CRITICAL BOOK REPORT

CONTEXTUAL WRITTEN LANGUAGE SKILLS

DEVELOPING READING AND WRITING
( the Comitte on Learning Science, Washington, DC )

Arranged by group 1 :

Muhammad Rayhan Fadhillah Nasution : 2193321007

Prastyaning Eka Pertiwi. : 2192121003
Rulyana Manurung. : 2193321038
Sry Rahayu. : 2192121002

ENGLISH EDUCATION 19 D
ENGLISH EDUCATION STUDY PROGRAM
LANGUANGES AND ARTS FACULTY
STATE UNIVERSITY OF MEDAN
2020

PREFACE
 My praise and gratitude goes to God Almighty for his abundant blessings, blessings and
grace so that I can compile this Critical Book Report paper.
Our blessings and greetings do not forget to convey to the Messenger of Allah, who has
brought us from an age of injustice and ignorance to a time of nerves with knowledge as we
feel now.
And thanks to our lecturer Maam Anggraini Thesisia Saragih, S.pd., M.Hum for teaching
us about Contextual written so that we are able to complete CBR tasks related to Contextual
written.
this report is an overview of what we learned. Information in this report was collected
from various sources such as the main book, comparison books, online websites and notes
provided by the instructor.
This document gives readers an insight into the use or standard of listening. Interactive
visuals make it easy for readers to understand and don't let readers get bored like traditional
technical texts.
We have tried our best to eliminate all mistakes misrepresentation of facts but since it is
natural for humans to make mistakes, so we ask your pardon in advance for any such mistake.
Thank you!
Medan, 2020

Author
 CONTENS

PREFACE...........................................................................................................2
TABLE CONTAIN.............................................................................................3
CHAPTER 1 INTRODUCTION
1.1 IDENTITY OF THE MAIN BOOK ...........................................................4
1.2 IDENTITY OF THE COMPARE BOOK....................................................4
CHAPTER 2 SUMMARY
2.1 THE SUMMARY OF THE MAIN BOOK.................................................5
2.2 THE SUMMARY OF THE COMPARE BOOK......................................12
CHAPTER 3 DISCUSSION
3.1 THE STRONGNESS OF THE BOOK.....................................................15
3.2 THE WEAKNESS OF THE BOOK........................................................15
CHAPTER 4 CLOSING
CONGCLUSING.............................................................................................17
SUGESSTION..................................................................................................17
REFERENCES ..............................................................................................18

CHAPTER 1
 INTRODUCTIONS

1.1 THE IDENTITY OF THE MAIN BOOK BEING REVIEWED

Tiltle. : DEVELOPING READING AND WRITING

Writer : the Comitte on Learning Science

Publisher : the National Academies Press

Publishing City : Washington, DC

Publishing Year : 2012

ISBN. : 978-0-309-26218-7

Pages. :-

1.2 THE IDENTITY OF THE BOOK COMPARE BEING REVIEWED

Tiltle. : Think Literacy: Cross-Curricular Approaches

Writer : Team teaching (developed by teachers for teachers).

Publisher : public and Catholic school boards across Ontario

Publishing City : -

Publishing Year. :-

ISBN. :-

Pages. : 242

CHAPTER 2
 THE SUMMARY

BOOK 1
This book tell us how to Effective Reading Instraction, the reading instraction there are 4:
1. Decoding, Need to be prepared to explicitly and systematically teach all aspects of the
English word-reading system: letter-sound patterns, high-frequency spelling patterns
(oat, at, end, ar), consonant blends (st, bl, cr), vowel combinations (ai, oa, ea),
prefixes and suffixes (pre-, sub-, -ing), and irregular high-frequency words (sight
words that do not follow regular spelling patterns).

2. Vocabulary, Vocabulary knowledge-specifically, the depth, breadth, and flexibility of

a person’s knowledge about words-is a primary predictor of reading success.

3. Reading fluency is the ability to read with speed and accuracy. Developing fluency is
important because the human mind is limited in its capacity to carry out many
cognitive processes at once.

