudal lteetr in it.
As you have experienced, the words in the second text are rather
recognizable since the initials and last letters remain in their correct places. As
in the previous text, only the places of two letters were changed; however, this
time replacement occurred in the middle of the words. Thus, by the help of this
experience it can be inferred that initials and last letters in words are more
important than the ones in the middle.
Top-down models
As opposed to bottom-up models, in top-down models, also called inside-the-
head view (Bernhardt, 1984), cognitively-driven processes (N. J. Anderson,
1999a), schema theoric models (Alderson, 2000), schematic processes (Hedge,
2000), conceptually driven processes (H. D. Brown, 2001; Harada, 2003),
strategy-based approaches (H. D. Brown; Nara & Noda, 2003), the genre
approach (C. Wallace, 2001), and reader-driven models (Hadley, 2003), it is
essential to bring background knowledge to the text. Top-down processing is

regarded as one of the essential characteristics of efficient readers (Quinn,
2003). In such models readers’ aims in reading the text and their expectations
from the text lead the process of reading primarily (Grabe & Stoller, 2002). This
can be resembled to whole-word approach where children start reading by
learning words’ global shape rather than symbol-sound correspondences in
them. Therefore, top-down models expect readers to form expectations about
the forthcoming information in the text and question their expectations while
reading it. Being able to identify genre with reference to their particular
characteristics that identify the type of the text (C. Wallace, 1992) is also
essential (Nara, 2003a) since they derive their expectations with reference to
type of the text. To H. D. Brown, since genres possess specific rules, readers are
able to discriminate different types of written texts. For example, readers who
are able to identify that they are about to read a letter expect to start with a
salutation which is followed by the aim of the letter. Besides, as indicated by
Nara, to succeed in top-down models, readers are required to be good also at
grammar and know a large quantity of vocabulary.
However, Eskey (1988) calls attention to one of the limitations of top-
down model. As such a model requires the prediction of meaning with reference
to context clues and integration of background knowledge, such a model might
be valid only for skilful and fluent readers who can be considered autonomous
at reading. Therefore, Eskey blames the model to be working improperly with
less proficient readers. Moreover, Paran (1997) regards top-down strategies as a
compensatory strategy therefore he points out that they should not be
considered as a goal to achieve. Thus, top-down strategies are effective only for
readers whose linguistic ability is poor.
Interactive models
Although bottom-up and top-down models fail to explain the reading process on
their own, it is impossible to avoid the interaction of these two models in
reading (Nara, 2003a). Therefore, a third type of model appeared namely the
interactive models, also called parallel models (Grabe, 1991) and the interactive
compensatory model (Mikhaylova, 2009), which integrate characteristics of
both models (N. J. Anderson, 1999a). The essential part of reading
comprehension appears as the consistency of the author’s and readers’
background knowledge. In this respect, Ediger’s (2001) definition is likely to
define this complex and interactive process: “[R]eading [is] an interactive,
sociocognitive process …, involving a text, a reader, and a social context within
which the activity of reading takes place” (p. 154). It is essential for readers to
be fast and efficient in recognising the letters which is similar to skimming a
text in top-down models to get the main idea (Grabe & Stoller, 2002).

76
Predicting the forthcoming information and integrating background knowledge
with the text is an underlying principle in interactive models. Grabe indicates
the two notions of interactive approaches as ‘the interaction between the reader
and the text’ and ‘the interaction between bottom-up and top-down processes’.
The former deals with readers’ prior knowledge which is relevant to the text and
explains why activating schemata before reading and integrating this
information with the text during reading results in better comprehension. On the
other hand, the latter deals with the interaction between bottom-up and top-
down models of reading in which fluent readers need both decoding and
interpretation skills.
Furthermore, Adegbite (2000) examines interactive reading models in
three respects. The first one assumes that readers are supposed to require an
interaction with the text which is provided by recognizing words, decoding its
content, and constructing the meaning where top-down and bottom-up
procedures may assist to integrate the higher and lower levels of
comprehension. Secondly, teacher-centred or learner-centred presentation is
replaced with teacher-student and student-student interaction. Thirdly, reading
in such models encourages readers to explore the text culture and environment.
Ur (1996) explains that when readers start reading a text, they are
required to focus on decoding the letters to understand what words mean. In
such instances they have little or no inference from their background knowledge
and their understanding largely depends on decoding letters. But as soon as they
meet a meaningful context in the text, they bring their own interpretation to the
word rather than merely focusing on its exact component letters. It is also
important to remember that readers almost never “read anything in a ‘vacuum’”
(Willis, 1981, p. 150). This implies that readers already know something about
the subject matter that the text they are reading. The interaction between the text
and readers is not a unique feature of proficient readers. Alternatively,
Widdowson (1980, p. 10) designates another interaction between the text and
readers. According to him, readers may derive the meaning that they need from
the text; however, the information derived from such an interaction “can never
be complete or precise”. Besides, such an interaction also highly depends on
readers’ background knowledge.
In parallel with interactive perspective, reading is considered as a kind of
dialogue between the reader and the text (Ur, 1996). According to Grabe
(1988), the reading process is not considered to be simply a matter of extracting
information from the text. ‘Think aloud protocols’ in which readers indicate
how they perpetuate the dialogue with the text reveal that some specific words
or phrases activate readers’ relevant background knowledge (Hedge, 2000).
According to Baumann, Jones, and Seifert-Kessell (1993), in order to monitor

reading comprehension, readers are also recommended to think aloud, which
would allow them to see where they have difficulties. Moreover, Grabe implies
that the new information which comes from the text may result in a change in
readers’ activated background knowledge. That is why reading is considered to
be interactive rather than being active or passive.
Comparison of metaphorical models
N. J. Anderson (1999a) resembles bottom-up models to lower-level processes
and top-down models to higher-level process. Grabe (1999) explains that lower-
level processes consist of recognizing orthographic and morpheme structures
and processing phonemic information whereas in higher-level ones the author’s
intended meaning becomes more argumentative. Nassaji (2003, p. 261)
intimates the complexity of reading as a multi-factor process by highlighting the
important components involved in it. He identifies reading as ‘a multivariate
skill’ implying the integration of lower-level and higher-level skills. Therefore,
the information-processing system in reading is believed to be consisting of
different levels of processing which works independently in parallel with the
interactive model of reading developed by Rumelhart (1977). While visual
analysis is conducted by the data-driven processing level; hypotheses about the
interpretation of the visual information coming from visual analysis is operated
by the syntactic and semantic processing systems. Nassaji explains that each
processing level carries its output to a central organizer where it is confirmed or
rejected with reference to the information coming from other sources. In this
respect, comprehension occurs as a result of this combined information.
Halliday’s (1985) two probable levels of achievement are the lower-level
skill of contributing to the understanding of the text, and the higher-level skill
of the evaluation of the text. Lower-level skills are also called as identification
whereas higher-level skills are called as interpretation (Grabe, 1991). Nassaji
(2003) indicates the lower level skill as the basis for the higher level skills. He
also presents literal or factual understanding accounting for the lowest level of
comprehension and inferential understanding accounting for the highest level of
comprehension. According to Mei-Yun (1991), only linguistic knowledge is
sufficient for literal or factual understanding of the text in an explicit way.
However, in inferential understanding it is essential to achieve the implied
meaning by paying attention to the details in a text where cultural knowledge,
background knowledge, and also basic linguistic knowledge are all considered
to be significant. For example, the findings of E. B. Hayes’ (1988) study
indicated that native Chinese readers read for comprehension at the sentence
level whereas non-native ones held to graphic features.

78
Parry (1987) maintains that reading in a bottom-up process can be
considered as readers’ perception of graphemes, words, sentences, paragraphs
and so on; whereas reading in a top-down process can be considered as readers’
background knowledge. According to Field (1999), bottom-up process is
supposed to be accounting for perceptual information, while top-down process
is supposed to be accounting for information provided by context. Field asserts
that two terms were originated from computer science in which data-driven and
knowledge-driven processes appear. Afterwards, they started to be used in
relation with cognitive psychology. Bottom-up processes merely consist of the
activities presented by incoming stimulus; however the other factors also affect
the activities in top-down processes along with the stimulus (Alptekin, 1993).
Therefore, as indicated by Nara and Noda (2003), improving reading requires
developing a large vocabulary pool; decoding meaning faster; and becoming
proficient both in bottom-up and top-down models to achieve detailed or
general meaning according to readers’ needs.
Razı (2004) compares readers in bottom-up and top-down processes to
passengers on a plane. Flying low resembles to bottom-up whereas flying high
is like reading in top-down processes. On one hand, flying low gives the
advantage of seeing the details around; on the other hand, flying high provides a
general idea about the landscape in a short time. Passengers on a plane are not
allowed to control their height as in bottom-up and top-down processes. Being
able to control the plane means becoming a pilot which is like reading in
interactive models and focusing on the details or getting the general idea in
accordance with their needs.
It might be profitable to resemble reading a book to a fictional flight on
Earth by using Google Earth on the computer. Examine the following two
pictures in Figure 5.
A Manual of
Countries
to visit
Tourism Information
Agency

Figure 5: Earth on Google Earth vs. Cover of the Book (Source Original)
The picture on the left in Figure 5 shows Earth and provides general
information about it. However, it is impossible to see the details in this picture.
Similarly, the cover of the book on the right also provides general information
about the book. Again, you cannot receive detailed information from the book
title.
Figure 6: Overview of Turkey on Google Earth vs. Table of Contents of the
Book (Source Original)
When you examine Figure 6 on the left, you can obtain general
information about the landscapes of Turkey. Relatively, you can also get such
information by examining the table of contents section of a book. Although, you
can learn the name of the places in a specific country, you cannot learn the
details of these places.
Figure 7: Overview of Çanakkale on Google Earth vs. Info about Turkey in the
Book (Source Original)
The photo on the left in Figure 7 provides more detailed information
about Turkey. By examining the picture, one can receive more detailed

80
information about the sight. Similarly, the text on the right also provides
detailed information about Turkey.
Figure 8: Detailed View of Çanakkale on Google Earth vs. Detailed Info about
Çanakkale in the Book (Source Original)
The photo on the left in Figure 8 provides detailed information about
Çanakkale. You can also receive such detailed information about Çanakkale by
reading the text on the right.
Conclusion
After dealing with the process of reading and reading strategies in the previous
chapters, you were presented with the metaphorical models of reading in this
chapter. You have perceived how readers recognize and combine little pieces of
information in bottom-up reading models and also the impact of background
information on reading comprehension. In Chapter 5, you will learn about the
techniques which are used to assess reading comprehension.

82

Assessing Reading 83
In the previous chapters you were presented with the process, strategies, and
models of reading. The present chapter aims to familiarize you with the most
common techniques which are used in assessing reading. In this respect, along
with receiving information about each technique, you will also be provided with
sample tests. Finally, you will read about readability scores which aim to
measure the difficulty of reading tests.
Writing assignment
You have your second writing assignment in this chapter. Again, you are
supposed to write your assignment after you finish studying this chapter.
Throughout the chapter, you will be presented with various testing techniques
for reading. For your assignment, you are expected to prepare a reading test
which constitutes of four sections. For each section you need to select only one
type of testing technique. For example, in order to prepare the first section, you
need to choose among these three: the cloze test, gap filling test, or C-test. For
each type of testing technique, the minimum number of the questions that you
need to prepare is indicated in parentheses. When you finish, please attach an
‘answer key’ for your test. Below, you can find the details of each section in
your test.
• Section 1:
o The cloze test (at least 50 missing words)
o Gap filling (at least 10 missing words)
o C-test (at least 30 missing words)
• Section 2:
o The cloze elide test (at least 5 additions)
o Summary test (similar to the sample summary test)
o The gapped summary (at least 5 gaps)
• Section 3:
o Multiple choice questions (at least 5 questions with four options)
o Dichotomous items (at least 10 items)
o Matching tasks (at least 5 items)
o Ordering tasks (at least 8 items)

84
• Section 4:
o Editing tests (at least 5 corrections)
o Question and answer tests (at least 10 questions)
o Short-answer tests (at least 10 questions)
In order to prepare the questions in your test, you need to find appropriate
reading materials. If you like, you can also write your own reading texts and
then prepare your questions appropriately. When you decide on the text that you
want to use in your test, please administer readability analysis and note the
score for readability analysis in your answer key for each section. There is no
word limitation for the texts that you use. However, consider the limitations for
questions in each section. Again, you have one week to finish your assignment.
Next week, you will be asked to exchange your reading tests with your partners.
Please, do not give the answer key to your partner previous to the test. You will
be answering each other’s questions simultaneously. Then, you will provide
answer key for your test and evaluate your success both as a tester and as a test-
taker.
Pre questions
• Can you name or describe the techniques that you are familiar in
testing reading?
• What might be the reasons of testers in preparing such type of
questions?
• How can you understand how difficult to understand a text is for
readers?

Introduction: Testing reading
Although reading teachers feel uncomfortable in testing reading, most of them
employ different techniques in the classroom (Alderson, 1996). However, it is
quite uncommon to encounter the same variety of techniques in the testing
process. Alderson (1996, 2000) maintains that there is no single method to
satisfy reading teachers as every teacher holds various aims in testing.
Therefore, despite the existence of different techniques, it is quite impossible to
subscribe any of them as the best one.
Techniques for testing reading
Reading teachers should have the awareness of their needs in testing as there
appears to be no best method for testing reading. Following is a brief summary
of the most frequently used testing reading techniques.
Multiple-choice test items
Multiple-choice questions integrate a stem and options and test takers are
required to select the correct option among distractors (Ur, 1996). Alderson
(2000) adds that answering such questions requires a distinctive ability;
therefore, being a good reader does not necessarily mean to perform plentiful in
such tests. Interestingly, left-brained test-takers who are analytical, logical, and
intellectual are expected to be successful in answering multiple-choice
questions whereas “spontaneous, emotional and holistic (creative) tendencies”
are attributed to unsuccessful test-takers’ characteristics (Tyacke, 1998, p. 42).
Testers’ experience in preparing such items is considered to be significant
by Hadley (2003) and she firstly recommends testers to test their multiple
choice items on their colleagues or native speakers in order to identify
prospective complications in them. She secondly recommends testers to require
help from a colleague in answering the test items without reading the text as
inexperienced testers tend to produce test items which do not require reading the
text. In conclusion, it should be remembered that assessing of the
comprehension of a complex theory is almost impossible by using multiple
choice test items (S. Brown, 1994). Figure 9 provides a sample multiple choice
test.

86
Figure 9: Sample Multiple Choice Test (Razı, 2010, pp. 319-320)

Figure 9: Continue (Sample Multiple Choice Test)

88
Gap-filling test
In gap-filling tests, the decision of which words to delete is done on a rational
basis, rather than following a pseudo-random procedure. Weir (1993) criticises
gap-filling tests as they do not require extracting information by skimming.
Figure 10 and Figure 11 present two various versions of gap filling test. The
first sample constitutes of text with several gaps. The learners are asked to fill in
the gaps by using the words given in the box. To make it more challenging,
there is one extra word. Similarly, the second sample also constitutes of a
gapped text. However, this time learners are expected to fill in the gaps with
reference multiple choice options. Alternatively, it is also possible to prepare
such tests by just asking learners to fill in the blanks without providing any
words in boxes or anywhere else.
Figure 10: Sample Gap Filling Test (Razı, 2007, p. 73)

Figure 11: Sample Gap Filling Test with Multiple Choice Options
(Razı, 2007, p. 74)
The cloze tests
Alderson (2000) maintains systematic omission of every n-th word from the text
and implies that n is between 5 and 12. According to Nara (2003b), despite
incomprehension of the text, test takers have the chance of guessing the right
answer by the help of syntactic clues. Yet, Nara’s recommendation may valid
for a gap-filling test not for cloze since the tester has no control over the test in
cloze. In addition, Hadley (2003, p. 442) also gives an example of a gap filling
test as cloze. It is very interesting to note that Carter (1986, p. 113) also gives an
example in which cloze test is misused in a similar way to Hadley; however,
Boyle (1986, p. 201) defines cloze procedure appropriately in the same book
which was edited by Carter along with Brumfit (1986). Successful cloze test-

90
takers are expected to moderate “holistic, spontaneous, and divergent tendencies
with intellectual and serious ones [whereas inefficacious ones] … combine a
playful, emotional nature with an analytical, careful, and convergent one”
(Tyacke, 1998, p. 42).
Alternatively, the second half of every second word is deleted in the text
and testers are required to restore these omissions in C-tests. Moreover, another
alternative integrated approach is pointed out as the cloze elide test by Alderson
(1996, 2000) in which test takers are required to identify the inserted words by
the tester, which do not appear in the original text. Figure 12 illustrates a sample
cloze test.
Figure 12: Sample Cloze Test (Razı, 2007, p. 78)

C-tests
The C-test is regarded to be similar to cloze tests (Alderson, 2000). In
such tests, learners are expected to restore the second half of every
second word which were previously deleted. Cohen (2001) regards C-
tests to be more reliable and valid than cloze tests in terms of assessment;
however, they are also regarded to be more irritating than cloze tests.
Figure 13 demonstrates a sample C-test.
Figure 13: Sample C-Test (Razı, 2007, p. 79)
Cloze elide tests
Cloze Elide Test is considered to be another alternative integrated approach by
Alderson (1996, 2000). In this alternative approach learners are expected to find
out the extra words which were inserted into the text. However, such tests might
function as puzzles rather than examinations; therefore Weir (1993) criticizes
them. Figure 14 below provides a sample cloze elide test.
Figure 14: Sample Cloze Elide Test (Razı, 2005, p. 15)

92
Summary tests
Since learning aims at evaluating learners also in terms of memorization and
retention, there are some specific language tests to assess this. If the information
is expected to be listed in an order, then such tasks are called serial (Hill, 1982).
Hill maintains that it “is comparable to learning to learning people’s names
(with their faces as stimuli) or a foreign-language vocabulary (with the English
words as stimuli)” (p. 196) which is called paired-associate. Besides, there are
also free recall tests, also called immediate recall, in which information is
supposed to be recalled in any order. Such tests are marked by Meyer’s (1975)
Recall Scoring Protocol in which the text is partitioned into idea units and the
relevance between these idea units is investigated (Alderson, 1996, 2000).
Figure 15 presents a sample summary test.
Figure 15: Sample Summary Test (Razı, 2007, pp. 82-83)

Figure 15: Continue (Sample Summary Test)
“[S]pontaneous, emotional and holistic (creative) tendencies” are
attributed to successful summary test-takers’ characteristics by Tyacke (1998, p.
42). Swan (1976) indicates that summary tests “go beyond the limits of
comprehension” (p. 2) since they require extra training on such tests as being a
good language learner or a good reader is not sufficient on its own. However,
summary tests bring along the contradiction of testing whether the writing skill
or the reading skill since test takers are required to produce in the target
language. In this respect, asking the test takers to perform the summary test in
their mother tongues can be regarded as a solution in the classes where the same
L1 is spoken (Alderson, 2000; Hadley, 2003). Alderson and also Hadley add
that testers may provide test takers with different summaries of the text and ask
them to choose the best one. Alderson’s another proposal to overcome the
problems of these techniques is called the gapped summary in which test-takers
read a text and then by dropping it read a summary of it which contains some
missing key words. Their mission is to restore the missing words from the
original text. As test takers do not produce in the target language, this technique
does not test them for their writing abilities. Figure 16 demonstrates another
example of summary tests.

94
Figure 16: Sample Summary Test (Razı, 2007, pp. 84-85)

Dichotomous items
Dichotomous items technique is also known as the true or false technique
which is quite popular one where the aim is indicating whether the given
statement is true or false by referring to the text (Alderson, 2000). Along with
Alderson, also Hughes (2003) and Nara (2003b) indicate the chance of
estimating the right answer without comprehending the text and even the
statement. However, it is possible to reduce this chance to 33.3% by inserting
one more statement such as ‘not given’ (Razı, 2007). It should be noted that
such ‘not given’ statements have a tendency of testing the ability of inferring
meaning rather than comprehension. Therefore, the aim of the test should be
taken into consideration before adding such statements. Figure 17 shows a
sample dichotomous-item test.
Figure 17: Sample Dichotomous Items (Razı, 2007, pp. 86-87)

96
Figure 17: Continue (Sample Dichotomous Items)
Question and answer tests
Open ended questions allow readers to report details related with the question
(Alderson, 2000) whereas closed questions restrict expected answers (Ur, 1996).
In short-answer tests, responses are given by briefly drawing conclusions from
the text, not just answering ‘yes’ or ‘no’. In this respect, test-takers are expected
to infer meaning from the text before they answer questions.
Such tests are considered to be highly beneficial in assessing
comprehension (Weir, 1993). In open-ended questions it is also possible to copy
the answers from the text however it is essential to understand the text first
(Cohen, 1998). An optimum short-answer question comes with a single right
answer (Hughes, 2003). He also maintains that this technique works properly in
testing the ability to determine referents. Figure 18 deals with a sample
question-answer test.

Figure 18: Sample Question and Answer Test (Razı, 2007, p. 76)
Editing tests
In editing tests, test-takers are required to identify the errors which are
presented deliberately and then correct them (Alderson, 2000). They may test
both the reading skill and linguistic ability; therefore the nature of the error
determines what it is testing. Such tests may also present omissions from the
text without indicating them with gaps. Then, they are considered to be similar
to editing tasks in real life. Figure 19 and Figure 20 provide two samples of
editing tests.
Figure 19: Sample Editing Test (Razı, 2007, p. 88)

98
Figure 20: Sample Editing Test (Razı, 2007, p. 89)
Short-answer tests
Short-answer tests are regarded to be very beneficial in terms of assessing
reading comprehension (Weir, 1993). They are also considered to be ‘a semi-
objective alternative to multiple choice’ by Alderson (1996, 2000). In this type
of tests, learners are first expected to comprehend the text, and then answer the
related questions. Figure 21 illustrates a sample short answer test.
Figure 21: Sample Short-Answer Test (Razı, 2007, p. 90)
Matching
In matching technique, test-takers are stimulated to match two sets against each
other. Multiple-matching items are considered to be similar to multiple-choice
test items as distractors appear in both techniques (Alderson, 2000). In multiple-
matching test items, each item in the stimulus performs as a distractor except
from the correct one. Alderson proposes that it might be reasonable giving more
options than the task demands. Figure 22 and Figure 23 present two different
samples of matching tests.

Figure 22: Sample Matching Test (Razı, 2007, p. 91)

100
Figure 23: Sample Matching Test (Razı, 2010, pp. 317-318)

Figure 23: Continue (Sample Matching Test)

102
Ordering tests
In ordering tasks, test-takers arrange the scrambled words, sentences, paragraphs or
texts into correct order (Alderson, 2000). The problem in ordering tasks is related
with the evaluation of them as the markers experience difficulties in giving marks to
those who answer half of the test in the correct order. The general tendency is
marking such answers as wholly correct or wholly wrong. Alderson concludes that
in case of partial marking then the marking process becomes unrealistically
complex and error-prone. However, Weighted Marking Protocol (Razı, 2005)
provides an alternative method to evaluate ordering tasks partially in a reliable way.
Figure 24 shows a sample ordering task.
Figure 24: Sample Ordering Task (Razı, 2007, p. 94)
Readability analysis
The results of reading comprehension tests provide signs of failure and success
in reading comprehension which is also helpful to identify text difficulty

(Linacre, 1999). Readability scores aim to measure the linguistic complexity of
texts (Alderson, 2000) and to materialize this a number of readability formulas
have been developed to assess texts’ difficulty by considering them as products
(C. Wallace, 1992) with reference to word and sentence lengths in them (Fry,
1977b). For example, Fry’s formulate works on a sample of 100 words which
come from the beginning, middle, and the end of the text; and calculates the
difficulty in positive correlation with word and sentence lengths.
There are also formulates which aim to estimate lexical load by identifying
frequencies of words that appear in a text or by examining their lengths. Another
approach to assign readability of a text is investigating the sentence lengths in it.
However, Alderson regards it as a controversial issue since adding new words to a
sentence may simplify its comprehension. Alderson concludes that it is almost
impossible to identify the difficulty of a text absolutely, therefore he recommends
use of authentic texts in appropriate to the aim.
G. H. McLaughlin (1969) presents that, to calculate readability, the
Flesch Reading Ease Scale uses the average sentence length and the average
number of syllables per word where higher ranks illustrate the easiness of the
texts. G. H. McLaughlin maintains that receiving a score at the bottom of the
Flesh scale ‘0’ implies that the text is ‘very hard to read’ with an average of 37
words in each sentence where the average word syllable is more than two. On
the other hand, receiving the highest rank of ‘100’ indicates that the text is ‘very
easy to read’ with an average of 12 or fewer words in each sentence which
include no words of more than two syllables.
As an alternative to the Flesch Reading Ease Scale, G. H. McLaughlin
(1969) developed the SMOG formula with an aim of predicting the difficulty
level of texts. The principle of the SMOG is similar to the Flesh and the formula
aims to discriminate words with three or more syllables since they are supposed
to make the text difficult to read. As opposed to the Flesh, the higher ranks in
the scale indicate the difficulty of the texts. For example, G. H. McLaughlin
highlights that a score at the bottom of the SMOG scale between ‘0-6’ indicates
low-literate reading, a score between ’13-15’ indicates college reading, a score
of ‘16’ indicates university degree reading, a score between ’17-18’ indicates
post graduate studies reading, and a score of 19 or above at the top of the scale
indicates post graduate degree reading.
Chastain (1988) revises the validity of readability analysis and reveals
that it would be unwise to blame linguistic complexity on its own for reading
comprehension problems as the process of reading is regarded as an interactive
one in which readers’ schemata and their interest in reading the text are
considered to be major contributors to the understanding of the texts. Similar to
this, C. Wallace (1992) criticises readability formulas since they merely take

104
words and sentence lengths into consideration. She argues that reduced clauses
are also indicators of text difficulty since they shorten sentences; therefore, they
should be taken into consideration in readability formulas. Alderson (2000) also
expostulates the use of readability analysis as he regards it as a product
approach to reading with the two limitations of variation in the product and also
method which is used to measure the product.
Calculating readability on Microsoft Word
Word processors allow their users to calculate readability of the texts. One of
these programs is Microsoft Word and it is quite easy to calculate the
readability scores by using this program. However, in order to receive these
results for the desired text, you need to make some arrangements.
First, select the text that you would like to calculate readability analyses.
Then, click ‘spelling and grammar check’ button in the ‘review bar’ as in Figure 25.
Figure 25: Spell and Grammar Check
When the following figure appears on your screen, click options as in
Figure 26.

Figure 26: Adjusting ‘Spelling and Grammar’
Then, you need to thick ‘show readability results’ in this window as in
Figure 27.
Figure 27: Showing Readbility Results
When you finish checking the spelling and grammar of your text,
Microsoft Word will provide another window for you in which you can find
readablity results under three categories. In this window, the first group of
numbers indicate counts such as the number of words, characters, paragraphs,
and sentences in your text. The second group of numbers reveal average scores
on sentences per paragraph, words per sentence, and characters per word.
Finally, the third group shows readability scores by dealing with the amount of
passive sentences, Flesch Reading Ease, and Flesch-Kincaid Grade Level.
Figure 28 below demonstrates such readability results calculated by Microsoft
Word.

106
Figure 28: Showing Readibility Analyses
Conclusion
This chapter aimed to familiarize you with the most common techniques which
are used in assessing reading. To provide this, along with explanations, samples
were provided for each type of technique. Besides, readability scores were
examined to measure the difficulty of reading tests. In the following chapter,
you will learn how to connect ideas in relation with academic writing.

Chapter 6
Connecting Ideas: Unity and Coherence

108

Connecting Ideas: Unity and Coherence 109
In the previous chapters you have learned about the process, strategies, and
models of reading. In the very beginning of the course, you have also learned
about basic characteristics of academic writing. In this respect, you will learn
how to connect your ideas correctly by using transitions while writing academic
papers. You can find sample sentences for the most common linking devices in
this chapter. Also you will be provided with some exercises to practise your use
of these devices.
Pre questions
• How do you connect ideas when you talk to someone else?
• How do you connect ideas when you write?
• What happens if you do not connect ideas in your paper?

110

Introduction: Sentence connection
When you write your paper, you should ensure that the ideas in it are correctly
connected to each other. To do this, you will need to use some words or phrases
which are generally called ‘linking devices’ or ‘transitional devices’. Such
words assist you to connect ideas and are considered like bridges between
different sections of your paper.
Sometimes you will need linking devices in order to connect ideas in a
single sentence, sometimes to link several sentences to each other, and
sometimes to show the idea relations in different paragraphs. If you use linking
devices correctly, they will connect sentences and paragraphs to each other.
Therefore, your paper will seem as a unified text. In this respect, your readers
will be able to make use of these linking devices and they will understand better
by interpreting ideas.
Highlighting connections among related paragraphs might be a good idea
to produce reader-friendly paragraphs. To do this, you will need to refer to the
relevant material in the previous paragraph. To draw connections between
paragraphs, you may also borrow some key words from the previous paragraph
and then repeat them.
Some verbs may also function as linking devices. For example, the verbs
of ‘to be’, ‘to become’, and ‘to seem’ have the function of connection in the
sentences since they do not describe the action but connect subjects to the other
elements in the sentence.
Types of linking devices
Various types of linking devices enable authors to connect ideas in different
ways. Some of these devices provide comparison whereas some others insert
additional information. It is also very important to signal idea shifts to the
readers. Therefore, you will need linking devices which show contrast or
opposition. You will find commonly used linking devices in the following lists
with sample sentences.

112
To show emphasize
definitely
Language learners are expected to read as much as
possible, perhaps in and definitely out of the classroom.
extremely
Krashen calls extensive reading as free voluntary reading
and identifies it as extremely beneficial.
absolutely
Another barrier to critical reading might be considered as
the impact of scriptural texts such as the Koran and Bible
since readers of such texts regard them as absolutely
correct.
naturally
Although subvocalization occurs naturally with readers’
integration in the text, poor readers subvocalize more than
the good ones by performing with all their articulatory
organs except those required for making sounds.
unquestionably
Although the teachability of communication strategies is
attributed to be suspicious, literature on reading strategies
demolishes such suspicion for reading strategies as the
teachability of reading strategies is unquestionably
possible.
surprisingly
Surprisingly, the majority of the participants reported that
their reading speed in the foreign language is better than in
the native language.
To summarize, conclude, or repeat
in conclusion
In conclusion, although Goodman’s Model and the validity
of his miscue analysis are being criticised, it is sure that
his contribution to the understanding of reading process is
undeniable.
as a result
As a result lower proficiency learners employed more
bottom-up strategies.
in brief
In brief, this chapter will briefly introduce the
methodology that is generally used in the field of applied
linguistics research and then describe its methodology.
as has been
noted
As has been noted, the mastery of the strategy takes time
which is in positive correlation with the constant practice
of it.

To show sequence
then
Then, extending the duration of practice may result in better
comprehension due to better employment of strategies.
subsequently
Subsequently, implications for the main study were drawn
and the methodology of the main study presented similar to
the pilot study.
finally
Finally, semantic information focuses readers on the items
that can be dropped and they are able to find the missing
vocabulary
consequently
Consequently, the present study aimed to deliver the reading
test in accordance with Common European Framework.
previously
Previously, researchers were experiencing difficulties in
explaining the mental event of reading as they merely
focussed on behaviouristic aspects rather than examining
the process itself.
simultaneously
Good readers make use of bottom-up and top-down
processes simultaneously in an automatic way.
To show opposition
but
Referring to a dictionary frequently is boring, but
language learners can tolerate it.
although,
despite the fact
that
Despite the fact that referring to a dictionary frequently is
boring, language learners can tolerate it.
however,
nevertheless
Referring to a dictionary frequently is boring; however,
language learners can tolerate it.
despite,
in spite of
Despite the boredom of referring to a dictionary
frequently, language learners can tolerate it.
whereas,
while
While top-down process is supposed to be accounting for
information provided by context, bottom-up process is
supposed to be accounting for perceptual information.
in contrast,
on the other
hand
Studies indicated the superiority of females’ attitudes
towards reading; on the other hand, males indicated more
use of goal oriented strategies over females.
unlike
Unlike learning styles, learning strategies are conscious
ones.

114
To give an example
for example
For example, in 1879 the French ophthalmologist Javal
verified the first depiction of the eye movements in the
reading process.
to illustrate
The article aims to illustrate the interaction between the
use of strategies and reading comprehension.
in this case
In this case, readers who are able to identify the author’s
attitude are advantageous since they develop reasonable
expectations about the forthcoming information in the text.
To show cause / effect
for (cause),
so (effect)
Any advanced Chinese learner of English is biliterate, for
Chinese and English use different alphabets.
because,
since
Since Chinese and English use different alphabets, any
advanced Chinese learner of English is biliterate.
therefore,
as a result,
consequently
Chinese and English use different alphabets; therefore,
any advanced Chinese learner of English is biliterate.
because of,
due to,
as a result of
Due to the differences between Chinese and English
alphabets, any advanced Chinese learner of English is
biliterate.
To show comparison and/or exception
and...too
Referring to a dictionary frequently is boring, and might
be detrimental to your comprehension of the text too.
just as
Just as referring to a dictionary frequently is boring, it
might be detrimental to your comprehension of the text.
similarly,
in comparison
Referring to a dictionary frequently is boring; similarly, it
might be detrimental to your comprehension of the text.
like,
similar to
Similar to employing inadequate reading strategies,
referring to a dictionary frequently is detrimental to your
comprehension of the text.
whereas
The processing components of reading constitute two
processes of lower-level and higher-level where the
former deals with working memory activation, whereas
the latter deals with background knowledge use.
nevertheless
Nevertheless, having a tendency of using more strategies
resulted in better performance on reading tests.

To show addition
and
Referring to a dictionary frequently is boring, and might
be detrimental to your comprehension.
in addition,
additionally,
furthermore,
moreover
Referring to a dictionary frequently is boring; moreover, it
might be detrimental to your comprehension.
not only...but
also
Not only is referring to a dictionary frequently is boring,
but also it might be detrimental to your comprehension.
in addition to,
along with,
as well as
In addition to being boring, referring to a dictionary
frequently might be detrimental to your comprehension.
To prove
because
Only after the schema is activated are people able to see
or hear, because it fits into patterns that they already
know.
furthermore
Furthermore, fluent readers are supposed to process
words and their relationships in a text efficiently which is
considered to be essential to understand a text.
To show condition
if,
unless,
only if,
even if
Unless exposed to a specific training programme, learners
do not have an intention of automatically using a wide
variety of learning strategies.
otherwise
Automaticity theory assumes decoding as an automatic
processing; otherwise, insufficient decoding is believed to
be hindering comprehension.
To show time
immediately
Poor readers immediately lost the meaning just after
decoding.
thereafter
Thereafter, reading was indicated as the most important
skill to master since it assisted learners to achieve their
goals.

116
Developing coherent paragraphs
The structure of your paragraphs is essential since they guide your readers to
read the text without difficulty. In this respect, you should remember the
following points.
Use a main idea
Every paragraph needs a main idea which indicates its idea focus. In academic
writing, we usually place the main idea almost always at the beginning of
paragraphs. This allows our readers to infer what they are about to read in each
paragraph. However, of course, there might be exceptions of this. For example,
when you are writing the introductory paragraph and conclusion paragraph, it
might be a good idea to leave the main ideas for the last sentence. In this way,
you might receive a stronger ending for your paragraphs.
Expand on the main idea
After presenting you main idea in the first sentence of a paragraph, you are
expected to develop your discussion in the rest of it. To do this, you may
explain some definitions, provide examples, and show contradictory ideas
among various authors by quoting, paraphrasing, and summarizing.
Choose appropriate paragraph length
Reading a very long paragraph will be rather challenging for your readers;
therefore, do not produce long paragraphs, for example constituting of a page. If
you realize that you have long paragraphs, break it into several pieces. To do
this, try to make use of linking devices in your paragraph since they will allow
you to find logical places for breaking. Also make it sure that your new
paragraph has a main idea.
Apart from very long paragraphs, academic writing also requires the
production of paragraphs which are longer than two sentences. If you have an
intention of writing very short paragraphs, this will cause your paper seem
disjointed. Therefore, try to put your short paragraphs into a single paragraph;
however, be careful about the main idea since it will cover the whole paragraph.
Paragraph unity
Unity examines the relevance of your paper with the topic. Your paper should
have unity at both paragraph and essay levels. If all the sentences in a paragraph
aim the same thing; then, this paragraph can be considered as a unified one. In

other words, there must be interaction among the main idea and the rest of the
paragraph. On the other hand, we can regard an essay as unified if all the
paragraphs share the same aim which is addressed in the thesis statement of the
introductory paragraph. Read the following paragraph, find the main idea and
investigate whether the other sentences support the main idea.
Example of a unified paragraph
The very important role of background knowledge on reading comprehension
is noted by Anderson (1999) that readers’ comprehension depends on their
ability to relate the information that they receive from the text with their
background knowledge. He defines such pre-existing knowledge as “life
experiences, educational experiences, knowledge of how texts can be
organized rhetorically, knowledge of how one’s first language works,
knowledge of how the second language works, and cultural background and
knowledge” (p. 11). Background knowledge, also prior knowledge, is supposed
to consist of two main components: “our assimilated direct experiences of life
and its manifold activities, and our assimilated verbal experiences and
encounters” (Swales, 1990, p. 83). Swales proposes that the accumulated store
of facts and concepts are contributed by both types of experiences. These input
sources build background knowledge which allows evaluation of propositions
whether they are true or not. If readers do not have relevant background
knowledge about the topic, then they will not be able to cross the borders of the
printed material to achieve the meaning intended by the writer that is hidden
beyond literal meaning offered in the text. In such circumstances, they should
be provided with relevant background knowledge about the topic in order to
make the cultural cues clear before reading the text.
All the sentences in the above paragraph aim to indicate the importance
of background knowledge on reading comprehension. Therefore, the paragraph
is regarded as a unified one. Now, administer a similar procedure for the
following paragraph.
Example of a disunified paragraph
Schema theory deals with the reading process, where readers are expected to
combine their previous experiences with the text they are reading. Since each
reader has different background knowledge, it is supposed to be culture
specific. Schema theory was developed by the gestalt psychologist Barlett
“who observed how people, when asked to repeat a story from memory, filled
in details which did not occur in the original but conformed to their cultural
norms” (Cook, 1997, p. 86). Cook states that schema theory assists to explain
readers’ comprehension problems and suggests the kind of background

118
knowledge they need. According to Nassaji (2002, p. 444), schema-theoretic
approaches include three assumptions. Firstly, they attempt to discuss the
representation of knowledge in the mind. Secondly, the usage of knowledge in
comprehension is examined. Thirdly, making inferences in comprehension is
taken into consideration. Although the notion of background knowledge
started to become popular with the advent of top-down models, it is also
possible to see the signs of it during the reign of bottom-up models.
The last sentence of the paragraph undermines its unity since it goes
beyond the aim of the paragraph by dealing with reading models.
Paragraph coherence
Apart from unity, another vital characteristic of a paragraph is coherence which
enables readers to read it smoothly. Coherent paragraphs arrange all sentences
in it in a logical manner. Remember that using short sentences and/or weak
linking devices may spoil your paragraph’s coherence. Consider the
characteristics of the following paragraph which make it a coherent one.
Example of a coherent paragraph
Reading is considered to be a social process in terms of critical reading
perspective (Kress, 1985) and school related reading is regarded as dealing
with facts in a text and memorizing and recalling them on examinations;
therefore after the school it is quite difficult to develop critical reading habits
(Adams & Brody, 1995). Similar to this, along with Abbott (2003), Colombo,
Cullen, and Lisle (1992) partly blame traditional schooling for the
incompetence of critical reading as such schooling “gives students the
impression that knowledge is static, not continually re-created through tension,
struggle, and debate” (p. vi). Moreover, it is also difficult for young learners to
oppose the writer’s ideas in the text since they are considered to be naïve
readers because of their inadequacy in ‘language awareness’ (Hedge, 2000, p.
199).
The previous paragraph is considered to be coherent as it presents the
ideas smoothly. It is easy for readers to move across the sentences because of
well use of linking devices. Now, consider the characteristics of the following
paragraph which make it an incoherent one.
Example of an incoherent paragraph
Reading is a social process in terms of critical reading perspective (Kress,
1985). School related reading deals with facts in a text and memorizing and

recalling them on examinations. After the school it is quite difficult to develop
critical reading habits (Adams & Brody, 1995). Along with Abbott (2003),
Colombo, Cullen, and Lisle (1992, p. vi) partly blame traditional schooling for
the incompetence of critical reading as such schooling “gives students the
impression that knowledge is static, not continually re-created through tension,
struggle, and debate”. It is difficult for young learners to oppose the writer’s
ideas in the text. They are naïve readers because of their inadequacy in
‘language awareness’ (Hedge, 2000, p. 199).
We can regard the previous paragraph as an incoherent one since it uses
choppy sentences in an ineffective manner. Besides, the ideas in it are not
logically presented with appropriate linking devices.
Pronouns as connectors
Apart from the linking devices presented in the previous examples, make sure
that you use pronouns effectively. You need to make sure that these pronouns
refer to the nouns explicitly. Consider the following example and try to find out
what the underlined pronoun ‘they’ refer to?
Sample
Hedge’s second proposal to reading teachers for the promotion of extensive
reading is ‘the reading syndicate’ where a group of readers introduce the books
they are reading which are different from the books that their class-mates read.
Activity: Pronoun referents
Read the following test and identify what the underlined pronouns refer to.
Apart from the above mentioned specific approaches of teaching reading, it
might be interesting to scrutinize approaches of language teaching to evaluate
how they appraise teaching the skill of reading. For example, although readers
meet with difficult texts early in Grammar-Translation Approach (Celce-
Murcia, 2001), little attention is paid to the skill of reading as the contents of
texts are disregarded. Contrary to this, Celce-Murcia notes that Direct
Approach allows proficient readers to read literary texts for comprehension
and pleasure. However, she indicates that Reading Approach is different from
all other approaches since it encourages reading from the beginning with
specifically adapted texts and considered to be mostly beneficial for those with
practical and academic aims. The most essential aim in this approach is
regarded to be reading comprehension.

