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The (ueries are a great way to stimulate instructional conersations among students

which C/ISS adocates as a key ingredient to learning.

III Sca!!i!"

A allible 0 Able or likely to make a mistake

BStumbling 0 the di!!iculties

CImpede 0 to cause any problem in comprehension

D 1rompts 0 to encouredge

,/idges 0 a long narrow raised part o! a sur!ace' especially a high edge along a montain

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A Conclusion

3hen students read a te"t' they tend to think that the te"t is absolutely correct and it

has nothing to be questioned. That is why i! they !ind something that they don4t understand

about the te"t' or they can not get the idea o! the whole part o! it' they see themseles as

responsible !or their lack o! understanding. They hardly reali5e that the te"t is +ust someone4s

ideas that are written down and sometimes they need to work hard to !igure out what the

author is trying to say. #aing students giing queries be!ore they start to read can help them

construct meaning !rom the te"t.

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2 %ai! Idea o the Author a!d $ritical Re'ie(

A 6ain Idea o! the Author

(uestioning the Author )(tA* takes into account the !act that authors are human andhae the potential to be !allible. So it is important !or students to know that the problems

they hae with comprehension may actually be the author4s inability to communicate the

in!ormation clearly.

BCritical /eiew

The writer and I shared the same opinion. I think the strategy can help students get a

better comprehension about the te"t that they read .by reali5ing that the author o! the te"t are

likely to make mistakes' readers can pose themseles questions and discuss the ideas to make

sense out o! them.

According to Florida Center for Reading Research' questioning the author is an

e"plicit' during%reading process replete with comprehension building supports. It !ocuses on

the reader4s building coherence among the te"t ideas by making connections through peer

discussion' answering open ended questions that encourage summary and in!erence making'

support !or metacognition' question generation' engagement' motiation' authentic purpose

!or reading' and use o! both narratie and e"pository te"t. The 7se o! this strategy encourages

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increased student motiation and engagement' more !requent student%to%student interactions'

increased student understanding o! te"t' and deelopment o! critical thinking skills.

Research Article

A )U*I$IOUS LESSON+ A ,HOLE&LEARNING REA*ING A$TI-IT.

By Patrick Spooner )#ungary*

I The Purpose o Readi!" Article

A To know about +udicious lesson as a whole%learning reading actiity

BTo e"plain the process o! +udicious lesson by asking students to take an actie

role in interpreting the te"t and !ormulating their own belie!s about the alidity

o! arious aspects o! the te"t )including the author4s point o! iew' intention'

and tone*.

CTo know the result o! using +udicious lesson in reading classroom

II Prereadi!"

This article e"plains a unique actiity using this approach in a tertiary%leel lower%

adanced reading and speaking course.

A Beyond comprehension

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#aing spent seeral months discussing arious aspects o! delinquency problems and

solutions' my students were ready !or a more di!!icult assignment.

BThe assignment

3arm%up 0 using the students4 knowledge !rom our work earlier in the semester' we began

discussing causes or motiations !or murder.

C1reparing !or the trial

The students would hold a trial in the case o! 8e!!rey 6acDonald s. the 7nited States

&oernment. I e"plained the key roles in a 7.S. court o! law' which are discussed at length in

the article.

D The trial

,ach group displayed eidence taken !rom the article' adding the necessary in!erences to

proe one point or another.

,Conclusion

In anonymous !eedback reports' most students !ound the cultural in!ormation in the

article to be the most important thing they learned.

III Sca!!i!"

A Schemata 0 a representaion o! ideas

BDelinquency 0 behaiour that is not acceptable to most people

CColloquial 0 in!ormal type o! words and e"pressions

D /eenge 0 a punishment

,Consecutie 0 chronological

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A Conclusion

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The writer use a +udicious lesson in his reading actiity and ask the students to play actie

roles o! the te"t that is gien. This helps the students to see beyond the te"t and get a better

understanding as they are assigned to play the roles in the te"t. This actiity also engaged the

students4 critical thinking skills' personal opinions' and logical arguments.

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