4. Comprehensionn, This intervention teaches learners a range of strategies, such as

mentally summarizing the main ideas of a text after reading it and rereading specific
parts of a text that were difficult for the reader.

To be effective for developing readers

1. Use explicit and systematic reading instruction to develop the major components of
reading—decoding, fluency, vocabulary, comprehension—according to the assessed
needs of individual learners.

2. Combine expicit and systematic Instraction with extended reading practice to help
learners acquire and transfer component reading skills.

3. Motivate learning through learners’ engagement with the literacy tasks used for
instraction and extensive reading practice.

4. Develop reading fluency to facilitate efficient reading of word and longer text.

5. Explicitly teach the structure of written language to facilitate decoding and

comprehension.

6. To develop vocabulary, use a mixture of instructional approaches combined with

extensive reading of texts to create an enriched verbal environment.
Effective Writing Instraction, a number of principles for effective writing instruction are
supported by research, although the body of research is smaller than for reading.
1. Explicitly and systematically teach the strategies, skills, and knowledge needed to be a
proficient writer.
2. Combine explicit and systematic writing instruction with extended experience writing for a
purpose.
3. Explicitly teach foundational writing skills to the point that they become automatic.
4. Structure the instructional environment and interactions to motivate writing practice and
persistence in learning new forms of writing.
5. Developp an integrated system of skills by using approaches that capitalize on the
relationships between reading and writing Practices.

Practices for Effective Writing Instruction In addition to the principles of effective

writing instruction, research has identified several key teaching practices to develop writing
skills (listed roughly in order ofeffectiveness):
• Offer instruction in strategies for planning, revising, and editing compositions. • Teach
learners to summarize in writing the passages they have read.
• Enable the assistance of peers in planning, drafting, and revising compositions. • Set clear
goals for writing that are specific to the purpose and type of writing task.
• Have students regularly use computers (word processing) for writing instead of only
pencil and paper.• Offer instruction in combining short sentences into more complex ones.
This practice usually includes exercises and application to real-world writing tasks.
• Employ inquiry approaches to instruction that involve establishing clear goals, gathering
and analyzing relevant information, using that information to structure and plan the writing
task, and using writing strategies suited to the task.
• Teach prewriting activities, such as making lists or diagrams prior to writing, which help
students generate relevant content and complete texts.
• Analyze models of good writing, such as discussing the features of good essays and
learning to imitate those features.
BOOK 2
This book tell us about reading and writing strategies, there is :
1. Reading strategies

A. Analyzing the Features of a Text

Text contains various information sections that could be useful to students as they
learn how to manage personal resources. Readers who understand the features and layouts of
each of the sections of the text will spend less time searching for information and can
concentrate on the content.
 Using this strategy, students go beyond previewing to examine and analyze a text and
determine how  the layout of distinct sections will help them to find and use the information
for learning. You can use this same strategy to deconstruct other types of text – in textbooks,
Newspapers, magazines, e-zines, e-learning modules, etc.
The example : How to Read the Newspaper
I Want To Find… Where to Look…
The Date On the first page, right under the title

