common word roots--guide to vocabulary

READING Handouts

Place this package in your course binder-portfolio in the designated tabbed section

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PROFESSOR____________________________________

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Common Word Roots--Guide to Vocabulary--Academic Support

Academic Support

Cuesta HomeAcademic Support Center

Academic SupportDisabled Student Programs amp Services

Tutorial Services

Introduction

Etymology

Using a Dictionary

Interpreting a Dictionary Entry

Structural Analysis

Common Word Roots

Word Relationships

Using Word Relationships

Analogies

Context Clues

Importance of Reading

Common Word Roots

Root Meaning Example Definition

agri field agronomy field-crop production and soil management

anthropo man anthropology the study of man

astro star astronaut one who travels in interplanetary space

bio life biology the study of life

cardio heart cardiac pertaining to the heart

cede go precede to go before

chromo color chromatology the science of colors

demos people democracy government by the people

derma skin epidermis the outer layer of skin

dyna power dynamic characterized by power and energy

geo earth geology the study of the earth

helio sun heliotrope any plant that turns toward the sun

hydro water hydroponics growing of plants in water reinforced with nutrients

hypno sleep hypnosis a state of sleep induced by suggestion

ject throw eject to throw out

magni great big magnify to enlarge to make bigger

man(u) hand manuscript written by hand

mono one monoplane airplane with one wing

httpacademiccuestaeduacasuppas506HTM (1 of 6) [8262008 13846 PM]