120
Activity: Matching linking devices
Use the linking devices from the box to fill in the gaps in the following two
paragraphs.
therefore, also, however, previously, as, for example, instead
Reading research has gained specific importance by the 1960s with the arrival
of cognitive psychology. ____________, researchers were experiencing
difficulties in explaining the mental event of reading as they merely focussed
on behaviouristic aspects rather than examining the process itself (Eskey,
2005). ____________, there were no crucial attempts to build an explicit
model of reading until the 1960s. Eskey points out that for behaviouristic
researchers it was almost impossible to understand the process of reading as
they were occupied in behaviours of learners such as in spoken and written
languages. ____________ one of the first proponents of behaviourism, Watson
(1924-1925, p. 6) highlights that “[t]he behavio[u]rist asks: Why don’t we
make what we can observe the real field of psychology?”
____________, the skill of reading would only enable researchers to
reading. ____________, in 1879 the French ophthalmologist Javal verified the
stimuli; ____________, eyes have a tendency of quickly jumping and also
making pauses at particular parts of the text. The impact of eye movements can
____________ be observed in Waldman (1958) where he examines the
physical factors related with eyes such as hyperopia, myopia, presbyopia, and
astigmatism and blames them for the lack of reading comprehension along
with tired eyes.
Suggested answer
Reading research has gained specific importance by the 1960s with the
arrival of cognitive psychology. Previously, researchers were experiencing
difficulties in explaining the mental event of reading as they merely focussed
on behaviouristic aspects rather than examining the process itself (Eskey,
2005). Therefore, there were no crucial attempts to build an explicit model of
reading until the 1960s. Eskey points out that for behaviouristic researchers it
was almost impossible to understand the process of reading as they were

occupied in behaviours of learners such as in spoken and written languages.
As one of the first proponents of behaviourism, Watson (1924-1925, p. 6)
highlights that “[t]he behavio[u]rist asks: Why don’t we make what we can
observe the real field of psychology?”
However, the skill of reading would only enable researchers to
reading. For example, in 1879 the French ophthalmologist Javal verified the
stimuli; instead, eyes have a tendency of quickly jumping and also making
pauses at particular parts of the text. The impact of eye movements can also be
observed in Waldman (1958) where he examines the physical factors related
with eyes such as hyperopia, myopia, presbyopia, and astigmatism and blames
them for the lack of reading comprehension along with tired eyes.
Activity: Identifying main idea and adding extra information
Identifying main idea and adding extra information by using linking device.
Task 1: Read the following paragraph and find the main idea of the paragraph
and conclusion in it.
language skill as learning to read is regarded to be the key element in
education. What makes it different from the other receptive language skill of
listening is the possibility of transmitting the ideas without requiring a face-to-
face interaction even to overseas and even after centuries. Rivers (1981)
explains that many EFL learners do not have the chance of practising their oral
skills with native speakers of English. Similar to this, Richards and Renandya
(2002) draw attention to the importance of reading in foreign language classes
by highlighting two major reasons. Besides when learners are exposed to a
great amount of target language through reading, it results in overall
proficiency in the target language. That is why Anderson (1999) defines
reading as the most important skill to master.
Main idea:
Conclusion:

122
Task 2: You are given four extra ideas (sentences) in relation with the
arguments in the previous paragraph. By paying attention to the transitions, try
to place them to the most appropriate places in the paragraph. To do this,
consider the interaction among sentences.
• Therefore, this serves to realise the goals of most foreign language
learners.
• Thus, the reason for the language skill of reading receiving a great deal
of attention in foreign language classes is not a mystery.
• Their first reason indicates that FL learners’ most essential aim is
fostering reading comprehension whereas their second reason points
out that several pedagogical purposes served by written texts help
reading receive this specific attention.
• On the contrary, any EFL learner has the opportunity of finding a
publication in the TL effortlessly.
Suggested answer
Main idea: reading is the most considerable academic language skill
Conclusion: reading is the most important skill to master
language skill as learning to read is regarded to be the key element in education.
Thus, the reason for the language skill of reading receiving a great deal of
attention in foreign language classes is not a mystery. What makes it different
from the other receptive language skill of listening is the possibility of
transmitting the ideas without requiring a face-to-face interaction even to
overseas and even after centuries. Rivers (1981) explains that many EFL
learners do not have the chance of practising their oral skills with native
speakers of English. On the contrary any EFL learner has the opportunity of
finding a publication in the TL effortlessly. Similar to this, Richards and
Renandya (2002) draw attention to the importance of reading in foreign
language classes by highlighting two major reasons. Their first reason indicates
that FL learners’ most essential aim is fostering reading comprehension whereas
their second reason points out that several pedagogical purposes served by
written texts help reading receive this specific attention. Besides when learners
are exposed to a great amount of target language through reading, it results in
overall proficiency in the target language. Therefore, this serves to realise the
goals of most foreign language learners. That is why Anderson (1999) defines
reading as the most important skill to master.

Conclusion
In this chapter, you have studied how to connect your ideas appropriately by
using correct linking devices while writing academic papers. In this respect, you
have practised using these devices in the exercises. In the following chapter,
you will be informed about the impact of background knowledge on reading
comprehension. Relatively, you will also learn how to nativize texts in case of
unfamiliarity.

124

Chapter 7
Background Knowledge and Nativization

126

Background Knowledge and Nativization 127
In the previous chapters you have learned about the process, strategies, and
models of reading. Relatively, this chapter aims to make you aware of the
impact of background knowledge that you gain through your previous
experiences. As unfamiliarity with the topic hinders reading comprehension,
this chapter also will introduce a way of demolishing this negative impact by
the help of nativization. In this respect, you will be provided with some samples
of nativization.
Writing assignment
You have your third writing assignment in this chapter. As in the previous
assignments, you are expected to prepare your assignment after you finish
studying this chapter. In this chapter you have seen examples of nativization.
For your third assignment you are expected to search for an English short story
which might be unfamiliar to Turkish EFL readers. Please, make it sure that the
story you choose is between 2000 and 4000 words.
Then, identify the unfamiliar cultural elements in the original short story
and change them with familiar ones. In this chapter, for example, you are
provided with samples from a short story which originally takes place in the city
of New York, the USA. However, following nativization the story seems to be
taking place in Çanakkale, Turkey. To do this you can change the names of any
proper nouns such as characters and places. Besides, please pay extra attention
in order to find unfamiliar cultural elements in the original short story and
change them with familiar ones. For example, ‘rolls and coffee’ at the breakfast
might be unfamiliar to Turkish EFL learners; however, Turkish baguette and tea
will be quite familiar.
This time, you have two weeks to finish your assignment. Two weeks
later, you will be asked to exchange your nativized short stories with your
partners. You will be reading each other’s stories simultaneously. Then, you
will discuss how successful you are with your partner.
You can use the following questions and statements as a checklist for
your third assignment.
• Does the original short story take place in a foreign country?
• Did the nativizer remove all unfamiliar items from the original text?
• Do the nativized items belong to Turkish context?

128
• Do the nativized items make sense?
• Make sure that there are no structural changes in the text.
• Make sure that there are no grammatical mistakes following the
nativization.
Pre questions
• Sometimes you read a text, understand every word in it but the text
does not mean anything to you. What might be the reason for this?
• When you are reading a text, do you think about what you know about
the topic?
• Before you start reading a text, do you think about what might be
presented in it?

Introduction: Background knowledge
Background knowledge accounts for the storage of previous information in the
mind. Although the notion of background knowledge started to become popular
with the advent of top-down models, it is also possible to see the signs of it
during the reign of bottom-up models. For example, Kottmeyer (1947, p. 42)
indicates that “[w]e take meaning form the printed page in ratio to what we
bring to it in terms of previous actual or vicarious experience”. Kottmeyer was
able to summarize the impact of background knowledge on reading
comprehension many decades ago. Carrell and Eisterhold’s (1983) exclamation
that any text either spoken or written does not itself carry meaning since “a text
only provides directions for… readers as to how they should retrieve or
construct meaning from their own, previously acquired knowledge” (p. 556)
finds its basis in Kottmeyer along with Alderson’s (2000) indication that readers
better comprehend if they have background knowledge about the text.
Schema theory
Schema theory deals with the reading process, where readers are expected to
combine their previous experiences with the text they are reading. Since each
reader has different background knowledge, it is supposed to be culture specific.
Schema theory was developed by the gestalt psychologist Barlett “who
observed how people, when asked to repeat a story from memory, filled in
details which did not occur in the original but conformed to their cultural
norms” (G. Cook, 1997, p. 86).
G. Cook states that schema theory assists to explain readers’
comprehension problems and suggests the kind of background knowledge they
need. According to Nassaji (2002, p. 444), schema-theoretic approaches include
three assumptions. Firstly, they attempt to discuss the representation of
knowledge in the mind. Secondly, the usage of knowledge in comprehension is
examined. Thirdly, making inferences in comprehension is taken into
consideration.
Definition of schema
Bartlett’s (1932) schema theory accounts for the information which is brought
to the text by readers. Schemata are accepted as interlocking mental structures
representing readers’ knowledge (Perkins, 1983; Zaher, 1987; R. C. Anderson
& Pearson, 1988; G. Cook, 1997; Alderson, 2000; H. D. Brown, 2001; Harmer,
2001) of ordinary events (Nassaji, 2002). H. D. Brown highlights that schema
comprises of any “information, knowledge, emotion, experience, and culture”

130
(p. 299) that readers carry to the text. In the reading process, readers integrate
the new information from the text into their pre-existing schemata. Not only do
schemata influence how they recognise information, but also how they store it.
According to Harmer, only after the schema is activated are people able to see
or hear, because it fits into patterns that they already know. Besides, the notion
of schema is also related with the organisation of information in the LTM that
cognitive constructs allow (Singhal, 1998). Schema theory struggles to describe
the efficiency of background knowledge which is supposed to be affecting
comprehension of the text. C. Wallace (1992) notes that schemata enable
readers to interact the existing knowledge with the new one coming from the
text. They integrate both general information about the world and also specific
field knowledge. C. Wallace indicates that topic schemata allow readers to draw
expectations about the text such as its type or its topic.
The very important role of background knowledge on reading
comprehension is noted by N. J. Anderson (1999a) that readers’ comprehension
depends on their ability to relate the information that they receive from the text
with their background knowledge. Such pre-existing knowledge is defined as
“life experiences, educational experiences, knowledge of how texts can be
organized rhetorically, knowledge of how one’s first language works,
knowledge of how the second language works, and cultural background and
knowledge” (p. 11) by N. J. Anderson. Background knowledge, also prior
knowledge, is supposed to consist of two main components: “our assimilated
direct experiences of life and its manifold activities, and our assimilated verbal
experiences and encounters” (Swales, 1990, p. 83). Swales proposes that the
accumulated store of facts and concepts are contributed by both types of
experiences. These input sources build background knowledge which allows
evaluation of propositions whether they are true or not. If readers do not have
relevant background knowledge about the topic, then they will not be able to
cross the borders of the printed material to achieve the meaning intended by the
writer that is hidden beyond literal meaning offered in the text. In such
circumstances, they should be provided with relevant background knowledge
about the topic in order to make the cultural cues clear before reading the text.
Nunan (1999) resembles schema theory to a frame theory and calls
schemata mental film scripts. In this respect, schema theory attempts to account
for the knowledge that is carried around in humans’ heads. According to
Kramsch (1997), a schema is created by relating a text, an event, or a fact to
another. That occurs through semiotic links such as contiguity, similarity, or
metaphor and other semiotic links such as causality, concession, comparison,
and contrast. She also accepts schemata as culturally sensitive, co-constructed,
and rhetorical constructions.

Nuttall (1996, pp. 7-8) proposes that readers’ success depend on the
similarity of their schemata with the writer’s. She gives an example to illustrate
this. “The bus careered along and ended up in the hedge. Several passengers
were hurt. The driver was questioned by the police”. Nuttall proposes that in
order to understand these three sentences readers need to make connections
between them. Readers connect them according to their existing schema about
buses that is believed to include the facts that buses carry passengers and buses
have drivers. Therefore, readers understand that the ‘passengers’ in the second
sentence belong to the ‘bus’ in the first sentence, not to any other vehicle, and
the ‘driver’ in the third sentence is the bus driver, not from any other vehicle.
The three sentences actually do not give this information to readers; but readers
make assumptions based on their experiences. Another component of the
reader’s bus schema is the fact that buses career along a road. Although it is not
mentioned in the text, readers can assume it. Moreover, road schema includes
the components that mark the limit of a road such as ‘hedge’. Then readers are
able to visualise “the bus going too fast, leaving the road and crashing into the
hedge that bordered it”. If readers’ road schemata do not include the
components such as ‘hedge’, then they will probably have difficulties in
visualising the scene. Finally, readers refer to their ‘driver schema’ which
indicates that the driver as responsible for the safety of the vehicle driven. That
is why the driver is questioned by the police. Nuttall indicates that probably our
schema sees a bus driver as male and adds the fourth sentence that would
surprise the reader. “She was later congratulated on her quick thinking and
skilful handing of the bus when the brakes failed”. If readers do not consider
such possibilities before reading the fourth sentence, their bus driver schemata
will change. In other words, reading results in learning something new as
schemata are built up from experience and existing schemata change through
new experiences.
Subcategories of schema
The most popular categorisation of schema is the distinction between formal
and content schema. In order to understand the impact of background
knowledge on reading comprehension, Carrell and Eisterhold (1983), Carrell
(1987 and 1988b) and Alderson (2000) draw a distinction between schemata
types. By formal schema, they point to background knowledge relating to the
formal and rhetorical organisational structures of different types of texts. Carrell
(1985) indicates that reading comprehension is affected by reader’s formal
schemata interacting with the rhetorical organisation of a text. Alderson relates
formal schemata to ‘knowledge of language’ and indicates that readers will
probably have difficulties in processing the text if they do not know the
language of it. He mentions the importance of structural knowledge which is

132
shown to have a facilitative effect on reading. He adds that the unknown
vocabularies in any text will obviously affect comprehension and will take the
pleasure out of reading.
Content schema is defined as background knowledge of the content area
of the text that a reader brings to a text (Alptekin, 1993, 2002, 2003; Carrell &
Eisterhold, 1983; Carrell, 1987; Singhal, 1998; Stott, 2001) such as knowledge
about people, the world, culture, and the universe (H. D. Brown, 2001). Carrell
and Eisterhold propose that appropriate content schema is accessed through
textual cues. Readers need knowledge about the content of the passage to be
able to understand it as the background knowledge effect is accepted as very
strong (Alderson, 2000). The important point is that this knowledge needs to be
activated. Johnson (1982) also mentions that characteristics of a text can have a
large impact on readers’ comprehension and she proposes that cultural
background of the topic and the level of vocabulary difficulty of a passage
influence reading comprehension. Harmer (2001) maintains that in order to
have better comprehension; the reader needs the right kind of pre-existing
knowledge. This is a problematic area for FL readers who have different shared
knowledge of cultural reference in their own language and culture. As a result
of the differences between the reader’s own culture and English culture, the
reader has to work twice as hard in order to understand what she reads.
According to Harmer (2001), in top-down and interactive models, readers
are supposed to use a variety of clues to achieve the meaning intended by the
writer. Hadley (2003, p. 131) calls attention to three types of knowledge which
are essential in comprehension process namely ‘linguistic information’,
‘knowledge of the world’, and ‘knowledge of discourse structure’. Therefore,
activating background and linguistic knowledge in the pre-reading stage to
recreate the writer’s intended meaning is supposed to be essential (Chastain,
1988). It is also important to remember the interaction between the receptive
language skill of reading and the productive language skill of writing (Davies,
1976). In the process of writing, the writer codes the meaning by using letters
and it is the reader’s duty to decode the message (MacLeish, 1968). To do this,
readers are required to recognize letters and combine their relevant background
knowledge with the text.
Johnson’s (1982) investigation on the impact of prior cultural background
knowledge provided strong evidence for schema theory research. Johnson’s
most important conclusion can be regarded as the more significant effect of
background knowledge than vocabulary in reading comprehension. Short and
Candlin’s (1986) example ‘It was necessarily a Registry Office Wedding.’
which is taken from David Lodge’s How far can you go novel supports
Johnson’s conclusion as a non-native reader of English is hardly aware that a

divorced British couple is not allowed to remarry in a church. Therefore,
reading teachers are expected to provide such cultural background knowledge to
their readers.
H. D. Brown (2001, p. 300) in the following anecdote gives a good
example for the role for schemata in reading comprehension.
A fifteen-year-old boy got up the nerve one day to try out for the
school chorus, despite the potential ridicule from his classmates.
His audition time made him a good fifteen minutes late to the next
class. His hall permit clutched nervously in hand, he nevertheless
tried surreptitiously to slip into his seat, but his entrance didn’t go
unnoticed.
“And where were you?” bellowed the teacher.
Caught off guard by the sudden attention, a red-faced Harold
replied meekly, “Oh, ur, er, somewhere between tenor and bass,
sir.””
In relation with this anecdote H. D. Brown (2001, p. 300) indicates the
content and formal schematic knowledge that the reader needs to bring to the
text in order to comprehend it. Below are content schematic pre-requisites:
• Fifteen-year-old boys might be embarrassed about singing in a choir.
• Hall permits allow students to be outside a classroom during the class
hour.
• Teenagers often find it embarrassing to be singled out in a class.
• Something about voice ranges.
The formal schematic pre-requisites that H. D. Brown (2001, p. 300)
states are:
• The chorus tryout was the cause of potential ridicule.
• The audition occurred just before the class period.
• Continuing to “clutch” the permit means he did not give it to the
teacher.
• The teacher did indeed notice his entry.
• The teacher’s question referred to location, not a musical part.

134
Nativization
Nativization can be regarded as the identification of foreign cultural elements in
any text and then changing them to native cultural elements. In this respect, it
may assist readers to comprehend better. However, it should be noted that there
should not be any structural differences between original and nativized versions.
In other words, nativization should be limited with cultural elements. To
investigate the impact of cultural schema on reading comprehension, Razı
(2004) conducted an experimental study. In his study, he nativized the short
story ‘The girls in their summer dresses’ by Irwin Shaw which had originally
been published by the New Yorker on February 4, 1939 (see Shaw, 2000) as if it
was taking place in Çanakkale, Turkey rather than New York, the USA. Below,
you can see all the differences between the original and nativized versions of
the short story in Table 5.
Table 5: Examples of Differences between the Two Versions
Original Version Nativized Verison
Characters
Michael (Mike) Loomis Coşkun Umutlu
Frances Özlem
The Stevensons Nalan & Tarık
A little Japanese waiter A beautiful teenage waiter
The City
New York / City of New York / State of New York Çanakkale / City of Çanakkale
Alice Maxwell’ house Tarık Uyanık’s house
Fifth Avenue Kordonboyu
The Brevoort Barışkent
Washington Square Republic Square
Eighth Street Golf Tea Garden / Republic Square
Football game Basketball game – Turkish womes’s
championship
Culture
Rolls and coffee Turkish baguette and tea
An extra five pounds of husband An extra several kilos of husband
A steak as big as a blacksmith’s apron A fish as big as a man’s arm
A bottle of wine A big bottle of rakı
A new French picture at the Filmarte A new Turkish picture – O Şimdi Asker
(in the army now) – at the AFM cinema
In the following sections, you will read the original and nativized versions
of the short story ‘The girls in their summer dresses’. Please, try to identify the
differences between the two versions with reference to the information
presented in Table 5.

The girls in their summer dresses by Irwin Shaw
Fifth Avenue was shining in the sun when they left the Brevoort and started
walking toward Washington Square. The sun was warm, even though it was
November, and everything looked like Sunday morning--the buses, and the
well-dressed people walking slowly in couples and the quiet buildings with the
windows closed.
Michael held Frances' arm tightly as they walked downtown in the
sunlight. They walked lightly, almost smiling, because they had slept late and
had a good breakfast and it was Sunday. Michael unbuttoned his coat and let it
flap around him in the mild wind. They walked, without saying anything,
among the young and pleasant-looking people who somehow seem to make up
most of the population of that section of New York City.
"Look out," Frances said, as they crossed Eighth Street. "You'll break
your neck."
Michael laughed and Frances laughed with him.
"She's not so pretty, anyway," Frances said. "Anyway, not pretty enough
to take a chance breaking your neck looking at her."
Michael laughed again. He laughed louder this time, but not as solidly.
"She wasn't a bad-looking girl. She had a nice complexion. Country-girl
complexion. How did you know I was looking at her?" Frances cocked her head
to one side and smiled at her husband under the tip-tilted brim of her hat. "Mike,
darling . . ." she said.
Michael laughed, just a little laugh this time. "Okay," he said. "The
evidence is in. Excuse me. It was the complexion. It's not the sort of complexion
you see much in New York. Excuse me."
Frances patted his arm lightly and pulled him along a little faster toward
Washington Square.
"This is a nice morning," she said. "This is a wonderful morning. When I
have breakfast with you it makes me feel good all day."
"Tonic," Michael said. "Morning pickup. Rolls and coffee with Mike and
you're on the alkali side, guaranteed."
"That's the story. Also, I slept all night, wound around you like a rope."
"Saturday night," he said. "I permit such liberties only when the week's
work is done."
"You're getting fat," she said.

136
"Isn't it the truth? The lean man from Ohio."
"I love it," she said, "an extra five pounds of husband."
"I love it, too," Michael said gravely.
"I have an idea," Frances said.
"My wife has an idea. That pretty girl."
"Let's not see anybody all day," Frances said. "Let's just hang around with
each other. You and me. We're always up to our neck in people, drinking their
Scotch, or drinking our Scotch, we only see each other in bed . . ."
"The Great Meeting Place," Michael said. "Stay in bed long enough and
everybody you ever knew will show up there."
"Wise guy," Frances said. "I'm talking serious."
"Okay, I'm listening serious."
"I want to go out with my husband all day long. I want him to talk only to
me and listen only to me."
"What's to stop us?" Michael asked. "What party intends to prevent me
from seeing my wife alone on Sunday? What party?"
"The Stevensons. They want us to drop by around one o'clock and they'll
drive us into the country."
"The lousy Stevensons," Mike said. "Transparent. They can whistle. They
can go driving in the country by themselves. My wife and I have to stay in New
York and bore each other tˆte-…-tˆte."
"Is it a date?"
"It's a date."
Frances leaned over and kissed him on the tip of the ear.
"Darling," Michael said. "This is Fifth Avenue."
"Let me arrange a program," Frances said. "A planned Sunday in New
York for a young couple with money to throw away."
"Go easy."
"First let's go see a football game. A professional football game," Frances
said, because she knew Michael loved to watch them. "The Giants are playing.
And it'll be nice to be outside all day today and get hungry and later we'll go
down to Cavanagh's and get a steak as big as a blacksmith's apron, with a bottle

of wine, and after that, there's a new French picture at the Filmarte that
everybody says... Say, are you listening to me?"
"Sure," he said. He took his eyes off the hatless girl with the dark hair,
cut dancer-style, like a helmet, who was walking past him with the self-
conscious strength and grace dancers have. She was walking without a coat and
she looked very solid and strong and her belly was flat, like a boy's, under her
skirt, and her hips swung boldly because she was a dancer and also because she
knew Michael was looking at her. She smiled a little to herself as she went past
and Michael noticed all these things before he looked back at his wife. "Sure,"
he said, "we're going to watch the Giants and we're going to eat steak and we're
going to see a French picture. How do you like that?"
"That's it," Frances said flatly. "That's the program for the day. Or maybe
you'd just rather walk up and down Fifth Avenue."
"No," Michael said carefully. "Not at all."
"You always look at other women," Frances said. "At every damn woman
in the city of New York."
"Oh, come now," Michael said, pretending to joke. "Only pretty ones.
And, after all, how many pretty women are there in New York? Seventeen?"
"More. At least you seem to think so. Wherever you go."
"Not the truth. Occasionally, maybe, I look at a woman as she passes. In
the street. I admit, perhaps in the street I look at a woman once in a while. . . ."
"Everywhere," Frances said. "Every damned place we go. Restaurants,
subways, theaters, lectures, concerts."
"Now, darling," Michael said. "I look at everything. God gave me eyes
and I look at women and men and subway excavations and moving pictures and
the little flowers of the field. I casually inspect the universe."
"You ought to see the look in your eye," Frances said, "as you casually
inspect the universe on Fifth Avenue."
"I'm a happily married man." Michael pressed her elbow tenderly,
knowing what he was doing. "Example for the whole twentieth century, Mr. and
Mrs. Mike Loomis."
"You mean it?"
"Frances, baby . . ."
"Are you really happily married?"

138
"Sure," Michael said, feeling the whole Sunday morning sinking like lead
inside him. "Now what the hell is the sense in talking like that?"
"I would like to know." Frances walked faster now, looking straight
ahead, her face showing nothing, which was the way she always managed it
when she was arguing or feeling bad.
"I'm wonderfully happily married," Michael said patiently. "I am the envy
of all men between the ages of fifteen and sixty in the state of New York."
"Stop kidding," Frances said.
"I have a fine home," Michael said. "I got nice books and a phonograph
and nice friends. I live in a town I like the way I like and I do the work I like
and I live with the woman I like. Whenever something good happens, don't I
run to you? When something bad happens, don't I cry on your shoulder?"
"Yes," Frances said. "You look at every woman that passes."
"That's an exaggeration."
"Every woman." Frances took her hand off Michael's arm. "If she's not
pretty you turn away fairly quickly. If she's halfway pretty you watch her for
about seven steps. . . ."
"My Lord, Frances!"
"If she's pretty you practically break your neck . . ."
"Hey, let's have a drink," Michael said, stopping.
"We just had breakfast."
"Now, listen, darling," Mike said, choosing his words with care, "it's a
nice day and we both feel good and there's no reason why we have to break it
up. Let's have a nice Sunday."
"I could have a fine Sunday if you didn't look as though you were dying
to run after every skirt on Fifth Avenue."
"Let's have a drink," Michael said.
"I don't want a drink."
"What do you want, a fight?"
"No," Frances said, so unhappily that Michael felt terribly sorry for her.
"I don't want a fight. I don't know why I started this. All right, let's drop it. Let's
have a good time."

They joined hands consciously and walked without talking among the
baby carriages and the old Italian men in their Sunday clothes and the young
women with Scotties in Washington Square Park.
"I hope it's a good game today," Frances said after a while, her tone a
good imitation of the tone she had used at breakfast and at the beginning of their
walk. "I like professional football games. They hit each other as though they're
made out of concrete. When they tackle each other," she said, trying to make
Michael laugh, "they make divots. It's very exciting."
"I want to tell you something," Michael said very seriously. "I have not
touched another woman. Not once. In all the five years."
"All right," Frances said.
"You believe that, don't you?"
"All right."
They walked between the crowded benches, under the scrubby citypark
trees.
"I try not to notice it," Frances said, as though she were talking to herself.
"I try to make believe it doesn't mean anything. Some men're like that, I tell
myself, they have to see what they're missing."
"Some women're like that, too," Michael said. "In my time I've seen a
couple of ladies."
"I haven't even looked at another man," Frances said, walking straight
ahead, "since the second time I went out with you."
"There's no law," Michael said.
"I feel rotten inside, in my stomach, when we pass a woman and you look
at her and I see that look in your eye and that's the way you looked at me the
first time, in Alice Maxwell's house. Standing there in the living room, next to
the radio, with a green hat on and all those people."
"I remember the hat," Michael said.
"The same look," Frances said. "And it makes me feel bad. It makes me
feel terrible."
"Sssh, please, darling, sssh. . . ."
"I think I would like a drink now," Frances said.
They walked over to a bar on Eighth Street, not saying anything, Michael
automatically helping her over curbstones and guiding her past automobiles. He

140
walked, buttoning his coat, looking thoughtfully at his neatly shined heavy
brown shoes as they made the steps toward the bar. They sat near a window in
the bar and the sun streamed in, and there was a small cheerful fire in the
fireplace. A little Japanese waiter came over and put down some pretzels and
smiled happily at them.
"What do you order after breakfast?" Michael asked.
"Brandy, I suppose," Frances said.
"Courvoisier," Michael told the waiter. "Two Courvoisier."
The waiter came with the glasses and they sat drinking the brandy in the
sunlight. Michael finished half his and drank a little water.
"I look at women," he said. "Correct. I don't say it's wrong or right, I look
at them. If I pass them on the street and I don't look at them, I'm fooling you,
I'm fooling myself."
"You look at them as though you want them," Frances said, playing with
her brandy glass. "Every one of them."
"In a way," Michael said, speaking softly and not to his wife, "in a way
that's true. I don't do anything about it, but it's true."
"I know it. That's why I feel bad."
"Another brandy," Michael called. "Waiter, two more brandies."
"Why do you hurt me?" Frances asked. "What're you doing?"
Michael sighed and closed his eyes and rubbed them gently with his
fingertips. "I love the way women look. One of the things I like best about New
York is the battalions of women. When I first came to New York from Ohio
that was the first thing I noticed, the million wonderful women, all over the city.
I walked around with my heart in my throat."
"A kid," Frances said. "That's a kid's feeling."
"Guess again," Michael said. "Guess again. I'm older now, I'm a man
getting near middle age, putting on a little fat and I still love to walk along Fifth
Avenue at three o'clock on the east side of the street between Fiftieth and Fifty-
seventh streets, they're all out then, making believe they're shopping, in their
furs and their crazy hats, everything all concentrated from all over the world
into eight blocks, the best furs, the best clothes, the handsomest women, out to
spend money and feeling good about it, looking coldly at you, making believe
they're not looking at you as you go past."

The Japanese waiter put the two drinks down, smiling with great
happiness.
"Everything is all right?" he asked.
"Everything is wonderful," Michael said.
"If it's just a couple of fur coats," Frances said, "and forty-five-dollar hats ..."
"It's not the fur coats. Or the hats. That's just the scenery for that
particular kind of woman. Understand," he said, "you don't have to listen to
this."
"I want to listen."
"I like the girls in the offices. Neat, with their eyeglasses, smart, chipper,
knowing what everything is about, taking care of themselves all the time." He
kept his eye on the people going slowly past outside the window. "I like the
girls on Forty-fourth Street at lunchtime, the actresses, all dressed up on nothing
a week, talking to the good-looking boys, wearing themselves out being young
and vivacious outside Sardi's, waiting for producers to look at them. I like the
salesgirls in Macy's, paying attention to you first because you're a man, leaving
lady customers waiting, flirting with you over socks and books and phonograph
needles. I got all this stuff accumulated in me because I've been thinking about
it for ten years and now you've asked for it and here it is."
"Go ahead," Frances said.
"When I think of New York City, I think of all the girls, the Jewish girls,
the Italian girls, the Irish, Polack, Chinese, German, Negro, Spanish, Russian
girls, all on parade in the city. I don't know whether it's something special with
me or whether every man in the city walks around with the same feeling inside
him, but I feel as though I'm at a picnic in this city. I like to sit near the women
in the theaters, the famous beauties who've taken six hours to get ready and look
it. And the young girls at the football games, with the red cheeks, and when the
warm weather comes, the girls in their summer dresses . . ." He finished his
drink. "That's the story. You asked for it, remember. I can't help but look at
them. I can't help but want them."
"You want them," Frances repeated without expression. "You said that."
"Right," Michael said, being cruel now and not caring, because she had
made him expose himself. "You brought this subject up for discussion, we will
discuss it fully."
Frances finished her drink and swallowed two or three times extra. "You
say you love me?"

142
"I love you, but I also want them. Okay."
"I'm pretty, too," Frances said. "As pretty as any of them."
"You're beautiful," Michael said, meaning it.
"I'm good for you," Frances said, pleading. "I've made a good wife, a
good housekeeper, a good friend. I'd do any damn thing for you."
"I know," Michael said. He put his hand out and grasped hers.
"You'd like to be free to . . ." Frances said.
"Sssh."
"Tell the truth." She took her hand away from under his.
Michael flicked the edge of his glass with his finger. "Okay," he said
gently. "Sometimes I feel I would like to be free."
"Well," Frances said defiantly, drumming on the table, "anytime you say ..."
"Don't be foolish." Michael swung his chair around to her side of the
table and patted her thigh.
She began to cry, silently, into her handkerchief, bent over just enough so
that nobody else in the bar would notice. "Someday," she said, crying, "you're
going to make a move . . ."
Michael didn't say anything. He sat watching the bartender slowly peel a
lemon.
"Aren't you?" Frances asked harshly. "Come on, tell me. Talk. Aren't
you?"
"Maybe," Michael said. He moved his chair back again. "How the hell do
I know?"
"You know," Frances persisted. "Don't you know?"
"Yes," Michael said after a while. "I know."
Frances stopped crying then. Two or three snuffles into the handkerchief
and she put it away and her face didn't tell anything to anybody. "At least do me
one favor," she said.
"Sure."
"Stop talking about how pretty this woman is, or that one. Nice eyes, nice
breasts, a pretty figure, good voice," she mimicked his voice. "Keep it to
yourself. I'm not interested."

"Excuse me." Michael waved to the waiter. "I'll keep it to myself."
Frances flicked the corner of her eyes. "Another brandy," she told the
waiter.
"Two," Michael said.
"Yes, ma'am, yes, sir," said the waiter, backing away.
Frances regarded him coolly across the table. "Do you want me to call the
Stevensons?" she asked. "It'll be nice in the country."
"Sure," Michael said. "Call them up."
She got up from the table and walked across the room toward the
telephone. Michael watched her walk, thinking, What a pretty girl, what nice
legs.
Nativized version of ‘The girls in their summer dresses’
(Nativization by Razı, 2004)
Kordonboyu was shining in the sun when they left Barışkent and started
walking toward Republic Square. The sun was warm, even though it was
November, and everything looked like Sunday morning--the buses, and the
well-dressed people walking slowly in couples and the quiet buildings with the
windows closed.
Coşkun held Özlem's arm tightly as they walked downtown in the
sunlight. They walked lightly, almost smiling, because they had slept late and
had a good breakfast and it was Sunday. Coşkun unbuttoned his coat and let it
flap around him in the mild wind. They walked, without saying anything,
among the young and pleasant-looking people who somehow seem to make up
most of the population of that section of Çanakkale.
"Look out," Özlem said, as they walked past the Golf Tea Garden.
"You'll break your neck."
Coşkun laughed and Özlem laughed with him.
"She's not so pretty, anyway," Özlem said. "Anyway, not pretty enough
to take a chance breaking your neck looking at her."
Coşkun laughed again. He laughed louder this time, but not as solidly.
"She wasn't a bad-looking girl. She had a nice complexion. Country-girl
complexion. How did you know I was looking at her?" Özlem cocked her head
to one side and smiled at her husband under the tip-tilted brim of her hat.
"Coşkun, darling . . ." she said.

144
Coşkun laughed, just a little laugh this time. "Okay," he said. "The
evidence is in. Excuse me. It was the complexion. It's not the sort of complexion
you see much in Çanakkale. Excuse me."
Özlem patted his arm lightly and pulled him along a little faster toward
Republic Square.
"This is a nice morning," she said. "This is a wonderful morning. When I
have breakfast with you it makes me feel good all day."
"Tonic," Coşkun said. "Morning pickup. Simit and tea with Coşkun and
you're on the alkali side, guaranteed."
"That's the story. Also, I slept all night, wound around you like a rope."
"Saturday night," he said. "I permit such liberties only when the week's
work is done."
"You're getting fat," she said.
"Isn't it the truth? The lean man from Erzurum."
"I love it," she said, "an extra several kilos of husband."
"I love it, too," Coşkun said gravely.
"I have an idea," Özlem said.
"My wife has an idea. That pretty girl."
"Let's not see anybody all day," Özlem said. "Let's just hang around with
each other. You and me. We're always up to our neck in people, drinking their
rakı, or drinking our rakı, we only see each other in bed . . ."
"The Great Meeting Place," Coşkun said. "Stay in bed long enough and
everybody you ever knew will show up there."
"Wise guy," Özlem said. "I'm talking serious."
"Okay, I'm listening serious."
"I want to go out with my husband all day long. I want him to talk only to
me and listen only to me."
"What's to stop us?" Coşkun asked. "What party intends to prevent me
from seeing my wife alone on Sunday? What party?"
"Nalan and Tarık. They want us to drop by around one o'clock and they'll
drive us into Güzelyalı."

"Lousy Nalan and Tarık," Coşkun said. "Transparent. They can whistle.
They can go driving in Güzelyalı by themselves. My wife and I have to stay in
Çanakkale and bore each other tˆte-…-tˆte."
"Is it a date?"
"It's a date."
Özlem leaned over and kissed him on the tip of the ear.
"Darling," Coşkun said. "This is Kordonboyu."
"Let me arrange a program," Özlem said. "A planned Sunday in
Çanakkale for a young couple with money to throw away."
"Go easy."
"First let's go see a basketball game – Turkey Championship of women.
A professional basketball game," Özlem said, because she knew Coşkun loved
to watch them. "Fenerbahçe are playing. And it'll be nice to be outside all day
today and get hungry and later we'll go down to Albatros Fish Restaurant and
get a fish as big as a man’s arm, with a big bottle of rakı, and after that, there's a
new Turkish picture - O Şimdi Asker - at the AFM that everybody says... Say,
are you listening to me?"
"Sure," he said. He took his eyes off the hatless girl with the dark hair,
cut dancer-style, like a helmet, who was walking past him with the self-
conscious strength and grace dancers have. She was walking without a coat and
she looked very solid and strong and her belly was flat, like a boy's, under her
skirt, and her hips swung boldly because she was a dancer and also because she
knew Coşkun was looking at her. She smiled a little to herself as she went past
and Coşkun noticed all these things before he looked back at his wife. "Sure,"
he said, "we're going to watch Fenerbahçe and we're going to eat fish and we're
going to see a Turkish picture. How do you like that?"
"That's it," Özlem said flatly. "That's the program for the day. Or maybe
you'd just rather walk up and down Kordonboyu."
"No," Coşkun said carefully. "Not at all."
"You always look at other women," Özlem said. "At every damn woman
in the city of Çanakkale."
"Oh, come now," Coşkun said, pretending to joke. "Only pretty ones.
And, after all, how many pretty women are there in Çanakkale? Seventeen?"
"More. At least you seem to think so. Wherever you go."

146
"Not the truth. Occasionally, maybe, I look at a woman as she passes. In
the street. I admit, perhaps in the street I look at a woman once in a while. . . ."
"Everywhere," Özlem said. "Every damned place we go. Restaurants,
ferries, theaters, lectures, concerts."
"Now, darling," Coşkun said. "I look at everything. God gave me eyes
and I look at women and men and flying seagulls and moving pictures and the
little flowers of the field. I casually inspect the universe."
"You ought to see the look in your eye," Özlem said, "as you casually
inspect the universe on Kordonboyu."
"I'm a happily married man." Coşkun pressed her elbow tenderly,
knowing what he was doing. "Example for the whole twentieth century, Mr. and
Mrs. Coşkun Umutlu."
"You mean it?"
"Özlem, baby . . ."
"Are you really happily married?"
"Sure," Coşkun said, feeling the whole Sunday morning sinking like lead
inside him. "Now what the hell is the sense in talking like that?"
"I would like to know." Özlem walked faster now, looking straight ahead,
her face showing nothing, which was the way she always managed it when she
was arguing or feeling bad.
"I'm wonderfully happily married," Coşkun said patiently. "I am the envy
of all men between the ages of fifteen and sixty in the city of Çanakkale."
"Stop kidding," Özlem said.
"I have a fine home," Coşkun said. "I got nice books and a computer and
nice friends. I live in a city I like the way I like and I do the work I like and I
live with the woman I like. Whenever something good happens, don't I run to
you? When something bad happens, don't I cry on your shoulder?"
"Yes," Özlem said. "You look at every woman that passes."
"That's an exaggeration."
"Every woman." Özlem took her hand off Coşkun's arm. "If she's not
pretty you turn away fairly quickly. If she's halfway pretty you watch her for
about seven steps. . . ."
"My Lord, Özlem!"
"If she's pretty you practically break your neck . . ."

"Hey, let's have a drink," Coşkun said, stopping.
"We just had breakfast."
"Now, listen, darling," Mike said, choosing his words with care, "it's a
nice day and we both feel good and there's no reason why we have to break it
up. Let's have a nice Sunday."
"I could have a fine Sunday if you didn't look as though you were dying
to run after every skirt on Kordonboyu."
"Let's have a drink," Coşkun said.
"I don't want a drink."
"What do you want, a fight?"
"No," Özlem said, so unhappily that Coşkun felt terribly sorry for her. "I
don't want a fight. I don't know why I started this. All right, let's drop it. Let's
have a good time."
They joined hands consciously and walked without talking among the
baby carriages and the old ANZAC tourists jogging along Kordonboyu.
"I hope it's a good game today," Özlem said after a while, her tone a good
imitation of the tone she had used at breakfast and at the beginning of their
walk. "I like professional basketball games. They hit each other as though
they're made out of concrete. When they defend each other," she said, trying to
make Coşkun laugh, "they move so fast. It's very exciting."
"I want to tell you something," Coşkun said very seriously. "I have not
touched another woman. Not once. In all the five years."
"All right," Özlem said.
"You believe that, don't you?"
"All right."
They walked between the crowded benches, under the scrubby citypark
trees.
"I try not to notice it," Özlem said, as though she were talking to herself.
"I try to make believe it doesn't mean anything. Some men're like that, I tell
myself, they have to see what they're missing."
"Some women're like that, too," Coşkun said. "In my time I've seen a
couple of ladies."
"I haven't even looked at another man," Özlem said, walking straight
ahead, "since the second time I went out with you."

