B-Humanities

Kurdistan Region - Iraq Ministry of Higher Education and Scientific Research University of Zakho ISSN: 2410-7557 Journal of University of Zakho B - Humanities Volume 4 December Number 2 2016 Journal of University of Zakho B - Humanities Volume 4 December Number 2 2016 Journal of University of Zakho, Vol. 4(B), No.2, 2016 ISSN: 2410-7549 Contents - Teaching Reading and Summarising; a Lesson Focus on Reading and Summary Writing Aimed to EAP Intermediate Students Shaima Ahmed Hassan & Deman Kareem Kareem ……………………......................…..………… 25 - Business Failure Prediction using Sherrod and Kida Models: Evidence from Banks Listed on Iraqi Stock Exchange (2011 - 2014) Islam S. T. Babela and Renas I. Mohammed …………….….……………………………………..... 35 Journal of University of Zakho, Vol. 4(B) , No.2, Pp 25-34, 2016 ISSN: 2410-7549 Teaching Reading and Summarising; a Lesson Focus on Reading and Summary Writing Aimed to EAP Intermediate Students Shaima Ahmed Hassan & Deman Kareem Kareem Dept. of English, College of Basic Education, University of Duhok, Kurdistan region-Iraq (Accepted for publication: August 31, 2016) Abstract Academic writing has a significant role in the area of higher education, both in students’ understanding of course content and the consequent assessment of students’ knowledge. This research aims to present a brief overview of reading and summary writing then an evaluation of teaching materials being used in a lesson on reading and summary writing together with a detailed commentary of the lesson plan will be presented. Keywords: Lesson plan, academic Reading & Summary writing 1. Introduction Moreover, academic writing is used to express any studies have been done to illustrate learned knowledge in a particular subject area. It M the role of Academic writing in the is mainly assumed for learning development, or field of higher Education. Recent studies have for course assessment purposes and the same highlighted the importance of teaching academic principles apply to publication of academic writing skills to university students (Ganobsick- papers (Britton, 1979). Internationally, academic Williams, 2004). The term summary writing is a writing and its theories are evident or major aspect of academic writing and is understandable in Australia, South Africa and normally linked to academic reading through Northern Europe; however the United States has note taking (johns, 1988). developed substantially in this field. Institutions This research aims to present a brief in America started providing their students with overview of reading and summary writing then writing support since the late of the Nineteenth an evaluation of teaching materials being used in Century (Ibid). In response, developments and a lesson on reading and summary writing theories in academic writing discussed and together with a detailed commentary of the published in the United States since 1960s lesson plan will be presented. A certain (Grabe and Kaplan, 1996). Consequently, evaluation checklist is developed for selecting Britain started providing their students with materials for this lesson based on Byrd, 2001; writing support between 1967 and 1974 (Jordan, Cunningsworth, 1995; Daoud & Celce-Murcia 1997). 1979, Krashen, 1997; Lee, 2003; Skieerso, It was recognised long time ago that both 1991; and Salataci & Akyel‟s, 2002 work. reading and writing are closely integrated skills Since there are many materials used in this and are linked to each other (Krashen, 1984). research, a brief explanation of each material has This integration is considered as a fundamental been provided before going to the evaluation characteristic of the target academic situation in point. After evaluating the materials used in this which students normally read books and articles, lesson plan, a detailed explanation on the take notes, summarise, and then start writing rationale of choosing these materials will be their essays and theses. In the real practice the highlighted. After that the teaching methods link between reading and writing is normally being used in exploiting these materials will be involved. Though, in some cases the focus might provided. Finally, a detailed commentary on be on several reading strategies and skills such designing a lesson plan will be offered. as skimming, scanning, and predicting and then the resulting exercises usually involve writing 2. A Brief Overview of Critical Reading and (Jordan, 1997). Reading for academic purposes Summarising is a complex subject. However, there is always a Academic writing is very important for all basic feature which is reading for a purpose. students and it is considered a wide umbrella Reading for a purpose could be the starting point concept. There are various approaches and for other considerations. Obviously, there are practice types for academic writing. These many different reasons and purposes behind approaches depend on different issues such as students‟ reading, such as to get information, to the purpose and type of writing, or they simply understand some ideas and theories, to realise depend on personal preference (Jordan, 1997). 25 Journal of University of Zakho, Vol. 4(B) , No.2, Pp 25-34, 2016 the authors‟ different views or to seek for some for this lesson an evaluation checklist has been evidence (ibid). Reading to write tasks have designed as a criterion for selecting materials been widely observed in many university based on Cunningsworth, 1995; Byrd, 2001; settings. An example of reading to write tasks is Skieerso, 1991; Lee, 2003; Krashen, 1997; summarising which has been defined as „the Salataci & Akyel, 2002; and Daoud & Celce- process of synthesising and organising Muricia‟s, 1979 work (see Appendix 2). The individual idea units in to a summary or checklist covers three main points: the first point organised series of related general ideas‟ (Irwin, focuses on the language content which measures 1986, pp.5). Julley (1994) believes that summary the extent to which the contents of the materials writing depends on two important skills: first, are appropriate for the learners specially the the ability to read the text with the whole vocabulary which should be evaluated clearly in understanding; second, the ability to write down order to make materials understandable for what has been read shortly. He also adds that learners. The second point concentrates on the since writing summary depends on a clear context of the materials and the extent to which understanding of the text, there is a need for materials are suitable, integrated, interesting and accurate note taking. Casazza (1993) states that organised for the learners. The final point to write a good summary, one needs to be able to focuses on the methods and approaches that are understand the whole text, select the most followed by the teachers to present and teach the important information, reduce the minor and materials. redundant details, combine similar ideas in to The materials that have been used for this categories and write on their own words. lesson plan for practicing summarising skills consist of one text and two handouts related to 2.1 Materials Used in the Lesson and the the topic. The hand-outs give students Rationale for their Selection instructions on how to read and write their According to McGrath (2002), materials have summary. It is also worth mentioning that all a wide sense; they could be real objects such as selected materials are from the Centre for pencil, board, projector etc. which can be English Language Education (CELE) at the exploited successfully for the process of University of Nottingham/United Kingdom. This language learning, or they could be paper-based gives the materials more accuracy, reliability, materials such as textbooks, handouts, computer and validity. software, articles and recordings which have Three materials for this research have been been specially chosen for teaching and learning chosen according to the aims of the lesson. The by either the classroom teacher, teacher-written content of the materials includes useful hand materials or learner generated materials. outs. The first handout (See Appendix 3/1) Material evaluation, on the other hand, is a presents a brief explanation about summarising, way which implies measuring the value of its definition and structure. This hand out materials. It also covers making judgments about introduces the learners to the term summary, the the influence of the materials on students, information that should be included in a teachers, and the administrators who will be summary and how the summary is different from using them. Material evaluation also tries to the original work. While the second hand out measure the materials according to reliability, (See Appendix 3/2) covers the main steps of credibility and validity (Tomlinson, 2003). writing summary. This handout is important as it Furthermore, two main factors should be taken enables learners to follow certain steps to into account in selecting and evaluating summarise a text. The final handout is a text materials which are the effectiveness and the which is also taken from CELE. In this handout appropriateness of the materials in order to students are required to read and summarise the achieve the aim and the purpose of the course for text. learners and teachers (Grave, 1996). Another important point has been mentioned by Swain 2.2 Methodology Used for Exploitation of the 1985 regarding materials, that they should give Materials learners the chance to use the target language to 2.2.1 General Approach

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