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Stage III. First Reading
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This stage relies on recognition of linguistic elements to foster the first level of comprehension of the text. This is the fact-finding stage. It is important to keep your information well organized.

Strategy 1. Analyze First and Final Segments

Task 1. Analyze First Segment.

1.
Use a fact sheet (see Appendix) to analyze the first segment of the essay. Record the verb tenses used, examples of the vocabulary, and any other information that might be important. Does the essayist pose questions or make statements? Do the adjectives create a positive or negative image?

Task 2. Analyze Final Segment.

2.
Using another fact sheet, analyze the final segment of the essay. Record the same information and ask the same questions you did in Task 1.

Task 3. Make Connections.

3.
Look back at the results of Task 1. How does the first segment relate to the title of the essay? What kind of tone does it set? What kind of information does it offer? Then do the same with the results of Task 2. Finally, compare the first segment to the final segment. How do they relate or not relate? What connections can you make between them? What kinds of closure does the final segment offer, or not offer?

Task 4. Speculate.

4.
Based on the work you have just done, what you know about the essayist, and what you know about the essay as a literary form, speculate about how the essayist will develop the issue addressed in the essay. What stance will the essayist take? To whom will the essay appeal?

Strategy 2. Scan Each Segment for Information

Task 1. Skim.

5.
Using your segmented working copy of the essay and blank fact sheets, skim the remaining segments and add to the notes you already have. Can you expand on your observations?

Task 2. Scan for Verbs.

6.
Carefully scan each segment, making note of the most important verbs. Highlight, underline, or in some way identify those verbs.

Task 3. Scan for Pronouns.

7.
Scan each segment again, this time circling the pronouns you are able to identify. Make sure you know who is talking to whom about what.

Strategy 3. Create Word Wheel for Each Character

Task 1. Create Word Wheel.

8.
Due to the nature and purpose of the essay, the "characters" are comprised of the author, the focus or issue, and the audience. Create a word wheel for each of these "characters" and their functions.

Strategy 4. Complete Star Diagram with Answers to the "Five W's"

Task 1. Scan for Information. Scan the essay and mark the words or phrases that answer the following questions.

9.
Who? The writer (el ensayista) and the hearer/reader (el receptor / el lector) of the essay
10.
What? The issue being addressed (la hipótesis / las premisas)
11.
Where? The historical and/or geographical context or space of the essay
12.
When? The chronological focus or time frame of the essay
13.
Why? The purpose and style of the essay (la finalidad ensayística, la exposición, el argumento)

Task 2. Create Star Diagram.

14.
Organize the information from Task 1 on a star diagram (see Appendix). For each "point," cite the words or phrases from the essay that substantiate your answers. Add any and all pertinent information.

Strategy 5. Identify Information Gaps

Task 1. Review. Review what you learned about essays in the first part of this chapter so that you know what it is you need to know in order to understand and discuss this particular literary form.

Task 2. Identify Information Gaps. Make note of the information that you did not uncover during Stages II and III. The information that you do not have is just as important as the information that you do. It is fine to not know something at this point, as long as you are aware of what you do know and what you still need to know.

15.
I know:
16.
I need to know:

Task 3. Identify Vocabulary Gaps.

17.
List any vocabulary or concept that you do not understand. It is important to begin by trying to clarify confusion on your own. Try to guess at meaning based on root words, context, and prior knowledge about story formats and similar situations. Then consult the textbook, a dictionary, and/or another classmate. Finally, ask your instructor. Write down what you learn about each vocabulary item or concept.







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