148
"There's no law," Coşkun said.
"I feel rotten inside, in my stomach, when we pass a woman and you look
at her and I see that look in your eye and that's the way you looked at me the
first time, in Tarık Uyanık's house. Standing there in the living room, next to the
radio, with a green hat on and all those people."
"I remember the hat," Coşkun said.
"The same look," Özlem said. "And it makes me feel bad. It makes me
feel terrible."
"Sssh, please, darling, sssh. . . ."
"I think I would like a drink now," Özlem said.
They walked over to a bar near Republic Square, not saying anything,
Coşkun automatically guiding her past automobiles. He walked, buttoning his
coat, looking thoughtfully at his neatly shined heavy brown shoes as they made
the steps toward the bar. They sat near a window in the bar and the sun
streamed in, and there was a small cheerful fire in the fireplace. A beautiful
teenager waiter came over and put down some pistachio nuts and smiled happily
at them.
"What do you order after breakfast?" Coşkun asked.
"Beer, I suppose," Özlem said.
"Beer," Coşkun told the waiter. "Two beers."
The waiter came with the glasses and they sat drinking the beer in the
sunlight. Coşkun finished half his and had some pistachio nuts.
"I look at women," he said. "Correct. I don't say it's wrong or right, I look
at them. If I pass them on the street and I don't look at them, I'm fooling you,
I'm fooling myself."
"You look at them as though you want them," Özlem said, playing with
her beer glass. "Every one of them."
"In a way," Coşkun said, speaking softly and not to his wife, "in a way
that's true. I don't do anything about it, but it's true."
"I know it. That's why I feel bad."
"Another beer," Coşkun called. "Waiter, two more beers."
"Why do you hurt me?" Özlem asked. "What're you doing?"
Coşkun sighed and closed his eyes and rubbed them gently with his
fingertips. "I love the way women look. One of the things I like best about

Çanakkale is the battalions of women. When I first came to Çanakkale from
Erzurum that was the first thing I noticed, the thousands of wonderful women,
all over the city. I walked around with my heart in my throat."
"A kid," Özlem said. "That's a kid's feeling."
"Guess again," Coşkun said. "Guess again. I'm older now, I'm a man
getting near middle age, putting on a little fat and I still love to walk along
Kordonboyu at five o'clock along sea side of the street between Barışkent and
Kordonboyu, they're all out then, making believe they're shopping, in their
leathers and their crazy hats, everything all concentrated from all over the world
into eight blocks, the best leathers, the best clothes, the handsomest women, out
to spend money and feeling good about it, looking coldly at you, making
believe they're not looking at you as you go past."
The beautiful teenager waiter put the two drinks down, smiling with great
happiness.
"Everything is all right?" he asked.
"Everything is wonderful," Coşkun said.
"If it's just a couple of leather coats," Özlem said, "and expensive boots ..."
"It's not the leather coats. Or the boots. That's just the scenery for that
particular kind of woman. Understand," he said, "you don't have to listen to
this."
"I want to listen."
"I like the girls in the offices. Neat, with their eyeglasses, smart, chipper,
knowing what everything is about, taking care of themselves all the time." He
kept his eye on the people going slowly past outside the window. "I like the
girls at Küçümen at lunchtime, the university students, all dressed up on nothing
a week, talking to the good-looking boys, wearing themselves out being young
and vivacious outside Lodos Disco, trying to forget all about lessons. I like the
salesgirls at Gima, paying attention to you first because you're a man, leaving
lady customers waiting, flirting with you over socks and dried fruits and cakes. I
got all this stuff accumulated in me because I've been thinking about it for ten
years and now you've asked for it and here it is."
"Go ahead," Özlem said.
"When I think of Çanakkale City, I think of all the girls, the Turkish girls
from different cities, from İstanbul, İzmir, Ankara, Antalya, Manisa, all on
parade in the city. I don't know whether it's something special with me or
whether every man in the city walks around with the same feeling inside him,

150
but I feel as though I'm at a picnic in this city. I like to sit near the women in the
cinemas, the beauties who've taken hours to get ready and look it. And the
young girls at the basketball games, with the red cheeks, and when the warm
weather comes, the girls in their summer dresses . . ." He finished his drink.
"That's the story. You asked for it, remember. I can't help but look at them. I
can't help but want them."
"You want them," Özlem repeated without expression. "You said that."
"Right," Coşkun said, being cruel now and not caring, because she had
made him expose himself. "You brought this subject up for discussion, we will
discuss it fully."
Özlem finished her drink and swallowed two or three times extra. "You
say you love me?"
"I love you, but I also want them. Okay."
"I'm pretty, too," Özlem said. "As pretty as any of them."
"You're beautiful," Coşkun said, meaning it.
"I'm good for you," Özlem said, pleading. "I've made a good wife, a good
housekeeper, a good friend. I'd do any damn thing for you."
"I know," Coşkun said. He put his hand out and grasped hers.
"You'd like to be free to . . ." Özlem said.
"Sssh."
"Tell the truth." She took her hand away from under his.
Coşkun flicked the edge of his glass with his finger. "Okay," he said
gently. "Sometimes I feel I would like to be free."
"Well," Özlem said defiantly, drumming on the table, "anytime you say ..."
"Don't be foolish." Coşkun swung his chair around to her side of the table
and patted her thigh.
She began to cry, silently, into her handkerchief, bent over just enough so
that nobody else in the bar would notice. "Someday," she said, crying, "you're
going to make a move . . ."
Coşkun didn't say anything. He sat watching the bartender slowly peel a
lemon.
"Aren't you?" Özlem asked harshly. "Come on, tell me. Talk. Aren't
you?"

"Maybe," Coşkun said. He moved his chair back again. "How the hell do
I know?"
"You know," Özlem persisted. "Don't you know?"
"Yes," Coşkun said after a while. "I know."
Özlem stopped crying then. Two or three snuffles into the handkerchief
and she put it away and her face didn't tell anything to anybody. "At least do me
one favor," she said.
"Sure."
"Stop talking about how pretty this woman is, or that one. Nice eyes, nice
breasts, a pretty figure, good voice," she mimicked his voice. "Keep it to
yourself. I'm not interested."
"Excuse me." Coşkun waved to the waiter. "I'll keep it to myself."
Özlem flicked the corner of her eyes. "Another beer," she told the waiter.
"Two," Coşkun said.
"Yes, ma'am, yes, sir," said the waiter, backing away.
Özlem regarded him coolly across the table. "Do you want me to call
Nalan and Tarık?" she asked. "It'll be nice in Güzelyalı."
"Sure," Coşkun said. "Call them up."
She took her mobile phone, got up from the table and walked towards the
door to make a call in a silent way. Coşkun watched her walk, thinking, what a
pretty girl, what nice legs.
Conclusion
In this chapter you have become aware of the impact of background knowledge
on reading comprehension. In this respect, you were provided with two different
versions of a short story, namely the original and nativized ones. In the
following chapter, you will learn how to blend the other sources into your text.

152

Chapter 8
Introduction to In-Text Citations

154

Introduction to In-Text Citations 155
In relation with academic writing, in the previous chapters you have learned
basic characteristics of academic writing along with the ways of connecting
your ideas correctly by using transitions. Relatively, this chapter aims to make
you aware of the three common ways of incorporating other sources into your
paper. In this respect, you will learn about how to quote, paraphrase, and
summarize.
Writing assignment
You have your fourth writing assignment in this chapter. As in the previous
studying this chapter. By this chapter, you start to study in-text citations and
you will also continue dealing with this topic in the following chapters. For
your fourth assignment, you are expected to summarize the history of language
teaching methods by explaining and comparing the three foreign language
teaching methods of grammar-translation, direct, and audio-lingual. To
do this assignment, you need to refer to at least three sources. In the
following reference list, you can find recommended books on this topic.
However, if you like, you can also refer to other reference books and/or
articles in relation with the topic. Remember that your paper will be
between 450 and 600 words (excluding references). Please copy the
reference entries into your reference list at the end of your paper for the
sources you acknowledged while writing your paper. Just for this
assignment, do not worry much about references; however, appropriate
use of in-text citations is essential.
Again, you have two weeks to finish your assignment. Two weeks later,
you will be asked to exchange your papers with your partners. You will be
reading each other’s papers simultaneously. Then, you will discuss how
successful you are with your partner.
References
Brown, H. D. (2001). Teaching by principles: An interactive approach to
language pedagogy. New York: Longman.
Celce-Murcia, M. (2001). Language teaching approaches: An overview. In M.
Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rd
ed., pp. 3-11). Boston: Heinle & Heinle.

156
Freeman, D. L. (2000). Techniques and principles in language teaching (2nd
ed.). Oxford: Oxford University Press.
Harmer, J. (2001). The practice of English language teaching. Essex: Longman.
Nunan, D. (1999). Second language teaching and learning. New York:
Newbury House.
Richards, J. C., & Renandya, W. A. (Eds.) (2002). Methodology in language
teaching. Cambridge: Cambridge University Press.
Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language
teaching (2nd
ed.). Cambridge: Cambridge University Press.
Pre questions
• In your academic papers, how do you try to persuade your readers?
• Do you refer to other sources while writing? Why? / Why not?
• When you refer to other sources, how do you indicate your readers that
the ideas do not belong to you?
• What do quotation marks indicate?

Introduction: In-text citations
When you write an academic paper, you need to refer to other sources in order
to persuade your readers. Blinding other sources into your study requires
quoting, paraphrasing, and summarizing. You will learn the distinctions among
these three terminologies in this chapter. In this respect, you will see the
examples of these three ways of referring to other sources.
What does citation mean?
In case of referring to other sources, you need to inform your readers that you
borrowed the ideas from other sources. In this case, while using the borrowed
idea, you add some information about the author of the original idea. Such
information is called in-text citation and usually includes the surname of the
author, date of publication, and sometimes page number(s) of the borrowed text.
Additionally, you also need to add a reference list to your paper in order to give
the other details of the sources you use in your paper.
What is APA style?
You are expected to follow a style in your academic paper. The most common
two academic writing styles are APA (American Psychological Association)
and MLA (Modern Language Association). Most of the publication in the field
of ELT is written in APA style; therefore, you will see samples of APA
citations in this chapter rather than MLA and others.
APA is a specific type of academic writing style which had an initial
attempt to standardize academic papers in the field of psychology. However, the
rules of APA style have been adapted by the researchers in the other fields. If
you need to write a paper in APA format, then you need to learn APA citations
rules. You can obtain all the details of APA rules from their reference book, The
Publication Manual of the American Psychology Association. Please, make sure
that you use the latest version of the book. If you like, you can also obtain some
information from their web site at http://apastyle.apa.org/. However, be careful
about the other web sites on APA style since some of them present
contradictory information about these rules. Remember that the APA manual
specifically provides information for writing manuscripts in a standardized
style.
In the beginning, you may consider APA rules as overwhelming since
every aspect of your paper is expected to conform to these rules. Of course,
practising these rules will give you the opportunity of memorizing them better.

158
However, it might be rather problematic to memorize every detailed rule. Then,
if you have any suspects about any rule while writing your paper, you had better
check it before you progress.
APA is also known to be a parenthetical documentation style which
requires the use of citations in the text. In this respect, acknowledging other
sources in APA can be regarded from two different views. The first one
indicates in-text citations through the surname of the author and date of
publication whereas the second one involves providing other details about your
in-text citations in the reference list. Every source that you acknowledge must
be documented in the reference list and you are not allowed to document any
sources in your reference list that you do not acknowledge in the text.
When you follow APA style in your paper, this makes it more
comprehensible to your readers since they are familiar with reading this style of
writing. In this respect, your readers will be able to find the required
information easily in your academic paper.
Quoting, paraphrasing, and summarizing
Quoting, paraphrasing, and summarizing are three ways of blending other
sources into your paper. When you search relevant literature for your study, you
may need to take notes. In case of taking notes, please make it sure that you
record the surname of the author, date of publication, and also page number(s)
in order to be able to use this information for your citations as your readers will
have an intention of learning where the cited information comes from. Besides,
when you refer to authorities in your field, you can show your readers that you
have searched enough. However, there are some basic differences among
quotations, paraphrases, and summaries. Let us examine what they mean.
Quotations
When you quote, it means that your quotation will exactly be identical to the
original material. In other words, the quoted material needs to match the
original text word for word. Since you are expected to write your paper by using
your own words, you should have strong reasons in order to quote directly. For
example, in order to indicate that an authority in your field supports your ideas;
then, it might be a good idea to quote directly. Quotations are also useful if you
have an intention of criticising any idea. Then, you will be able to indicate the
original idea to your readers without dealing with your own words that you
oppose. If you think that the meaning will change when you paraphrase it; then,
again you need to quote.

However, you should keep in mind that academic writing requires more
use of paraphrases rather than quotations. Therefore, do not intent to copy
related information from several sources and paste them all together in your
paper. Apart from introducing your quotations, you also need to provide your
analysis on this quotation following it.
Do not forget to use double quotation marks in order to indicate the
quoted part and add the author’s surname, date of publication, and page
number(s). Consider the original text below and compare it with the following
quoted version.
Original text from Alderson (2000, p. 25)
Moreover, what it means to be literate, how this literacy is valued, used and
displayed, will vary from culture to culture.
The quoted text
According to Alderson (2000, p. 25), “what it means to be literate, how this
literacy is valued, used and displayed, will vary from culture to culture”.
You should also remember that you need to make connections between
your paper and the quotations you borrow. In this respect, you are expected to
refer to introductory words and phrases to indicate your readers that they are
about to read a quoted expression.
Punctuation in quotations
In general, you do not need to place the final commas and periods into your
quotations. However, if the quoted expression includes a question or an
exclamation; then, you are expected to use either question or exclamation mark
along with the quoted expression. Consider the following samples:
Sample 1
Chastain (1988, p. 222) examines process and defines it as “a system of
operations in the production of something”.
Sample 2
By defining reading as “the process of getting meaning from written
language”, Fry (1977, p. 4) highlights the essential part of reading process.

160
Sample 3
Alderson (2000) deals with research in relation with assessing reading and
asks “how do we know what affects the assessment of reading?” (p. 85).
Indicating emphasis in quotations
If there is an emphasis in the original version of the quoted information; then,
you are expected to reflect this emphasis to your readers. Such emphasis may be
through the use of italics, bold, highlight, and underline. However, you will also
need to signal your readers that the emphasis belongs to the original author, not
to you. Then you add a phrase of [emphasis is original] following your
quotation. If you like, you can also add your own emphasis to a quoted
expression. Again, in this case, you will indicate this to your readers by adding
[emphasis added] that the emphasis belongs to you, not to the original author.
Consider the following samples.
Sample 1
Waldman (1958, p. 5) endeavours to answer the question of how to become a
more efficient reader and he indicates that “[t]he way to read both faster and
better is to read, read, read,–faster and better” [emphasis is original].
Sample 2
Alderson (2000, p. 123) examines the role of anxiety on reading
comprehension and reveals that “the anxiety created by many testing settings
will result in a different performance than other conditions” [emphasis added].
It is also possible to indicate the type of emphasis you add to the quoted
expression. Consider the following sample.
Sample 3
Alderson (2000, p. 123) examines the role of anxiety on reading
comprehension and reveals that “the anxiety created by many testing settings
will result in a different performance than other conditions” [italics added].
Academic writing rules inside quoted expressions
As you remember, in academic writing you should avoid focussing on yourself
as the author; instead, you are expected to focus on the issue that you deal with.
In this respect, in academic writing you are not allowed to use pronouns of ‘I’
and ‘we’ along with the others which will allow you to focus on the author.

However, if the quoted expression involves any of them; then, you can use them
in quotation marks. Consider the following example.
Sample
As one of the first proponents of behaviourism, Watson (1924) asks “Why
don’t we make what we can observe the real field of psychology?” (p. 6).
In the above example, Watson, as the owner of the original idea, uses
‘we’ in his sentence and as the author you use this in the quotation. Besides,
Watson also uses a shorting in his sentence and we do not make any changes
with this.
Changes in the quoted material
If you want to change any part of your quoted material, you need to indicate
these changes to your readers. Then, in case of removing something from the
original text, you need to replace this missing text with an ellipsis and three
periods surrounded by spaces. However, in case of inserting additional material
into a quotation; then, you are expected to use brackets. Consider the following
example in order to see how to add and omit information.
Sample
Carrell found that native ... readers used context and transparency
to improve their comprehension. However, these subjects,
contrary to prediction, recalled the unfamiliar ... [text] better than
they recalled ... [the familiar]. None of the background knowledge
factors influenced the high-intermediate L2 readers. For the
advanced group of L2 readers only the familiarity factor
influenced reading comprehension. They, like the L1 readers,
recalled the unfamiliar ... [text] better than the more familiar ...
[one]. (Roller & Matambo, 1992, p. 130).
Using single or double quotation marks
If the quoted expression includes quotation marks; then, you need make an
arrangement. As you remember, in order to indicate the quoted expression you
use double quotation marks; however, if any part of the borrowed information
includes quotation marks; then, you should present them as single quotation
marks. Consider the following sample.

162
Sample
Razı (2010, p. 43) refers to Carrell (1988) who “explains bottom as the
smallest units such as ‘letters and words’ and top as a larger unit such as
‘phrases and clauses’”.
Block quotations
If your quotation constitutes of 40 or more words; then, it is considered a long
one. Long quotations are also called block quotations. In this case, you need to
introduce it with a full sentence. You should not place long quotations in
quotation marks. However, you need to indent all lines from both sides.
Consider the example below.
Shen (2005) investigated Chinese character learning strategies and the
findings indicated that participants referred to metacognitive strategies much
less than cognitive ones. Although it seems to be a complicated phenomenon,
Shen aims to clarify it. She explains that as there is not a linear correlation
between cognition and metacognition, they do not develop concurrently.
One reason for this may be that metacognition concerns knowledge
of one’s own cognitive processes and does not deal directly with
processing incoming information. Thus the development of self-
awareness related to a particular cognitive process … might have to
wait until the learner has accumulated a critical number of cognitive
strategies. (Shen, 2005, p. 62)
Besides, Shen (2005) indicates that encountering learning problems
provides them chances to think about how they acquire information; thus,
possessing metacognitive knowledge does not guarantee its usage through
metacognitive strategies.
The above sample indicates that a long quotation from Shen (2005).
Before presenting the long quotation, the author mentions about the study and
also following the long quotation, again there is explanation about the
quotation. Thus, when you use long quotations in your papers, do not forget to
present them to your readers; and more importantly, provide your analysis
following this quotation.
Paraphrases
Another legitimate way of citation is paraphrasing and it requires restructuring
and rewording the original material. Paraphrases are indispensable in academic
writing since they save you from disorganizing your paper by frequently

quoting directly from the original source. In this respect, you are expected to
present it in a new form by changing both the structure of the sentence and the
words in it. Then, you will have better control of your paper by integrating
paraphrases in comparison to direct quotations.
However, do not forget that paraphrases also need to be attributed to the
original materials. This means that you need to provide a reference for your
paraphrase. In general, when you paraphrase you try to shorten the original
material a bit by condensing it. You are expected to paraphrase if you have an
intension of transmitting the original ideas by including the details in them.
When you paraphrase, again you are expected to refer to the source by
mentioning the surname of the author and date of publication. Consider the
differences between the original text and the paraphrased version below.
The paraphrased text
Alderson (2000) indicates that the meaning of being literate, its appreciation,
usage, and demonstration differs in relation with culture.
Basic steps to paraphrase
The following steps may assist you to paraphrase.
1. Read the original information, if necessary for several times, until you
understand it correctly.
2. Remember that for most instances, you do not need word-to-word
paraphrases. It means that you will provide basically the information
that you need in order to support your claims. In this case, after
reading the original text several times, it might be good idea to try to
write down what you remember about it. In this way, you will be able
to check your comprehension of the original material.
3. If you are experiencing problems in the second step; then, you may
prefer changing the structure of the borrowed expression first. To do
this, you may change the original expression from active to passive or
from passive to active. Besides, it is also possible to break up long
sentences and produce shorter ones, and also combine short sentences
to produce a longer one.

164
4. Then, change lexical items in it. To do this, of course, it might be a
good idea to work with synonyms of the lexical items. However, you
may also try changing functions of some words. For example, you
can turn nouns into verbs and adjectives to adverbs.
Summaries
The third way of blending other sources into your paper is summarizing. It
requires identifying the main ideas in the original text and then reflecting them
to your readers with your organization. Like paraphrases, summaries also
require restructuring and rewording the original material. However, the
summarized version is much shorter than the original one since it only includes
the main points. You need to summarize if you want to mention the most
fundamental ideas in the original source. Consider the differences between the
original text and the summarized version below.
Summarized version
Alderson (2000) reveals that being literate differs in relation with culture.
Reasons of reporting
There are several reasons for incorporating quotations, paraphrases, and
summaries into your paper.
• They support your argument.
• They provide credibility to your paper by indicating your readers that
you searched enough about your topic.
• They can exemplify your points.
• You can indicate your agreement or disagreement with other
researchers.
• You can highlight an idea in your argument.
Conclusion
In this chapter, you have become aware of the three common ways of
incorporating other sources into your paper. In this respect, you learned about
how to quote, paraphrase, and summarize. In the following chapter, you will
learn various ways of presenting in-text citations.

Chapter 9
Presenting In-Text Citations

166

Presenting In-Text Citations 167
In relation with academic writing, in the previous chapter you have learned
three common ways of incorporating other sources into your paper. In this
respect, you are now familiar with quotations, paraphrases, and summaries. This
chapter aims to present various ways of presenting in-text citations by dealing
with samples.
Pre questions
• What are the three elements of in-text citations?
• When do we need to use page numbers?
• Which verbs can you use to introduce your citations?
• Is it possible to indicate your point of view with the help of
presentation verbs? Can you give any examples?
• Do we have to write the surname of the author and date of publication
in parentheses all the time?

168

Introduction: Presenting in-text citations
When you write an academic paper, you need to refer to other sources in order
to persuade your readers. Blinding other sources into your study requires
quoting, paraphrasing, and summarizing. In this chapter, you will learn different
ways to present them in your paper.
Presentation of reporting
In order to acknowledge other researchers’ ideas, you can refer to reporting
which includes paraphrases and summaries. However, there are several ways of
reporting. For example, consider the differences among the following three
sentences.
Samples of reporting
• Reid (1998) claims that learners’ strategy choice is under the impact their
learning styles.
• Reid (1998) indicates that learners’ strategy choice is under the impact their
learning styles.
• Learners’ strategy choice is under the impact their learning styles (Reid,
1998).
The first sample sentence presents Reid’s opinion with no indication
about your opinion. However, the second one provides Reid’s opinion which
you agree with. Finally, the third sample indicates your opinion which is
supported by Reid. As seen in the previous example sentences, there are various
verbs that you can use in order to introduce your citations. Apart from the verbs
presented above, you can also refer to some phrases to introduce your citations.
Consider the following three sample sentences to see three common phrases of
introducing your citations.
Common phrases to introduce citations
• In the words of Anderson (1999), successful readers have a tendency to
monitor their comprehension.
• According to Hare and Smith (1982), monitoring comprehension and using
remedial strategies appropriately are characteristics of good readers.
• In Wallace’s (1992) view, weak readers do not enjoy reading as they rarely
pay attention to the text; therefore, they read little.

170
Common verbs to present citations
Familiarizing yourself with the following list which constitutes of commonly
used verbs to present citations might be a good idea. However, be careful about
the specific meaning that each verb carries. In this respect, your aim in writing
your paper should match with presentation of the citation. Also keep in mind
that many novice authors prefer ‘say’ in order to introduce their citations;
however, using ‘say’ in your presentation will make your paper seem informal.
The following list of verbs and sample sentences will make you familiar with
citation presentations.
Table 6: Verbs to Present Citations
argue
Brown (2001) argues that in case of a matching the readers’
schemata with the topic of the text, it will be easier for the reader to
make sense of it.
call
Reading does not always result in comprehension of the text which
is called as short circuit by Goodman (1988).
claim
Kuhn (2000) claims that meta-level operations have their ultimate
impact on procedural knowledge.
comment
Commenting on Carver’s (1997) gears in reading, Anderson (1999)
indicates that a 200 wpm reading rate would be a realistic aim in
FL reading classes.
conclude
Alderson (2000) concludes that it is almost impossible to identify
the difficulty of a text absolutely.
consider
Learner beliefs are also considered to affect any aspect in
educational practice by Oxford (1993).
counter
Jung (2009) counters the idea that cognitive strategies have an
impact on reading performance.
define
Metacognition is defined as “knowledge and cognition about
cognitive phenomena” by Flavell (1979, p. 906).
demonstrate
Grabe and Stoller (2002) demonstrate the process of reading by
indicating the basic steps involved in it.
designate
Alternatively, Widdowson (1980) designates another interaction
between the text and readers.
discuss
Grabe (1997) discusses instruction in text structure and reading
strategy instruction overlap.
examine
Waldman (1958) examines the physical factors related with eyes
and blames them for the lack of reading comprehension.
explain
Ur (1996) explains that when readers start reading a text, they are
required to focus on decoding the letters to understand what words
mean.
identify
Pressley and Woloshyn (1995) identify ‘mental imagery’ and
‘mnemonic imagery’ as individual reading strategies.

imply
Grabe and Stoller (2002) imply that in bottom-up models readers
follow a mechanical pattern by forming a piece-by-piece mental
translation of the input from the text without referring to their
background knowledge.
indicate
McKeachie (1999, p. 145) indicates that for many people reading
“is simply to pass one’s eyes over the words”; however it is
essential to be aware of the different aims between reading various
types of texts.
insist
Goodman (1988, p. 11) insists two views on reading; with the first
one he accepts it as “matching sounds to letters”, and with the
second one he indicates that it is a mystery, that “nobody knows
how reading works”.
maintain
McDonough (2002) maintains that “information processing is
independent of the issue of conscious awareness” (p. 70).
note
Hedge (2000) also notes that such strategies can become
operational only through practice which can be provided by
extensive reading.
observe
Adams and Brody (1995) observe that readers may need to spend
some extra time in developing skills when they feel themselves
unfamiliar with this method but familiarization to the method will
assist them to better spend their time.
point out
Anderson (2005) points out that although strategies can be
identified individually, they are not utilized in isolation; therefore
teaching repertoires of reading strategies are encouraged other than
focusing on a single one.
regard
As Goodman (1988) regards reading as a psycholinguistic process
which starts with the writer’s encoding of linguistic surface
representation, only at the last step is the reader able to construct
meaning intended by the writer.
reveal
Chastain (1988) reveals that readers recreate the writer’s intended
meaning by activating their background and linguistic knowledge.
state
Cook (1987) states that schema theory assists to explain readers’
comprehension problems and suggests the kind of background
knowledge they need.
suggest
To develop automaticity, Anderson (1994) suggests asking readers
to recognize graphic stimuli in the order of letter, word, and phrase.
suppose
Learning strategies are supposed to be fostering learners’ autonomy
in language learning (Holec, 1981).
write
Anderson (1999) writes that extensive reading is one of the
characteristics of good readers who are masters of decoding skills
with the capability of decoding multiletter units.

172
With reference to the verbs presented previously, it is possible to present
your citations in a variety of ways. However, be careful about the nuances in
meaning since some verbs indicate your agreement whereas others signal your
objection to the statement. In academic papers, you are expected to show your
opinion by integrating these specific verbs into your sentences. In this respect,
consider the following three groups of words in accordance with the meaning
they carry. The following sentences indicate your agreement. Remember that
the following sentences provide samples on this discrimination; however, it is
possible to enrich these three lists.
To show your agreement
• The work of Handyside (2007) aims to investigate the impact of
metacognitive training on reading comprehension.
• The work of Handyside (2007) reveals the vital effect of language
proficiency on reading comprehension.
• The work of Handyside (2007) shows that language proficiency has an
impact on reading comprehension.
• Turning to Handyside (2007), one finds that language proficiency has an
• Reference to Handyside (2007) reveals that language proficiency has an
• As Handyside (2007) points out language proficiency has an impact on
reading comprehension.
• As Handyside (2007) has indicated language proficiency has an impact on
• A study by Handyside (2007) shows that language proficiency has an
• Handyside (2007) has drawn attention to the fact that language proficiency
has an impact on reading comprehension.
• Handyside (2007) argues that language proficiency has an impact on
• Handyside (2007) points out that language proficiency has an impact on
• Handyside (2007) makes clear that language proficiency has an impact on

It is also possible not to show your opinion in your citations as
exemplified in the following sentences.
Not to show your opinion
• According to Handyside (2007), language proficiency has an impact on
• It is the view of Handyside (2007) that language proficiency has an impact
on reading comprehension.
• The opinion of Handyside (2007) is that language proficiency has an
• In an article by Handyside (2007), it is clear that language proficiency has
an impact on reading comprehension.
• Research by Handyside (2007) suggests that language proficiency has an
• Handyside (2007) has expressed a similar view.
• Handyside (2007) reports that language proficiency has an impact on
• Handyside (2007) notes that language proficiency has an impact on reading
comprehension.
• Handyside (2007) states that language proficiency has an impact on reading
comprehension.
• Handyside (2007) observes that language proficiency has an impact on
• Handyside (2007) concludes that language proficiency has an impact on
• Handyside (2007) argues that language proficiency has an impact on
• Handyside (2007) found out that language proficiency has an impact on
• Handyside (2007) discovered that language proficiency has an impact on

174
On the other hand, the following sentences signal your objection to the
idea you present.
To show your objection
• Handyside (2007) claims that language proficiency has an impact on
• The work of Handyside (2007) asserts that language proficiency has an
• Handyside (2007) feels that language proficiency has an impact on reading
comprehension.
After you provide evidence for the discussion, you are expected to draw
conclusion in relation with the discussion. The following phrases may help you
draw conclusions.
Concluding remarks
• The evidence seems to indicate that language proficiency has an impact on
• Therefore, it should be recognised that language proficiency has an impact
• The indication is therefore that language proficiency has an impact on
• It is clear therefore that language proficiency has an impact on reading
comprehension.
• Thus, it could be concluded that language proficiency has an impact on
• The evidence seems to be strong that language proficiency has an impact
• On this basis, it may be inferred that language proficiency has an impact on
• Given this evidence, it can be seen that language proficiency has an impact
When you use the ideas of others, you need to acknowledge them as a
source. You can indicate that you have borrowed other authors’ ideas in two
basic ways, namely integral and non-integral. The former requires integrating

your citation in the text whereas the latter presents the citation in parentheses.
Consider the following sample sentences.
Samples of integral reporting
• Oxford (2001) indicates that social strategies not only foster learning but
also relieve learners to realize the new culture.
• Social strategies not only foster learning but also relieve learners to realize
the new culture is indicated by Oxford (2001).
Sample of non-integral reporting
• Social strategies not only foster learning but also relieve learners to realize
the new culture (Oxford, 2001).
• Although reading strategies have long been studied, regrettably reading
researchers have not yet agreed on its definition as the term has been
utilized either in L1 or FL settings (Cohen, 1998); and despite the
abundance of research studies, there has been a lack of consensus on a clear
categorization of reading strategies among methodologists.
Referring to various ways of introducing citations will assist you to avoid
being monotonous in your paper. While writing academic papers, you are
expected to blend quotations, paraphrases, and summaries into your paper. You
can see various examples of citation presentations in the following paragraph.
Carrell (1988) explains bottom as the smallest units such as ‘letters and words’
and top as a larger unit such as ‘phrases and clauses’. Similar to this, Anderson
(1999) reveals that in this piece-by-piece mental translation process, readers
firstly recognise letters; then, by the help of these letters they are able to
recognise words, and finally readers comprehend the text by combining the
words that they recognised previously. Aebersold and Field (1997) maintain
that readers become so automatic in recognizing such small units that they are
unaware of handling of this process. According to Brown (2001), such
operations entail complicated knowledge of English language. In this respect,
the bottom-up process of reading is considered to be a serial model as reading
starts with the printed word and continues with the recognition of graphic
stimuli, decoding them to sound, recognising words, and decoding meanings
(Alderson, 2000). Bottom-up reading is considered to be “decoding written
symbols into their aural equivalents in a linear fashion” (Nunan, 1999, p. 252).
Thus, bottom-up reading strategies are followed by readers who are low in
proficiency as achieving the meaning is dependent on readers’ success at each
step (Salatacı, 2000).

176
Also consider the following four ways of presenting quotations.
• Rubin (1975, p. 43) regards language learning strategies as “techniques or
devices which a learner may use to acquire knowledge”.
• According to Rubin (1975), language learning strategies are “techniques or
devices which a learner may use to acquire knowledge” (p. 43).
• According to Rubin, language learning strategies are “techniques or devices
which a learner may use to acquire knowledge” (1975, p. 43).
• Language learning strategies are regarded as “techniques or devices which
a learner may use to acquire knowledge” (Rubin, 1975, p. 43).
Conclusion
After familiarizing yourself with the three common ways of incorporating other
sources into your paper, namely quotations, paraphrases, and summaries; you
have dealt with various ways of presenting in-text citations. In the following
chapter you will practise your in-text citation skills and learn how to avoid
plagiarism.

Chapter 10
Practising In-Text Citations and
Avoiding Plagiarism

178

Practising In-Text Citations and Avoiding Plagiarism 179
In relation with academic writing, in the previous chapter you have learned how
to quote, paraphrase, and summarize. By the help of the activities in this
chapter, you will be able to practise these reporting skills. Besides, you will also
learn how to avoid plagiarism.
Writing assignment
You have your fifth writing assignment in this chapter. As in the previous
studying this chapter. In the previous two chapters, you have studied in-text
citations; and you will continue dealing with this topic also in this chapter. For
your fifth assignment, you are expected first to read the three articles given in
the reference list below and then discuss the reading process with reference to
schema theory in your paper. Referring to these three articles while writing your
paper is extremely important and I will evaluate your paper in terms of
appropriate use of in-text citation rules. If you like, you may refer to the other
studies which deal with the reading process, reading comprehension, and
schema theory. Apply in-text citation rules in your paper and pay attention to
your reports; paraphrasing, summarizing, quoting, and referencing. Do not
forget to avoid plagiarism. Please copy the reference list presented below to the
end of your paper. Again, you do not need to worry about administering
reference list rules much; however, your appropriate use of in-text citation rules
is very important. Remember that your summary needs to be between 500 and
650 words.
Again, you have two weeks to finish your assignment. Two weeks later,
you will be asked to exchange your summaries with your partners. You will be
reading each other’s summaries simultaneously. Then, you will discuss how
successful you are with your partner.
References
Carrell, P. L. (1987). Content and formal schemata in ESL reading. TESOL
Quarterly, 21, 461-481.
Razı, S. (2004). The effects of cultural schema and reading activities on reading
comprehension. In M. Singhal (Ed.), Proceedings of the first
international online conference on second and foreign language teaching
and research (pp. 276-293). Long Beach, CA: The Reading Matrix.
Retrieved on August 21st
, 2011, from
http://www.readingmatrix.com/conference/pp/proceedings/ razi.pdf

180
Stott, N. (2001). Helping ESL students become better readers: Schema Theory
applications and limitations. The Internet TESL Journal, 7, 11. Retrieved
on August 21st
, 2011 from http://iteslj.org/Articles/Stott-Schema.html
Pre questions
• Tell the differences among quotations, paraphrases, and summaries.
• Why do you need them?
• Are you allowed to borrow other authors’ ideas in your academic
papers? How?

Introduction: Practising in-text citation
Quoting, paraphrasing, and summarizing are three different ways of blending
other sources into your paper. In this respect, you have learned how to quote,
paraphrase, and summarize in the previous chapters. In this chapter, you will
practise your in-text citation skills through exercises. Besides, you will also be
presented with the importance of avoiding plagiarism.
Activity: Paraphrase practice
The following paragraph is an excerpt from Alderson (2000) which you are
expected to summarize. To do this, use quotations and paraphrases. When you
finish reading the paragraph, you will see some useful steps which may help
you do this exercise.
An excerpt from Alderson (2000, p. 109)
A common argument in favour of the use of longer texts in, for example,
testing for academic purposes, is that this practice reflects more closely the
situation where students have to read and study long texts. Thus, even if
research has yet to show that certain abilities can only be assessed using longer
texts, the authenticity argument runs in favour of using longer texts, a practice
followed by IELTS, for example, in contrast with that of TOEFL, where short
passages are used. The reason the TOEFL programme gives for using a
number of short passages is that it allows a wider range of topics to be
covered, thus hopefully reducing the potential bias from a restricted range of
topic areas. This points up the sort of compromise one is often presented with
in testing, in this case between maximising authenticity by using the sort of
long texts that students might have to read in their studies, on the one hand,
and minimising content bias by using several shorter passages, on the other
hand.
Discriminate the main idea from supporting arguments.
• The main idea:
• A common argument in favour of the use of longer texts in, for example,
testing for academic purposes is that this practice reflects more closely the
situation where students have to read and study long texts.
• Supporting arguments:
• Research shows that certain abilities can only be assessed using longer
texts.

182
• The authenticity argument runs in favour of using longer texts.
• Use of longer texts in IELTS.
• Use of shorter texts in TOEFL.
• Reasons of using shorter texts in TOEFL.
• Maximising authenticity vs. minimising content.
Consider the necessity of quoting directly.
• It might be good idea to quote the following sentence directly from the
original material. This will help you persuade your readers.
• “The reason the TOEFL programme gives for using a number of short
passages is that it allows a wider range of topics to be covered, thus
hopefully reducing the potential bias from a restricted range of topic
areas.”
Paraphrase the main idea(s) by restructuring and rewording it.
Alderson (2000) discusses the use of long texts in academic tests.
Summarize supporting arguments which seem important to you.
• The authenticity argument suggests using longer texts since they give the
opportunity of testing specific skills.
• Examples of this can be seen in IELTS.
• TOEFL uses shorter texts in order to cover a variety of topics from
different fields.
• Although longer texts allow exaggerating authenticity, using shorter ones
allocate diminishing content bias.
When you put them all together, then the final version of your summary
may seem like this. Please, do not forget to use linking devices in order to
connect ideas in your summary.
Suggested summary
Alderson (2000) discusses the use of long texts in academic tests. In this
respect, he maintains that the authenticity argument suggests using longer texts
since they give the opportunity of testing specific skills. As indicated by
Alderson, examples of this can be seen in IELTS. On the other hand, he
maintains that TOEFL “allows a wider range of topics to be covered, thus

hopefully reducing the potential bias from a restricted range of topic areas” (p.
109). In conclusion, although longer texts allow exaggerating authenticity,
shorter ones allocate diminishing content bias.
Below you will see another excerpt, this time from H. D. Brown (2000, p.
30). You are expected to summarize it by administering similar steps.
An excerpt from H. D. Brown (2000, p. 30)
For centuries scientists and philosophers operated with the basic distinction
between competence and performance. Competence refers to one’s underlying
knowledge of a system, event, or fact. It is the nonobservable ability to do
something, to perform something. Performance is the overtly observable and
concrete manifestation or realization of competence. It is the actual doing of
something: walking, singing, dancing, speaking. In technological societies we
have used the competence-performance distinction in all walks of life. In our
schools, for example, we have assumed that children possess certain
competence in given areas and that this competence can be measured and
assessed by means of the observation of elicited samples of performance called
“tests” and “examinations.”
Discriminate the main idea from supporting arguments
• The main idea:
• Supporting arguments:
Consider the necessity of quoting directly.
Paraphrase the main idea(s) by restructuring and rewording it.

184
Summarize supporting arguments which seem important to you.
Put them all together by adding linking devices.
Practice exercises in paraphrasing
Write a paraphrase of each of the following paragraphs.
An excerpt from Ur (1996, p. 22)
Roughly speaking, the more language the learners actually engage
with during the activity, the more practice in it they will get. If the lesson time
available for the activity is seen as a container, then this should be filled with
as much ‘volume’ of language as possible. Time during which learners are not
engaging with the language being practised for whatever reason (because
nothing is being demanded of them at that moment, or because they are using
their mother tongue, or because they are occupied with classroom management
or organizational processes, or because of some distraction or digression) is
time wasted as far as the practice activity is concerned.
Your paraphrase of Ur (1996)

An excerpt from Harmer (2001, p. 252)
If students are not interested in the topics we are asking them to write or speak
about, they are unlikely to invest their language production with the same
amount of effort as they would if they were excited by the subject matter. If they
are completely unfamiliar with the genre we are asking them to write in, for
example, they may find it difficult to engage with the task we have given them.
Your paraphrase of Harmer (2001)
An excerpt from Harmer (1998, p. 21)
Both pairwork and groupwork give the students chances for greater
independence. Because they are working together without the teacher
controlling every move, they take some of their own learning decisions, they
decide what language to use to complete a certain task, and they can work
without the pressure of the whole class listening to what they are doing.
Decisions are cooperatively arrived at, responsibilities are shared.
Your paraphrase of Harmer (1998)
An excerpt from Chastain (1988, p. 47)
Successful learners are those who are achieving at a level consistent with their
potential. They have achieved a productive balance between personal factors
such as affective and cognitive variables, instructional factors such as the teacher
and the materials, and social factors such as their classmates and other people
who play influential roles in their lives. Success cannot be equated with course
grade. For some students an “A” may not represent their maximum potential just
as “D” may indeed represent the maximum achievement of others.

