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Narratives are commonly used by tutors to teach students about certain elements of a story like character and plot. In some cases students are told to deduce the meaning of certain words from the manner in which they have been used in a narrative. It basically requires a proper understanding of the narrative to make such deductions.

The first step to understanding a comprehension or a narrative is to think very critically. In fact, comprehensions have in most cases been used to help students to develop quick analysis of literary content and think critically. For instance, a reader may be required to suggest the reason that informed the writer’s decision to choose a particular setting. This can be hard, considering that the reader has never met the writer before and has absolutely no idea what he or she would have thought. However, critical analysis of the literary content, especially the choice of words, can help the reader to know exactly what the writer was thinking about when he or she wrote the piece. In addition, critical thinking can help the student to map out the intentions of the characters in the narrative. It can particularly be helpful in predicting the next possible course of action of a storyline. According to literature, a comprehension only gets interesting if the readers can suggest the next episodes of the story. However, this also requires a thorough understanding of the comprehension so that the reader will be able to tell why some characters act in a certain way. Creativity is another important element that can enable one to understand a comprehension. For instance, the reader may have to retell the story as he or she reads it, so that it fits into his or her social set up. This does not always have to give the exact meaning of the story. However, it should contain a general meaning that is almost similar to the writer’s intended meaning (Labov, 1972).

Comprehension of expository texts requires a little bit more literary tactics. For instance, the reader may be required to word a list as he or she goes through the text. The best thing is to always write down the words that are difficult to understand and look up their meaning later. This will not only help in understanding the expository better, but will also significantly increase the reader’s vocabulary. In addition, it will form the basis of analyzing the grammatical structure of different sentences. For instance, when one cannot make out a meaning from a sentence even though he or she can understand all the individual words in the sentence, it would be prudent to separate the sentence into various clauses. This will help to identify the main and subsidiary clauses, enabling a better understanding of the entire expository text by subsequently relating the main clause with the entire text (Bal, 1985).

The use of chronological words like after and before should be clearly paid attention to so as to avoid misinterpretations. It will definitely enhance the overall comprehension of the text, especially with regards to the general flow of the message. However, there are certain words that have been found to be quite confusing and can significantly affect the general comprehension of the text. For instance, “unless” can be easily misunderstood in sentence. Thus, the reader should pay keen attention to these words to ensure that they don’t interfere with his or her comprehension of the expository text. In case of longer works, it would be appreciable to peruse through the text before one starts to read it properly. This will certainly give the general overview of the work that is essential for the proper comprehension. In fact, it will stimulate interest in knowing the literary content of the expository text so that reading does not become boring midway. In addition, the reader, on the course of reading, may be required to highlight the main paragraphs with a pencil so that he or she does not lose focus of the main points. According to the literature, not all information that is included in an expository text contributes to the intended message of the text. Thus, by highlighting the main paragraphs where the main message is contained the reader is essentially making it easy to review the text at a later date for a better understanding (Labov, 1972). 

Complete understanding of a poem can never be achieved by just a single reading. That’s why it is encouraged that one reads a poem again and again so that he or she can understand the theme of the poem. In most cases, the theme of a poem can be deduced from a quick analysis of the title. According to the literature available, most poets first think of the title of the poem before they think of the content or the message. Thus, one can get a perfect overview of the poem by analyzing the choice of the title (Strachan and Terry, 2000).

Once the reader gets an idea concerning the theme of the poem from the title, he or she should then proceed to read through the poem to get the general idea. In most cases one may not have to figure out what the message is from the first start because it will become clear in the subsequent readings. While reading, a clear attention should be paid to punctuations; this will help to deduce the literal meaning of the poem. It is only after one is sure about the general meaning that he or she should proceed to analyze the literary techniques used in the poem (Abondolo, 2001).

In conclusion, literary works are composed in such a manner that they are not easily understood. Thus, it requires in-depth analysis for one to deduce a meaning from it.

Code: Sample20

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