A list of items/articles featured In the index, on the first page

Public opinion about an article, the Editorial Pages

newspaper, or the editor

B. Extending vocabulary
Practice skimming and scanning an assigned reading before dealing with the content in an
intensive way.
Skimming means to read quickly – horizontally – through the text to get a general
understanding of the content and its usefulness.
Scanning means to read quickly – vertically or diagonally – to find single words, facts, dates,
names, or details.
You will then have some familiarity with the meaning of common abbreviations, the location
of information, and the various elements of text.
The example :
C. Finding Signal Words
Writers use signal words and phrases (also called transition words or connectors) to
link ideas and help the reader follow the flow of information. Signal words are words or
phrases that cue the reader about an organizational pattern in the text, or show a link or
transition between ideas. Organizational patterns include sequence, comparison,
problem/solution, pro/con, chronological, general to specific, cause/effect, and more. A
graphic organizer provides a visual way to organize information and show the relationships
among ideas (e.g., a timeline, flow chart, or mind map).
D. Most/Least Important Idea(s) and Information
Determining important ideas and information in text is central to making sense of
reading and moving toward insight. (Stephanie Harvey and Anne Goudvis, 2000), Find the
main idea(s) in text by distinguishing between the most important and least important
information. Main ideas are often found in first sentences or last sentences in a paragraph, or
first and last paragraphs in a chapter. The reader constructs meaning, deciding on what is
most important based on prior knowledge and experience. What is important to one reader
may not be as important to another, unless both have a common goal or purpose.
2. Writing strategies
A. Rapid writing (When you engage in rapid writing at the beginning of a writing
assignment, they access your prior knowledge, engage with content, review and reflect, and
begin to set direction for writing letters, essays, and other subject-based assignments. That
can Encourage fluency in generating ideas for writing on any topic, in any subject area. And
Help you begin organizing ideas).
B. Setting the Context ( Good writers anticipate the information and ideas that
readers may want or need to know about the subject. Imagining and considering the possible
questions that the intended audience may have about the topic help to generate possible
content for the writing, suggest a writing form, and provide a direction for research).
C. Adding content (This strategy provides feedback to you before you start your first
draft. you exchange your brainstorming and notes for any project – paragraphs, research,
process, lab reports, or summaries, and Develop questions designed to help you draw out
more details for your first draft.)
D. Webbing, Mapping and More
Effective writers use different strategies to sort the ideas and information they have gathered
in order to make connections, identify relationships, and determine possible directions and
forms for their writing. This strategy gives students the opportunity to reorganize, regroup,
sort, categorize, classify and cluster their notes. With that you can be a model critical and
creative thinking strategies.
E. Supporting the Main Idea
In this strategy, you learn how to select the better of two possible main ideas to use as a topic
sentence
in an information paragraph, and then learn how to choose details to support it. Student
samples are selected from a variety of subject areas. Samples may also be used to teach
summary writing.
F. Adding Details
In this strategy, students ask questions to support and elaborate on the main ideas from their
first draft of a piece of writing. A structure for asking questions is provided.
 CHAPTER 3
DISCUSSION

3.1. THE STRONGNESS OF THE BOOK

3.1.1. MAIN BOOK
 In terms of content, the first book have a clear explanation
 Beside have a clear explanation, the first book also have some illustration
pictures that make the reader feel no bored
 The first book also has ISBN
 The layout of this book is good

3.1.2. COMPHARE BOOK

 The use of language of this book is easy to understand
 The explanation of the materials in this book is discussed in depth, so that the readers
can more easily understand the contents of the material
 This book is also completed with colour images in each material that described, so the
readers can image the lesson about the material that have described and will more
easily to understand

3.2 THE WEAKNESS OF THE BOOK

3.2.1 MAIN BOOK
 From the cover, the first book cover is not interesting to the reader because it was so
simple
 There are some language terms that are difficult to understand
 There are no practice session on this book, just explanation

3. 2.1 COMPHARE BOOK

 The cover of this book is not too interesting, so it can reduce the interest of the reader
 The content of this book are also not too neat
 This book does not apply the right and left alignment, so it looks less presentable
 The identity of this book is also incomplete, because there is no year of publication,
publishing city and also the ISBN
 CHAPTER 4
CLOSING

4.1 CONCLUSION
After we read the both of book, we have conlude that book 1 explains about how we
can be able to Effective Reading and also are able to understand effective for developing
readers. While in book 2, in this book discuss about the strategies for writing and reading
skills. For reading skills there are some strategies such as; Analyzing the Features of a Text,
Extending vocabulary, Finding Signal Words, and also Most/Least Important Idea(s) and
Information. While for writing skills there are the strategies namely; Rapid writing, Setting
the context , Adding content , Webbing, Mapping and More, Supporting the Main Idea, and
the last Adding Details
So we think book 2 is better than book 1, because book 2 is more detail to explain
the material about reading and writing strategies. Book 1 also can actually explain the
material well, but the use of the language is more difficult to understand, and we concluded
that book 2 is more interesting and easier to understand.

4.2 SUGESSTION

I think the books must have clearer and more colorful images, so that we can more
easily understand and readers are more interested in reading and writing the book.