186
Your paraphrase of Chastain (1988)
Successful paraphrases vs. unsuccessful ones
If you follow the instructions properly; then, you can paraphrase the other
authors’ ideas successfully. However, disregarding these instructions will result
in failure. Consider, you search on the notion of reading methodology and you
like the ideas presented by Hedge. Read the following text and then consider the
differences among sample paraphrases.
The original passage from Hedge (2000, p. 194)
A concern that students should exploit their knowledge of language effectively
implies a number of points for the methodology of the reading class. First,
encouraging extensive reading may help some students to build a knowledge
of vocabulary and an awareness of the features of written texts. Second, texts
need to be chosen and tasks designed to provide support for what the learner
already knows. Third, there might be value in regular use of analytical
activities which draw students’ attention explicitly to some linguistic features
of texts. And finally, when students deal with a particular reading text in class,
the teacher will need to prepare them for any specific language difficulties they
might encounter in it.
In the following examples you will see some successful and unsuccessful
samples of paraphrases. Let us start with a successful one.
A legitimate paraphrase of Hedge (2000)
Hedge (2000) deals with a procedure of reading classes constituting of four
steps. Firstly, she recommends extensive reading to gain lexical knowledge
and familiarize themselves with the elements of written materials. Secondly,
readers are expected to be reminded their previous knowledge by the help of
texts and tasks. Thirdly, the employment of analytical activities systematically
may highlight the specification of linguistic elements. Fourthly, teachers are
expected to assist readers to overcome any possible language problems related
with the text.

The author refers to Hedge as the author of the original text and also adds
date of publication to the in-text citation. Then, the author paraphrases every
sentence in the original text by restructuring them and using his/her own words.
Please, pay attention to these words and phrases in the text: ‘extensive reading’,
‘analytical activities’, ‘written’, ‘linguistic’, and ‘language’. They remain the
same in the paraphrased version as they can be considered terminologies in the
field of ELT. Therefore, while paraphrasing, you should not try to change
terminologies. However, for the other words and phrases which are not
considered terminologies, the author uses synonyms. As you see, the author did
not refer to direct quotations in the above text. However, it is also possible to
use quoted texts with paraphrases. Consider the following example.
A legitimate paraphrase of Hedge (2000) with an integration of a
quotation
Hedge (2000) deals with a procedure of reading classes constituting of four
steps. Firstly, she indicates that “encouraging extensive reading may help some
students to build a knowledge of vocabulary and an awareness of the features
of written texts” (p. 194). Secondly, readers are expected to be reminded their
previous knowledge by the help of texts and tasks. Thirdly, the employment of
analytical activities systematically may highlight the specification of linguistic
elements. Fourthly, teachers are expected to assist readers to overcome any
possible language problems related with the text.
To highlight the importance of the first step of the procedure, the author
directly borrows from the original source. In this case, it is essential to use
double quotation marks and page number. However, in order to report the other
three steps, the author uses paraphrases. Different from the previous two
samples that could be considered as legitimate paraphrases, also it is possible to
summarize Hedge’s original text in a shorter version. Consider the following
legitimate summary of the text.
An acceptable summary of Hedge (2000)
Hedge (2000) deals with a four-step procedure in reading classes such as
encouraging readers to read extensively, selecting the text and activities in
relation with their previous knowledge, employing analytical activities
systematically, and providing teachers’ assistance with possible language
problems related with the text.
The author refers to Hedge as the author of the original text and also adds
date of publication to the in-text citation. The major points in the original text

188
were summarized and restructured by the author in this summary. The previous
three samples provide legitimate paraphrases and summary of Hedge’s original
text. However, you should be careful about avoiding plagiarism. The following
sample provides a plagiarized example of Hedge’s original text.
A plagiarized version of Hedge (2000)
According to Hedge (2000), a concern that students should exploit their
knowledge of language effectively implies a number of points for the
methodology of the reading class. To Hedge, first, encouraging extensive
reading may help some students to build a knowledge of vocabulary and an
awareness of the features of written texts. Second she indicates that texts need
to be chosen and tasks designed to provide support for what the learner
already knows. Third, Hedge maintains that there might be value in regular
use of analytical activities which draw students’ attention explicitly to some
linguistic features of texts. Finally she reveals that when students deal with a
particular reading text in class, the teacher will need to prepare them for any
specific language difficulties they might encounter in it.
This version is considered as a plagiarized one since the author directly
quotes from the original source without indicating this properly to the readers.
As you remember, when you directly quote, you need to use double quotation
marks in order to indicate your readers that you did not write the quoted section.
Besides, you also need to refer to the author’s surname, date of publication, and
page number. In this plagiarized text, the author presents Hedge’s sentences as
if they were written by himself/herself. Thus, although the author acknowledges
Hedge as the author of original source, the italic phrases are incorrectly
presented as if they are the author’s own sentences.
What is plagiarism?
In academic writing, you are expected to engage with other people’s ideas in
relation with the field of ELT. Most of the time you will read related academic
papers such as articles and books with your topic and then incorporate them into
your own paper. While using the other researcher’s ideas, you must be very
careful; because if you do not give credit where it is due; then, plagiarism
occurs. This means that you use their work without properly acknowledging the
original source of the information. If you do not cite the sources properly in
your paper, this will result in charges of plagiarism.

How can you avoid plagiarism?
In order to avoid plagiarism, you must acknowledge the original source of
information whenever you use
• any information which is not common knowledge,
• an idea or opinion which does not belong to you,
• specific words and phrases,
• statistical information from a scientific study such as facts and figures, and
• quotations, paraphrases, and summaries from other sources.
In this respect, if you ever use such information in your papers; then, you
need to acknowledge the original source. To do this, first you need to mention
the surname of the author who holds the copyright for the borrowed
information. Second, you will also need date of publication for the source.
Third, if you are directly quoting from the original source without paraphrasing
or summarizing; then, you will also need page number(s).
Common knowledge
However, you do not need to acknowledge any source in case of using common
knowledge in your paper. However, this does not necessarily mean that you can
copy works’ of other. Instead, you should give such information to your readers
by structuring your own sentences with your own words. Also, if you are not
sure whether the information you are referring to is common knowledge or not;
then, you had better guarantee yourself by providing citation for your
information. Then, what does common knowledge include? To answer this
question, you can regard two components of it.
General common knowledge
If you are using a generally accepted date, you do not need to acknowledge this
since it is known by everyone. Such factual information is considered to be
belonging the public. Consider the following example.
Sample use of general common knowledge
Turkish Republic was founded in 1923 by Atatürk.
Field-specific common knowledge
Different from the general common knowledge which is known by anyone in
the society, field-specific common knowledge is regarded to be common only
within a specific field of people. Such knowledge may include information

190
related with the basic theories of any specific field. Consider the following
example.
Sample use of field-specific common knowledge
Learning a foreign language requires practising four basic skills of reading,
writing, speaking, and listening.
Since every professional in the field of ELT knows that there four basic
skills in language learning, you do not need to provide any citations for such
information.
In order to avoid plagiarism, you must pay attention to your paraphrases.
Many novice authors have an intention of putting other researchers’ ideas into
their own words without acknowledging them. This is one of the main causes of
plagiarism. Then, if you are using any idea which originally does not belong to
you, provide in-text citations.
Moreover, do not forget that in academic papers you should sound
scientific. In order to provide this in your paper, you are not allowed to acclaim
any information without providing necessary references. For example, if you
claim that female learners are more successful than male learners in terms of
reading comprehension in a foreign language; then, you must refer to the results
of experimental studies which support this. Claiming this without referring to
any studies means that your paper does not sound scientific. Similarly, your
paper will not sound academic if you report something in the following way:
Sample
According to the results of a research study, female learners are more
successful than male learners in terms of reading comprehension in a foreign
language.
The sentence above is not considered to be academic because in academic
papers we would like to know the source of the information that we rely on.
However, the above sentence does not indicate the source of information since
‘a research study’ does not allow us to learn the details about the study. Thus,
you are expected to refer to the surname of the researcher and date of
publication for this study.
Conclusion
In this chapter you have practised your skills in quoting, paraphrasing, and
summarizing. Besides you learned how to avoid plagiarism. In the following
chapter, you will continue studying in-text citations and learn other details
about them.

Chapter 11
Details with In-Text Citations

192

Details with In-Text Citations 193
In the previous two chapters you have learned how to quote, paraphrase, and
summarize; and also you have practised these skills through exercises. This
chapter aims to present various ways of presenting citations. Moreover, you will
learn some detailed rules in relation with in-text citations.
Pre questions
• Do we have to give the surname of the author and the date of
publication in parentheses all the time?
• What happens if an idea is stated by two different authors in different
sources?
• What happens if you refer to two different sources written by the same
author in the same year? How do you discriminate them from each
other?
• What happens if a source is written by six authors? Do we need to
mention all the authors’ surnames?
• What happens if there is no author for any source?
• What happens if there is no date of publication for any source?
• Is it possible to borrow information from a web site in academic
papers?

194

Introduction: Parenthetical citations
Parenthetical citations are acknowledgements to original sources which you use
in your paper. Then, your readers will immediately understand where the
information comes from. In this respect, this chapter will provide guidelines in
order to use parenthetical citations.
As you remember, in accordance with the rules of APA style, three
kinds of information should be included in in-text citations. Two of them,
namely the surname of the author and date of publication should be
included in all citations; however, the page number is essential only in
case of using direct quotations. Remember that you will refer to this
information later on while preparing your reference list. Besides, matching
the in-text citations with the reference is also another important aspect that
you need to pay attention.
Where to place parenthetical citations
In academic papers, you have three alternatives to present your citations. This is
in relation with your aims in integrating the in-text citation. Consider the
following examples.
Sample 1: Idea-focused
Schemata are accepted as interlocking mental structures representing readers’
knowledge (Alderson, 2000; Anderson & Pearson, 1988; Brown, 2001; Cook,
1997; Harmer, 2001; Perkins, 1983; Zaher, 1987) of ordinary events (Nassaji,
2002).
Sample 2: Researcher-focused
Nassaji (2002) discusses one of the unexpected findings of schema-based
studies that would account for working memory.
Sample 3: Chronology-focused
In 1932, Bartlett introduced schema theory.
In the first sample, the intention is focussing on the idea; therefore, we
place the surnames of the authors and dates of publications in parentheses. We
can place them either in or at the end of the sentence. However, the second
sample has an intention of focussing on the researcher. In this respect, we place
only the date in parentheses, but the surname remains in the sentence, not inside

196
parentheses. Finally, the third sample aims to focus on chronology; therefore,
we need to integrate both the surname of the author and date of publication into
our sentence.
Cite a source with one author
For the first time you refer to a source, you need to refer to the surname of the
author which is followed by date of publication. However, if you refer to the
same source in the same paragraph; then, you write only the surname of the
author but you do not repeat date of publication. Nevertheless, if you refer to the
same source in a subsequent citation in another paragraph, remember that you
need to refer to the surname of the author again which is followed by date of
publication. Consider the sample use of in-text citations in the following two
paragraphs.
Sample subsequent use of the same source
Since the emergence of language learning strategies by the 1970s, there has
been considerable amount of research on their interaction with language
learning process. Due to a large number of strategies which are readily
available for learners, researchers have long been aiming to classify them.
Although researchers aim to provide reliable basis for their various
classifications, there has not been a consensus on the classification of LLSs.
However, Oxford’s (1990) efforts deserve appreciation since she consistently
aims to question their classification in her very famous Strategy Inventory for
Language Learning. Therefore, the classification of language learning
strategies in this study will be based on Oxford’s.
The two widely-accepted categorizations of learning strategies date back
to the early 1990s prominent publications belong to Oxford (1990) and
O’Malley and Chamot (1990). Language learning literature presents a variety
of different strategies which are mainly used for literacy. O’Malley and
Chamot list learning strategies in three categories: metacognitive, cognitive
and social/affective. On the other hand, Oxford’s six types of learning
strategies are broadly categorized in two groups; one dealing with direct, and
the other dealing with indirect ones. It is possible to relate Oxford’s
classification with Rubin’s (1981) studies since Rubin previously discriminates
strategies that contribute directly to learning from the ones that contribute
indirectly to learning. Oxford lists memory, cognitive, and compensation
strategies in the direct group; and metacognitive, affective, and social strategies
in the indirect group. She indicates that there is an interaction between direct
and indirect strategies; therefore learners may need to refer to their direct
strategies in order to use an indirect strategy.

However, in case of confusion, you need to repeat date of publication
even in the same paragraph. In the following sample paragraph for example, the
author refers to two different studies of Oxford. In case of referring for the
second time to Oxford (2001) in the same paragraph, the author needs to repeat
date of publication; otherwise the readers would not be able to understand
which of the two studies it refers to.
Sample use of several sources by the same author
Language is a device which enables people to communicate through
interaction; therefore, learning a language should involve this interaction.
According to Oxford (2001), social strategies provide learners with the means
to interact with other people through improving their understanding and
enhancing language production. Asking questions to get verification, asking
for clarification of a confusing point, asking for help in doing a language task,
talking with a native-speaking conversation partner, and exploring cultural and
social norms can be examples of such strategies (Oxford, 2003). It should be
noted that social strategies not only foster learning but also relieve learners to
realize the new culture (Oxford, 2001).
Authors with the same surname
If you refer to sources which were written by different authors with the same
surname, then you need to mention their initials in order to discriminate these
two authors. Remember that the difference in the date of publication does not
matter. In the following sample paragraph for example, the author refers to two
different studies written by N. J. Anderson and J. R. Anderson. Examine the use
of initials in order to discriminate these two authors from each other.
Sample
N. J. Anderson (2005) indicates that although strategies can be identified
individually, they are not utilized in isolation and he resembles using a single
strategy on its own to playing an instrument. He explains that an orchestra
consists of a variety of instruments which results in beautiful music; therefore,
he stresses the virtue of regarding strategies in relation to each other. Thus,
learning strategies are transferable from L1 to FL settings (Block, 1986).
However, to make use of transfer skills, learners need to be aware of their own
learning process; therefore, learning strategies can be transferred to new tasks
when they are once learned (Chamot & O’Malley, 1987). Unless exposed to a
specific training programme, learners do not have an intention of automatically
using a wide variety of learning strategies (Bialystok, 1981). Strategies are
believed to be transferred to similar tasks when learners match patterns
between the previous and the new tasks (J. R. Anderson, 2000).

198
Cite more than one item by the same author in the same year
When you refer to two or more studies by the same author written in the same
year, you need to distinguish them from each other by adding letters such as a,
b, c, ... In the following sample paragraph, for example, there are two different
sources written by Oxford in 2001. In order to discriminate them from each
other, we add ‘a’ and ‘b’ to the date of publication.
Sample citation to different sources written by the same author in the same year
Memory, also called memory-related (Oxford, 2001a) and mnemonic (Oxford,
2001b), strategies which assist learners to create linkages between existing and
new information are known to have been in use for a very long time. However,
they do not guarantee deep understanding of the information (Oxford, 2001a). In
should be kept in mind that there may not be a positive relation between memory
strategies and L2 proficiency (Oxford, 2003). It is important to differentiate
‘cognitive’ strategies from ‘memory’ strategies. Although cognitive strategies
relate existing and new information at a deep level, memory strategies provide
this relation only in a simple and superficial way (Oxford, 2001b).
Cite a source with two authors
The rule for citations to the sources written by two authors is quite similar to the
rule with a single author. Consider the use of citations for Williams and Burden
(1999) in the following two paragraphs.
Sample citation to a source written by two authors
Tudor (1996) calls attention to the relationship between metacognitive strategies
and organisation of the learning process. According to Williams and Burden
(1999), metacognitive strategies encourage learners to observe their environment
rather than focusing their attention on learning. Williams and Burden maintain
that readers need to be aware of what they are doing and also which strategies
they are using. In this respect, it is also crucial to manage the strategies
appropriately for different tasks. As learners are aware of their own learning
process, they know about their knowing, a different level called metacognition.
Williams and Burden (1999) conclude that providing metacognitive
awareness is crucial for effective learning and indicate the difference between
strategies which allow direct and indirect contribution to learning. If learners
memorize new vocabulary or guess a meaning of unknown vocabulary, these
then could be considered as direct contribution to the learning of the TL which
takes place at a cognitive level. However, if they have intentions to chat with
foreigners on the Internet or wander enthusiastically around to contact and
socialize with tourists these then could be exemplified as indirect strategies.

As indicated in the previous sample, for the first time you refer to a
source written by two authors, you need to mention the surnames of the two
authors and you should follow this with date of publication. However, if you
refer to the same source in the same paragraph; then, you repeat only the two
surnames of the authors but you do not repeat date of publication. Nevertheless,
if you refer to the same source in a subsequent citation in another paragraph,
remember that you need to refer to the surnames of the two authors again which
is followed by date of publication.
However, in case of confusion, again you need to repeat date of
publication even in the same paragraph. In the following sample paragraph for
example, the author refers to two different studies of Chamot and O’Malley. In
case of referring the second time to Chamot and O’Malley’s (1987) in the same
paragraph, the author needs to repeat date of publication; otherwise, the readers
would not be able to understand which of the two studies it refers to.
Sample citations to different sources written by two authors
Chamot and O’Malley (1987) list selective attention, self-monitoring, and self-
evaluation as metacognitive strategies. Linguistic markers indicate the type
information which will be presented subsequently. Chamot and O’Malley
(1986, p. 11) give examples of such markers. For example, encountering a
marker “The most important thing to remember …” indicates that the main
idea is going to be presented. Although self-monitoring is not associated with
the skill of reading by Chamot and O’Malley (1987), it is employed also by
readers to check whether they comprehend the text they are reading or not. In
addition, self-evaluation assists learning by helping students decide how well
they have accomplished a learning task and whether they need to relearn or
review any aspects of it.
Moreover, you should pay attention to the use of an ampersand (&) in
your citations. If you present the two authors surnames in parentheses, then you
must use an ampersand (&); however if you present the two authors surnames in
your sentence without using any parentheses, then you must replace the
ampersand with ‘and’. Consider the following example.
Sample use of ‘and’ and ampersand (&)
The subsequent definitions seem to counterfeit the previous ones. For example,
Chamot and El-Dinary (1999, p. 319) describe learning strategies “as mental
procedures that assist learning and that occasionally can be accompanied by
overt activities” which is quite similar to O’Malley and Chamot’s (1990)
archetypal illustration. In the recent decade, definitions on learning strategies
regard it as either cognitive or emotional behaviour (Dörnyei & Skehan, 2003).

200
Cite a source with three, four, or five authors
For the first time you refer to a source written by three authors, you need to
mention the surnames of all three authors. For the second time you refer to the
same source, it does not matter whether in the same paragraph or not, you
mention only the first author’s surname and then in order to represent the
second and the third authors you add use ‘et al.’ which means and his friends.
This rule is the same also for the sources with four and five authors.
Sample citation to a source written by three authors
Levine, Oded, and Statman (1985) indicate that good readers identify the
markers in the text which assist them to make predictions about the text. To
Levine et al., readers make use of exemplification markers, the specific
markers of comparison and contrast, and the markers of cause and effect.
Predicting may involve a number of different versions such as predicting the
title after reading the text, predicting the forthcoming information in the
second paragraph after reading the first one, predicting general reaction for an
incident after reading it, and adding to the end of a story by predicting (Carter,
1986).
Readers constitute expectations as they read the text. It is possible to
predict words from the context, content of a sentence by the help of syntactic
clues, and content of an article by the help of title and minimum amount of
sentences (Levine et al., 1985). Bartram and Parry (1989) consider guessing
difficult words, predicting, skimming, scanning, and looking for detailed
information as important strategies for readers. Grabe (1997) concludes with
reference research on strategy training that “summarizing, semantic mapping,
predicting, forming questions from headings and sub-headings, and using
adjunct questions” (p. 6) have an impact on the improvement readers’
awareness of text structure.
Cite a source with six or more authors
Even for the first citation of a source written by six or more authors, you need to
mention only the first author’s surname and in order to represent the other
authors you need to add ‘et al.’. Consider the citation to the source written by
Hassan, Macaro, Mason, Nye, Smith, and Vanderplank. Nowhere in the text do
you mention the surnames of all authors. However, when you are writing your
reference list, you are expected to mention their surnames. Remember that with
sources written by seven or more authors, also in the reference list you need to
use et al.

Sample citation to a source written by six or more authors
Examining the characteristics of successful learners and comparing their way
of using strategies with unsuccessful ones has underpinned research studies to
instruct learning strategies and the findings of such studies indicate progress in
learning by the help of appropriate use of strategies (Chamot & Rubin,1994;
Cohen, 1998; Wenden, 1991). Strategy training is defined as an “intervention
which focuses on the strategies to be regularly adopted and used by language
learners to develop their proficiency, to improve particular task performance,
or both” (Hassan et al., 2005, p. 1).
Hassan et al. (2005) documente a number of 567 research studies related
with strategies dating back to 1960, and they indicate the evidence of the
effectiveness of LLS training; however, they question whether such an impact
is long lasting or not. The teachability of reading strategies have long been in
interest of researchers who have conflicting ideas about how to teach them,
either teaching a single strategy or multiple strategies at a time. Although the
teachability of communication strategies is attributed to be suspicious
(Dörnyei, 1995; Dörnyei & Scott, 1997), literature on reading strategies
demolishes such suspicion for reading strategies as the teachability of reading
strategies is unquestionable (Garner, 1987).
Sources with two or more six-author groups with same first surname
In case of referring to two or more six-author groups starting with the same
surname, you need to add the surname of the second, if necessary the third and
so on, author before et al.
Sample citation to sources written by six authors
Another example of multiple-strategy instruction programme is Concept-
Oriented Reading Instruction (CORI), in which cognitive strategies are woven
together with motivating activities such as daily life interactions and peer
collaboration (Guthrie, Van Meter, et al., 1998). Guthrie, Anderson, et al.
(1999) revealed that CORI assisted readers to improve their reading
comprehension.
A source with no author
If there is no author for a publication; then, you can refer to the first few words
in the title of the source you use. Consider the use of National Research Council
in the following sample paragraph.

202
Sample citation to a source with no author
Being able to monitor learning strategies can contribute to their learning
through metacognitive approaches (“National Research Council”, 2000).
An edited work with no author
In case of an existence of an editor, or several editors, for a no-author
publication, you can use the surname(s) of the editor(s) in the author position.
Cite multiple sources in one reference
When you refer to two or more sources in citations in parentheses, you need to
put them into alphabetical order. In order to discriminate sources from each
other, you need to use semicolon.
Sample citation to multiple sources
Several research studies indicate that more proficient users of language refer to
language learning strategies more than less proficient ones (Green & Oxford,
1995; Griffiths, 2003; Mogogwe & Oliver, 2007; O’Malley & Chamot, 1990;
Taguchi, 2002).
Remember that you need to arrange different sources according to
alphabetical order. However, you are not allowed to change the order of authors
in any source. For example, if the source is written by O’Malley and Chamot
(1990) you cannot say Chamot and O’Malley (1990).
Cite multiple sources in one reference by the same author
In case of referring to two or more sources by the same author in the same
citation, you need to discriminate these sources from each other by using a
comma. Remember that you do not repeat the surname of the author. Consider
the sample paragraph.
Sample citation to multiple sources by the same author
Through compensation strategies learners can participate both in receptive and
productive skills even if they have insufficient target language knowledge.
When such strategies are used for the productive skills of listening and writing,
they are labelled as compensatory strategies. They are also considered to be
forms of communication strategies and not regarded as language learning
strategies (Cohen, 1998); therefore, they are used not to learn a language but to
use it. However, Oxford (2001, 2003) considers that any compensation
strategy assists learners.

Use of major works with the others
If you would like to discriminate any sources from each other in terms their
importance, then use ‘see also’ which is followed by the major work. In the
sample sentence below, for example, the studies of Rubin and Stern are
regarded as major ones in the related field and the other researchers in the other
studies follow them.
Sample citations to major works and the others
Following Rubin (1975) and Stern (1975), other researchers also investigated
the use of language learning strategies of both successful (see also Chamot,
1987; Naiman, Fröhlich, Stern, Todesco, 1978; Naiman, Fröhlich, Todesco,
1975) and unsuccessful learners (see also Abraham & Vann, 1987; Chamot &
Küpper, 1989; Hosenfeld, 1976, 1984; Porte, 1988; Vann & Abraham, 1990).
Use of sample citations
If you would like to provide sample studies in relation with the explanation that
you deal with, then add ‘e.g.’. In the following sample sentence, the author
gives an example from Vann and Abraham’s study.
Sample citation to a sample study
Concerning learners’ inadequacy in using appropriate strategies triggered
researchers to study also unsuccessful learners (e.g. Vann & Abraham, 1990)
who were attributed as having difficulties in administering strategies.
Cite an electronic source
In case of referring to an electronic source, you should follow a similar
procedure as you do for written sources. First of all, again you need the surname
of the author(s). Second, you also need date of publication for the material. Be
careful about writing date of publication, this is not the date you retrieve
information from the Internet. For example, in the following citation, the
information was retrieved from http://faculty.uoit.ca/hughes/ Reading/
ReadingProcess.html and we can obtain the author surname and date of
publication from the site.
Sample citation to an electronic source
According to Hughes (2007), reading requires an interaction among the text,
the reader, and aims of reading.

204
If there is no author; then, you will refer to the title and borrow the first
important words from it. For example, Wikipedia is quite fashionable among
students in order to obtain information from the Internet. However, remember
that you do not know the authors of the texts in Wikipedia. Therefore, this
spoils the reliability of the information you retrieve. Consider the following
sample sentence in which the citation is based on Wikipedia information
retrieved from http://en.wikipedia.org/wiki/Academic_writing.
Sample citation to an electronic source with no author
Academic writing includes different text types (“Academic Writing”, 2011).
If there is no date of publication along with the author; then, you will put
‘n.d.’ in order to represent ‘no date’. Remember that such information that you
retrieve from the Internet is quite suspicious since it does not involve the author
name and date of publication. In this case, you will be safer by avoiding such
information. Consider the following citation in which the information was
retrieved from http://www.uefap.com/writing/feature/intro.htm.
Sample citation to an electronic source with no author and no date of
publication
Writing academic papers in English requires presenting arguments in a linear
fashion (“Features of Academic Writing”, n.d.).
If you directly borrow information from the web site by quoting, then you
must use paragraph numbers. To do this, you have two alternatives either using
‘para.’ or ‘¶’ preceding the paragraph number. Consider the following two
samples from http://faculty.uoit.ca/hughes/Reading/ReadingProcess.html.
Sample quotations from the web site
• According to Hughes (2007, Section 1, ¶. 1), “[r]eading is a complex
interaction between the text, the reader and the purposes for reading”.
• According to Hughes (2007, Section 1, para. 1), “[r]eading is a complex
interaction between the text, the reader and the purposes for reading”.
Moreover, if you would like to refer to an entire web site, in this case you
will mention the URL in your text only. There will be no additional explanation
in your reference list.
Sample citation to the URL
International Journal of Research in ELT web site provides information on
APA writing style (http://ijrelt.eab.org.tr/en/).

Use of secondary sources
When you refer to a source, ask yourself whether you have read the original
study or not. If you have not read the original source; then, you need to indicate
this to your readers as you are referring to someone’s ideas with the words of
another one.
Sample citations for cited information
• Reading strategies differ from reading skills as they are treated beyond the
reader’s consciousness control (Anderson, 2009 as cited in Jung, 2009).
• According to Anderson (2009, as cited in Jung, 2009), reading strategies
differ from reading skills as they are treated beyond the reader’s
consciousness control.
The samples above indicate that you as the author of the paper have not
read Anderson’s study; however, you learned about Anderson’s ideas by
reading Jung’s work as Jung refers to Anderson in his own study. From the
phrase ‘as cited in’ we understand that Jung borrowed information from
Anderson by paraphrasing, not by quoting. When you prepare the reference list,
you need the reference entry for only Jung’s study. In your reference list, you
will not deal with the details of Anderson’s study. Now consider the differences
in the following samples.
As quoted
• “A deficit in any knowledge source results in heavier reliance on other
knowledge sources, regardless of their level in the processing hierarchy”
(Stanovich, 1980, p. 63, as quoted in Anderson, 2000, p. 50).
• According to Stanovich (1980, p. 63, as quoted in Anderson, 2000, p. 50),
“[a] deficit in any knowledge source results in heavier reliance on other
knowledge sources, regardless of their level in the processing hierarchy”.
The samples above indicate that you as the author of the paper have not
read Stanovich’s study; however, you learned about Stanovich’s ideas by
reading Anderson’s work as Anderson refers to Stanovich in his own study.
From the phrase ‘as quoted in’ we understand that Anderson borrowed
information from Stanovich by directly quoting, not by paraphrasing. In this
case, when you prepare the reference list, you need the reference entry both for
Stanovich’s and Anderson’s studies.

206
Activity: In-text referencing
Rewrite the following sentences to correct the mistakes in them by paying
attention to APA in-text citation rules.
1) According to Nunan (2005), he states that foreign language learning is a
challenging task.
................................................................................................................................
2) Brown (2001) he maintains that learning strategies are valuable.
................................................................................................................................
3) Eskey regards reading as the most important skill to be practised (2005).
................................................................................................................................
4) Carrell et al. (2008) implies that young learners do not afraid of mistakes.
................................................................................................................................
5) Devine (2002) question the impact of background knowledge on reading
comprehension.
................................................................................................................................
6) Chamot, N. (2010) reveals the use of metacognitive reading strategies by
adults.
................................................................................................................................
7) “Culture consists of more than the fine arts”, Richards & Rodgers (2003, p.
12).
................................................................................................................................
8) Anderson: The purpose of language learning is communication (1999).
................................................................................................................................
9) A language consists of a set of habits by Alderson (May, 2000).
................................................................................................................................
10) Learning is facilitated by accompanying physical objects (Alptekin &
Alptekin, 1995; Ur, 1990; Hedge, 2008).
................................................................................................................................

Suggested answers
1) According to Nunan (2005), foreign language learning is a challenging task.
2) Brown (2001) maintains that learning strategies are valuable.
3) Eskey (2005) regards reading as the most important skill to be practised.
4) Carrell et al. (2008) imply that young learners do not afraid of mistakes.
5) Devine (2002) questions the impact of background knowledge on reading
comprehension.
6) Chamot (2010) reveals the use of metacognitive reading strategies by adults.
7) According to Richards and Rodgers (2003, p. 12), “[c]ulture consists of
more than the fine arts”.
8) Anderson (1999) maintains that the purpose of language learning is
communication.
9) A language is supposed to be consisting of a set of habits by Alderson (2000).
10) Learning is facilitated by accompanying physical objects (Alptekin &
Alptekin, 1995; Hedge, 2008; Ur, 1990).
Activity: Incorporating quotations
Incorporate the following two quotations into the text at appropriate
places. You are expected to make any changes necessary to the text.
Quotations
• Readers may derive the meaning that they need from the text; however, the
information derived from such an interaction “can never be complete or
precise” (Widdowson, 1980, p. 10).
• It is also important to remember that readers almost never “read anything in
a ‘vacuum’” (Willis, 1981, p. 150).
The text
Ur (1996) explains that when readers start reading a text, they are required to
focus on decoding the letters to understand what words mean. In such
instances they have little or no inference from their background knowledge
and their understanding largely depends on decoding letters. But as soon as
they meet a meaningful context in the text, they bring their own interpretation
to the word rather than merely focusing on its exact component letters. This
implies that readers already know something about the subject matter that the
text they are reading. The interaction between the text and readers is not a
unique feature of proficient readers. Alternatively, Widdowson (1980, p. 10)
designates another interaction between the text and readers. Besides, such an
interaction also highly depends on readers’ background knowledge.

208
Suggested answer
Ur (1996) explains that when readers start reading a text, they are required to
focus on decoding the letters to understand what words mean. In such
instances they have little or no inference from their background knowledge
and their understanding largely depends on decoding letters. But as soon as
they meet a meaningful context in the text, they bring their own interpretation
to the word rather than merely focusing on its exact component letters. To
Willis (1981), it is also important to remember that readers almost never
“read anything in a ‘vacuum’” (p. 150). This implies that readers already
know something about the subject matter that the text they are reading. The
interaction between the text and readers is not a unique feature of proficient
readers. Alternatively, Widdowson (1980) designates another interaction
between the text and readers. According to him, readers may derive the
meaning that they need from the text; however, the information derived from
such an interaction “can never be complete or precise” (p. 10). Besides, such
an interaction also highly depends on readers’ background knowledge.
Conclusion
This chapter introduced various ways of presenting citations. Besides, it also
provided some detailed rules in relation with in-text citations. You have
finished the topics in the course content of the fall semester. You are now
familiar with academic writing and in-text-citation rules. Besides you also read
about the process of reading. In the following chapter, you will be introduced
with the first topic of spring semester and learn how to review literature for
your study.

Chapter 12
Reviewing Literature

210

Reviewing Literature 211
In the previous eleven chapters in relation with the fall semester topics, you
have familiarized yourself with academic writing and in-text-citation rules.
Moreover, you also learned about the process of reading. In first unit of spring
semester, you will be introduced with your new assignment which will continue
for a semester. In this respect, first, you will be introduced with reviewing
literature for your study. Also you will learn how to evaluate the reliability of
the sources you find.
Writing assignment
In the fall semester you had five writing assignments. For the spring semester, this
time, you will have a single assignment which will continue for fourteen weeks.
In this respect, you are expected to find your own topic to write your assignment.
For this fifth assignment you are expected to keep a portfolio. When you
decide your topic, first, you need to brainstorm on it. Then, you will submit
these items to your lecturer to introduce the topic that you want to study. Next,
you are expected to prepare your outline. When you finish your outline, again
you will submit it to your lecturer and discuss the organization of your paper.
After agreeing on your outline, you will start writing your first draft and
continue with the second one. These will be followed by the reviewed version
of your paper. Finally, you are expected to proofread your paper.
For this assignment you have fourteen weeks to complete the task and
you need to keep the copies of brainstormed items, outline of your study, first
draft, second draft, reviewed version, and proofread version in your portfolio.
At the end of the term you will submit this portfolio to your lecturer.
Pre questions
• What is the difference between an essay and an article?
• If you are expected to write an essay which one is better? Being
allowed to decide the topic on your own or being delivered the topic
by the lecturer?
• What do you do before you start writing your paper?
• How do you search sources for your essay?
• What criteria do you pay attention in relation with the reliability of the
sources that you find for your study?

212

Introduction: Essays and articles
Basically, both an essay and an article refer to almost similar pieces of writing.
Generally, a short piece of writing which deals with a single topic might be
considered as an essay. However, if this essay is published in a newspaper,
magazine, or journal; then, we call the essay as an article. In relation with this
issue, you can learn the components of an academic paper in Chapter 13.
Nevertheless, generally an essay is supposed to be constituting of four parts;
namely, introduction, body, conclusion, and references. The following steps
may help you overcome the difficulties that you might encounter in the process
of writing an essay.
Choosing the topic
If your lecturer delivers a writing task on a restricted topic, you need to
understand what you are expected to do. In this respect, think about your
purpose in writing the paper and more importantly, think about your readers.
This will allow you to identify the correct level for the formality of your paper.
If you are experiencing difficulties in doing this, you may need to refer back to
Chapter 1 in order to remember the details of choosing the right academic level.
When you have done this, consider the probable restrictions with the topic to
identify it better.
However, in case of being allowed to decide on your topic, first of all,
you are expected to narrow down it. Again, there are some concerns which need
to be paid attention. Although it seems to be fairly easy to decide on the essay
topic, you need to manage the process successfully. In case of experiencing
difficulty in finding a topic, it might be a good idea to discuss it with a group of
class mates. The following example shows how to manage the task of choosing
the topic and narrowing it down.
Narrowing down the topic
Consider that you want to write an essay on ‘strategies’. Let us try to narrow
down this topic together. To do this, you may ask some questions to yourself.
For example, you may start with identifying the type of strategies that you
would like to study in your paper. For example, would you like to investigate
‘learning strategies’ or ‘communication strategies’? In relation with this
question, let us assume that you wish to focus on ‘learning strategies’. Next, ask
yourself what you learn by the help of these strategies. Let us suppose that you
learn a foreign language. Then, you need to deal with ‘language learning
strategies’. You may continue narrowing your topic down as long as you reach a

214
satisfactory answer. This time, for example, you may wish to identify the
category of language learning strategies that you would like to deal with. In this
respect you may discriminate ‘cognitive language learning strategies’ from
metacognitive ones. Or, if you like, you may want to identify the specific
language skill in relation with language learning strategies such as
‘metacognitive reading strategies’.
Brainstorming on the topic
After narrowing down your topic, it is rather important to analyse it in details.
Then, it might be helpful to think about what you know about the topic. In this
respect, brainstorming can be a valuable strategy. To brainstorm on the topic,
allow yourself some limited period. For example, consider you are expected to
deal with language learning strategies in your paper and you may say yourself
that “I’m going to think about language learning strategies and write down
everything that comes to my mind in five minutes”. It is very important to be
fast while brainstorming as you should not evaluate the items that come to your
mind. At that time, the items might be both related and unrelated with the topic.
When you finish brainstorming you should examine the items that you write
down. This time, you are expected to discriminate the relevant ones from the
irrelevant ones. When you finish this, omit the irrelevant ones since you do not
need them and work on the relevant ones which will help you to see what you
know about the topic.
A careful investigation of the list will provide you to see also what you
need to know about the topic. Suppose that you brainstorm on ‘language
learning strategies’ and you realize that you do not know the definition of
strategy. In this respect, you need to know its definition. It means that you need
to review relevant literature for your study.
Although the Internet seems to be the easiest way of obtaining
information on your topic, remember that this is not secure enough since anyone
can publish any information on the Internet. Because of freedom concerns, there
seems to be lack of authority on the Internet. On one hand, this is advantageous
since it makes it easy to share information; however, on the other hand, it is also
disadvantageous as it makes the information suspicious.
Then, visiting your school library is to your advantage in order to retrieve
reliable information. Also remember that your library may provide you an
online username and password to retrieve reliable information from academic
journals and e-books by using your own computer outside school. When you
visit the library, you need a careful plan in order not to get lost. You can type
key words related with your topic into the computer to find relevant sources. In
order to understand whether the source is relevant or not, you may wish to

examine the table of contents for books, and read abstracts for articles or
dissertations. For longer texts, you may prefer reading the first and last
paragraphs in order to get an idea about it. When you decide to read a book or
an article, remember to make use of the strategies of skimming and scanning
effectively as you may not need to read all parts of a study in details. In this
respect, reading the first and last sentences in a paragraph may help you
understand the main idea.
Reliability of the sources
When you review literature for your study, you need to pay attention to the
reliability of the sources that you borrow information. Hence, you need to ask
yourself whether it is safe to use this source in your paper. Let us investigate
how useful the sources are in their general categories. Consider the following
discussion on the reliability of various types of sources.
We will start evaluating sources with journal articles as they provide
almost the most reliable information. Journal articles are reliable because in
order to publish an article it needs to be carefully evaluated by other
researchers. When a researcher prepares the manuscript, it is sent to the editor
of the journal. The editor sends the manuscript to several researchers that are
called referees. Since there is a blind-review process for any submitted
manuscript, the referees do not know anything about the author of the
manuscript; they simply read it carefully and report their comments about the
study to the editor. Then, the editor decides whether to publish the article or
reject it. For many cases, the authors are expected to make necessary changes,
either minor or major, recommended by the referees. Therefore, journal articles,
especially the ones in well-established journals, are considered reliable sources
to retrieve up-to-date information.
In terms of evaluating books for their reliability, it might help you to
categorize them. To do this, you need to examine the purpose of the author in
writing the book. For a text book, for example, the author’s intention is
teaching. Then, it may not be an appropriate source to be included in your
literature review; instead, you need to find relevant reference books on the
issue. The credibility of the author is very important in order to evaluate books
as there is no blind-review process for books. Thus, it might be a good idea to
search about the author on the Internet. Remember that it may require a longer
process to write a book in comparison to writing an article; therefore, they may
present less up-to-date information. Also bear in mind that some books are
edited collections. It means that every chapter in the book is written by different
authors and they are woven together by the editor. It is also quite common to
find such edited collections for conference proceedings. The organizers of

216
conferences may prefer publishing oral presentations in their conference
proceedings in a written fashion. Although it is easier to publish a chapter in
conference proceedings in comparison to publishing an article, they can also be
regarded as reliable sources.
Another reliable way of obtaining reliable information is through theses
and dissertations. Post graduate students are expected to submit their theses or
dissertations in order to graduate. They write their theses or dissertations under
the guidance of a supervisor. For dissertations, there may be a committee which
is responsible for checking its progress regularly. When a post graduate student
submits his/her thesis or dissertation, he/she needs to present it to a committee
constituting of professors from the related field. Therefore, both master (MA)
theses and PhD (Philosophy of Doctor) dissertations are considered as reliable
sources. Besides, writing a thesis or a dissertation requires a long process.
Usually it takes at least a year to write an MA thesis and two, three, or may be
more years for PhD dissertations. However, remember that these theses and
dissertations are written by students who might be regarded as inexperienced
researchers; therefore, you had better treat their findings with caution as there
might be some mistakes in them. Finally, be careful about bachelor of arts (BA)
theses as they have the potential risk of presenting ill-formed ideas because of
the inexperience of their authors. Then, you will be safer by not integrating BA
theses into your papers.
For your academic papers, please avoid newspapers and magazines
despite their possibility of being integrated in your reference list appropriately
in APA style. Although, they can provide recent information, at the same time
they also aim to refer to a general audience. Thus, the information that you
obtain from such sources will be very limited. Besides, the first and foremost
aim of publishing a newspaper or a magazine is in relation with economical
concerns, not with scientific contribution to the field.
Another important point in searching information for your literature
review is the reliability of the sources obtained from the Internet. Recently,
many academic journals are also published online; therefore, they allow
covering a larger number of audiences in this way. Articles obtained from
online academic journals are reliable; however, when you obtain any article
from the Internet, you need to indicate this to your readers. You can learn about
the details of this in chapters 15 and 16 writing and practising list of references.
When you read the other sources for your literature review, please make
some notes about them. Do not forget to record full details of the source when
you quote or paraphrase an idea from it. For your citations, you may also need
the page numbers; therefore, make a note of it. In this respect, you can refer
back to the chapters 8, 9, and 10 to remember in-text citation rules.

