Chapter 5Understanding, outlining, and summarizing longer readings.

What we will learn:

How to adapt what you know about paragraphs to

longer readings.

-Controlling Main Idea vs. Topic Sentences

-Recognizing Purpose: Inform or Persuade

How to create informal outlines.

How to summarize longer readings using scratch lists.

Understanding Longer

Readings The Main Idea controls more than one paragraph.

Paragraphs vs. longer readings (multi paragraphs)

Thesis Statement: when the “controlling main idea”

requires several sentences or a paragraph

In long readings, the thesis statement is almost always found

at the beginning of the reading. (Unlike topic sentences, which

can be found anywhere in a paragraph.)

Pay close attention to opening paragraphs in essays, journal

articles, and chapter sections.

Focus on the overall main idea, while identifying the main

idea/topic of each individual paragraph. (example: handout Research on Leadership)

Example

Thesis Statement

At the University of Michigan, researchers have found that leadership behavior among managers can be

divided into two categories: job-centered and employee-centered.

Topic Sentence of Paragraph 2

Job-centered leaders closely supervise their employees in an effort to monitor and control their

performance.

Topic Sentence of Paragraph 3

In contrast, employee-centered leaders focus on reaching goals by building a sense of team spirit.

Topic Sentence in Paragraph 4

The Michigan researchers also investigated which kind of leadership is the most effective.

Purpose:

Inform vs. PersuadeAlmost everything you read as a student will be written to

either inform or persuade you.

Writing to INFORM

Hallmarks of Informative writing:

The author does not suggest any evaluation of the issue

being discussed.

The author does not use language in an attempt to

engage the reader emotionally.

The author makes claims are supported by research.

The author uses language that is fairly denotative, or

factual.

Write to PERSUADE Openly acknowledges that the opinions expressed in a

reading belong to the author.

Writers who are trying to persuade you to share their

point of view create a tone using

language, allusions, and imagery.

Tone indicates the emotion of the writer, and tries to

illicit emotion from the reader.

Inform vs. PersuadeINFORM

Titles do NOT evaluate the topic. For example, “Multitasking in the Car is Now the Norm.”

Author avoids attributing their personal point of view often by citing others to support their statements: “The Harvard Business School Study suggest that people on social networks spend 70% of their time looking at pictures.”

Employs a neutral tone. “The second Iraq war began in the spring of 2003.”

PERSUADE

Often uses titles that take a stand: “Multitasking and Driving DO NOT MIX.”

Reveals a personal opinion. For example: “As an employer, let me say out loud that I don’t find arguments about social networks improving productivity especially convincing.”

Often employs an emotionally charged tone. For example, “KatherynBigelow’s harrowing film about the daily horrors soldiers endured on duty in Iraq and shows devastating scenes of violent destruction.

(Page 263-264 Practice: 3-Part Theory of Love)

Outlining Longer ReadingsWhy Make Informal Outlines?

Outlining can help you prepare for discussions and

exams, especially if the material is long and/or

complicated.

Outlines identify relationships by aligning or indenting

sentences, words or phrases.

The Goal: to create a blueprint of the author’s ideas

and their relationship to one another.

Tips for Making Informal Outlines

Start with the title of of the essay, article or chapter.

Follow with the thesis statement.

-Look for Key Words: “Three major studies indicate

working memory can be improved through training.”

Streamline the Major Details

Only include Minor Details that are crucial to your

understanding.

-Ask yourself, “How important is this to

understanding the “controlling main idea?”

Indent to Reveal Relationships

Be Consistent:

-Use letters, numbers dashes or asterisks to

separate major and minor details.

(Practice page 269-270)

Title: The 5 Languages of Love (Example of informal outline)

Main Idea: According to the author Gary Chapman, there are at least 5 different languages, or ways to express love.

Supporting Details

--For some people, it’s sharing quality time

*not just being in the same room, but doing something together.

--Affirmations are necessary.

*These people want to hear the words expressed.

--Gifts are another language.

--Acts of service are crucial for some.

*Cooking dinner, doing laundry, or child care.

--Physical touch

*This group needs physical contact to feel loved.

--Problems occur when couples don’t speak the same language.

*You can learn each other’s languages

Scratch List A scratch list is a quickly jotted list of points.

Great tool for compiling information for summarizing.

Use your scratch list to evaluate details to put in (or

leave out) of your summary.

When choosing what to put into your summary, always

keep the reader in mind.

(Practice page 305 – One point per paragraph)

Taking a Conversational TurnScratch List Practice

Paragraph 1: Turn-taking is essential to conversation.

Paragraph 2: When we want to keep on speaking without

interruption, we use specific signals.

Paragraph 3: We give up on our turn to speak by

dropping the volume or pitch of our voice.

Paragraph 4: We also employ turn-taking signals as

listeners.