Preparing your outline
The next step that you are expected to follow is planning your paper that is
called outlining. Consider your purpose and then by examining your notes try to
organize your paper. As you remember, an essay consists of four parts; namely,
introduction, body, conclusion, and references. For the body of your paper, you
need to organize subsections. These subsections will function as subheadings.
Remember not to present any new idea in the conclusion section. If you are
presenting something new; then, it must appear in the body.
Writing your drafts
When you finish your outline, it means that you are ready to write your first
draft. To do this, you need to combine your notes. It is quite important to avoid
plagiarism in the writing process; therefore, you need to use your own words
and sentences, of course, except from quotations. In your first draft, it might be
a good strategy for you to start with writing the main body of your paper. Do
not pay much attention to your vocabulary selection at this stage.
After writing your first draft, you may ask one of your class mates to read
it. In this respect, you can discuss the main ideas and flow of ideas in your first
draft. Then, with the help of this discussion you move to the next step namely
writing your second draft. It means that you make some changes in your paper.
For the first draft, remember that you do not pay much attention to your
vocabulary selection; however, for the second draft you may need to make some
arrangements with lexical items. When you finish writing your second draft,
you may ask the same or another class mate to read it. If necessary, you may
continue with the third, fourth, and so on drafts.
Revising your paper and proofreading
When you finish writing your drafts, you are expected to revise your paper. This
means that you need to check your paper against spelling, grammar, and
punctuation mistakes.
In the following step, now it is time for proofreading. Remember that you
need to read your paper once more by considering your organization of ideas. If
there are any mistakes that you have skipped previously, you need to correct
them. Apart from proofreading your own paper, it is a very valuable strategy to
ask one of your class mates to proofread it for you.
Analyzing the development of an essay
Below, I provide two sample excerpts in order to allow you to make a
comparison between an earlier and the final drafts of my study (see, Razı,

218
2005). The first version indicates an earlier draft whereas the second one shows
the final version of it.
A sample excerpt from an earlier draft
A fresh look at the evaluation of ordering tasks in reading
comprehension
Abstract
This paper aims to briefly discuss techniques such as ‘the cloze test’, ‘gap-
filling’ and others employed in assessing reading. The main goal of the paper
resides in the marking of ‘ordering tasks’ where students are asked to re-
arrange the order of sentences given in incorrect order. Since the evaluation
process of such tasks is thought to require complex abilities, Reading
Teachers rarely use them in their tests. According to Alderson, Reading
Teachers frequently tend to mark these tasks either wholly right or totally
wrong since the partial marking process is quite complex. In this respect, the
readers of this paper will be introduced to a new approach developed by the
author (himself) for the evaluation of ordering tasks in order to achieve a
fairer evaluation. This new approach makes it possible for Reading Teachers
to reward their students for right answers in ordering tasks and not to punish
them just for a single mistake.
Language Testing
Testing takes places at every stage of our lives, as well as in the language
learning process. McNamara (2000) argues that there are a number of reasons
for administering language tests. According to him, language tests play a
powerful role in people’s lives as they affect an individual’s social and
working life. Language teachers, too, work with language tests since they
need to administer tests to evaluate their learners. Finally, McNamara points
out that are interested in language testing for research purposes.
Language tests have been categorised under four headings by Alderson
(1996) and Harmer (2001) as ‘placement’, ‘diagnostic’, ‘progress or
achievement’, and ‘proficiency’. Harmer argues that the aim in administering
placement tests is to place learners in the right classes according to their level
in the target language. In comparison, diagnostic tests aim to find out where
learners have difficulties in a language course. On the other hand, progress or
achievement tests, in which the aim is exploring progress, not failure, reflect
how well the students are learning a particular subject. Finally, proficiency
tests aim to give a general idea about a student’s proficiency in the target
language. This paper does not go into the details of language testing; the main
focus is on how to assess reading comprehension and especially on how to

solve the problem of partial marking in ordering tasks.
............................................................................................................................
Techniques for Testing Reading
As there appears to be no best method for testing reading (Alderson, 2000),
then reading teachers are supposed to be aware of what they need to test in
terms of selecting the most appropriate testing method for their students.
Teachers are supposed to use discrete-point techniques when they intend to
test a particular subject at a time, however they are supposed to use
integrative techniques when the aim is to see the overall picture of a reader.
Now, let us briefly discuss the most frequently used techniques in testing
reading, one by one.
............................................................................................................................
C-Tests
As an alternative integrated approach (Weir, 1990, 1993) the C-test is
acceptable in that it “... is based upon the same theory of closure or reduced
redundancy as the cloze test” (Alderson, 2000: 225). Test takers are asked to
restore the second half of every second word deleted beforehand. Alderson
(2000) and Cohen (2001) points out that C-tests are more reliable and valid
than cloze tests in terms of assessing but on the other hand completing C-tests
are thought to be more irritating than cloze tests. In the marking process, the
testers do not face with difficulties since expect to see the restored word.
............................................................................................................................
Conclusion
This new approach towards ordering tasks in Reading Tests enables testers to
make a partial evaluation. According to the traditional approach, test-takers
get full-points or zero in such a section. This means that test-takers who
answer half the ordering task in the correct order are equal to those who have
no mistakes, or those who have no sensible order. The major benefit of this
new approach is that it enables professionals in this field to reward their
students according to their right answers in ordering tasks, not to punish them
just for a single mistake.

220
A sample excerpt from the final version
A Fresh Look at the Evaluation of Ordering Tasks in Reading
Comprehension: Weighted Marking Protocol
Abstract
After briefly discussing techniques such as ‘the cloze test’ and ‘gap-filling’
employed in assessing reading, the main focus of the paper resides in the
scoring process of ‘ordering tasks’, where students are asked to re-arrange the
order of sentences given in incorrect order. Since the evaluation of such tasks
is quite complex, Reading Teachers rarely use them in their tests. According to
Alderson, Reading Teachers frequently tend to mark these tasks either wholly
right or totally wrong since the partial marking process is very time-
consuming. In this respect, the readers of this paper will be introduced to a
new approach, namely Weighted Marking Protocol, developed by the author
for ordering tasks in order to achieve a fairer evaluation. This new approach
makes it possible for Reading Teachers to reward their students for all right
answers and not penalize them just for a single mistake.
Language Testing
Testing takes places at every stage of human life, as well as in the language
learning process. McNamara (2000) argues that there are a number of reasons
for administering language tests, which play a powerful role in an individual’s
social and working life. Language teachers work with language tests since they
need to evaluate their learners; language testing is also carried out for research
purposes.
Language tests have been categorised under four headings by Alderson
(1996) and Harmer (2001) as ‘placement’, ‘diagnostic’, ‘progress or
achievement’, and ‘proficiency’, that is; to place learners in the right classes
according to their level, to find out where learners have difficulties in a
language course, to explore progress or reflect how well the students are
learning a particular subject, and to give a general idea about a student’s
proficiency in the target language. This paper does not go into the details of
language testing; however, the main focus is on how to assess reading
comprehension and especially how to solve the problem of partial marking in
ordering tasks.
............................................................................................................................
Techniques for Testing Reading
As there appears to be no best method for testing reading (Alderson, 2000),
then reading teachers should be aware of what they need to test in terms of

selecting the most appropriate testing method for their students; discrete-point
techniques when they intend to test a particular subject at a time, or integrative
techniques when the aim is to see the overall picture of a reader. Following is a
brief survey of the most frequently used testing techniques.
............................................................................................................................
C-Tests
As an alternative integrated approach (Weir, 1990, 1993) the C-Test is
acceptable in that it “is based upon the same theory of closure or reduced
redundancy as the cloze test” (Alderson, 2000, p. 225). Test-takers are asked to
restore the second half of every second word deleted beforehand (See
Appendix C). Alderson (2000) and Cohen (2001) point out that C-tests are
more reliable and valid than cloze tests in terms of assessing but are thought to
be more irritating than cloze tests. In the marking process, the testers do not
face difficulties since they expect to see the restored word.
............................................................................................................................
Conclusion
This new approach towards ordering tasks enables testers to make a partial
evaluation. According to the traditional approach, test-takers get full-points or
zero in such a section. This means that test-takers who answer half the
ordering task in the correct order are equated with those who have no mistakes,
or those who have no sensible order. Weighted Marking Protocol does not
require advanced computer knowledge; every teacher can do it by following
the steps indicated. It does require a little more time than the traditional
approach but is not so time-consuming. The major benefit of this new
approach is that it enables teachers to reward students according to their right
answers in ordering tasks, and thus give credit where credit is due.
Conclusion
After familiarizing yourself with academic writing, you were presented with
your new assignment which will continue till the end of the term in this chapter.
In relation with this task, you learned how to review literature for your paper. In
the following chapter, you will learn about the components of an academic
paper.

222

Chapter 13
Parts of an Academic Paper

224

Parts of an Academic Paper 225
Previously, you studied basic characteristics of academic writing and in relation
with that you learned and practised in-text citations rules. Although you are
familiar with academic writing style, so far you have not learned about the
general sketch of an academic paper. In this respect, this chapter aims to present
the sketch of an academic paper along with explanations for each section.
Pre questions
• What are the four general sections of an essay?
• What about academic papers? What sections do you think appear in an
academic paper?
• Do we need to follow an order of presentation in our academic papers?
What might be the reasons of this?
• What do we mean by an ‘experimental study’?
• What do we mean by a ‘review article’?
• What is meant by ‘literature review’?

226

Introduction: Parts of an article
When you start to teach English at schools, you may wish to conduct
experimental studies in your classes with your students. An experimental study
in the field of ELT requires checking the validity of any theoretical explanation
with real language learners. For example, you might intent to check whether
your learners perform better at memorizing when they are taught new lexical
items by the help of pictures. Then, with the students in one of your classes you
teach new words through pictures whereas in another class you teach them
conventionally without dealing with pictures. You assess the success of your
students in two different classes by the help of a vocabulary test. Comparing the
results of these two groups will give you an idea about the impact of using
pictures on vocabulary teaching. If you like, you can report these results to your
colleagues. Then, writing such a report means that you are writing an academic
article to indicate the results of your experimental study which is also called as
an empirical study.
On the other hand, as a FL teacher you may also wish to search the
relevant literature. You read reference books and articles about the topic and
enrich your knowledge. If you like, again, you can report what you search about
the topic. In this case; however, you do not conduct an experimental study;
instead, you simply review relevant literature and report this. In relation with
the topic that we have described in the previous example, let us say, you would
like to search about different techniques to teach lexical items. Then, your paper
will be considered as review article.
It does not matter whether you report the results of an empirical study or
a review article, you need to follow a general outline for your paper. Of course,
you need to adjust it to your paper by dealing with relevant literature. As
empirical studies involve more details, they require a more detailed outline.
Such an outline usually involves the organization of your paper under some
specific sections. Although all these sections need to be covered in an empirical
study, some of them will be unnecessary for review articles.
Consider Table 7 which present sections in an academic paper and check
which section is essential for which type of paper.

228
Table 7: Comparison of Empirical Studies and Review Articles
Empirical studies Sections in an academic
paper
Review articles
Required Title of the study Required
Required Abstract Required
Required Key words Required
Required Introduction Required
Required Literature review Required
Required Methodology Nonessential
Required Findings Nonessential
Required Discussion Nonessential
Required Conclusion Required
Required Implications Required
Nonessential Acknowledgements Nonessential
Required References Required
Nonessential Appendices Nonessential
The following sections of this chapter will try to explain what we mean
by these sections in an academic paper.
Abstract
An abstract can be regarded as the most important paragraph of your article
since your readers decide whether to read your study or not by reading your
abstract. Apart from readers, also libraries and other information services use
abstracts in order to present full articles to their readers. In this respect, your
abstract should reflect the content of your study properly. Also remember that
APA limits abstracts with 120 words and many information services set a word
limitation for abstracts, usually between 120 and 250 words.
Although an abstract appears in the beginning of an article, you cannot
write your abstract first. To write it, you should have finished writing your
paper. Using your thesis statement might be a good idea to start your abstract
whereas using your concluding comment might be best to finalize it. For the
rest, you may summarize major topics of each section. If you are writing an
abstract for an empirical study, you need to mention the problem you address,
and also participants, methodology, findings, and conclusion of your study.
However, for review articles it is sufficient to identify the topic along with its
purpose and mention conclusion in relation with the main sources.

Sample abstract
Abstract
This study investigated the impact of the metacognitive reading strategy
training programme (METARESTRAP) on the use of metacognitive reading
strategies and reading comprehension. The study was conducted with 93
freshmen at Çanakkale Onsekiz Mart University, Turkey. Pre and post reading
tests and metacognitive reading strategy questionnaire were administered and
METARESTRAP was implemented. The results demonstrated that
METARESTRAP significantly fostered reading comprehension skills. It can
be concluded that METARESTRAP worked well specifically for matching
type cohesion, coherence, text structure, and global meaning questions along
with multiple choice type main idea, opinion, detail, and reference questions.
Key words
Key words assist researchers to find your study in databases. In this respect,
information services add your key words in their search engines to allow readers
find related studies. APA usually requires the employment of 4 to 6 key words.
Consider for example, you are dealing with the impact of background
knowledge in your study and your title is ‘An investigation into the impact of
cultural schema and nativization on reading comprehension’. Then, the
following key words might be appropriate for your study.
Sample key words
Key words: Reading process, reading comprehension, schema theory, cultural
schema, nativization.
Introduction
In the introduction section, the aim of the author is providing basic information
with the study. In this respect, the author aims to explain what was done and
what the aim was in conducting the study. Every academic paper is supposed to
address a problem in it. The introduction section is also expected to present this
problem to its readers along with suggestions with reference to its results. You
need to allocate the length of your introduction in relation with the contents of
your study.
Consider the sample following introduction section.

230
Sample introduction
A large variety of foreign language (for the purpose of the present study, the two
terminologies ‘foreign language’, FL, and ‘second language’, L2, are used
interchangeably) learners consider reading as a skill to be employed since it
provides an access to written sources (Eskey, 2005). Besides, learners are supposed
to learn more powerfully through reading than through listening to their teachers
(McKeachie, 1999). Moreover, learning to read is believed to be achieved more
easily than the other three language skills (Chastain, 1988). Then, the question
arises about the definition of reading and McKeachie indicates that for many
people reading “is simply to pass one’s eyes over the words” (p. 145); however, it
is essential to be aware of the different aims between reading various types of
texts. In this respect, it seems vital to refer to blind people who are unable to see
but feel symbols kinaesthetically by using Braille. Although the term ‘reading’
covers the investigation of both seeing and blind people, it is beyond the scope of
this present study to investigate blind people’s reading process.
Barnett (1988) highlights the specific attention that reading
comprehension strategies gained by the late 1970s and maintains that readers
refer to some reading comprehension strategies to make the process of reading
easier as readers who employ effective reading comprehension strategies
comprehend better than the others who do not. Abbott (2006) defines reading
comprehension strategies “as the mental operations or comprehension processes
that readers select and apply in order to make sense of what they read” (p. 637).
In this respect, the present study will focus on metacognitive strategies.
However, the existence of metacognitive skills should not be taken for
granted. As indicated by Berkowitz and Cicchelli (2004), they seem to be largely
missing in very young learners. Nevertheless, this does not mean that they make
no use of cognitive strategies. However, it simply indicates that they are not
aware of them and do not apply them consciously. By the same token, they are
far less able to monitor, evaluate, and direct their own learning. In most
instances, they do not realize that there are strategies which make their learning
process easier. As noted by Carrell, Pharis and Liberto (1989) it is possible for
less component FL learners to improve their skills in the target language (TL)
with the help of strategy training.
Hence, this study will implement the Metacognitive Reading Strategy
Training Programme, hereafter will be called METARESTRAP, with advanced
level English as a foreign language (EFL) readers to investigate whether the
implementation makes any difference on their use of metacognitive reading
strategies which would result in fostering their reading comprehension. In the
shed of findings of the present study, it would be possible to explore whether it is
possible to teach metacognitive reading strategies in classroom settings to EFL
learners. The results will also indicate the probable impact of such strategy
training programme on reading achievement. In case of contribution to the
learners’ reading achievement, then METARESTRAP may function as a model
for reading teachers.

Literature review
Before you explain your study to your readers, you need to deal with the
relevant literature in order to develop theoretical background. This means that
you search for studies in relation with your topic and try to find out what other
authors reveal and indicate in relation with this topic. Therefore, you try to
identify the problem that you have mentioned in your introduction clearly to
your readers by providing major conclusions of the other studies. Remember
that it is extremely important to use APA in-text citations rules specifically
when you deal with the other sources. Consider the sample excerpt for a
literature review section below.
A sample excerpt from literature review
The skill of reading is classified as a receptive skill along with listening;
where their productive counterparts are listed as writing and speaking
(Scrivener, 2005). Undisputedly, there are both similarities and differences
between these two receptive skills of language which are examined under the
headings of ‘permanence’, ‘processing time’, ‘distance’, ‘orthography’,
‘complexity’, ‘vocabulary’, and ‘formality’ by H. D. Brown (2001, pp. 303-
305). Moxley and Taylor (2006) indicate that along with listening; viewing,
thinking, and multiple symbol systems assist someone to develop speaking
skills. It is only after practising oral skills that sound patterns can be matched
with print symbols.
For the purposes of this study, the term reading includes not only
recognizing and decoding the letters and then producing the words that is
called ‘phonics’ (Krashen, 2004, p. ix), but also comprehending them is
regarded to be essential. Therefore, FL readers referred in this study are
required to be capable of reading comprehension. However, it is important to
indicate that until 1980s reading classes involved reading aloud activities more
than reading comprehension activities due to the fact that reading was a family
entertainment after dinner (Fry, 1977). Then, it was very important to be able
to read aloud correctly and frequently before the invention of radio and also
television. Despite its popularity, reading a text aloud limited the time for
readers. For instance, Fry exemplifies that it is possible to read 250 words per
minute silently; however, this ratio reduces to 150 in an oral-reading session
for the same reader. Also reading aloud requires concentration on
pronunciation of vocabulary which in turn prevents reading comprehension
(Bartram & Parry, 1989; Lewis & Hill, 1985; Wallace, 1992).
Weinstein (2001) defines literacy as being proficient with the print of
any language; therefore, readers who are able to develop literacy skills in their
language are called literate. It should be noted that apart from the process of

232
reading, literacy also covers the processes of writing, speaking, listening,
viewing, and thinking (Moxley & Taylor, 2006) which are beyond the scope of
this present study. Additionally, biliterate readers are proficient with print in
two languages that differ in their alphabet and Pickett (1986) maintains that
their number is much less than bilinguals. For example, any advanced Chinese
learner of English is biliterate since Chinese and English use different
alphabets. On the other hand, nonliterate or illiterate accounts for uneducated
people who are unable to read. Noda (2003) designates that such illiterate
people are able to speak the language even though they cannot read it and
concludes that reading is a learned skill. In this respect, Noda also highlights
the impact of functional literacy which assumes that being a member of a
literate society requires the ability of reading at some degree to perform main
social communicative activities. Similarly, Wallace (1992) also discusses
‘reading for survival’ in which she indicates that for some instances reading
might be considered as a matter of life and death such as signs on the road.
Alternatively, Wells (1991) indicates epistemic literacy in which less
proficient readers refer to their background knowledge, relate it with the text
and interpret to make connections. Finally, the term preliterate refers to those
whose society does not have a tradition with print. Nevertheless, Alderson
(2000) reveals that being literate may have a tendency of differentiating from
culture to culture. Then, becoming literate can be regarded as either being
introduced to a new culture, or expanding the existing one. Therefore, being
literate in cultures may result in cultural learning.
Method
In methodology section, your aim is presenting the details of your study. Thus,
you are expected to describe how you conduct your study and how appropriate
the methodology you follow in your study is. Therefore, you need to deal with
the setting of the study in which you explain where you conduct it. Besides,
under the subtitle of participants, you should describe basic characteristics of
your participants. Moreover, you also need to explain the instrument that you
use in your study. For example, you may deliver a questionnaire in order to
collect data about your participants. Then, you need to explain the details about
this questionnaire in order to persuade your readers that the instrument that you
deliver is a reliable and valid research tool to collect data. Finally, you are also
expected to explain the procedure that you follow to collect data along with the
procedure you use to analyse your data.
In this respect, including the subsections of setting participants,
instruments, procedure for data collection, and procedures for data analysis
might be appropriate for the methodology section. Remember that you need to

report your methodology by using past tense. Consider the following sample for
a methodology section.
Sample methodology section
Methodology
The study aimed to collect data through the revised version of metacognitive
reading strategy training programme (METARESTRAP). The following
subsections will introduce its methodology.
Setting
The main study was conducted under the auspices of the ELT Department at
the Faculty of Education of Çanakkale Onsekiz Mart University on the
premises of Anafartalar Campus with three preparation classes. However, the
preparation classes involved in the study constituted of students from ELL
Department of Faculty of Sciences and Arts along with the participants from
the ELT Department. The main study was carried out over the spring
semester of the 2008-2009 academic year. The participants in the
experimental group were taught by the researcher whereas the participants in
the control group in the other two intact preparation classes were taught by
another reading instructor throughout their Reading Comprehension Course.
Participants
All the participants were considered advanced Turkish learners of English.
The treatment groups consisted a total number of 46 students. Since age is
attributed as an important contributor of reading (Nara, 2003; Grabe, 1991)
and also considered to be an effective factor in the use of strategies
(Aebersold & Field, 1997; Chamot & El-Dinary, 1999; Singhal, 2001);
participants’ age was taken into consideration. The average ages of
participants at the time they participated into the study was 19. Since
participants average ages show similarities between genders, age variable is
eliminated from the study.
Materials and instrumentation
To collect data on the use of metacognitive reading strategies, Taraban, Kerr
and Rynearson’s (2004) the metacognitive reading strategy questionnaire was
administered before and after METARESTRAP. The scale was previously
evaluated for its reliability with a Cronbach’s alpha score of α = .83 over 22
items as explained in the methodology of the pilot study.
Procedures for data collection
A quasi-experimental research design where different groups of students

234
were given different treatments was pursued with intact classes. While
experimental group participants followed their Reading Comprehension
Course by means of METARESTRAP, control group participants pursued
their course as recommended in Upstream Proficiency (Evans & Dooley,
2002) teachers’ book. Two days prior to the onset of the training, all
participants were delivered the reading pre-test and immediately after the
training, they were delivered the same instrument as a post-test. The rationale
for using exactly the same test was to avoid the risk of basing the findings
that depend on unequal tests (Carrell et al., 1989). During the pre and post
tests, none of the participants in any group was allowed to use their
dictionaries. However, in accordance with the aim of the present study, the
format of the reading test allowed them to refer to the reading texts in order
to answer the comprehension questions rather than recalling the presented
information.
Procedures for data analysis
The data collected through the pre and post reading tests and the
questionnaire were fed into a computer through SPSS (Statistical Package for
Social Sciences). Pre and post test scores of the participants were analysed by
using analysis of variances (ANOVA) procedure on SPSS to find out any
between-intact class differences and a post-hoc Scheffe test procedure to find
specific differences, if any, between intact classes. Additionally, paired
sample t-test was also administered to find out any differences between pre
and post test results of the two treatment groups. Since the reading test was
consisting of two types of questions namely multiple-choice and multiple-
matching questions which are both considered to be objective due to their
machine-markability; interrater reliability was not required.
Findings
After analyzing the data you collect, you explain your findings, in the other
words your results, to your readers. While doing this, make sure that you are
stick to the standard explanations of ELT discipline. You should present
findings both supporting the relevant literature and running counter to the
expected results. To present your results, most of the times you need to draw
tables. However, do not forget to explain how significant the result in your table
is to your readers. Findings section may involve various statistical analyses such
as the presentation of descriptive statistics, T-tests, analysis of variances
(ANOVA), regression, correlation, and so on. Remember that you will refer to
your findings in the following sections of your paper later, in order to draw
conclusions.

A sample excerpt from findings section
The fifth research question aimed to identify the most common metacognitive
reading strategies employed by advanced EFL learners. Table X presents
experimental and control group of participants’ use of strategies in a
descending order according to their pre questionnaire scores.
Table X
Descriptive Statistics of Participants Use of Metacognitive Reading Strategies
Metacognitive reading strategies N Min. Max. Mean SD
S22 re-read for better
comprehension
93 3.00 5.00 4.5161 .63610
S18 underline and highlight
important info
93 2.00 5.00 4.3226 .83616
S12 determine meaning of critical
words
93 2.00 5.00 4.0538 .74258
S15 visualize descriptions 93 2.00 5.00 4.0323 .87789
S20 underline to remember 93 1.00 5.00 4.0215 .97778
S8 inferring meaning 93 1.00 5.00 3.9032 .89764
S14 exploit personal strengths 93 1.00 5.00 3.8172 .85905
S2 anticipate how to use
knowledge
93 2.00 5.00 3.6882 .75150
S3 draw on knowledge 93 1.00 5.00 3.6774 .80974
S10 search out info relevant to
goals
93 2.00 5.00 3.6237 .98812
S21 read more than once to
remember
93 1.00 5.00 3.5914 .91172
S11 anticipate next info 93 2.00 5.00 3.5484 .86623
S4 reconsider and revise
background info
93 2.00 5.00 3.5054 .85496
S13 check understanding of
current info
93 2.00 5.00 3.4946 .61897
S6 consider interpretations 93 1.00 5.00 3.3978 .92242
S1 evaluate understanding 93 1.00 5.00 3.3333 .75661
S7 distinguish new and existing
info
93 1.00 5.00 3.3226 .79620
S9 evaluate goals 93 1.00 5.00 3.2258 .72425
S17 make notes to remember 93 1.00 5.00 3.2043 1.15682
S19 use margins for notes 93 1.00 5.00 2.9355 1.13066
S5 reconsider and revise prior
questions
93 1.00 4.00 2.8925 .68306
S16 note readability of text 93 .00 5.00 2.7204 1.33812

236
As presented in Table X, the participants of the study either in
experimental or control group, indicated before the implantation of
METARESTRAP that they employed the strategies of ‘re-reading for better
comprehension’, ‘underlining and highlighting important info’, and
‘determining meaning of critical words’ more than the others; whereas their
responses revealed that they employed the strategies of ‘using margins for
notes’, ‘reconsidering and revising prior questions’, and ‘noting readability of
text’ less than the others.
Discussion
In the introduction section, as you remember, you have addressed a problem. In
relation with this addressed problem, you are also expected to form your
hypothesis or research question. Then, it is a good way of opening your
discussion section with reference to your hypothesis or research question.
Explain whether your results support or reject the hypothesis. In this respect,
discuss the similarities and differences between your results and the other
researchers’ findings in the relevant literature. Then, in relation with the
problem you have addressed in the introduction section, explain the solutions
you can provide by the help of your results.
Sample discussion
RQ5 aimed to identify the most common metacognitive reading strategies
employed by advanced EFL learners. To achieve this aim, participants’
responses to the pre metacognitive reading strategy questionniater were taken
into consideration with the help of descriptive analysis. On the other hand,
their responses in the post questionnaire were disregarded in order the
implementation of METARESTRAP not to spoil the results. Examining
participants’ responses revealed that they identify themselves as high users of
strategies on 11 items in the strategies and their results indicated their medium
usage on the other 11 item in the strategies. It should be remembered that in
order to comprehend any text, proficient readers refer at least one of the
metacognitive strategies (Çubukçu, 2008).
In language learning, strategies are regarded as particular ‘attacks’
which learners use when they encounter with a problem (Brown, 2000). In
relevance with reading, when readers experience difficulty in comprehending a
text they refer to fix-up strategies such as rereading the text, asking for help,
referring to reference materials such as dictionaries, referring to background
knowledge to make inferences, and drawing diagrams (Pressley & Afflerbach,
1995). Hudson (1988) identifies using appropriate strategies as essential for

readers to achieve the meaning. Therefore, the appropriate use of strategies
appears as an important component in reading comprehension. Apart from
metacognitive strategies, readers also refer to other strategies of reading to
foster their comprehension. A vast majority of reading strategy research
identifies long lists of comprehension strategies; however it might be
reasonable to identify most frequently used one with reference to a number of
studies. For example, Hansen and Pearson’s (1983) study placed ‘asking
questions about the text’ to the top; Fehrenbach’s (1991) ‘activating
background knowledge’; Lundeberg’s (1987) searching for specific
information; Pritchard’s (1990) summarizing while reading; and Olshavsky’s
(1976, 1977) making predictions. Identified as metacognitive strategies, self-
monitoring and self-correcting are characteristics of experienced readers
(Forbes, Poparad, McBride, 2004). Guided reading sessions with small groups
of readers are supposed to be the best way of practising these two strategies by
Forbes et al.
Conclusion
After discussing the similarities and differences between your results and the
others, you are expected to draw conclusions.
Sample conclusion excerpt
Unless being instructed on the use of metacognitive reading strategies, Turkish
young adults of university EFL learners employ the strategies of ‘underlining
to remember’, ‘visualizing descriptions’, and ‘re-reading for better
comprehension’ more than the others. On the other hand, they employ the
strategies of ‘distinguishing new and existing info’, ‘making notes to
remember’, and ‘using margins for notes’ less than the others. It can also be
concluded that pragmatic metacognitive strategies are employed either at an
utmost or at a lowest level by the participants.
Implication
After drawing conclusions, you need to move to your recommendations.
Remember that in order to recommend, your results must be generalizable. This
means that they should not be restricted with any specific group. For example,
consider you conduct an experimental study with a group of teenager
participants, and then in your implication section it may not be a good idea to
generalize your findings by considering young and adult foreign language
learners.

238
For implications, it might also be valuable to lead the other researchers
for further studies in relation with the findings of your study. Then, you can
remind the aim of the present study and what needs to be investigated in order
to move one step further.
Alternatively, you may deal with educational implications of your study.
In this respect, you are expected to relate your conclusion with your target
audience. For example, in relation with the field of ELT, teachers,
undergraduate and postgraduate students, policy makers, and researchers might
be considered as your target audience. Then, for educational implications
section, you may discuss how to teach the basic concepts of your paper to these
professionals.
Sample excerpt for implications
As strategy training studies make use of the characteristics of successful
learners, the comparative results between pre and post metacognitive reading
strategy questionnaire scores of experimental group participants should be
scrutinized carefully in order to identify the strategies employed by efficient
readers. After identifying these strategies, teachers may provide a quicker and
more effective learning environment by helping their learners to be aware of
them (Oxford, 2003) since learners are often unaware of them (Nyikos &
Oxford, 1993).
Metacognitive information is considered as a common feature of
strategy instructional models where learners are taught on how to monitor their
performances (Pressley & Woloshyn et al., 1995). Then, instructors whether
simply explain the metacognitive strategies to students or preferably they
abstract the use of such strategies by practising them in the classroom
throughout the curriculum. Contemporary instructional models of Pressley and
Woloshyn et al. expect that the teacher describes the strategy and then models
it to the learners before asking them to practise it. The explanation of the
strategy should involve when, where, and how to use the strategy appropriately
and also the teacher may re-model the strategy if there is a need as it is
described and/or implied by several studies (Baker & Brown, 1984; Çubukçu,
2009; Duffy, 1993; Kuhn, 2000; Mokhtari & Reichard, 2002; Nara, 2003;
Paris & Jacobs, 1984; Paris et al. 1983). Learners’ practice of the strategy is
required to be carefully monitored by the teacher since at this stage learners
are prone to making errors and need feedback. Moreover, it is also essential to
encourage learners to use these newly learned strategies in their naturalistic
environment as recommended by Green and Oxford (1995). Although
language learning strategies originate in a classroom context, their practice is
also within the responsibility of real-life language usage (Donato &
McCormick, 1994). The implication of this assertion for reading strategy

instruction might be that readers should be encouraged to refer to the newly
learned reading strategies in non-academic occasions.
Further research may deal with the relationship between different types
of intelligences in accordance with Multiple Intelligences Theory and
metacognitive reading strategy use as literature does not present any studies on
this issue. As discussed in the literature, learners’ strategy choice is under the
impact of their learning styles (Oxford & Nam, 1998; Reid, 1988). Hence,
implementing METARESTRAP to different intelligence types may also reveal
how each intelligence type response to metacognitive awareness. Besides such
a training of readers in accordance with their learning styles such as field
independent, field dependent; analytic, global; reflective, impulsive;
converger, diverger, assimilator, and accommodator; extraversion-
introversion, sensing-perception, thinking-feeling, judging-perceiving; and
right- and left-brained may also be implemented.
Acknowledgements
At the end of your article, you may wish to thank to several people and
organizations for their contribution to your study. For example, your university
might be the source of funding for your study. Then, you acknowledge their
financial support in this section. Apart from financial support, also the existence
of some people might be crucial. For example, you may wish to thank to your
participants.
Sample acknowledgements
I would like to express my gratitude to Assoc. Prof. Dr. Feryal Çubukçu and
Asst. Prof. Dr. Aysun Yavuz for their encouraging criticism of the earlier
version of the manuscript.
References
Academic papers require the involvement of ideas by the other researchers and
authors in the related field. Therefore, while writing your paper, you refer to
several studies as in-text citations. When you finalize your paper, in the
reference list you must provide corresponding reference entry for all in-text
citations. Remember that there should be an exact match between your in-text
citations and reference list entries. Therefore, you are not allowed to provide
reference entry for any source that you do not refer to in the body of your paper.
For detailed information on how to write reference lists, check the information
provided in chapters 15 and 16.

240
Appendix
You may provide some additional information to your readers in this section. If
you consider that presenting the information has the risk of spoiling the flow of
ideas in the body of your paper; then, you may leave it to be presented in the
appendix section. For example, you may provide a copy of the questionnaire
that you use to collect data in this section. This will allow your readers to better
interpret your study. If you have single appendix to be included; then, use
appendix as the section heading. However, if you have several materials to be
included; then, use appendixes as the section heading and discriminate each one
by adding an identifying letter of A, B, C, etc.
Conclusion
In this chapter, you have learned the sketch of an academic paper and you have
familiarized yourself with the sections involved in it. You have also learned about
the differences between experimental studies and review articles. In the following
chapter, you will learn about using heading appropriately in APA style.

Chapter 14
Headings in APA Style

242

Headings in APA Style 243
In the previous chapter you have learned the sketch of an academic paper. You
are now familiar with each section involved in an academic paper. In this
chapter, you will learn about using different levels of headings in accordance
with APA style specifically in the body of your paper.
Pre questions
• How do you discriminate headings from subheadings?
• How many different levels of heading do you usually employ?
• Do you use bold, italics, and underlined titles in your papers?
• Which one is acceptable by APA style? Bold, italics, or underlined?

244

Introduction: Headings
In order to follow the flow of ideas in a lengthy academic article, your readers
need to understand your style of organization. Such an organization is also
regarded as an indispensable aspect of APA style. Although APA manual
presents headings at different levels, as the author you are expected to identify
to correct types of headings for your paper. To do this, you need to refer to the
structure of your paper. In this respect, the outline of your paper may help you
identify the number of sections and subsections involved in your discussion.
Then, what you need to do is, turning these sections and subsections into
appropriate level headings. One of the most common errors with headings is
underlining and bolding. In APA style, you should avoid these two.
Below you will see five different levels of headings. Examine the
differences among them carefully.
Two heading levels
For most of the short articles, authors have an intention of using only two levels
of section headings. At university, when your lecturer asks you to submit an
assignment, most probably the two levels of headings will be sufficient to
indicate the organization of your paper.
Consider the explanations about two levels of headings below and then
examine the sample.
Centred Uppercase and Lowercase Top Level Heading
Flush Left, Italicized, Uppercase and Lowercase Second Level Heading
Sample two levels of headings
An Investigation into Testing Reading Techniques in a Foreign Language
Introduction
Testing Reading Techniques
Conclusion

246
Three heading levels
In general academic papers require the involvement of at least three sections
headings. If two sections headings do not work properly to reflect the
organization of your paper; then, you might consider the explanations about
three levels of headings below and then examine the sample.
Centred Uppercase and Lowercase Top Level Heading
Flush Left, Italicized, Uppercase and Lowercase Second Level Heading
Indented, italicized, lowercase paragraph heading, ending with a period.
Sample three levels of headings
Introduction
Cloze tests.
Multiple choice tests.
Summary tests.
Conclusion
Four heading levels
If the organization of your paper is in a more detailed manner; then, three-
section headings may not properly work for you. In this case you might
consider the explanations about four levels of headings below. Examine the
sample below.
Centred Uppercase and Lowercase First Level Heading
Centred, Italicized Uppercase and Lowercase Second Level Heading
Flush Left, Italicized, Uppercase and Lowercase Third Level Heading

Sample four levels of headings
Introduction
Cloze Tests
Advantages of cloze tests.
Disadvantages of cloze tests.
Multiple Choice Tests
Advantages of multiple choice tests.
Disadvantages of multiple choice tests.
Summary Tests
Advantages of summary tests.
Disadvantages of summary tests.
Conclusion
Five heading levels
Five heading levels allow you to present the organization of your essay in the
most detailed manner. Consider the explanations about five levels of headings
below and then examine the sample.
CENTRED UPPERCASE AND LOWERCASE FIRST LEVEL HEADING
Centred Uppercase and Lowercase Second Level Heading
Centred, Italicized Uppercase and Lowercase Third Level Heading
Flush Left, Italicized, Uppercase and Lowercase Fourth Level Heading

248
Sample five levels of headings
AN INVESTIGATION INTO TESTING READING TECHNIQUES IN A
FOREIGN LANGUAGE
Introduction
Testing Language Skills
Cloze Tests
Advantages of cloze tests.
Disadvantages of cloze tests.
Multiple Choice Tests
Advantages of multiple choice tests.
Disadvantages of multiple choice tests.
Summary Tests
Advantages of summary tests.
Disadvantages of summary tests.
Conclusion
Conclusion
In this chapter, you have learned about using different levels of headings in
accordance with APA style. Thus, you present your paper in a comprehensible
order to your readers. In this respect, you have practised how to turn an outline
into different section levels. In the following chapter, you will start to learn how
to write a reference list in APA style appropriately.

Chapter 15
Writing a List of References

250

Writing a List of References 251
So far, you have learned basic characteristics of academic writing and you have
practised reporting other researchers’ ideas. In this respect, you are familiar
with in-text citation rules. In this chapter, you will learn about writing a list of
references appropriately in APA style in relation with the studies you use in the
body of your paper.
Pre questions
• What are the three types of information required for in-text citation?
• Is it possible to find the related source by using the information given
in the body of the text?
• Then, why do you integrate in-text citations into your paper?
• Why do you need a reference list?
• What should be included in a reference list?

252

Introduction: Writing a reference list
At the end of your academic paper, you need to present a list of sources that you
have referred to in the body. In accordance with APA style, such a list is called
‘references’. However, be aware of the other writing styles which name such
lists as bibliography or works cited.
References vs. bibliography
You should remember the differences between references and bibliography. The
former requires an exact match between your in-text citations and the entries in
references; however, along with the sources referred to in your text, the latter
may also involve the other studies which might possibly affect your thinking in
relation with the topic. Although these sources are not acknowledged explicitly
in the body of the text, you can present them in a bibliography but not in
references. Remember that along with books and articles, you also need to
present all legal documents in references since you are not allowed to give them
as footnotes in APA style. However, do not forget that you cannot include
various types of personal communication in references.
General rules on references
When you begin your list of references, type “References” at top. You need to
centre it; however, do not add any emphasis by using bold, underline, and italics
in it. Also remember that as APA style aims to standardize manuscript
submissions for journals, it requires double spacing all reference material.
However, in general, journal editors prefer using single spacing for the
references in the publication process. Therefore, the samples that I provide in
this chapter, and also in the other chapters of this book, in relation with writing
reference lists demonstrate single-space reference entries.
While writing your reference list, you need to pay attention to indenting.
However, indenting in reference lists is a bit different from indenting the main
body of your article. In the body, when you start a new paragraph, you are
expected to indent the first line of it. On the other hand, when you write a
reference list, you need to use hanging indentation. To do this, you are expected
to flush left the first line. The following second and other lines of the same
entry must be indented. Consider the sample below.

254
Discriminating reference entries from each other
Hosenfeld, C. (1976). Learning about learning: Discovering our students’
strategies. Foreign Language Annals, 9, 117-129.
Hosenfeld, C. (1977). A preliminary investigation of the reading strategies of
successful and nonsuccessful second language learners. System, 5, 110-
123.
If the source you refer to does not have a publication date, then use (n.d.)
to represent ‘no date’. Consider the following example.
Sample reference entry for a no-date of publication source
Jones, R. (n.d.). Academic writing. Retrieved on August 24, 2011 from
http://amarris.homestead.com/files/Academic_Writing.htm
If you borrow any information from a journal or an edited collection;
then, you need to provide page numbers.
Sample reference entry for journal article and edited collection
Barnett, M. A. (1988). Reading through context: How real and perceived
strategy use affects L2 comprehension. Modern Language Journal, 72,
150-162.
Bernhardt, E. B. (1999). If reading is reader-based, can there be a computer-
adaptive test of reading? In M. Chalhoub-Deville (Ed.), Studies in
language testing 10: Issues in computer-adaptive testing of reading
proficiency (pp. 1-10). Cambridge: Cambridge University Press.
You need to discriminate some part of the reference entries from the rest
giving emphasis with italics. To provide this, title of books and names of
journals are written in italics. However, if you are not using a computer; then,
use underlining in handwriting.
Sample reference entries for a book, an edited collection, and a journal
article
Alderson, J. C. (2000). Assessing reading. Cambridge: Cambridge University
Press.
Anderson, N. J. (2005). L2 learning strategies. In E. Hinkel (Ed.), Handbook of
research in second language teaching and learning (pp. 757-771). New
Jersey: Lawrence Erlbaum.
Aron, H. (1986). The influence of background knowledge on memory for
reading passages by native and nonnative readers. TESOL Quarterly, 20,
136-140.

You need to list the surnames and initials of all authors including
corresponding author and co-authors. Although we discriminate multiple
sources from each other in the body of the paper by using semi-colons, we
discriminate each author by using commas in the reference list. Also do not
forget to add an ampersand (&) before the surname of the last author.
Sample reference entry for a multiple-author source
Guthrie, J. T., Van Meter, P., Hancock, G. R., Alao, S., Anderson, E., &
McCann, A. (1998). Does concept-oriented reading instruction increase
strategy use and conceptual learning from text? Journal of Educational
Psychology, 90, 261–278.
Abbreviations in references
Before you learn how to write reference entries, it might be helpful to
familiarize yourself with the accepted abbreviations commonly used in
reference entries. The following list is borrowed from APA Publication Manual
(2001, p. 217). Please, remember that capitalization matters in relation with
these abbreviations.
List of abbreviations (APA, 2001, p. 217)
•chap. chapter
•ed. edition
•Rev. ed. revised edition
•2nd ed. second edition
•Ed. Editor
•Eds. Editors
•Trans. Translator(s)
•n.d. no date
•p. page
•pp. from page to page
•Vol. Volume (as in Vol. 4)
•vols. volumes (as in 4 vols.)
•No. Number
•Pt. Part
•Tech. Rep. Technical Report
•Suppl. Supplement

256
Publisher’s location
If you are referring to nonperiodical publications such as books and
dissertations, you are expected to give the location of the publication. This
includes the name of the city and state for the publishers in the USA; however,
for publishers from outside the USA the province depends on its applicability.
Moreover, do not forget to add the name of the country for publishers from
outside the USA. However, in case of the existence of the name of state in the
name of university for example; then, you do not need to repeat this information
in the publisher location. When you refer to the states in the USA, you need to
abbreviate them as two letters in accordance with US Postal Service.
Arabic numerals
In references, you need to use Arabic numerals all the time. For example, if you
are writing a reference entry for a journal, in order to indicate its volume
number, you are expected to use ‘4’, not ‘IV’. However, in case of the existence
of a roman numeral in the title of any publication; then, it needs to remain as it
is in the original version.
Alphabetizing names
One of the most important considerations in relation with writing reference lists
in APA style is arranging reference entries alphabetically. When you do this,
you should pay attention to every individual letter. Below, you will see some
rules about alphabetizing the reference entries.
Nothing precedes something. Consider the order of the following two
names, N. J. Anders and B. B. Anderson in the following sample.
Sample nothing precedes something
Anders, N. J.
Anderson, B. B.
You need to pay attention to every individual letter in author names.
Specifically, when you are ordering the prefixes of M’, Mc, and Mac;
alphabetize them literally by disregarding the apostrophe. Consider the order for
the following reference entries.

Sample prefix order
MacLean, M.
McDonough, S.
M’Leish, A.
If there is no author for a publication; then, alphabetize it by considering
the first significant word in the title. Consider the reference entry below which
has no author.
Sample no author reference entry
Academic writing. (2011). Retrieved on August 24, 2011 from
http://www.waylink-english.co.uk/?page=60000
One-author entries
You need to arrange such entries by considering the year of publication. In this
respect, the earlier appears the first. Consider the two entries in the following
sample.
Sample multiple reference entries by the same author in different years
Flavell, J. H. (1971). First discussant’s comments: What is memory
development the development of? Human Development, 14, 272-78.
Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B.
Resnick (Ed.), The nature of intelligence (pp. 231-235). NJ: Lawrence
Erlbaum Associates.
One-author entries vs. multiple-author entries beginning with the
same surname
For such sources, you need to discriminate the ones written by a single author.
First, you need to present the entries for single author sources. Then, you list the
sources with multiple authors by considering the second authors’ surnames. In the
following sample, there are two sources written by Alderson. In this case, in order
to arrange them, we take date of publication into consideration. On the other
hand, the last two sources are not written by Alderson alone. Therefore, we place
them after the sources written by Alderson alone. To order these multiple-author
sources, we take the second authors surnames into consideration. As Clapham
precedes Lukmani in the alphabetical order, we need to place these two reference
entries as in the following sample. Remember that the date of publication does not
matter in this case; therefore, 1997 precedes 1989.

258
Sample one-author entries vs. multiple-author entries beginning with the
same surname
Alderson, J. C. (1984). Reading in a foreign language: A reading problem or a
language problem? In J. C. Alderson & A. H. Urquhart (Eds.), Reading
in a foreign language (pp. 169-182). Cambridge: Cambridge University
Press.
Press.
Alderson, J. C., Clapham, C., & Steel, D. (1997). Metalinguistic knowledge,
language aptitude and language proficiency. Language Teaching
Research, 1, 93-121.
Alderson, J. C., & Lukmani, Y. (1989). Cognition and reading: Cognitive
levels as embodied in test questions. Reading in a Foreign Language, 5,
253-270.
References with the same first author and different second or third
authors
As in the previous sample, you need to take the surnames of the second authors
into consideration. In case of similarity with the second author; then, continue
with the subsequent one. Consider the samples below.
Sample 1: Reference entries with the same first author and different
second or third authors
Carrell, P. L., & Eisterhold, J. C. (1983). Schema theory and ESL reading.
TESOL Quarterly, 17, 553-573.
Carrell, P. L., Gajdusek, L., & Wise, T. (1998). Metacognition and EFL/ESL
reading. Instructional Science, 26(1-2), 97-112.
Carrell, P. L., Pharis, B. G., & Liberto, J. C. (1989). Metacognitive strategy
training for ESL reading. TESOL Quarterly, 23, 647-678.
Sample 2: Reference entries with the same first and second author and
different third or fourth authors
Naiman, N., Fröhlich, M., & Todesco, A. (1975). The good second language
learner. TESL Talk, 6, 58-75.
Naiman, N., Fröhlich, M., Stern, H. H., & Todesco, A. (1978). The good
language learner. Toronto: Ontario Institute for Studies in Education.

Sample 3: Reference entries with the same first, second, and third authors
and different fourth or subsequent authors
O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second
language acquisition. Cambridge: Cambridge University Press.
O’Malley, J. M., Chamot, A. U., Stewner-Manzanares, G., Küpper, L., &
Russo, R. P. (1985). Learning strategies used by beginning and
intermediate ESL students. Language Learning, 35, 21-46.
O’Malley, J. M., Chamot, A. U., Stewner-Manzanares, G., Russo, R. P., &
Küpper, L. (1985). Learning strategy application with students of
English as a second language. TESOL Quarterly, 19, 557–584.
References with the same authors
In case of referring to the same group of authors, arrange them by taking year of
publication into consideration. In this respect, the earlier one appears the first.
Oxford, R. L., & Ehrman, M. (1988). Psychological type and adult language
learning strategies: A pilot study. Journal of Psychological Type, 16, 22-
32.
Oxford, R. L., & Ehrman, M. (1995). Adult’s language learning strategies in
an intensive foreign language program in the United States. System, 23,
359–386.
References by the same author in the same year
If you use more than one source written in the same year by the same author,
you need to discriminate these sources by adding a, b, c, and so on. Remember
that these letters must be lowercase. Consider the two sample reference entries
for the two sources written by Oxford in 2001.
Sample reference entries for sources written by the same author in the
same year
Oxford, R. L. (2001a). Language learning styles and strategies. In M. Celce-
Murcia (Ed.), Teaching English as a second or foreign language.
Boston: Heinle & Heinle.
Oxford, R. L. (2001b). Language learning strategies. In R. Carter & D. Nunan
(Eds.), The Cambridge guide to teaching English to speakers of other
languages (pp. 166-172). Cambridge: Cambridge University Press.

260
Order of several works by different first authors with the same
surname
In case of the existence of different authors with the same surname, you need to
order them alphabetically with reference to their initials.
Sample reference entries for two authors with the same surname
Anderson, J. R. (2000). Cognitive psychology and its implications. New York:
Worth Publishers.
Anderson, N. J. (1991). Individual differences in strategy use in second
language reading and testing. Modern Language Journal, 75, 460-472.
Sample reference entries for three authors with the same surname
Brown, A. L. (1987). Metacognition, executive control, self-regulation, and
other more mysterious mechanisms. In F. E. Weinert & R. H. Kluwe
(Eds.), Metacognition, motivation, and understanding (pp. 65-116).
Hillsdale, NJ: Lawrence Erlbaum.
Brown, H. D. (2000). Principles of language learning and teaching (4th
ed.).
New York: Pearson Education.
Brown, J. D. (1988). Understanding research in second language learning.
Cambridge: Cambridge University Press.
Sample reference entries for multiple-author books with the same
surname
Anderson, N. J., Bachman, L., Perkins, K., & Cohen, A. (1991). An
exploratory study into the construct validity of a reading comprehension
test: Triangulation of data sources. Language Testing, 8(1), 41-66.
Anderson, R. C., & Pearson, P. D. (1988). A schema-theoretic view of basic
process in reading comprehension. P. L. Carrell, J. Devine, & D. E.
Eskey (Eds.), Interactive approaches to second language reading (pp.
37-55). New York: Cambridge University Press.
Anderson, T. H., & Armbruster, B. B. (1984). Studying. In P. D. Pearson
(Ed.), Handbook of reading research (pp. 657-680). Mahwah, NJ:
Lawrence Erlbaum.

Order of works with group authors or with no authors
If a source is written by a group of authors with an indication on their
association, then order them by considering the first significant word of the
name. Make sure that you use the full official names for associations.
Sample reference entry for group authors
American Psychological Association. (2001). Publication manual (5th
ed.).
Washington, DC: Author.
If the title moves to the author position because of the inexistence of an
author, alphabetize the entry by considering the first significant word in the
title.
Sample reference entry for the title moving to the author’s position
Central European University. (2011). Center for academic writing. Retrieved
August 24, 2011 from http://www.ceu.hu/caw
Activity: Identifying types of sources
Examine the sample reference list below which constitutes of 12 different
sources and try to identify the type of source for each reference entry.
Sample reference list
References
Academic writing. (2011). Retrieved August 24, 2011 from
American Psychological Association. (2001). Publication manual (5th
ed.).
Washington, DC: Author.
Barnett, M. A. (1988). Reading through context: How real and perceived
strategy use affects L2 comprehension. Modern Language Journal, 72,
150-162.
Celce-Murcia, M. (Ed.) (2001). Teaching English as a second or foreign
language. Boston: Heinle & Heinle.
Eskey, D. E. (2005). Reading in a second language. In E. Hinkel (Ed.),
Handbook of research in second language teaching and learning (pp.
563-579). Mahwah, NJ: Lawrence Erlbaum.
Guthrie, J. T., Schafer, W., Wang, Y. Y., & Afflerbach, P. (1995).
Relationships of instruction to amount of reading: An exploration of

262
social, cognitive, and instructional connections. Reading Research
Quarterly, 30, 8–25.
Nara, H., & Noda, M. (Eds.) (2003). Acts of reading: Exploring connections in
pedagogy of Japanese. Honolulu: University of Hawai’i Press.
National Research Council. (2000). How people learn: Brain, mind,
experience, and school (Expanded ed.). Washington, DC: National
Academy Press.
Nist, S. L., & Holschuh, J. L. (2000). Comprehension strategies at the college
level. In R. Flippo & D. Caverly (Eds.), Handbook of college reading
and study strategy research (pp. 75–104). Mahwah, NJ: Erlbaum.
Nyikos, M., & Oxford, R. (1993). A factor analytic study of language-learning
strategy use: Interpretations from information-processing theory and
social psychology. The Modern Language Journal, 77, 11–22.
Suggested answer
The first one indicates information which was taken from the Internet and
there is no author for this information. The second one shows a book written
by an organization. Again, we do not have an author name; instead, we refer to
the organization as an author. The third reference entry presents an article
written by a single author whereas the fourth one demonstrates a book written
by a single author. Similarly, the fifth reference entry also indicates a book but
this time an edited collection. Please, be careful that we do not refer to any
specific chapter in the edited book in this case; we refer to a general idea from
the book. However, the sixth reference entry refers to a chapter in an edited
collection. At the seventh place, we acknowledge an article written by four
authors. Similar to the fifth one, the eighth reference entry also refers to an
edited collection. However, this time the collection was edited by two editors.
The ninth source shows a book written by two authors. As in the second
reference entry, the tenth one also indicates a book which was written by an
organization. The penultimate reference entry indicates an edited collection
with two chapter authors and two editors. The final reference entry shows an
article written by two authors.
General Forms
APA publication manual (2001, p. 223) identifies the general forms to be
followed in reference lists in the following way.

Periodical
Author, A. A., Author, B. B., & Author, C. C. (2011). Title of article. Title of
Periodical, xx, xxx-xxx.
Non-periodical
Author, A. A. (2011). Title of work. Location: Publisher.
Part of a non-periodical
Author, A. A., & Author, B. B. (2011). Title of chapter. In A. Editor, B. Editor,
& C. Editor (Eds.), Title of book (pp. xxx-xxx). Location: Publisher.
Online periodical
Author, A. A., Author, B. B., & Author, C. C. (2011). Title of article. Title of
Periodical, xx, xxx-xxx. Retrieved month day, year from source.
Online document
Author A. A. (2011). Title of work. Retrieved month day, year from source.
Samples
In relation with the previously explained general forms, you will be presented
with the sample reference entries in the following sections.
Sample book reference entries
Follow the general rules explained above. Consider the example below for a
single author book.
One author sample reference entry
Munby, J. L. (1978). Communicative syllabus design. Cambridge: Cambridge
University Press.
In case of the existence of two authors, discriminate them by using both a
comma and an ampersand (&). Consider the example below for a book written
by two authors.

264
Two authors sample reference entry
Obler, L. K., & Gjerlow, K. (1999). Language and the brain. Cambridge:
Cambridge University Press.
In case of the existence of more than two authors, discriminate each of
them by using commas and before the last author also add an ampersand (&).
Consider the example below for a book written by more than two authors.
More than two authors sample reference entry
Colombo, G., Cullen, R., & Lisle, B. (1992). Rereading America: Cultural
contexts for critical thinking and writing. Boston: Bedford Books of St.
Martin’s Press.
Follow the general rule explained above for edited collections.
Remember that the initials of the author(s) follow the author surname whereas
the initials precede the surname for editors. Consider the example below for
edited collections.
Edited collections sample reference entry
Carrell, P. L. (1988). Introduction: Interactive approaches to second language
reading. In P. L. Carrell, J. Devine, & D. E. Eskey (Eds.), Interactive
approaches to second language reading (pp. 1-7). New York:
For the books written by an organization rather than an identified author,
use the name of organization in the author position. Consider the example
below.
Book, corporate author sample reference entry
National Research Council. (2000). How people learn: Brain, mind,
experience, and school (Expanded ed.). Washington, DC: National
Academy Press.
If there is no identified author or editor for the book, then use the title of
the book in author position. Consider the example below.
Book, no author, or editor sample reference entry
Longman active study dictionary of English. (1983). Essex: Longman.

If you are referring to the first edition of a book; then, you do not need to
give any explanation about this. However, in case of referring to the second,
third, and so on editions of a book, you need to indicate this to your readers as
there might be differences with its content in comparison to the previous
edition(s). Remember that you are not allowed to italicize the information
related with edition in the reference entry. Consider the example below.
Book third edition sample reference entry
Cook, V. (2001). Second language learning and language teaching (3rd
ed.).
London: Edward Arnold.
Similar to second edition books, you are also expected to indicate revised
edition. Again you are not allowed to italicize this information in the entry.
Book revised edition sample reference entry
Waldman, J. (1958). Rapid reading made simple: A comprehensive course for
self-study and review (Rev. ed.). New York: Doubleday.
If you borrow any information from a book which is not written in
English; then, first give the original name of the book in italics and then in
brackets provide English translation of this source. Remember that you are
expected to translate the title on your own since the original source is not in
English.
Non-English book sample reference entry
Razı, S. (2007). Okuma becerisi öğretimi ve değerlendirilmesi [Teaching and
assessing the skill of reading]. İstanbul: Kriter.
If you borrow any information from English translation of a book which
is not written originally in English; then, start your reference entry with
reference to the original author as the ideas you borrow belong to this original
author. Then, give date of publication for the translated version of the book.
Following this, provide the title in English. Remember that this time the
translation will not be yours since you already have the translated version of the
source. Following the title of the book, in parentheses provide information
about the translator. Finally, do not forget to add the publication date for the
original book. You can find this information in the translated version of the
book. Consider the following sample reference entry.

266
English translation of a book sample reference entry
Bourdieu, P. (2004). Science of science and reflexivity (R. Nice, Trans.).
Chicago: University of Chicago Press. (Original work published 2001)
When we write an academic paper, in the body of it we mention the
surname of the author along with date of publication for the study. Thus, our
readers are able to check our reference list in order to find related sources.
Consider that there are two sources written by the same author in the same year.
In this respect, by using the surname of the author along with date of
publication, it is not possible to discriminate these two sources. To do this, we
need use letters such as a, b, c, and so on in lower case.
Consider the following sets of reference entries. The first set of entries
presents two articles written by Çubukçu in 2008. The second set of entries
refers to three different sources written by Noda in 2003. Actually, these three
sources indicate different chapters in an edited collection. Finally, the two
sources in the third set show two different chapters in two different edited
collections.
Books or articles written by the same authors in the same year sample
reference entry
Çubukçu, F. (2008a). Enhancing vocabulary development and reading
comprehension through metacognitive strategies. Issues in Educational
Research, 18(1), 1-11.
Çubukçu, F. (2008b). How to enhance reading comprehension through
metacognitive strategies. The Journal of International Social Research,
1-2, 83-93.
Noda, M. (2003a). Reading as a social activity. In H. Nara & M. Noda (Eds.),
Acts of reading: Exploring connections in pedagogy of Japanese (pp.
24-37). Honolulu: University of Hawai’i Press.
Noda, M. (2003b). Learning to read as a native speaker. In H. Nara & M. Noda
(Eds.), Acts of reading: Exploring connections in pedagogy of Japanese
(pp. 9-23). Honolulu: University of Hawai’i Press.
Noda, M. (2003c). Evaluation in reading. In H. Nara & M. Noda (Eds.), Acts
of reading: Exploring connections in pedagogy of Japanese (pp. 197-
222). Honolulu: University of Hawai’i Press.
Oxford, R. L. (2001a). Language learning styles and strategies. In M. Celce-
Murcia (Ed.), Teaching English as a second or foreign language (pp.
359-366). Heinle & Heinle: Boston.
Oxford, R. L. (2001b). Language learning strategies. In R. Carter & D. Nunan

Sample periodical article reference entries
While writing reference entries for periodicals, you need to discriminate the
sources as journals which are paginated by volume from the ones which are
paginated by issue. Many journals in the field of ELT are published quarterly.
This means that every year, four issues are published for that journal. Years are
identified by volume numbers whereas issue number indicates the issue. Most
of the well-established journals in our field paginate their journals by volume.
This means that each issue in the same year follow each other in terms of page
numbers. For example, consider that the first issue covers the pages between 1
and 105. If the journal is paginated by volume, the second issue in the same
year starts with the page number of 106. The final page number for the second
issue is followed by the first page number of the third issue. This is also similar
for the final issue in the same year. However, a minority of journals start
paginating their journals from the beginning. This means that every issue starts
with the page number of 1.
When you need to write a reference entry for a periodical article, examine
this carefully by considering also the other issues of the journal. If the journal is
paginated by volume; then, you do not add issue number. However, if the
journal is paginated by issue; then, you need to add issue number to your
reference entry in order to allow your readers to find the correct issue of the
journal. Remember that you need italicize the name of the journal and also
volume number. However, you are not allowed to italicize the issue number if it
exists. Consider the reference entry for a journal article paginated by volume
below.
Sample reference entry for journals paginated by volume
Phakiti, A. (2003). A closer look at gender and strategy use in L2 reading.
Language Learning, 53, 649–702.
Remember that in the previous sample reference entry we have italicized
the name of the journal along with the volume number. However, when we add
the issue number, we give this in parentheses without italicising it as in the
following sample reference entry.
Sample reference entry for journals paginated by issue
Chistolini, S. (2010). Identity and ethics of the profession in eight countries a
comparative research. The International Journal of Research in Teacher
Education, 1(3), 20-25.

268
In the previous samples, we have examined reference entries for journal
articles. In the following samples we will investigate sources in terms of the
number of authors. Follow the general rule explained previously to indicate the
number of authors. Consider the example below.
One author sample reference entry
Grabe, W. (1991). Current developments in second language reading research.
In case of the existence of two authors for an article, discriminate them
by using both a comma and an ampersand (&). Consider the example below.
Two authors sample reference entry
Mogogwe, J. M., & Oliver, R. (2007). The relationship between language
learning strategies, proficiency, age and self-efficacy beliefs: A study of
language in Botswana. System, 35, 338-352.
In case of the existence of more than two authors, discriminate each of
them by using commas and before the last author also add an ampersand (&).
More than two authors sample reference entry
Pressley, M., Brown, R., El-Dinary, P. B., & Afflerbach, P. (1995). The
comprehension instruction that students need: Instruction fostering
constructively responsive reading. Learning Disabilities Research and
Practice, 10, 215–224.
Apart from presenting feature articles to their readers, journals also have
an intention of providing awareness on the newly published books in the related
field. Therefore, you can find a section in which book reviews are presented in
academic journals. When you write reference entries for reviews, you need to
start your reference entry with the reviewer, not with the author of the book.
Then, you provide date of publication again for the book review, not for the
reviewed book. Almost none of the book reviews carries a title. In this case, you
indicate the title of the book that you review in brackets. You follow this
information as in articles since reviews are also published in periodicals.
Consider the following sample.

Review of a book, no title sample reference entry
Razı, S., & Razı. N. (2006). [Review of the book Assessing reading]. Journal
of Theory and Practice in Education, 2(1), 37-41.
In case of an existence of a title, you need to indicate this following date
of publication.
Review of a book sample reference entry
Razı, S., & Razı. N. (2006). Add the title of the review here. [Review of the
book Assessing reading]. Journal of Theory and Practice in Education,
2(1), 37-41.
Since magazines are published monthly, we need to give month for date
of publication along with the year. Consider the sample below.
Magazine article sample reference entry
Van Roosom, J. (2009, March). A bridge between young people and science.
Research EU, pp. 38-39.
As newspapers and some magazines are published either daily or weekly,
we need to write the date of publication openly including day, month, and year.
Newspaper article sample reference entry
Pepper, T. (2005, January 17).Getting to know you. Newsweek, pp. 44-47.
If you borrow any information from a journal article which is in press but
not published yet; then, provide the name of the journal but do not mention any
volume or issue numbers.
Journal article, in press sample reference entry
Razı, S. (in press). An integrated approach to establish validity and reliability
of reading tests. The International Journal of Research in ELT.
Sample reference entries for selections from edited collections
When you borrow any information from an edited collection, you need to start
writing the reference entry with the author(s) of the chapter. Following date of
publication, you add title of the chapter. Before you give any information about

270
the editor(s), it is important to write ‘In’. Then, you give the initial(s) and
surname(s) of the editor(s). Remember that the order of presenting initials is just
the opposite that you do for authors. Following the editor, in parentheses write
‘Ed.’. If there are two editors, discriminate them by using an ampersand (&) and
write ‘Eds.’. Following this, give the title of the edited book in italics. Then,
provide information about page numbers of the related chapter. To do this, in
parentheses write ‘pp.’ to represent ‘from page to page’ and page numbers.
Finally, give the place of publication and publisher as in books. Consider the
example below with a single author and two editors.
One author
Wallace, C. (2001). Reading. In R. Carter & D. Nunan (Eds.), The Cambridge
guide to teaching English to speakers of other languages (pp. 21-27).
If there are two authors for the chapter, discriminate them by using an
ampersand (&). Consider the sample below with two authors and a single editor.
Two authors
Weinstein, C. E., & Mayer, R. E. (1986). The teaching of learning strategies.
In M. Wittrock (Ed.), Handbook of research on teaching (pp. 315-327).
New York: Macmillan.
However, if you refer to a chapter in an edited collection in a series, then
you need to provide information about both the series editor and volume editor.
Reference entry for a book with an editor and a series editor
Teasdale, A. (1996). Content validity in test for well-defined LSP domains: An
approach to defining what is to be tested. In M. Milanovic (Series Ed.)
& M. Milanovic & N. Saville (Vol. Ed.), Studies in language testing:
Performance testing, cognition and assessment (Vol, 3, pp. 211-230).
Sample reference entries for documents obtained from the Internet
For the sources obtained from the Internet, you are expected to start the
reference entry by using the information which is essential for a printed source.
Moreover, for the materials obtained from the Internet, you need to add the date
that you retrieve this information from the Internet. This is important since the

information you retrieve from the Internet has a tendency of changing. Finally,
you need to add the address of the web site openly to your reference entry. In
this way, you give the opportunity to your readers to find the related
information from the Internet. Consider the reference entry for an article
obtained from the Internet below.
An article obtained from the Internet sample reference entry
Erten, İ. H., & Razı, S. (2009). The effects of cultural familiarity on reading
comprehension. Reading in a Foreign Language, 21, 60-77. Retrieved
August 26, 2011 from
http://nflrc.hawaii.edu/rfl/April2009/articles/erten.pdf
If you borrow any information from a web page, not from an article; then,
give author details and date of publication for the web site. Continue with the
title of the page which is given in italics. Next, provide information about the
date of retrieval and source. Consider the sample reference entry below for a
web document.
WWW document sample reference entry
Hughes, J. (2007). Reading process. Retrieved August 26, 2011 from
http://faculty.uoit.ca/hughes/Reading/ReadingProcess.html
For the documents written by an organization rather than an identified
author, use the name of organization in the author position. Consider the two
samples below.
WWW document, corporate author sample reference entries
Central European University. (2011). Center for academic writing. Retrieved
August 24, 2011 from http://www.ceu.hu/caw
WSU Writing Center (2002). About the APA publication manual. Retrieved
http://www.wright.edu/academics/writingctr/apa2.pdf
If there is no identified author or editor for the document; then, use the
title in author position. Consider the example below.
WWW document, no author sample reference entry
Academic writing. (2011). Retrieved August 24, 2011 from

272
For the documents without date of publication, you need to use ‘n.d.’ to
represent ‘no date’.
WWW document, no author, no date sample reference entry
Referencing. (n.d.). Retrieved August 26, 2011 from
http://www.aut.ac.nz/resources/library/referencing.pdf
Sample reference entries for other sources
To write reference entries for government reports, you need to use the name of
the organization in the author position. Consider the following sample reference
entry for a government report.
Government report sample reference entry
The Federal Interagency Forum on Child and Family Statistic. (2011).
America’s children: Key national indicators of well-being. Washington
DC: US Government Printing Office. Retrieved August 26, 2011 from
http://www.childstats.gov/pdf/ac2011/ac_11.pdf
If you would like to refer to a speech delivered at a scientific meeting,
give speaker details, provide date of meeting including month and year,
continue with the title of the speech in italics, and give details of the meeting
such as the theme of the conference, the city, and the country. Consider the
sample reference entry below for an unpublished conference paper.
Unpublished conference paper sample reference entry
Grabe, W. (2003, May). From theory to practice in L2 reading. Paper
presented at the third international ELT research conference, Languages
for life, Çanakkale, Turkey.
In case of borrowing information from a doctoral dissertation, you need
to consider your way of obtaining the dissertation. If you obtain it from UMI
which is also abstracted in Dissertation Abstracts International (DAI); then, you
are expected to write your reference entry as in the following sample. First, start
with the author and give date of publication for UMI. Remember that this may
not be the same as date of publication for the dissertation. Continue with the
title of the dissertation and provide information about the university and date of
publication for the dissertation. Finally, present DAI and UMI numbers.
Consider the sample reference entry below for a doctoral dissertation which is
abstracted in DAI and obtained from UMI.

Doctoral dissertation abstracted in DAI and obtained from UMI sample
reference entry
Chang, D. M. (2007). Comparing the effects of traditional vs. non-traditional
reading instruction on level of reading comprehension, and use of
metacognitive reading strategies in EFL learners in Taiwan. (Doctoral
dissertation, La Sierra University, 2006). Dissertation Abstracts
International, 67 (07). (UMI No. 3227046)
However, if you obtain a DAI abstracted dissertation from the university
library, not from UMI, then; you do not need to present UMI number. Consider
the sample reference entry below for a doctoral dissertation which is abstracted
in DAI and obtained from the university.
Doctoral dissertation abstracted in DAI and obtained from the university
sample reference entry
Talbot, D. C. (1997). Metacognitive strategy training for reading: Developing
second language learners’ awareness of expository text patterns.
(Doctoral dissertation, University of Hong Kong, Pokfulam, Hong
Kong, 1995). Dissertation Abstracts International, 57, 10.
If you borrow any information from an unpublished dissertation; then, do
this as in the following sample. Remember that you do not write the name of the
country for the universities in the USA. Moreover, if the name of the university
includes the name of the state, in this case, you do not repeat the name of state.
Consider the sample reference entry below for an unpublished doctoral dissertation.
Unpublished doctoral dissertation sample reference entry
Erten, İ. H. (1988). Vocabulary learning strategies: An investigation into the
effect of perceptual learning styles and modality of word presentation on
the use of vocabulary learning strategies. Unpublished doctoral
dissertation, University of Exeter–the UK.
If you borrow any information from an MA thesis, do this as in the
following sample. Consider the sample reference entry below for an
unpublished MA thesis.
Unpublished master thesis, university outside the US sample reference entry
Razı, S. (2004). An investigation into the impact of cultural schema and
reading activities on reading comprehension. Unpublished master’s
thesis, Çanakkale Onsekiz Mart University, Çanakkale, Turkey.

274
In case of writing a reference entry for an unpublished manuscript which
is not submitted for publication to a journal, start the entry as in articles.
However, you do not mention the name of any journal. Consider the following
reference entry for an unpublished manuscript.
Unpublished manuscript not submitted for publication sample reference
entry
Razı, S. (2011). An investigation into the impact of metacognitive reading
strategy training programme: METARESTRAP. Unpublished
manuscript.
If you know the author’s affiliation for an unpublished manuscript which
is not submitted for publication to a journal; then, start the entry as in the
previous sample. However, in this case add the information about the university
to the end of the entry. Consider the following reference entry for an
unpublished manuscript including affiliation.
Unpublished manuscript with a university cited sample reference entry
Razı, S. (2011). Learning strategy preferences of advanced EFL learners.
Unpublished manuscript, Çanakkale Onsekiz Mart University,
Çanakkale, Turkey.
If you borrow any information from a manuscript which is in progress or
submitted for publication; then, indicate this at the end of the reference entry.
Consider the reference entry below for a manuscript in progress.
Manuscript in progress or submitted for publication but not accepted yet
sample reference entry
Köksal, D., & Razı, S. (2011). An investigation into the ELT professionals’
research culture in Turkey. Manuscript submitted for publication.
Conclusion
After practising in-text citation rules in the previous chapters, you have learned
how to write your reference list in relation with the sources you use in your
paper. This chapter provided explanation on APA rules about writing reference
entries. In the following chapter, you will be expected to use these rules to write
reference lists appropriately.

Chapter 16
Practising List of References

276

Practising List of References 277
In the previous chapters, you have familiarized yourself with both in-text
citation and reference list writing rules in APA style. With reference to these
rules and sample reference entries provided in the previous chapter, this chapter
aims to practise your skills of writing a reference list.
Pre questions
• Can you write reference entries for the publications that you do not use
in the body of your text?
• What kind of information do you need to write for a book reference
entry?
• What kind of information do you need to write for an edited book
reference entry?
• What kind of information do you need to write for an article reference
entry?
• What type of additional information do we need for the sources
retrieved from the Internet?
• Can you refer to the sources which are not published yet?

278

Introduction: Practising reference lists
You will be provided with several types of exercises on writing a reference list
in APA style in the following tasks. Practise your skills by doing the tasks and
then check your answers from the keys provided following each task.
Activity 1: Putting entries into order
There are 61 sources in the following list. Put these reference entries into
correct order.
References
Dörnyei, Z, & Skehan, P. (2003). Individual differences in second language
learning. In C. J. Doughty & M. H. Long (Eds.), The handbook of second
language acquisition (pp. 589-630). Oxford: Blackwell Publishing.
Cook, V. (1991). Second language learning and language teaching. London:
Edward Arnold.
Oxford, R. L. (2002). Language learning strategies in a nutshell: Update and
ESL suggestions. In J. C. Richards & W. A. Renandya (Eds.),
Methodology in Language Teaching (pp. 124-132). Cambridge:
Taraban, R., Rynearson, K., & Kerr, M. (2000). College students’ academic
performance and self-reports of comprehension strategy use. Reading
Oxford, R. L. (1990). Language learning strategies: What every teacher
should know. New York: Newbury House Publishers.
Oxford, R. L., & Cohen, A. D. (1992). Language learning strategies: Crucial issues
of concept and classification. Applied Language Learning, 3(1-2), 1-35.
Dörnyei, Z. (2001). Motivational strategies in the language classroom.
Pressley, M. (1986). The relevance of the strategy user model to the teaching
of mathematics. Educational Psychologist, 21, 139-161.
Weinstein, G. (2001). Developing adult literacies. M. Celce-Murcia (Ed.),
Teaching English as a second or foreign language (pp. 171-186). Boston:
Heinle & Heinle.
Dörnyei, Z., & Scott, M. L. (1997). Communication strategies in a second
language: Definitions and taxonomies. Language Learning, 47, 173–210.
Oxford, R. L. (2003). Towards a more systematic model of L2 learner
autonomy. In D. Palfreyman & R. C. Smith (Eds.), Learner autonomy

280
across cultures: Language education perspectives (pp. 75–92). Palgrave
Macmillan: Basingstoke.
Johnson, P. (1982). Effects on reading comprehension of building background
knowledge. TESOL Quarterly, 16, 503-516.
Flavell, J. H., Miller, P. H., & Miller, S. A. (2002). Cognitive development (4th
ed.). Upper Saddle River, NJ: Prentice Hall.
Paris, S. G., Wasik, B. A., & Turner, J. C. (1991). The development of
strategic readers. In R. Barr, M. L. Kamil, P. B. Mosenthal, & P. D.
Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 609-640).
New York: Longman.
Williams, R. (1986). “Top ten” principles for teaching reading. ELT Journal,
40, 42-45.
Oxford, R. L., & Nam, C. (1998). Learning styles and strategies of a partially
bilingual student diagnosed as learning disabled: A case study. In J. M.
Reid (Ed.), Understanding learning styles in the second language
classroom (pp. 52-61). Upper Saddle River, NJ: Prentice Hall Regents.
Johnston, P. (1983). Assessing reading comprehension. Newark, DE:
International Reading Association.
Jones, M. H., Estell, D. B., & Alexander, J. M. (2008). Friends, classmates,
and self-regulated learning: Discussions with peers inside and outside the
classroom. Metacognition and Learning, 3, 1-15.
Pressley, M., & Gaskins, I. W. (2006). Metacognitively competent reading
comprehension is constructively responsive reading: How can such
reading be developed in students? Metacognition and Learning, 1, 99-
113.
ed.).
ed.).
Williams, M., & Burden, R. L. (1999). Psychology for language teachers.
Pressley, M., & Ghatala, E. S. (1990). Self-regulated learning: Monitoring
learning from text. Educational Psychologist, 25, 19-33.

Flavell, J. H. (1999). Cognitive development: Children’s knowledge about the
mind. Annual Review of Psychology, 50, 21-45.
Oxford, R. L. (2001). Language learning strategies. In R. Carter & D. Nunan
Pieschl, S. (2009). Metacognitive calibration–an extended conceptualization
and potential applications. Metacognition and Learning 4, 3-31.
Taraban, R., Kerr, M., & Rynearson, K. (2004). Analytic and pragmatic factors
in college students' metacognitive reading strategies. Reading
Psychology, 25(2), 67-81.
learning strategies: A pilot study. Journal of Psychological Type, 16, 22-32.
Dörnyei, Z. (1995). On the teachability of communication strategies. TESOL
Quarterly, 29, 55-85.
Oxford, R. L., & Nyikos, M., (1989). Variables affecting choice of language
learning strategies by university students. The Modern Language Journal,
73, 291-300.
Paris, S. G., & Jacobs, J. E. (1984). The benefits of informed instruction for
children’s reading awareness and comprehension skills. Child
Development, 55, 2083-2093.
Williams, E. (1984). Reading in the language classroom. London: Macmillan.
learner. TESL Talk, 6, 58-75.
Paris, S. G., & Myers, M. (1981). Comprehension monitoring, memory and
study strategies of good and poor readers. Journal of Reading Behavior,
13, 5-22.
Paris, S. G., Wixson, K. K., & Palincsar, A. S. (1986). Instructional
approaches to reading comprehension. Review of Research in Education,
13, 91-128.
Johnson, K. (2001). An introduction to foreign language learning and
teaching. London: Longman.
Pieschl, S., Stahl, E., & Bromme, R. (2008). Epistemological beliefs and self-
regulated learning with hypertext. Metacognition and Learning, 3, 17-37.
Oxford, R. L. (1989). Use of language learning strategies: a synthesis of
studies with implications for strategy training. System 17, 235–247.
359–386.
Pressley, M., Wharton-McDonald, R., Mistretta-Hampston, J., & Echevarria,
M. (1998). The nature of literacy instruction in ten grade-4/5 classrooms

282
in upstate New York. Scientific Studies of Reading, 2, 159–194.
Pressley, M., Woloshyn, V., Burkell, J., Cariglia-Bull, T., Lysynchuk, L.,
McGoldrick, J. A., Schneider, B., Snyder, B. L., & Symons, S. (1995).
Cognitive strategy instruction: That really improves children’s academic
performance (2nd
ed.). Cambridge, Massachusetts: Brookline Books.
Cook, G. (1997). Key concepts in ELT: Schemas. ELT Journal, 51, 86.
Brown, A. L., & Palincsar, A. S. (1982). Inducing strategic learning from texts
by means of informed, self-control training. Topics in Learning and
Learning Disabilities, 2, 1-17.
Küpper, L. (1985). Learning strategy application with students of English
as a second language. TESOL Quarterly, 19, 557–584.
Weinstein, C. E., Meyer, D. K., Husman, J., Stone, G. V. M., & McKeachie,
W. J. (1999). Teaching students how to learn. In W. J. McKeachie (Ed.)
Teaching tips: Strategies, research, and theory for college and university
teachers (pp. 312-325). New York: Houghton Mifflin.
Oxford, R. L., & Crookall, D. (1989). Research on language learning
strategies: Methods, findings, and instructional issues. Modern Language
Journal, 73, 404-419.
Weinstein, C. E., Schulte, A. C., & Palmer, D. R. (1987). Learning and study
strategies inventory. Clearwater, FL: H & H Publishing.
Guthrie, J. T., Anderson, E., Alao, S., & Rinehart, J. (1999). Influences of
concept-oriented reading instruction on strategy use and conceptual
learning from text. Elementary School Journal, 99, 343–366.
Pressley, M., & Afflerbach, P. (1995). Verbal protocols of reading: The nature
of constructively responsive reading. Hillsdale, NJ: Lawrence Erlbaum.
Paris, S. G., Lipson, M. Y., & Wixson, K. K. (1983). Becoming a strategic
reader. Contemporary Educational Psychology, 8, 293-316.
Williams, D. (1978). Reading as interpretation: an ESL perspective. RELC
Journal, 9(2), 78-96.
Dörnyei, Z. (2005). The psychology of the language learner: Individual
differences in second language acquisition. Mahwah, NJ: Lawrence
Erlbaum.

Pressley, M., Brown, R., El-Dinary, P. B., & Afflerbach; P. (1995). The
Practice, 10, 215-224.
Check your order of reference entries from the following reference list.
References
Brown, A. L., & Palincsar, A. S. (1982). Inducing strategic learning from texts
by means of informed, self-control training. Topics in Learning and
Learning Disabilities, 2, 1-17.
ed.).
Edward Arnold.
ed.).
Dörnyei, Z. (1995). On the teachability of communication strategies. TESOL
Dörnyei, Z. (2001). Motivational strategies in the language classroom.
Dörnyei, Z. (2005). The psychology of the language learner: Individual
differences in second language acquisition. Mahwah, NJ: Lawrence
Erlbaum.
Dörnyei, Z, & Skehan, P. (2003). Individual differences in second language
learning. In C. J. Doughty & M. H. Long (Eds.), The handbook of second
language acquisition (pp. 589-630). Oxford: Blackwell Publishing.
Flavell, J. H. (1999). Cognitive development: Children’s knowledge about the
mind. Annual Review of Psychology, 50, 21-45.
Guthrie, J. T., Anderson, E., Alao, S., & Rinehart, J. (1999). Influences of
concept-oriented reading instruction on strategy use and conceptual
learning from text. Elementary School Journal, 99, 343–366.

284
Psychology, 90, 261-278.
Johnson, K. (2001). An introduction to foreign language learning and
teaching. London: Longman.
Jones, M. H., Estell, D. B., & Alexander, J. M. (2008). Friends, classmates,
and self-regulated learning: Discussions with peers inside and outside the
classroom. Metacognition and Learning, 3, 1-15.
learner. TESL Talk, 6, 58–75.
Küpper, L. (1985). Learning strategy application with students of English
as a second language. TESOL Quarterly, 19, 557–584.
Oxford, R. L. (1989). Use of language learning strategies: a synthesis of
studies with implications for strategy training. System 17, 235-247.
Oxford, R. L. (2001). Language learning strategies. In R. Carter & D. Nunan
Oxford, R. L. (2002). Language learning strategies in a nutshell: Update and
ESL suggestions. In J. C. Richards & W. A. Renandya (Eds.),
Methodology in Language Teaching (pp. 124-132). Cambridge:
across cultures: Language education perspectives (pp. 75–92). Palgrave
Macmillan: Basingstoke.

Oxford, R. L., & Cohen, A. D. (1992). Language learning strategies: Crucial
issues of concept and classification. Applied Language Learning, 3(1-2),
1-35.
Oxford, R. L., & Crookall, D. (1989). Research on language learning
strategies: Methods, findings, and instructional issues. Modern Language
Journal, 73, 404-419.
learning strategies: A pilot study. Journal of Psychological Type, 16, 22-32.
359-386.
Oxford, R. L., & Nam, C. (1998). Learning styles and strategies of a partially
bilingual student diagnosed as learning disabled: A case study. In J. M.
Reid (Ed.), Understanding learning styles in the second language
classroom (pp. 52-61). Upper Saddle River, NJ: Prentice Hall Regents.
Oxford, R. L., & Nyikos, M., (1989). Variables affecting choice of language
learning strategies by university students. The Modern Language Journal,
73, 291-300.
Paris, S. G., Lipson, M. Y., & Wixson, K. K. (1983). Becoming a strategic
reader. Contemporary Educational Psychology, 8, 293-316.
Paris, S. G., & Myers, M. (1981). Comprehension monitoring, memory and
study strategies of good and poor readers. Journal of Reading Behavior,
13, 5-22.
Paris, S. G., Wasik, B. A., & Turner, J. C. (1991). The development of
strategic readers. In R. Barr, M. L. Kamil, P. B. Mosenthal, & P. D.
Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 609-640).
New York: Longman.
Paris, S. G., Wixson, K. K., & Palincsar, A. S. (1986). Instructional
approaches to reading comprehension. Review of Research in Education,
13, 91-128.
Pieschl, S. (2009). Metacognitive calibration–an extended conceptualization
and potential applications. Metacognition and Learning 4, 3-31.
Pieschl, S., Stahl, E., & Bromme, R. (2008). Epistemological beliefs and self-
regulated learning with hypertext. Metacognition and Learning, 3, 17-37.
Pressley, M. (1986). The relevance of the strategy user model to the teaching
of mathematics. Educational Psychologist, 21, 139-161.
Pressley, M., & Afflerbach, P. (1995). Verbal protocols of reading: The nature
of constructively responsive reading. Hillsdale, NJ: Lawrence Erlbaum.
Pressley, M., Brown, R., El-Dinary, P. B., & Afflerbach, P. (1995). The

286
Practice, 10, 215–224.
Pressley, M., & Gaskins, I. W. (2006). Metacognitively competent reading
comprehension is constructively responsive reading: How can such
reading be developed in students? Metacognition and Learning, 1, 99-
113.
Pressley, M., & Ghatala, E. S. (1990). Self-regulated learning: Monitoring
learning from text. Educational Psychologist, 25, 19-33.
Pressley, M., Wharton-McDonald, R., Mistretta-Hampston, J., & Echevarria,
M. (1998). The nature of literacy instruction in ten grade-4/5 classrooms
in upstate New York. Scientific Studies of Reading, 2, 159–194.
performance (2nd
ed.). Cambridge, Massachusetts: Brookline Books.
Taraban, R., Kerr, M., & Rynearson, K. (2004). Analytic and pragmatic factors
in college students' metacognitive reading strategies. Reading Psychology,
25(2), 67-81.
Taraban, R., Rynearson, K., & Kerr, M. (2000). College students’ academic
performance and self-reports of comprehension strategy use. Reading
Psychology, 21, 283-308.
Weinstein, C. E., Meyer, D. K., Husman, J., Stone, G. V. M., & McKeachie,
W. J. (1999). Teaching students how to learn. In W. J. McKeachie (Ed.)
Teaching tips: Strategies, research, and theory for college and university
teachers (pp. 312-325). New York: Houghton Mifflin.
Weinstein, C. E., Schulte, A. C., & Palmer, D. R. (1987). Learning and study
strategies inventory. Clearwater, FL: H & H Publishing.
Heinle & Heinle.
Journal, 9(2), 78-96.
40, 42-45.

Activity 2: Correcting mistakes
This exercise aims to assist you to understand how to format a reference list in
APA style. There is at least one mistake in every reference entry. Remember
APA rules to identify the mistakes and correct them. Your corrections will
include spacing, punctuation, eliminating unnecessary information, or re-
ordering reference entries. You can assume that all spellings in the reference
entries are accurate and you are provided with all the information you need to
correct the reference entries. You do not need any outside materials to complete
this exercise.
References
Abbott, M. L. (2006). ESL reading strategies: differences in Arabic and
Mandarin speaker test performance. Language Learning, 56, 633–670.
Abbott, G. (2003) Reading skills and terrorism: Some thoughts on teaching
students to challenge and learn. English Today, 75, 3, 14-18.
Adams, W. R.; Brody, J. (1995). Reading beyond words (5th
edition). Orlando:
Harcourt Brace.
Aebersold, J. A., & Field, M. L. (1997). From reader to reading teacher: Issues
and strategies for second language classrooms. Cambridge: Cambridge
University Press.
language problem? In J. C. Alderson; A. H. Urquhart (Eds.), Reading in a
foreign language (pp. 169-182). Cambridge: Cambridge University Press.
J. C. Alderson & A. Urquhart (Eds.). (1984). Reading in a foreign language.
London: Longman.
Allen, L. A. (2006). Metacognition and reading strategies for struggling
readers. Unpublished master’s thesis, Pacific Lutheran University, WA,
the USA.
Alptekin, C. (May, 2003). The role of cultural nativization in L2 reading: The
case of inferential and literal comprehension. Paper presented at the third
international ELT research conference, Languages for life, Çanakkale,
Turkey.
Anderson, N. J. (1999). Exploring Second Language Reading: Issues and
Strategies. Boston: Heinle & Heinle Publishers.
Anderson, N. J. (1999). Improving reading speed. English Teaching Forum,
37, 2, 2-5.
Anderson, N. J. (2005). L2 learning strategies. In E. Hinkel (ed.), Handbook
of research in second language teaching and learning (p. 757-771). New
Applegate, A. J.; Applegate, M. D. (2004). The Peter effect: Reading habits

288
and attitudes of preservice teachers. The Reading Teacher, 57 (6), 554-
563.
Armbruster, B. B.; Anderson, T. H.; Ostertag, J. (1987). Does text
structure/summarization instruction facilitate learning from expository
text? Reading Research Quarterly, 22, 331–346.
Baker, L.; Brown, A. L. (1984). Metacognitive skills and reading. In P. D.
Pearson (ed.), Handbook of reading research (353-394). Longman:
Mahwah, NJ.
Baron, J. (1985). Rationally ad Intelligence. Cambridge: Cambridge
University Press.
Brown, H. D. (2000). Principles of language learning and teaching (Fourth
ed.). New York: Pearson Education.
Carroll, D. W. (1994). Psychology of language (2nd
ed.). California:
Brooks/Cole Publishing.
Carter, R. (1986). Linguistic models, language, and literariness: Study
strategies in the teaching of literature to foreign students. C. J. Brumfit &
R. A. Carter (Ed.), Literature and language teaching (pp. 110-132).
Oxford: Oxford University Press.
Chamot, A. U. (1987). The learning strategies of ESL students. In A. Wenden
& J. Rubin, Learner strategies in language learning (pp. 71-83). London:
Prentice Hall International.
Day, R. R.; Bamford, J. (1998). Extensive reading in the second language
classroom. Cambridge: Cambridge University Press.
Firth, J. R. (1957). Modes of meaning. In Frith, J. R. (Ed.), Papers in
linguistics, 1934-51 (pp. 190-215). London: Oxford University Press.
Fry, E. B. (1977a). Fry’s readability graph: Clarification, validity, and
extension to level 17. Journal of Reading, 20, 242-252.
Hickman, P., Pollard-Durodola, S, & Vaughn, S. (2004). Storybook reading:
Improving vocabulary and comprehension for English-language learners.
The Reading Teacher, 57, 720-730.
Lewis, M. & Hill, J. (1985). Practical techniques for language teaching.
London: Language Teaching Publications.
McKay, S. (1986). Literature in the ESL classroom. In C. J. Brumfit; R. A.
Carter (Eds.), Literature and language teaching (p. 191-198). Oxford:
Oxford University Press.
Miholic, V. (1994). An inventory to pique students’ metacognitive awareness
of reading strategies. Journal of Reading, 38, pp. 84–86.
Mokhtari, K.; Reichard, C. A. (2002). Assessing students’ metacognitive
awareness of reading strategies. Journal of Educational Psychology, Vol.
94, 249-259.

Razı, S. (2008). The impact of learning multiple foreign languages on using
metacognitive reading strategies. The Reading Matrix, 8, 1, 117-138.
Retrieved 26 August, 2011 from
http://www.readingmatrix.com/articles/razi/article2.pdf
Taguchi, T. (2002). Learner factors affecting the use of learning strategies in
cross-cultural contexts. Prospect, 17, 2: 18-31.
self-study and review (Revised ed.). New York: Doubleday.
Heinle & Heinle.
Willis, J. (1981). Teaching english through english. Harlow: Longman.
Zimmerman, B. J. (1994). Dimensions of academic self-regulation: A
conceptual framework for education. In D. H. Schunk & B. J.
Zimmerman (Eds.), Self-regulation of learning and performance: Issues
and educational applications (pp. 3–21). Hillsdale, NJ: Lawrence
Erlbaum.
Now, check your answer with reference to the following corrected
reference list.
References
Abbott, G. (2003). Reading skills and terrorism: Some thoughts on teaching
students to challenge and learn. English Today, 75(3), 14-18.
Abbott, M. L. (2006). ESL reading strategies: Differences in Arabic and
Adams, W. R., & Brody, J. (1995). Reading beyond words (5th
ed.). Orlando:
Harcourt Brace.
Aebersold, J. A., & Field, M. L. (1997). From reader to reading teacher:
Issues and strategies for second language classrooms. Cambridge:
language problem? In J. C. Alderson & A. H. Urquhart (Eds.), Reading in a
foreign language (pp. 169-182). Cambridge: Cambridge University Press.
Alderson, J. C., & Urquhart, A. (Eds.) (1984). Reading in a foreign language.
London: Longman.
Allen, L. A. (2006). Metacognition and reading strategies for struggling
readers. Unpublished master’s thesis, Pacific Lutheran University, WA.
Alptekin, C. (2003, May). The role of cultural nativization in L2 reading: The
case of inferential and literal comprehension. Paper presented at the third

290
international ELT research conference, Languages for life, Çanakkale,
Turkey.
Anderson, N. J. (1999a). Exploring second language reading: Issues and
strategies. Boston: Heinle & Heinle Publishers.
Anderson, N. J. (1999b). Improving reading speed. English Teaching Forum,
37(2), 2-5.
Anderson, N. J. (2005). L2 learning strategies. In E. Hinkel (Ed.), Handbook of
research in second language teaching and learning (pp. 757-771). New
Applegate, A. J., & Applegate, M. D. (2004). The Peter effect: Reading habits
and attitudes of preservice teachers. The Reading Teacher, 57, 554-563.
Armbruster, B. B., Anderson, T. H., & Ostertag, J. (1987). Does text
structure/summarization instruction facilitate learning from expository
text? Reading Research Quarterly, 22, 331–346.
Baker, L., & Brown, A. L. (1984). Metacognitive skills and reading. In P. D.
Pearson (Ed.), Handbook of reading research (pp. 353-394). Mahwah,
NJ: Longman.
Baron, J. (1985). Rationally ad intelligence. Cambridge: Cambridge University
Press.
ed.).
ed.). California:
Carter, R. (1986). Linguistic models, language, and literariness: Study
strategies in the teaching of literature to foreign students. C. J. Brumfit &
R. A. Carter (Eds.), Literature and language teaching (pp. 110-132).
Chamot, A. U. (1987). The learning strategies of ESL students. In A. Wenden
& J. Rubin (Eds.), Learner strategies in language learning (pp. 71-83).
London: Prentice Hall International.
Day, R. R., & Bamford, J. (1998). Extensive reading in the second language
Firth, J. R. (1957). Modes of meaning. In J. R. Frith (Ed.), Papers in
linguistics, 1934-51 (pp. 190-215). London: Oxford University Press.
Fry, E. B. (1977). Fry’s readability graph: Clarification, validity, and extension
to level 17. Journal of Reading, 20, 242-252.
Hickman, P., Pollard-Durodola, S., & Vaughn, S. (2004). Storybook reading:
Lewis, M., & Hill, J. (1985). Practical techniques for language teaching.
McKay, S. (1986). Literature in the ESL classroom. In C. J. Brumfit & R. A.

Carter (Eds.), Literature and language teaching (pp. 191-198). Oxford:
Miholic, V. (1994). An inventory to pique students’ metacognitive awareness
of reading strategies. Journal of Reading, 38, 84-86.
Mokhtari, K., & Reichard, C. A. (2002). Assessing students’ metacognitive
awareness of reading strategies. Journal of Educational Psychology, 94,
249-259.
Razı, S. (2008). The impact of learning multiple foreign languages on using
metacognitive reading strategies. The Reading Matrix, 8(1), 117-138.
Retrieved August 26, 2011 from http://www.readingmatrix.com/
articles/razi/article2.pdf
Taguchi, T. (2002). Learner factors affecting the use of learning strategies in
cross-cultural contexts. Prospect, 17(2), 18-31.
Heinle & Heinle.
Willis, J. (1981). Teaching English through English. Harlow: Longman.
Zimmerman, B. J. (1994). Dimensions of academic self-regulation: A
conceptual framework for education. In D. H. Schunk & B. J.
Zimmerman (Eds.), Self-regulation of learning and performance: Issues
and educational applications (pp. 3–21). Hillsdale, NJ: Lawrence
Erlbaum.
Activity 3: Writing an imaginary reference list
You are provided with the details of twelve sources in the following boxes.
Consider that you use all these sources in your paper and write the reference list
accordingly. You may not need to use all the information given with these sources.
Before you write your reference list, you are recommended to put the following
sources into correct order. To do this, omitting the irrelevant details might be to
your advantage. Then, you are expected to work on author surnames and date of
publications in order to put these sources into the correct order. Finally, by using the
necessary information, write the reference entries for each source.

292
Editor M. Celce-Murcia
Title of the book Teaching English as a Second or Foreign Language.
Author of the chapter M. Celce-Murcia
Title of the chapter Language Teaching Approaches: An Overview.
Pages of the chapter 3-11
Place of publication Boston
Publisher Heinle & Heinle
Year 2001
Edition Third edition
Author M. Karakaş
Title The Effects of Reading Activities on ELT Trainee
Teachers’ Comprehension of Short Stories.
Place of publication Çanakkale
Publisher Çanakkale Onsekiz Mart University, Çanakkale,
Turkey
Year 2002
Number of pages 170
Edition Unpublished MA thesis
Editors Z. H. Han and N. J. Anderson
Title of the book Second Language Reading Research and
Instruction: Crossing the Boundaries.
Author of the chapter N. J. Anderson
Title of the chapter ACTIVE Reading: The Research Base for
Pedagogical Approach in the Reading Classroom
Place of publication Ann Arbor, MI
Publisher The University of Michigan Press
Year 2009
Edition First edition
Author of the book J. D. Brown
Title of the book Understanding Research in Second Language
Learning.
Place of publication Cambridge
Publisher Cambridge University Press
Date of publication 1988
Page numbers 343

Author of the book H. D. Brown
Title of the book Principles of Language Learning and Teaching.
Place of publication New York
Publisher Pearson Education
Page numbers 245
Edition Fourth edition
Author N. J. Anderson
Title Improving Reading Speed.
Name of the journal English Teaching Forum
Volume 37
Issue 2 (paginated by issue)
Pages from-to 2-5
Author of the
article
M. Singhal
Name of the
journal
The Reading Matrix
Volume 1
Page numbers of
the article
1-23
Title of the article Reading Proficiency, Reading Strategies,
Metacognitive Awareness and L2 Readers.
Date of retrieval 26 August 2011
Source http://www.readingmatrix.com/articles/singhal/
Author of the book N. J. Anderson
Title of the book Exploring Second Language Reading: Issues and
Strategies.
Page numbers 167

294
Authors of the article Z. Dörnyei and M. L. Scott
Name of the journal Language Learning
Volume 47 (paginated by volume)
Issue 1
Page numbers of the
article
173-210
Title of the article Communication Strategies in a Second Language:
Definitions and Taxonomies.
Authors of the book R. T. Vacca and J. A. Vacca
Title of the book Content Area Reading.
Publisher Harper Collins
Page numbers 380
Edition Third edition
Authors of the
article
M. V. J. Veenman; B. H. A. M. Van Hout-Wolters; P.
Afflerbach
Name of the journal Metacognition and Learning
Issue 1
Page numbers of the
article
3-14
Title of the article Metacognition and Learning: Conceptual and
Methodological Considerations.
Author A. S. Teplin
Title Open-Door Thinking: Metacognition in Reading
Comprehension Instruction.
Place of publication California, the USA
Publisher University of California
Date of publication 2008 (for thesis)
Date of publication 2009 (for UMI)
DAI No 70, 03
UMI no 3350540
Number of pages 287
Edition PhD dissertation

Now check your answers from the following reference list.
References
strategies. Boston: Heinle & Heinle.
37(2), 2-5.
Anderson, N. J. (2009). ACTIVE Reading: The research base for pedagogical
approach in the reading classroom. In Z. H. Han & N. J. Anderson (Eds.),
Second language reading research and instruction: Crossing the
boundaries (pp. 117-143). Ann Arbor, MI: The University of Michigan
Press.
ed.).
Celce-Murcia, M. (2001). Language teaching approaches: An overview. In M.
Celce-Murcia (Ed.), Teaching English as a second or foreign language
(3rd
ed., pp. 3-11). Boston: Heinle & Heinle.
Karakaş, M. (2002). The effects of reading activities on ELT trainee teachers’
comprehension of short stories. Unpublished master’s thesis, Çanakkale
Onsekiz Mart University, Çanakkale, Turkey.
Singhal, M. (2001). Reading proficiency, reading strategies, metacognitive
awareness and L2 readers. The Reading Matrix, 1(1), 1-23. Retrieved
August 26, 2011 from http://www.readingmatrix.com/articles/singhal/
Teplin, A. S. (2009). Open-door thinking: Metacognition in reading
comprehension instruction. (Doctoral dissertation, University of
California, 2008). Dissertation Abstracts International, 70 (03). (UMI
No. 3350540)
Vacca, R. T., & Vacca, J. A. (1989). Content area reading (3rd
ed.). New
York: Harper Collins.
Veenman, M. V. J., Van Hout-Wolters, B. H. A. M., & Afflerbach, P. (2006).
Metacognition and learning: Conceptual and methodological
considerations. Metacognition and Learning, 1, 3-14.

296
Activity 4: Writing an imaginary reference list
Again, you are provided with the details of twelve sources in the following
boxes as in Activity 3. Consider that you use all these sources in your paper and
write the reference list accordingly. You may not need to use all the information
given with these sources. Before you write your reference list, you are
recommended to put the following sources into correct order. To do this,
omitting the irrelevant details might be to your advantage. Then, you are
expected to work on author surnames and date of publications in order to put
them into correct order. Finally, by using the necessary information, write
reference entries for each source.
Authors of the article C. Hosenfeld; V. Arnold; J. Kirchofer; J. Laciura; and
L. Wilson
Name of the journal Foreign Language Annals
Issue 4
Page numbers of the
article
415-422
Title of the article Second Language Reading: A Curricular Sequence
for Teaching Reading Strategies.
Editors H. Nara and M. Noda
Title of the book Acts of Reading: Exploring Connections in Pedagogy
of Japanese.
Author of the chapter H. Nara
Title of the chapter Implementation of Reading in the Classroom.
Place of publication Honolulu
Publisher University of Hawai’i Press
Year 2003
Editors R. Mackay; B. Barkman; and R. R. Jordan
Title of the book Reading in a Second Language: Hypotheses,
Organization, and Practice.
Author of the chapter J. Munby
Title of the chapter Teaching Intensive Reading Skills.
Place of publication Rowley, MA

Publisher Newbury House
Year 1979
Authors of the book A. Levine; B. Oded; S. Statman
Title of the book Build it up: An advanced course in ESL/EFL reading
comprehension
Publisher Macmillan & Coller Macmillan
Page numbers 321
Aut R. Salatacı and A. Akyel
Journal Reading in a Foreign Language
Issue 1
Page numbers 1-17
Title of the article Possible Effects of Strategy Instruction on L1 and L2
Reading.
Date of retrieval 11 September 2011
URL address http://nflrc.hawaii.edu/rfl/april2002/salataci/salataci.html
Author of the book G. H. McLaughlin
Title of the book Theories of Second-Language Learning.
Place of publication London
Publisher Edward Arnold a division of Hodder and Stoughton
Page numbers 217
Author D. C. Talbot
Title Metacognitive Strategy Training for Reading:
Developing Second Language Learners’ Awareness
of Expository Text Patterns.
Place of publication Pokfulam, Hong Kong
Publisher University of Hong Kong
Date of publication 1995 (for thesis)
Date of publication 1997 (for UMI)
DAI No 57, 10
UMI no 9708204
Number of pages 466
Edition PhD dissertation

298
Author of the article B. A. Lewin
Name of the journal ELT Journal
Issue 2
Page numbers 121-126
Title of the article Reading Between Lines.
Author of the book W. Kottmeyer
Title of the book Handbook for Remedial Reading
Place of publication St. Louis
Publisher Webster Publishing
Page numbers 385
Edition Seventh edition
Author of the book C. Nuttall
Name of the book Teaching Reading Skills in a Foreign Language
Place of publication Oxford
Publisher Heinemann
Pages 282
Author of the book McLaughlin
Name of the book Theories of Second-Language Learning.
Publisher Edward Arnold a division of Hodder and Stoughton
Pages 306
Editors H. Nara and M. Noda
Title of the book Acts of Reading: Exploring Connections in Pedagogy
of Japanese
Author of the chapter H. Nara
Title of the chapter The Foreign Language Learner
Publisher University of Hawai’i Press
Year 2003

References
Hosenfeld, C., Arnold, V., Kirchofer, J., Laciura, J., & Wilson, L. (1981).
Second language reading: A curricular sequence for teaching reading
strategies. Foreign Language Annals, 14, 415-422.
Kottmeyer, W. (1947). Handbook for remedial reading (7th
ed.). St. Louis:
Webster Publishing.
Levine, A., Oded, B., & Statman, S. (1985). Build it up: An advanced course
in ESL/EFL reading comprehension. New York: Macmillan & Coller
Macmillan.
Lewin, B. A. (1984). Reading between the lines. English Language Teaching
Journal, 38, 121-126.
McLaughlin, B. (1987). Theories of second-language learning. London:
Edward Arnold a division of Hodder and Stoughton.
McLaughlin, G. H. (1969). SMOG grading: A new readability formula.
Journal of Reading, 12, 639-646.
Munby, J. (1979). Teaching intensive reading skills. In R. Mackay, B.
Barkman, & R. R. Jordan (Eds.), Reading in a second language:
Hypotheses, organization, and practice (pp. 142-158). Rowley, MA:
Newbury House.
Nara, H. (2003a). The foreign language learner. In H. Nara & M. Noda
Nara, H. (2003b). Implementation of reading in the classroom. In H. Nara &
M. Noda (Eds.), Acts of reading: Exploring connections in pedagogy of
Japanese (pp. 145-196). Honolulu: University of Hawai’i Press.
Nuttall, C. (1996). Teaching reading skills in a foreign language. Oxford:
Heinemann.
Salatacı, R.; Akyel, A. (2002). Possible effects of strategy instruction on L1
and L2 reading. Reading in a Foreign Language, 14, 1-17. Retrieved
http://nflrc.hawaii.edu/rfl/april2002/salataci/salataci.html
Talbot, D. C. (1997). Metacognitive strategy training for reading:
Developing second language learners’ awareness of expository text
patterns. (Doctoral dissertation, University of Hong Kong, Pokfulam,
Hong Kong, 1995). Dissertation Abstracts International, 57(10). (UMI
No. 9708204)

300
Activity 5: Writing a reference list for an article
In this activity you will be presented with Alptekin’s article which was
published in Journal of Theory and Practice in Education in 2007. However, the
reference list of the article had been removed. Your task in this activity is
reading the article to identify the sources used by the author with reference to
APA in-text citation rules. You can find the necessary information about
sources in the following boxes. Remember that you may not need to use all the
sources you are provided with. Finally, write your reference list in the correct
APA style under the heading of ‘References’. Remember that you may not need
to use all the information you are given in the boxes.
Information about sources
Author R. Ellis
Title Understanding Second Language Acquisition.
Publisher Oxford University Press
Year 1994
Number of pages 686
Editor R. L. Oxford
Title Language Learning Motivation: Pathways to the
New Century.
Authors of the chapter M. Okada; R. L. Oxford; and S. Abo
Title of the chapter Not All Alike: Motivation and Learning Strategies
among Students of Japanese and Spanish in an
Exploratory Study.
Place of publication Hawaii
Publisher University of Hawaii Press
Year 2002
Author J. Cummins
Title The Cross-Lingual Dimensions of Language
Proficiency: Implications for Bilingual Education
and Optimal Age Issue.
Name of the journal TESOL Quarterly
Issue 2
Pages from-to 175-187

Author S. Bremmer
Title Language Learning Strategies and Language
Proficiency: Investigating the Relationship in Hong
Kong.
Name of the journal Canadian Modern Language Review
Issue 4
Authors T. Y. Hsiao & R. L. Oxford
Title Comparing Theories of Language Learning
Strategies: A Confirmatory Factor Analysis.
Name of the journal Modern Language Journal
Issue 3
Author J. Cummins
Title The cross-lingual dimensions of language
proficiency:
Implications for bilingual education and optimal
age issue.
Issue 2
Authors R. L. Oxford and J. A. Burry-Stock
Title Assessing the Use of Language Learning Strategies
Worldwide with the ESL/EFL Version of the
Strategy Inventory for Language Learning (SILL).
Name of the journal System
Volume 23
Pages from-to 1-23

302
Authors C. O’Malley and A. U. Chamot
Title Learning strategies in Second Language
Acquisition.
Year 1990
Number of pages 320
Author E. Macaro
Title of the study Fourteen Features of a Language Learner Strategy:
Working paper #4.
Publisher Department of Educational Studies, University of
Oxford
Year 2004
Authors A. Wenden & J. Rubin
Title Learner Strategies in Language Learning.
Publisher Prentice Hall International
Year 1987
Number of pages 263
Editor M. Celce-Murcia
Title Teaching English as a Second or Foreign
Language.
Author of the chapter R. L. Oxford
Title of the chapter Language Learning Styles and Strategies.
Year 2001
Author R. L. Oxford
Title Language Learning Strategies: What Every
Teachers Should Know.
Publisher Newbury House
Year 1990
Number of pages 284

304

306

308

310
References
Bremmer, S. (1999). Language learning strategies and language proficiency:
Investigating the relationship in Hong Kong. Canadian Modern Language
Review, 55, 490-514.
Cummins, J. (1980). The cross-lingual dimensions of language proficiency:
Implications for bilingual education and optimal age issue. TESOL
Quarterly, 14, 175-187.
Ellis, R. (1994). Understanding second language acquisition. Oxford: Oxford
University Press.
Hsiao, T. Y., & Oxford, R. L. (2002). Comparing theories of language learning
strategies: A confirmatory factor analysis. Modern Language Journal, 86,
363-383.
Macaro, E. (2004). Fourteen features of a language learner strategy: Working
paper #4. Oxford: Department of Educational Studies, University of
Oxford.
O’Malley, C. O., & Chamot, A. U. (1990). Learning strategies in second
Oxford, R. L., & Burry-Stock, J. A. (1995). Assessing the use of language
learning strategies worldwide with the ESL/EFL version of the strategy
inventory for language learning (SILL). System, 23, 1-23.
Wenden, A., & Rubin, J. (1987). Learner strategies in language learning.
Cambridge: Prentice Hall International.
Activity 6: Writing a reference list for an article
You have another activity to write the reference list for an article. However, this
time you will not be provided with the article. You need to download the article
by using your university library services. When you get the article please,
remove the last two pages which are numbered 66 and 67 in order to omit the
original reference list prepared by Gao (2006). Your task in this activity is again
reading the article to identify the sources used by the author with reference to
APA in-text citation rules. You can find the necessary information about
sources in the following boxes. Remember that you may not need to use all the
sources you are provided with. Finally, write your reference list in the correct
APA style under the heading of ‘References’. Remember that you may not need
to use all the information you are given in the boxes.

Reference for the article:
Gao (Andy), X. (2006). Understanding changes in Chinese students’ uses of
learning strategies in China and Britain: A socio-cultural re-interpretation.
System, 34, 55–67. Retrieved September 12, 2011 from
http://www.sciencedirect.com/science/article/pii/S0346251X05000953
Information about sources
Author H. Ross
Title China Learns English: Language Teaching and
Social Change in the People’s Republic.
Place of publication New Haven.
Publisher Yale University Press,
Year 1993
Number of pages 212
Editor R. L. Oxford
Title Language Learning Strategies Around the World:
Cross-Cultural Perspectives: Technical Report #
13.
Author of the chapter R. L. Oxford
Title of the chapter Why is Culture Important for Language Learning
Strategies?
Pages of the chapter Preface
Publisher University of Hawai’i, Second Language Teaching
& Curriculum Center.
Year 1996
Author O. Takeuchi
Title What can We Learn from Good Foreign Language
Learners: A Qualitative Study in the Japanese
Foreign Language Context.
Name of the journal System
Issue 3

312
Editors D. Palfreyman and R.C. Smith
Title Learner Autonomy Across Cultures: Language
Education Perspectives.
Author of the chapter X. Gao
Title of the chapter Changes in Chinese Students’ Learner Strategy
Use After Arrival in the UK: A Qualitative
Inquiry.
Place of publication Basingstoke
Publisher Palgrave Macmillan
Year 2003
Author X. Gao
Title A Qualitative Inquiry into Changes in Chinese
Students’ Learner Strategy Use After Arrival in
the UK.
Place of publication Coventry
Publisher University of Warwick
Year 2002
Number of pages 267
Edition Unpublished MA dissertation
Author E. Wenger
Title Communities of Practice: Learning, Meaning, and
Identity.
Year 1998
Number of pages 230
Editors J.P. Lantolf and G. Apel
Title Vygotskian Approaches to Second Language
Research.
Author of the chapter B. Gillete
Title of the chapter The Role of Learner Goals in L2 Success
Place of publication Norwood
Publisher Ablex
Year 1994

Author H. Holec
Title Autonomy and Foreign Language Learning.
Publisher Pergamon Press
Year 1981
Number of pages 252
Author R. Ellis
Title Study of Second Language Acquisition.
Publisher Oxford University Press
Year 1994
Number of pages 465
Author A. Pennycook
Title The Cultural Portrait of English as an
International Language.
Place of publication Harlow
Publisher Pearson Education
Year 1994
Number of pages 266
Author A. He
Title Learning English in Different Linguistic and Socio-
Cultural Contexts.
Name of the journal Hong Kong Journal of Applied Linguistics
Issue 2
Author A. Wenden
Title Metacognitive Knowledge and Language Learning.
Name of the journal Applied Linguistics
Issue 4

314
Editors D. Palfreyman and R.C. Smith
Title Learner Autonomy Across Cultures: Language
Education Perspectives.
Author of the chapter R. Oxford
Title of the chapter Towards a More Systematic Model of L2 Learner
Autonomy.
Place of publication Basingstoke
Publisher Palgrave Macmillan
Year 2003
Editors A. Wenden and J. Rubin
Title Learner Strategies in Language Learning.
Author of the chapter A. Wenden
Title of the chapter How to Be a Successful Language Learner:
Insights and Prescriptions from L2 Learners.
Place of publication Englewood Cliffs, NJ
Publisher Prentice/Hall International
Year 1987
Authors A. Strauss and J. Corbin
Title Basics of Qualitative Research: Techniques and
Procedures for Developing Grounded Theory
Publisher Sage Publication
Year 1998
Number of pages 290
Edition Second edition
Author A. D. Cohen
Title Strategies in Learning and Using a Second
Language.
Place of publication Harlow
Publisher Longman
Year 1998
Number of pages 278

Author S. G. McCafferty
Title Nonverbal Expression and L2 Private Speech.
Name of the journal Applied Linguistics
Issue 1
Pages from-to 73-96
Authors Y. Zhao and K.P. Campbell
Title English in China.
Name of the journal World Englishes
Issue 3
Author K.M. Cheng
Title of the
presentation
Excellence in Education: Is It Culture-Free?
Organization Keynote Paper Presented at the Annual Conference
of the Educational Research Association.
Date 22-24 November 1996
Place Singapore
Author B. Norton and K. Toohey
Title Changing Perspectives on Good Language
Learners.
Volume 35
Issue 3
Author S.H. McDounough
Title Learner Strategies.
Name of the journal Language Teaching
Volume 32
Issue 1
Pages from-to 1-18

316
Author E. Shohamy
Title Using Language Tests for Upgrading Knowledge:
The Phenomenon, Source and Consequences.
Name of the journal Hong Kong Journal of Applied Linguistics
Issue 1
Pages from-to 1-18
Authors J.G. Carson and A. Longhini
Title Focusing on Learning Styles and Strategies: A
Diary Study in an Immersion Setting.
Name of the journal Language Learning
Issue 2
Pages from-to 401–438
Author R. Oxford
Title Research on Second Language Learning Strategies.
Name of the journal Annual Review of Applied Linguistics.
Volume 13
Issue 2
Author R. Donato and D. MacCormick
Title A Sociocultural Perspective on Language Learning
Strategies: The Role of Mediation.
Name of the journal Modern Language Journal
Volume 78
Issue 4

Check your answers from the following reference list. Remember that
when you compare the following suggested reference list with the original
reference list written by Gao (2006), you will realize some slight differences.
Such differences occur because of the preferences of journal’s editor on APA
style referencing.
References
Carson, J.G., & Longhini, A. (2002). Focusing on learning styles and
strategies: A diary study in an immersion setting. Language Learning 52,
401–438.
Cheng, K.M. (1996, November). Excellence in education: Is it culture-free?
Keynote paper presented at the annual conference of the Educational
Research Association, Singapore.
Cohen, A. D. (1998). Strategies in learning and using a second language.
Harlow: Longman.
Donato, R., & MacCormick, D. (1994). A sociocultural perspective on
language learning strategies: The role of mediation. Modern Language
Journal 78, 453-464.
Ellis, R. (1994). Study of second language acquisition. Oxford: Oxford
University Press.
Gao, X. (2002). A qualitative inquiry into changes in Chinese students’ learner
strategy use after arrival in the UK. Unpublished master’s thesis,
University of Warwick, Coventry, the UK.
Gao, X. (2003). Changes in Chinese students’ learner strategy use after arrival
in the UK: A qualitative inquiry.In D. Palfreyman & R. C. Smith (Eds.),
Learner autonomy across cultures: Language education perspectives (pp.
41-57). Basingstoke: Palgrave Macmillan.
Gillete, B. (1994). The role of learner goals in L2 success. In J. P. Lantolf &
G. Apel (Eds.), Vygotskian approaches to second language research (pp.
195-214). Norwood: Ablex.
He, A. (2002). Learning English in different linguistic and socio-cultural
contexts. Hong Kong Journal of Applied Linguistics 7, 107–121.
McCafferty, S. G. (1998). Nonverbal expression and L2 private speech.
Applied Linguistics 19, 73–96.
McDounough, S. H. (1999). Learner strategies. Language Teaching, 32, 1–18.
Norton, B., & Toohey, K. (2001). Changing perspectives on good language
learners. TESOL Quarterly 35, 307– 321.
Oxford, R. L. (1996). Why is culture important for language learning
strategies? In R. L. Oxford (Ed.), Language learning strategies around
the World: Cross-cultural Perspectives: Technical Report # 13 (preface).

318
Honolulu: University of Hawai’i, Second Language Teaching &
Curriculum Center.
across cultures: Language education perspectives (pp. 75-92).
Basingstoke: Palgrave Macmillan.
Pennycook, A. (1994). The cultural portrait of English as an international
language. Harlow: Pearson Education.
Ross, H. (1993). China learns English: Language teaching and social change
in the people’s republic. New Haven: Yale University Press.
Shohamy, E. (2000). Using language tests for upgrading knowledge: The
phenomenon, source and consequences. Hong Kong Journal of Applied
Linguistics 5, 1–18.
Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques
and procedures for developing grounded theory (2nd
ed.). London: Sage
Publications.
Takeuchi, O. (2003). What can we learn from good foreign language learners:
A qualitative study in the Japanese foreign language context. System, 31,
385-392.
Wenden, A. (1998). Metacognitive knowledge and language learning. Applied
Linguistics 19, 515-537.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity.
Zhao, Y., & Campbell, K. P. (1995). English in China. World Englishes, 14,
377-390.
Conclusion
After familiarizing yourself with in-text citation rules by examining sample
citations for different types of sources in the previous chapters, you practised
your skills of writing reference list in this chapter by the help of the activities
presented in it. In the following chapter, you will learn how to present
information in tables and figures.

Chapter 17
Presenting Tables and Figures

320

Presenting Tables and Figures 321
In this final chapter of the book, you will learn how to present tabular
information by the help of tables and figures. In this respect, first of all you will
question the necessity of integrating tables and figures. You will also learn the
other characteristics of presenting tables and figures.
Pre questions
• What might be the aim of inserting a table into your paper?
• What might be the aim of inserting a figure into your paper?
• Which one is easier to understand; a table or a figure?
• Do you need to explain the information in the body of the text which
you present through a table or a figure?
• Can you present a table or a figure which is drawn by others?
• Can you prepare a table or a figure which is based on someone else’s
ideas?

322

Introduction: Tables and figures
Using tabular information instead of textual one might be an effective way of
presenting enormous amount of statistical data. In this respect, the purpose of
adding tables and also figures into your articles is increasing your readers’
understanding. However, before adding any tables and figures you should
consider some criteria. In the following sections you will learn about them.
Deciding on using tabular information
First of all, you need to be sure about the essence of tables and figures. If you
are able to transmit information without using a table or a figure; then, you are
recommended not to use them in your paper. For example, presenting the results
of simple descriptive statistics in the body of your text by narrating in a written
fashion might be a better alternative rather than presenting them in tables. If you
decide to use tables, you need to check the number of columns and rows in
them. If there are two or fewer columns and rows; then, you are expected to
present this information in the body of your paper, not in a table.
Secondly, when you use tables or figures, you need to refer to them in the
body of your paper. In other words, you are expected to present your tables and
figures preceding them. Besides, do not forget to explain important aspects of
your tables and figures following them. However, dealing with all the details
might be quite complicated both for you as the author and for your readers.
Therefore, you are suggested not to explain the details; instead, give the
opportunity to your readers in order to explore them on their own.
In third place, in case of borrowing information from other sources,
remember that you need to cite these authors. If you have an intention of
copying any figure from another source; then, you are expected to receive
written permission from the copyright holder. Thus, in order to avoid breaking
copyright rules, you had better contact the publisher and the author of the
material. You can also produce your own figures by borrowing information
from another source, and sometimes from several sources. In this case, although
the originality of the figure belongs to you, citation for the source(s) is essential.
Fourthly, another important criterion is allowing the table or figure to be
comprehensible on its own. In this respect, if you are using any abbreviation in
your table or figure; then, this abbreviation must be comprehensible without
reference to the body of the text. However, you do not need to provide any
explanation for the standard statistical symbols and abbreviations since they are
comprehensible.

324
Fifthly, you need to number your tables and figures sequentially as they
appear in the body of your paper. In this respect, you need to use Arabic
numerals. For example, use must number your tables as Table 1, Table 2, Table
3, and so on whereas you number your figures as Figure 1, Figure 2, Figure 3,
and so on. Also bear in mind that there exist a difference between presenting
tables and figures. In this respect, titles of the tables precede them whereas titles
of the figures proceed. Moreover, provide the consistency for the format of the
headings in your tables and figures. Remember that your headings should be
both brief and explanatory. Also in the title of your tables, capitalize all major
words.
Sixthly, apart from the title, you also need standardization in columns. In
this respect, make it sure that every column in your table has a heading. While
formatting your tables, do not forget to eliminate vertical lines from them.
Finally, you have various alternatives to present information in figures
such as graphs, scatter plots, line graphs, bar graphs, pie graphs, charts, and so
on. Remember that, APA rules limit the height of figures with the margins of
the page. Besides, you are expected to use a font size between eight and
fourteen point. You should take it into consideration that APA requires double
spacing the whole table for manuscript submission as it allows the editors and
referees make corrections on it. However, in the publication process the general
tendency is single spacing tables as it provides more compact information to
readers.
Sample tables and figures
You will be presented with some sample tables and figures. Although APA
style requires presenting all the information in double-space for manuscripts, I
will present my samples in single space in terms of publication matters in this
chapter.
First of all, examine the sample table to see how to present descriptive
statistics by using a table in Figure 29. It indicates mean values for the two
treatment groups, namely experimental and control. Apart from mean values,
the table also delivers standard deviation. Readers are able to compare the
results in four different sections of the test. Also consider how the author
comments on statistical information in the table.

Table X
Participants’ Mean Values on Pre and Post Reading Test
Treatment
Groups
Parts of Reading Test
Part 1 Part 2 Part 3 Part 4
Experimental
Pre X 17,8696 10,1739 13,7391 14,6739
SD 3,46159 5,24639 4,01350 3,10057
Post X 19,3043 16,2609 14,9565 16,4130
SD 2,24964 4,80016 4,16843 2,82116
X Difference 1,43470 6,08700 1,21740 1,73910
Control
Pre X 17,8085 10,8085 13,5319 14,7340
SD 3,44925 5,71283 4,13285 2,81852
Post X 19,2128 10,9787 13,4468 16,4362
SD 3,22986 4,20915 5,23703 2,93705
X Difference 1,40430 0,17020
-
0,08510 1,70220
Table X indicates that the mean values of the participants both in experimental
and control groups enhanced in four parts of the test except from control group
participants’ performance in Part 3. Moreover, the results connote that
experimental groups’ gain scores are greater than the control groups’ and the
greatest melioration occurred with the second part of the test.
Figure 29: Sample Table to Present Descriptive Statistics
If you like, you can present the information in the previous table by the
help of a figure. Although, the figure seems to be more comprehensible in
comparison to the table, remember that in the following figure you only present
mean values, not standard deviations. However, it is also possible to add
another bar into the figure to indicate standard deviation values. Consider the
following bar figure.

326
C omparis on*of*Gain*S cores
!1
0
1
2
3
4
5
6
7
P art.1 P art.2 P art.3 P art.4
E xperimental
C ontrol
Figure X. Comparison of Groups Gain Scores in Reading Test
Figure 30: Sample Bar Figure to Present Descriptive Statistics
In figures 29 and 30, we have seen how to present descriptive statistics.
Moreover, the sample table in Figure 31 illustrates how to present t-test results
in tables. Examine how the author presents the table and comments on findings.
To compare experimental and control groups, t-test was administered on the
participants’ post reading test scores as illustrated in Table X.
Table X
Independent Samples T-Test Results of Post Reading Test Scores
Treatment groups N X SD df t P
Experimental 46 66.9348 6.82936
91 5.241 .000
Control 47 60.0745 5.76060
T-test results indicate significant differences between experimental
and control group participants’ post reading test scores after METARESTRAP
[t = 5.241; p = .000] with large magnitudes of effect (d = .41; r = .58).
Figure 31: Sample Table to Present T-Test Results

In the previous table, the author compares two treatment groups in terms
of their results in post reading tests. In this respect, we can examine the number
participants (N) in the two treatment groups, their mean values ( X ), standard
deviation values (SD), degree of freedom values (df), t values (t), and
significance (p). Following this table, the author does not deal with all this
values to explain the table; instead, by dealing with the mean values as the most
important information in the table, the author explains the significant difference
to the readers.
In the previous two sample tables, our aim is presenting numerical
information that we obtain through statistical analyses. In such tables, the
originality of the tables belongs to us as the author. However, the following
sample table in Figure 32 illustrates how to present information you borrow
from another source. In this case, by stating ‘source original’ you indicate your
readers that as the author of the text you have prepared this table on your own;
however, by stating ‘adapted from’ you also indicate your readers that the idea
or information in the table belongs to someone else.
Table X
Typical Rates of Each Gear
(Source original, Adapted from Carver, 1990, p. 14)
Reading
gears
Reading
process
Processing
components
Target
wpm
Gear 5 Scanning Lexical assessing 600
Gear 4 Skimming Semantic encoding 450
Gear 3 Rauding Sentence integrating 300
Gear 2 Learning Idea remembering 200
Gear 1 Memorizing Fact rehearsing 138
Figure 32: Sample Table to Present Adapted Information
It is also possible to use tables in order to present information in a
shorter and a more effective way. For example, in the following table
presented in Figure 33, the author refers to several studies to examine
them from different perspectives. In this way, readers can easily retrieve
information from the table. However, if you prefer to explain the
differences among these sources in the body of your paper as textual
presentation, remember that you need to produce repetitive sentences for
this comparison. Consider the following table also for adding an
explanation about your table in the notes section.

328
Table X
Metacognitive Reading Strategy Training Studies in Chronological Order
Metacognitive Reading
Strategy Training
Studies
Declarative Procedural Conditional
What
How to
use Why
When
&
where Evaluate
Carrell (1985) + + + + +
Hamp-Lyons (1985) + – – – –
Sarig & Folman (1987) + ? + – –
Carrell et al. (1989) + + + + –
Kern (1989) + + – – –
Raymond (1993) + + + + +
Çubukçu (2008a) + + + + +
Andre & Anderson
(1978-1979) + + + + +
Baumann et al. (1993) + + ? + +
Muñiz-Swicegood
(1994) + + – – –
Talbot (1995) + + + + +
Allen (2006) + + – + –
Chang (2006) + + + + +
McMurray (2006) + + + + +
Boulware-Gooden,
Carreker, Thornhill, &
Joshi (2007) + + – – –
Handyside (2007) + + + + +
Sheffield Nash (2008) + + + + ?
Teplin (2008) + + + + +
Fan (2009) + + + + +
Note. ‘+’ = provided; ‘–’ = not provided; ‘?’ = not clear
Figure 33: Sample Table to Present Information from Several Sources
Apart from presenting quantitative data which constitutes of
numerical expression in your tables, you may also have an intention of
presenting data which consists of only words. For example, the following
table in Figure 34 explains the procedure of data collection an
experimental research study.

Table X
Procedures for Treatment Groups
TREATMENT 1
Experimental Group
1A Day & 1B Evening Classes
TREATMENT 2
Control Group
1B Day & 1A Evening Classes
Before the implementation of
METARESTRAP, the participants of
the experimental group were
delivered the reading test in a 90
minute session. Following this, they
were also delivered the MRSQ which
aimed to investigate their use of
MRSs in relevance with both their
way of answering the questions in the
reading test and their general reading
habits. The six-week
METARESTRAP was administered
to the experimental group of
participants in the two intact classes
of 1A Day and 1B Evening in the 3-
hour course of Advanced Reading
and Writing I. After the
implementation of METARESTRAP,
the participants of the experimental
group were delivered the reading test
once more in a 90 minute session
again along with the MRSQ in
relevance with both their way of
answering the questions in the
habits.
The participants of the control group
were delivered the reading test in a
90 minute session at the same time
with the experimental group of
participants. They were also
delivered the MRSQ which aimed to
investigate their use of MRSs in
relevance with both their way of
habits. Control group of participants
which consists of two intact classes
of 1B Day and 1A Evening did not
follow any specific strategy training
programme. They pursued the 3-hour
course of Advanced Reading and
Writing I conventionally. After the
implementation of METARESTRAP
to the experimental group of
participants, control group of
participants were delivered the
reading test once more in a 90 minute
session again along with the MRSQ
in relevance with both their way of
habits.
Figure 34: Sample Table Constituting of Words
Similar to tables, it is also possible to draw figures to present
information in a shorter and a more effective way. For example, in Figure
35, the author refers to several studies to categorize the notion of research
from different perspectives. In this way, readers can easily retrieve
information from the figure. However, if you prefer to explain this
categorization only through textual information, it might be rather
complicated for you to explain it and for your readers to make sense of it.

330
Figure X. Types of Research (Based on Bell, 1993; J. D. Brown, 1988; Burns, 2005;
Chaudron, 1988; Harklau, 2005; Hatch & Farhady, 1981; Lazarton, 2005; Mackey &
Gass, 2005; Nunan, 1992, 2005; van Lier, 2005)
Figure 35: Sample Figure to Present Information from Several Sources
Conclusion
In the final chapter of the book, you have learned how to present tabular
information by the help of tables and figures. In this respect, you were reminded
to question the necessity of integrating tables and figures into your study. You
have also learned the other essential characteristics of integrating tables and
figures into your study.
Research
Primary Secondary
Statistical Action Case Ethnography
Surveys
Experimental
Classroom
Questionnaires
Interviews
Observations
Pre-experimental
Quasi-experimental
True-experimental
Introspection
Think-aloud
Anagram tasks
Diaries / Journals
Retrospection
Talk-aloud
Stimulated-recall
Immediate-recall
Verbal-reporting
Self-report
Self-observation
Self-revelation

References
Abbott, M. L. (2006). ESL reading strategies: differences in Arabic and
Adegbite, W. (2000). Teaching reading comprehension in English through
vocabulary: a demonstration of some strategies. TESL Reporter, 33(1), 23-31.
Aebersold, J. A., & Field, M. L. (1997). From reader to reading teacher: Issues
and strategies for second language classrooms. Cambridge: Cambridge
University Press.
Alderson, J. C. (1996). The testing of reading. C. Nuttall (Ed.), Teaching
reading skills in a foreign language (pp. 212-228). Oxford: Heinemann.
Press.
Alderson, J. C., & Lukmani, Y. (1989). Cognition and reading: Cognitive levels
as embodied in test questions. Reading in a Foreign Language, 5, 253-
270.
Alderson, J. C., & Urquhart, A. (Eds.) (1984). Reading in a foreign language.
London: Longman.
Alptekin, C. (1993). Target-language culture in EFL materials. ELT Journal,
47, 136-143.
Alptekin, C. (2002, June). The effects of cultural knowledge on EFL reading
comprehension. Opening plenary speech presented at International Balkan
ELT Conference, Edirne, Turkey.
Alptekin, C. (2003, May). The role of cultural nativization in L2 reading: The
case of inferential and literal comprehension. Opening plenary speech
presented at the third international ELT research conference, Languages
for life, Çanakkale, Turkey.
Alptekin, C. (2007). Foreign language learning strategy choice: Naturalistic
versus instructed language acquisition. Journal of Theory and Practice in
Education, 3(1), 4-11.
Anderson, N. J. (1991). Individual differences in strategy use in second
language reading and testing. Modern Language Journal, 75, 460-472.
strategies. Boston: Heinle & Heinle.
37(2), 2-5.
Anderson, N. J., Bachman, L., Perkins, K., & Cohen, A. (1991). An exploratory
study into the construct validity of a reading comprehension test:
Triangulation of data sources. Language Testing, 8(1), 41-66.

332
Anderson, R. C., & Pearson, P. D. (1988). A schema-theoretic view of basic
process in reading comprehension. P. L. Carrell, J. Devine, & D. E. Eskey
(Eds.), Interactive approaches to second language reading (pp. 37-55).
New York: Cambridge University Press.
Anderson, T. H., & Armbruster, B. B. (1984). Studying. In P. D. Pearson (Ed.),
Handbook of reading research (pp. 657-680). Mahwah, NJ: Lawrence
Erlbaum Associates.
American Psychological Association. (2001). Publication manual of the
American Psychological Association (5th
ed.). Washington, DC: Author.
Bachman, L. F., & Cohen, A. D. (1998). Language testing – SLA interfaces: An
update. L. F. Bachman & A. D. Cohen (Eds.), Interfaces between second
language acquisition and language testing research (pp. 1-31).
Badrawi, N. (1992). The reading dilemma: meeting individual needs. English
Teaching Forum, 30(3), 16-19, 31, 35.
Baker, L., & Brown, A. L. (1984). Metacognitive skills and reading. In P. D.
Pearson (Ed.), Handbook of reading research (pp. 353-394). Mahwah, NJ:
Longman.
Bamford, J., & Day, R. R. (1998). Teaching reading. Annual Review of Applied
Linguistics, 18, 124-141.
Barnett, M. A. (1989). More than meets the eye: Foreign language reading.
Language in education: Theory and practice, no. 73. CAL/ERIC Series on
language and linguistics. Englewood Cliffs, NJ: Prentice Hall.
Bartlett, F. C. (1932). Remembering: A study in experimental and social
psychology. New York: Cambridge University Press.
Bartram, M., & Parry, A. (1989). Penguin elementary reading skills. London:
Penguin.
Baudoin, M. E., Bober, E. S., Clarke, M. A., Dobson, B. K., & Silberstein, S.
(1993). Reader’s choice: International edition: Book 2. Michigan: The
University of Michigan Press.
Baumann, J. F., Jones, L.A., & Seifert-Kessell, N. (1993). Using think alouds to
enhance children’s comprehension monitoring abilities. The Reading
Teacher, 47(3), 184-193.
Bell, J. (1993). Doing your research project. Buckingham: Open University
Press.
Bernhardt, E. B. (1984). Toward an information processing perspective in
foreign language reading. The Modern Language Journal, 68, 322-331.
Bialystok, E. (1979). The role of conscious strategies in second language
proficiency. Canadian Modern Language Review, 35, 372-394.
Binkley, J. R. (1981). Schema theory and the reduction of concept density for
foreign language readers. In H. von Faber & M. Heid (Eds.), Lesen in der
fremdsprache: Beiträge eines werkstattgesprächs des Goethe-Instituts

New York und des ACTFL [Reading in a foreign language: New York and
ACTFL Goethe Institute workshop presentation] (pp. 41-54). Munich:
Werkstatt-gespräche.
Bishop, P. A., Boke, N., Pflaum, S. W., & Kirsch, N. (2005). Just pretending to
read. In M. M. Caskey (Ed.), Making a difference: Action research in
middle level education (pp. 185-213). Greenwich: Information Age
Publishing.
Block, E. L. (1986). The comprehension strategies of second language readers.
Boyle (1986). Testing language with students of literature in ESL situations. In
C. J. Brumfit & R. A. Carter (Eds.), Literature and language teaching (pp.
199-207). Oxford: Oxford University Press.
Brantmeier, C. (2002). Second language reading strategy research at the
secondary and university levels: Variations, disparities, and
generalizability. The Reading Matrix, 2(3), 1-14.
Brenna, B. A. (1995). The metacognitive reading strategies of five early readers.
Journal of Research in Reading, 18(1), 53-62.
Brookbank, D., Grover, S., Kullberg, K., & Strawser, C. (1999). Improving
student achievement through organisation of student learning. Chicago:
Master’s Action Research Project, Saint Xavier University and
IRI/Skylight. (ERIC Document Reproduction Service No. ED 435094)
ed.).
Brown, S. (1994). Assessment: A changing practice. In B. Moon & A. Shelton
Mayes (Eds.), Teaching and learning in the secondary school (pp. 266-
272). London: Routledge.
Burns, A. (2005). Action research. In E. Hinkel (Ed.), Handbook of research in
second language teaching and learning (pp. 241-256). New Jersey:
Lawrence Erlbaum.
Carrell, P. L. (1985). Facilitating ESL reading by teaching text structure.
Carrell, P. L. (1987). Content and formal schemata in ESL reading. TESOL
Quarterly, 21, 461-481.
Carrell, P. L. (1989). Metacognitive awareness and second language reading.
Modern Language Journal, 73, 120-134.
Carrell, P. L. (1988a). Introduction: interactive approaches to second language
reading. P. L. Carrell, J. Devine, & D. E. Eskey (Eds.), Interactive

334
approaches to second language reading (pp. 1-7). New York: Cambridge
University Press.
Carrell, P. L. (1988b). Some causes of text-boundedness and schema
interference in ESL reading. P. L. Carrell, J. Devine, & D. E. Eskey (Eds.),
Interactive approaches to second language reading (pp. 101-113). New
York: Cambridge University Press.
Carrell, P. L., & Eisterhold, J. C. (1983). Schema theory and ESL reading.
Carrell, P. L., Pharis, B. G., & Liberto, J. C. (1989). Metacognitive strategy
training for ESL reading. TESOL Quarterly, 23, 647-678.
ed.). California:
Carroll, J. B. (1969). From comprehension to inference. In M. P. Douglas (Ed.),
Thirty-third yearbook, Claremont reading conference (pp. 39-44).
Claremont, CA: Claremont Graduate School Publications.
Carroll, J. B. (1971). Defining language comprehension: Some speculations.
Research Memorandum 71-79. Princeton, NJ: Educational Testing
Service.
Carson, J. E., Carrell, P. L., Silberstein, S., Kroll, B., & Kuehn, P. A. (1990).
Reading-writing relationships in first and second language. TESOL
Quarterly, 24, 245-266.
Carson, J. G., & Longhini, A. (2002). Focusing on learning styles and
strategies: a diary study in an immersion setting. Language Learning, 52,
401–438.
Carter, R. (1986). Linguistic models, language, and literariness: Study strategies
in the teaching of literature to foreign students. In C. J. Brumfit & R. A.
Carver, R. P. (1990). Reading rate: A review of research and theory. San
Diego: Academic Press.
Carver, R. P. (1997). Reading for one second, one minute, or one year from the
perspective of rauding theory. Scientific Studies on Reading, 1, 3-43.
Casanave, C. P. (1988). Comprehension monitoring in ESL reading: A
neglected essential. TESOL Quarterly, 22, 283-302.
Chamot, A. U., & O’Malley, J. M. (1986). Language learning strategies for
children. The Language Teacher, 10(1), 9-12.
Chamot, A. U., & O’Malley, J. M. (1987). The cognitive academic language
learning approach: A bridge to the mainstream. TESOL Quarterly, 21,
227-249.
Chastain, K. (1988). Developing second-language skills theory and practice (3rd
ed.). Orlando: Harcourt Brace Jovanovich.

Chaudron, C. (1988). Teacher talk in second language classrooms. In C.
Chaudron (Ed.), Second language classrooms (pp. 50-89). Cambridge:
Chen, H. C., & Graves, M. F. (1995). Effects of previewing and providing
background knowledge on Taiwanese college students’ comprehension of
American short stories. TESOL Quarterly, 29, 663-686.
Clarke, M. A. (1979). Reading in Spanish and English. Language Learning, 29,
121-150.
Cohen, A. D. (1998). Strategies in learning and using a second language.
London: Longman.
Cohen, A. D. (2001). Second language assessment. M. Celce-Murcia (Ed.),
Heinle & Heinle.
Edward Arnold.
Cromley, J. G. (2005). Metacognition, cognitive strategy instruction, and
reading in adult literacy. In J. Comings, B. Garner, & C. Smith (Eds.),
Review of adult learning and literacy (Vol. 5, pp. 187-204). Mahwah, NJ:
Lawrence Erlbaum Associates.
Cromley, J. G., & Azevedo, R. (2006). Self-report of reading comprehension
strategies: What are we measuring? Metacognition and Learning, 1, 229-
247.
Cross, D. (1999). A practical handbook of language education. Essex:
Longman.
Csikszentmihalyi, M. (1991). Flow: The psychology of optimal experience. New
York: HarperPerennial.
Çubukçu, F. (2009). Learner autonomy, self regulation and metacognition.
International Electronic Journal of Elementary Education, 2(1), 53-64.
Davies, N. F. (1976). Receptive versus productive skills in foreign language
learning. Modern Language Journal, 60, 440-443.
Davies, F. (1995). Introducing reading. London: Penguin.
Davis, F. B. (1944). Fundamental factors of comprehension in reading.
Psychometrika, 9, 185-197.
Davis, F. B. (1968). Research in comprehension in reading. Reading Research
Day, R. R., & Bamford, J. (1998). Extensive reading in the second language
Durgunoğlu, A. Y., & Hancin, B. J. (1992). An over-view of cross-language
transfer in bilingual reading. In R. Harris (Ed.), Cognitive processing in
bilinguals (pp. 391-411). New York: Elsevier Science.

336
Ediger, A. (2001). Teaching children literacy skills in a second language. M.
Celce-Murcia (Ed.), Teaching English as a second or foreign language
(pp. 153-169). Boston: Heinle & Heinle.
Ehrman, M. E., & Oxford, R. L. (1990). Adult language learning styles and
strategies in an intensive training setting. The Modern Language Journal,
74, 311-327.
Ellis Ormrod, J. (2006). Educational psychology: Developing learners (5th
ed.).
New Jersey: Pearson.
Erten, İ. H. (1988). Vocabulary learning strategies: an investigation into the
effect of perceptual learning styles and modality of word presentation on
the use of vocabulary learning strategies. Unpublished doctoral
dissertation, University of Exeter–the UK.
Eskey, D. E. (1988). Holding in the bottom: an interactive approach to the
language problems of second language readers. P. L. Carrell, J. Devine, &
D. E. Eskey (Eds.), Interactive approaches to second language reading
(pp. 93-100). New York: Cambridge University Press.
Eskey, D. E. (2005). Reading in a second language. In E. Hinkel (Ed.),
Handbook of research in second language teaching and learning (pp. 563-
579). New Jersey: Lawrence Erlbaum.
Field, J. (1999). Key concepts in ELT: ‘Bottom-up’ and ‘top-down’. ELT
Journal, 53, 338-339.
Flavell, J. H. (1971). First discussant’s comments: What is memory
development the development of? Human Development, 14, 272-78.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: a new area of
cognitive developmental inquiry. American Psychologist, 34, 906-911.
Flower, J., & Peacock, M. (2001). The EAP curriculum: issues, methods, and
challenges. In J. Flower & M. Peacock (Eds.), Research perspectives on
English for academic purposes (pp. 177-194). Cambridge: Cambridge
University Press.
Frith, U. (1985). Beneath the surface of developmental dyslexia. K. Patterson, J.
Marshall, & M. Coltheart (Eds.), Neuropsychological and cognitive
studies of phonological reading (pp. 301-303). London: Lawrence
Erlbaum Associates.
Fry, E. B. (1977a). Elementary reading instruction. New York: McGraw-Hill.
Fry, E. B. (1977b). Fry’s readability graph: Clarification, validity, and extension
to level 17. Journal of Reading, 20, 242-252.
Gao (Andy), X. (2006). Understanding changes in Chinese students’ uses of
learning strategies in China and Britain: A socio-cultural re-interpretation.
System, 34, 55–67.

Garner, R. (1987). Metacognition and reading comprehension. Norwood, NJ:
Ablex.
Goodman, K. S. (1967). Reading: A psycholinguistic guessing game. Journal of
the Reading Specialist, 6(4), 126-135.
Goodman, K. S. (1988). The reading process. In P. L. Carrell, J. Devine, & D.
E. Eskey (Eds.), Interactive approaches to second language reading (pp.
11-21). New York: Cambridge University Press.
Grabe, W. (1997). Discourse analysis and reading instruction. T. Miller (Ed.),
Functional approaches to written text: Classroom applications (pp. 2-15).
Washington, DC: United States Information Agency.
Grabe, W. (1988). Reassessing the term ‘interactive’. P. L. Carrell, J. Devine, &
D. E. Eskey (Eds.), Interactive approaches to second language reading
(pp. 56-70). New York: Cambridge University Press.
Grabe, W. (1991). Current developments in second language reading research.
Grabe, W. (1999). Developments in reading research and their implications for
computer-adaptive reading assessment. In M. Chalhoub-Deville (Ed.)
Studies in language testing 10: Issues in computer-adaptive testing of
reading proficiency (pp. 11-48). Cambridge: Cambridge University Press.
Grabe, W. (2003). From theory to Practice in L2 reading. Paper presented at
the third international ELT research conference – Languages for life,
Çanakkale, Turkey.
Grabe, W., & Stoller, L. F. (2001). Reading for academic purposes: guidelines
for the ESL/EFL teacher. M. Celce-Murcia (Ed.), Teaching English as a
second or foreign language (pp. 187-203). Boston: Heinle & Heinle.
Grabe, W., & Stoller, L. F. (2002). Teaching and researching reading. Harlow:
Pearson Education.
Graves, M. F., Cooke, C. L., & LaBerge, M. J. (1983). Effects of previewing
difficult short stories on low ability junior high school students’
comprehension, recall, and attitudes. Reading Research Quarterly, 18,
262-276.
Green, J. M., & Oxford, R. (1995). A closer look at learning strategies, L2
proficiency, and gender. TESOL Quarterly, 29, 261-297.
Guthrie, J. T., Schafer, W., Wang, Y. Y., & Afflerbach, P. (1995). Relationships
of instruction to amount of reading: An exploration of social, cognitive,
and instructional connections. Reading Research Quarterly, 30, 8–25.
Hadley, A. O. (2003). Teaching language in context (3rd
ed.). Boston: Heinle &
Heinle.
Halliday, M. A. K. (1985). An introduction to functional grammar. London:
Edward Arnold.
Harada, F. K. (2003). Towards a theoretical understanding of reading. In H.
Nara & M. Noda (Eds.), Acts of reading: Exploring connections in

338
pedagogy of Japanese (pp. 87-114). Honolulu: University of Hawai’i
Press.
Harklau, L. (2005). Ethnography and ethnographic research on second language
teaching and learning. In E. Hinkel (Ed.), Handbook of research in second
language learning and teaching (pp. 179-194). Mahwah, NJ: Lawrence
Erlbaum.
Harmer, J. (1998). How to teach English. Essex: Addison Wesley Longman.
Harmer, J. (2001). The practice of English language teaching. Essex: Pearson
Education.
Hatch, E., & Farhady, H. (1981). Research design and statistics for applied
linguistics. Tehran: Rahnama Publications.
Hayes, A. (1980). Reference reading skills. In H. von Faber, H. Eichheim, & A.
Maley (Eds.), Pariser werkstatt-gespräch 1978 leseverstehen im
fremdsprachen-unterricht [1978 Paris workshop presentation in reading in
a foreign language] (pp. 171-194). Munich: Werkstatt-gespräche.
Hayes, E. B. (1988). Encoding strategies used by native and non-native readers
of Chinese Mandarin. The Modern Language Journal, 72, 188–195.
Hedge, T. (2000). Teaching and learning in the language classroom. Oxford:
Hickman, P., Pollard-Durodola, S., & Vaughn, S. (2004). Storybook reading:
Hill, W. F. (1982). Principles of learning: A handbook of applications. Palo
Alto, CA: Mayfield.
Huey, E. B. (1968). The psychology and pedagogy of reading. Cambridge, MA:
MIT Press. (Original work published 1908).
Hughes, A. (2003). Testing for language teachers. Cambridge: Cambridge
University Press.
Hyland, K. (1990). Purpose and strategy: Teaching extensive reading skills.
English Teaching Forum, 28(2), 14-17, 23.
Javal, E. (1879). Essai sur la physiologie de la lecture [Essay on the philosophy
of reading]. Annales d’oculistique, 82, 242-253.
Jung, J. (2009). Second language reading and the role of grammar. Teachers
College, Columbia University working papers in TESOL & applied
linguistics, 9(2), 29-48.
Karakaş, M. (2002). The effects of reading activities on ELT trainee teachers’
comprehension of short stories Unpublished master’s thesis. Çanakkale
Onsekiz Mart University, Çanakkale, Turkey.

Kern, R. G. (1989). Second language reading strategy instruction: Its effects on
comprehension and word inference ability. Modern Language Journal, 73,
135-149.
Kottmeyer, W. (1947). Handbook for remedial reading (7th
ed.). St. Louis:
Webster Publishing.
Kramsch, C. (1997). Rhetorical models of understanding. T. Miller (Ed.),
Functional approaches to written text: Classroom applications (pp. 50-
63). Washington: United States Information Agency.
Krashen, S. D. (2004). The power of reading: Insights from the research (2nd
ed.). Portsmouth, NH: Heinemann.
LaBerge, D., & Samuels, S. J. (1974). Toward a theory of automatic
information processing in reading. Cognitive Psychology, 6, 293-323.
Lazarton, A. (2005). Quantitative research methods. In E. Hinkel (Ed.),
Handbook of research in second language learning and teaching (pp. 209-
224). Mahwah, NJ: Lawrence Erlbaum.
Levine, A., Oded, B., & Statman, S. (1985). Build it up: An advanced course in
ESL/EFL reading comprehension. New York, London: Macmillan
Publishing Company & Coller Macmillan Publishers.
Lewin, B. A. (1984). Reading between the lines. ELT Journal, 38, 121-126.
Lewis, M. (1999). How to study foreign languages. London: Macmillan.
Lewis, M., & Hill, J. (1985). Practical techniques for language teaching.
van Lier, L. (2005). Case study. In E. Hinkel (Ed.), Handbook of research in
second language learning and teaching (pp. 195-208). Mahwah, NJ:
Lawrence Erlbaum.
Linacre, J. M. (1999). A measurement approach to computer-adaptive testing of
reading comprehension. In M. Chalhoub-Deville (Ed.) Studies in language
testing 10: Issues in computer-adaptive testing of reading proficiency (pp.
196-215). Cambridge: Cambridge University Press.
LoCastro, V. (1994). Learning strategies and learning environments. TESOL
Quarterly, 28, 409-414.
Lubliner, S. (2004). Help for struggling upper-grade elementary readers. The
Reading Teacher, 57, 430-438.
Lunzer, E., & Gardner, K. (1979). The effective use of reading. London:
Heinemann Educational Books for the Schools Council.
Macaro, E., & Erler, L. (2008). Raising the achievement of young-beginner
readers of French through strategy instruction. Applied Linguistics, 29, 90-
119.
Mackey, A., & Gass, S. M. (2005). Second language research: Methodology
and design. Mahwah, NJ: Lawrence Erlbaum.

340
MacLean, M., & d’Anglejan, A. (1986). Rational cloze and retrospection:
Insights into first and second language reading comprehension. Canadian
Modern Language Review, 42, 814-826.
MacLeish, A. (1968). Adapting and composing reading texts. TESOL
Quarterly, 2(1), 43-50.
McDonough, S. (2002). Applied linguistics in language education. London:
Arnold.
McKay, S. (1986). Literature in the ESL classroom. In C. J. Brumfit & R. A.
McLaughlin, B. (1987). Theories of second-language learning. London: Edward
Arnold a division of Hodder and Stoughton.
McLaughlin, G. H. (1969). SMOG grading: A new readability formula. Journal
of Reading, 12, 639-646.
Mei-Yun, Y. (1991). Systemic-functional grammar and the teaching of
advanced EFL reading. English Teaching Forum, 29(1), 6-9, 16.
Meyer, B. J. F. (1975). The organisation of prose and its effects on memory.
New York: North Holland.
Mikhaylova, M. V. (2009). Validation of the reading level achievement test of
the English language center. Unpublished master’s thesis, Brigham Young
University, Provo, UT.
Miller, G. A. (1956). The magical number seven, plus or minus two: Some
limits on our capacity for processing information. Psychological Review,
63, 81-97.
Mokhtari, K., & Sheorey, R. (2002). Measuring ESL students’ awareness of
reading strategies. Journal of Developmental Education, 25, 2-10.
Mori, M. (1995). Reading bilingually: Crosslinguistic study of reading
comprehension in English and Japanese by intermediate and advanced
level Japanese speakers of English as a second language (ESL) and
English speakers of Japanese as a foreign language (JFL.)(Unpublished
doctoral dissertation. University of Minnesota, Minneapolis.
Mosback, G., & Mosback, V. (1976). Practical faster reading: A course in
reading and vocabulary for upper-intermediate and more advanced
students. Cambridge: Cambridge University Press.
Munby, J. L. (1978). Communicative syllabus design. Cambridge: Cambridge
University Press.
Munby, J. (1979). Teaching intensive reading skills. In R. Mackay, B. Barkman,
& R. R. Jordan (Eds.), Reading in a second language: Hypotheses,
organization, and practice (pp. 142-158). Rowley, MA: Newbury House.
Nara, H., & Noda, M. (2003). Introduction. In H. Nara & M. Noda (Eds.), Acts
of reading: Exploring connections in pedagogy of Japanese (pp. 1-6).
Honolulu: University of Hawai’i Press.

Nara, H. (2003a). The foreign language learner. In H. Nara & M. Noda (Eds.),
Acts of reading: Exploring connections in pedagogy of Japanese (pp. 63-
Nara, H. (2003b). Implementation of reading in the classroom. In H. Nara & M.
Noda (Eds.), Acts of reading: Exploring connections in pedagogy of
Japanese (pp. 145-196). Honolulu: University of Hawai’i Press.
Nassaji, H. (2002). Schema theory and knowledge-based processes in second
language reading comprehension: a need for alternative perspectives.
Language Learning, 52, 439-481.
Nassaji, H. (2003). Higher-level and lower-level text processing skills in
advanced ESL reading comprehension. The Modern Language Journal,
87, 261-276.
Noda, M. (2003a). Reading as a social activity. In H. Nara & M. Noda (Eds.),
Acts of reading: Exploring connections in pedagogy of Japanese (pp. 24-
Noda, M. (2003b). Learning to read as a native speaker. In H. Nara & M. Noda
Noda, M. (2003c). Evaluation in reading. In H. Nara & M. Noda (Eds.), Acts of
reading: Exploring connections in pedagogy of Japanese (pp. 197-222).
Honolulu: University of Hawai’i Press.
Nunan, D. (1992). Research methods in language learning. Cambridge:
Nunan, D. (1999). Second language teaching and learning. Boston: Heinle &
Heinle.
Nunan, D. (2005). Classroom research. In E. Hinkel (Ed.), Handbook of
research in second language learning and teaching (pp. 225-240).
Mahwah, NJ: Lawrence Erlbaum.
Nuttall, C. (1996). Teaching reading skills in a foreign language. Oxford:
Heinemann.
Obler, L. K., & Gjerlow, K. (1999). Language and the brain. Cambridge:
Olshavsky, J. E. (1976-1977). Reading as problem solving: An investigation of
strategies. Reading Research Quarterly, 12, 654-674.
Oxford, R. L. (1990). Language learning strategies: What every teacher should
know. New York: Newbury House Publishers.
Oxford, R. L. (2001). Language learning styles and strategies. In M. Celce-
Murcia, (Ed.), Teaching English as a second or foreign language. Boston,
MA: Heinle & Heinle.

342
Paran, A. (1997). Bottom-up and top-down processing. English Teaching
Professional, 3.
Paris, S. G., Wixson, K. K., & Palincsar, A. S. (1986). Instructional approaches
to reading comprehension. Review of Research in Education, 13(1), 91-
128.
Parry, K. J. (1987). Reading in a second culture. J. Devine, P. L. Carrell, & D.
E. Eskey (Eds.), Research in reading in English as a second language.
Washington, DC: TESOL.
Parry, K. J. (1996). Culture, literacy and L2 reading. TESOL Quarterly, 30,
665–692.
Perkins, K. (1983). Semantic constructivity in ESL reading comprehension.
Phakiti, A. (2003). A closer look at the relationship of cognitive and
metacognitive strategy use to EFL reading achievement test performance.
Language Testing, 20, 26–56.
Pickett, G. D. (1986). Reading speed and literature teaching. In C. J. Brumfit &
R. A. Carter (Eds.), Literature and language teaching (pp. 262-281).
Povstay, E. J. (1984). Show me your underlines: A strategy to teach
composition. The Reading Teacher, 37, 828-830.
Pressley, M. (1986). The relevance of the strategy user model to the teaching of
mathematics. Educational Psychologist, 21, 139-161.
performance (2nd
ed.). Cambridge, MA: Brookline Books.
Quinn, Jr, C. J. (2003). Taking it from the top: The growth and care of genres.
In H. Nara & M. Noda (Eds.), Acts of reading: Exploring connections in
pedagogy of Japanese (pp. 38-60). Honolulu: University of Hawai’i Press.
Quintrell, M. (1997). Language, thought and learning. In J. Dillon & M.
Maguire (Eds.), Becoming a teacher: Issues in secondary teaching (pp.
115-127). Buckingham, PA: Open University Press.
Razı, S. (2004). An investigation into the impact of cultural schema and reading
activities on reading comprehension. Unpublished master’s thesis,
Çanakkale Onsekiz Mart University, Çanakkale, Turkey.
Razı, S. (2005). A fresh look at the evaluation of ordering tasks in reading
comprehension: weighted marking protocol. The Reading Matrix, 5(1), 1-
15. Retrieved September 5, 2011 from
http://www.readingmatrix.com/articles/razi/article.pdf

Razı, S. (2007). Okuma becerisi öğretimi ve değerlendirilmesi [Teaching and
assessing the skill of reading]. İstanbul: Kriter.
Razı, S. (2010). Effects of a metacognitive reading program on the reading
achievement and metacognitive strategies. Unpublished doctoral
dissertation, Dokuz Eylül University, İzmir, Turkey.
Richards, J. C., & Renanadya, W. A. (2002). Methodology in language
teaching. Cambridge: Cambridge University Press.
Ringler, L. H., & Weber, C. K. (1984). A language-thinking approach to
reading. San Diego: Harcourt Brace Jovanovich.
Rivers, W. M. (1981). Teaching foreign-language skills (2nd
ed.). Chicago: The
University of Chicago Press.
Rivers, W. M., & Temperley, M. (1978). A practical guide to the teaching of
English as a second or foreign language. New York: Oxford University
Press.
Rubin, J. (1981). The study of cognitive processes in second language learning.
Applied Linguistics, 2, 117-131.
Rumelhart, D. E. (1977). Toward an interactive model of reading. S. Dornic &
P. Rabbit (Eds.), Attention and performance (Vol. 6, pp. 573-603). New
York: Academic Press.
Salatacı, R. (2000). Reading strategies in Turkish and English: a case study of
eight Turkish EFL learners. In D. Köksal & İ. H. Erten (Eds.), First
international ELT research conference proceedings (pp. 62-66).
Çanakkale: Çanakkale Onsekiz Mart University Press.
Samuels, S. J., & Kamil, M. L. (1988). Models of the reading process. P. L.
Carrell, J. Devine, & D. E. Eskey (Eds.), Interactive approaches to second
language reading (pp. 22-36). New York: Cambridge University Press.
Sarig, G. (1987). High-level reading in the first and in the foreign language:
Some comparative process data. In J. Devine, P. L. Carrell, & D. E. Eskey
(Eds.), Research in reading in English as a second language (pp. 105-
120). Washington, DC: TESOL.
Scrivener, J. (2005). Learning teaching. Oxford: MacMilllan Heinemann.
Shaw, I. (2000). The girls in their summer dresses. In I. Shaw (Ed.), Short
stories: Five decades (pp. 62-68). Chicago: the University of Chicago
Press.
Sheorey, R., & Mokhtari, K.. (2001).Differences in the metacognitive
awareness of reading strategies among native and non-native readers.
System, 29, 431-449.
Shih, M. (1992). Beyond comprehension exercises in the ESL academic reading
class. TESOL Quarterly, 26, 289-318.
Short, M. H., & Candlin, C. N. (1986). Teaching study skills for English
literature. In C. J. Brumfit & R. A. Carter (Eds.), Literature and language
teaching (pp. 89-109). Oxford: Oxford University Press.

344
Silberstein, S. (1994). Techniques and resources in teaching reading. Oxford:
Simenson, A. M. (1987). Adapted readers: How are they adapted? Reading in a
Foreign Language, 4(1), 41-57.
Singhal, M. (1998). A comparison of L1 and L2 reading: cultural differences
and schema. The Internet TESL Journal, 4(10). Retrieved August 25, 2011
from http://iteslj.org/Articles/Singhal-ReadingL1L2.html
Smith, F. (1971). Understanding reading: A psychological analysis of reading
and learning to read. New York: Holt, Rinehart and Winston.
Spearitt, D. (1972). Identification of subskills of reading comprehension by
maximum likelihood factor analysis. Reading Research Quarterly, 8, 92-
111.
Steck-Vaughn GED reading: Literature & the arts. (1988). Austin: Steck-
Vaughn Company.
Steffenson, M. S., & Joag-Dev, C. (1984). Cultural knowledge and reading. In
J. C. Alderson & A. Urquhart (Eds.), Reading in a foreign language (pp.
48-61). London: Longman.
Stoller, F. L. (1994). Making the most of a newsmagazine passage for reading-
skills development. English Teaching Forum, 32(1), 2-7.
Stott, N. (2001). Helping ESL students become better readers: schema theory
applications and limitations. The Internet TESL Journal, 7, 11. Retrieved
August 25, 2011 from http://iteslj.org/Articles/Stott-Schema.html
Swales, J. M. (1990). Genre analysis. Cambridge: Cambridge University Press.
Swan, M. (1976). Understanding ideas: Advanced reading skills. Cambridge:
Taraban, R.; Kerr, M.; Rynearson, K. (2004). Analytic and pragmatic factors in
college students’ metacognitive reading strategies. Reading Psychology,
25(2), 67-81.
Thorndike, E. L. (1917). Reading as reasoning: a study of mistakes in paragraph
reading. The Journal of Educational Psychology, 8, 323-332.
Tyacke, M. (1988). Learning style diversity and the reading class: Curriculum
design and assessment. In J. M. Reid (Ed.), Understanding learning styles
in the second language classroom (pp. 34-45). Upper Saddle River, NJ:
Prentice Hall Regents.
Ur, P. (1996). A course in language teaching. Cambridge: Cambridge
University Press.
Urquhart, S., & Weir, C. (1998). Reading in a second language: Process,
product and practice. New York: Longman.
Vermunt, J. D. (1996). Metacognitive, cognitive and affective aspects of
learning styles and strategies: A phenomenographic analysis. Higher
Education, 31, 25-50.

Wallace, C. (1992). Reading. Oxford: Oxford University Press.
Wallace, C. (2001). Reading. R. Carter & D. Nunan (Eds.), The Cambridge
guide to teaching English to speakers of other languages (pp. 21-27).
Wallace, M. J. (1999). Study skills in English. Cambridge: Cambridge
University Press.
Warnick, J. P. (1996). A phenomenology of reading performances: Reading
Japanese as a foreign language. Unpublished doctoral dissertation. Ohio
State University, Columbus.
Wason-Ellam, L. (1994). In step with the children: Evaluation informs
teaching. Toronto, Ontario: Pembroke Publishers.
Watson, J. B. (1924/1925). Behaviorism. New York: People’s Institute
Publishing.
Wegmann, B., & Knezevic, M. (2002). Mosaic 1: Reading. New York:
McGraw-Hill Contemporary.
Weir, C. J. (1993). Understanding and developing language tests. New York:
Prentice Hall.
Widdowson, H. (1980). The realization of rules in written discourse. In H. von
Faber, H. Eichheim, & A. Maley (Eds.), Pariser werkstatt-gespräch 1978
leseverstehen im fremdsprachen-unterricht [1978 Paris workshop
presentation in reading in a foreign language] (pp. 9-27). Munich:
Werkstatt-gespräche.
Wilhite, S. C. (1983). Prepassage questions: The influence of structural
importance. Journal of Educational Psychology, 75, 234-244.
Journal, 9(2), 78-96.
40, 42-45.
Willis, J. (1981). Teaching English through English. Harlow: Longman.
Zaher, A. A. M. (1987). Active reading: from answering to asking questions.
English Teaching Forum, 25(3), 36-37.

Advanced Reading And Writing Skills In ELT APA Style Handbook

More Related Content

Similar to Advanced Reading And Writing Skills In ELT APA Style Handbook (20)

More from Dereck Downing (20)

Recently uploaded (20)

Advanced Reading And Writing Skills In ELT APA Style Handbook