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1


ortho straight orthodox right true straight opinion

pod foot pseudopod false foot

psycho mind psychology study of the mind in any of its aspects

pyro fire pyrometer an instrument for measuring temperatures

script write manuscript hand written

terra earth terrace a raised platform of earth

thermo heat thermometer instrument for measuring heat

zoo animal zoology the study of animals

Common Prefixes

ante- before antebellum before the war

anti- against antifreeze liquid used to guard against freezing

auto- self automatic self-acting or self-regulating

bene- good benefit an act of kindness a gift

circum- around circumscribe to draw a line around to encircle

contra- against contradict to speak against

de- reverse remove defoliate remove the leaves from a tree

dis- apart dislocate to unlodge

dys- bad dysfunctional not functioning

ecto- outside ectoparasiteparasite living on the exterior of animals

endo- within endogamy marriage within the tribe

ex- out excavate to dig out

equi- equal equidistant equal distance


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2


extra- beyond extraterrestrial beyond the earth

hyper- over hypertension high blood pressure

hypo- under hypotension low blood pressure

in- in interim in between

inter- between intervene come between

intra- within intramural within bounds of a school

intro- in into introspect to look within as ones own mind

macro- large macroscopiclarge enough to be observed by the naked eye

mal- bad maladjusted badly adjusted

micro- small microscopicso small that one needs a microscope to observe

multi- many multimillionaire one having two or more million dollars

neo- new neolithic new stone age

non- not nonconformist one who does not conform

pan- all pantheon a temple dedicated to all gods

poly- many polygonal having many sides

post- after postgraduate after graduating

pre- before precede to go before

pro- for proponent a supporter

proto- first prototype first or original model

pseudo- false pseudonymfalse name esp an authors pen-name

re- red- back again rejuvenate to make young

re- red- together reconnect to put together again


3

3


retro- backward retrospect a looking back on things

semi- half semicircle half a circle

sub- under submerge to put under water

super- above superfine extra fine

tele- far telescope seeing or viewing afar

trans- across transalpine across the Alps

Number prefixes

uni- one tetra- four oct- eight

mono- one quint- five nov- nine

bi- two pent- five dec- ten

duo- two sex- six lat- side

di- two hex- six ped- foot

tri- three sept- seven pod- foot

quad- four hept- seven

Math amp Science Affixes and Roots

Root or Affix Example

aqua (water) aquarium

hydro (water) hydroplane

hemi (half) hemisphere

semi (half) semicircle

equi (equal) equivalent

tele (far off) telescope

micro (small) microfilm

onomy (science of) astronomy

ology (study of) geology

uni (one) universe

bi (two) bicycle


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4


tri (three) triangle

octa (eight) octagon

dec (ten) decade

centi (hundred) centimeter

milli (thousand) millimeter

bio (life) biology

astro (star) astronaut

thermo (heat) thermodynamic

meter (measure) diameter

ped (foot) pedestrian

pod (foot) tripod

Prefixes that mean no a- de- dis- in- non- un- contra

Examples disqualify nondescript unscrupulous contradict inadvertent

Prefix Meaning Examples

a- an- without not asexual atypical amoral anarchy

de- reverse action away

defrost demystify desensitize deduct

dis- dif- di- not apart dissatisfied disorganized different divert

in- il- it- im- not inappropriate invisible illegal impossible

non- not nonproductive nonessential nonsense

un- not unlikely unnoticeable unreliable

contra- counter- against contrary contradict

counterproductive

Prefixes that indicate when where or more pre- post- ante- inter- infra- traps- sub- circum-


5

5


ultrashy

Examples premature postscript anteroom intervene transformation


pre- pro- before pre-dinner preliminary previous prologue

post- after postwar postoperative postpone

ante- before antecedent antechamber

inter- between among interstate intercept interfere

intra- within intramural intrastate intravenous

trans- across transcontinental transparent transaction

sub- under submarine submerge subjugate

circum- around circumnavigate circumference

ultra-beyond on the far side of excessive

ultrasonic ultraviolet ultraconservative

Previous PageBack to Table

of Contents Next Page

Return to Top

Page maintained by dspswebcuestaedu Last modified 11062003 Warning this page may contain links to web pages outside of Cuesta College


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Greek and Latin Root Words


Root Meaning English Words

arch chief primary or first archetype

archaeo ancientprimitive archaeologyasterastra star astronomy

audi hear audiblebene goodwell benefitbio life biologybrev short abbreviationchloro green chlorophyllchrono time chronologyderm skin dermatologist

dicdict speak dictionaryfer carry transferfix fasten affixgen birth generategeo earth geography

graph write graphichemo blood hemoglobinherb plants herbaceoushydro water hydrate

jurjust law juryloglogue wordthought dialogue

luc light lucidmanu hand manual

metermetr measure thermometerneg no negateocu eye ocularolig few oligarchy

httpwwwawrsdorgoakLibrarygreek_and_latin_root_wordshtm (1 of 4) [8262008 13957 PM]

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7


opoper work operationosteo bone osteoporosispath feeling sympathyped child pediatricsphil love philosophyphys bodynature physicalpod foot podiatrist

proto first prototypepseudo false pseudonym

scribscript write scribblesect cut dissectsol alone solitary

struct build constructtact touch contacttele far off telephone

terterr earth territoryvac empty vacantver truth verifyverb word verbal

vidvis see video

Greek and Latin Prefixes--Suffixes

PrefixSuffix Meaning English Words

ad- to addict

-al relating to maternal

ambi- both ambidextrous

ante- before antecedent

anti- against antifreeze

-arium place of aquarium

auto- self autobiography


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8


centi- hundred centimeter

circum- around circumvent

con- with concert

de- fromdown depart

deci- ten decimeter

di- two diameter

dis- opposite disable

-dom qualitystate freedom

ex- out exit

hetero- different heterogeneous

hypo- too little hypoactive

-ic relating to poetic

-ile qualitystate juvenile

in- not invalid

inter- between interstate

intra- within intramurals

-ism qualitystate catholicism

-ist one who practices biologist

macro- large macrobiologist

micro- small microbiologist

milli- thousand millipede

mis- bad miscarriage

mono- single monotheism

nano- billion nanosecond

neo- new neonatology

-ology study of biology

omni- all omniscient

-ous qualitystate nebulous

pan- all pantheon


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9


per- throughout pervade

peri- all around periscope

poly- many polygon

post- after postpone

pre- before precede

pro- forward progress

re- again reappear

retro- back retrogress

sub- under submarine

super- more than supermarket

sym- together symbol

-tion qualitystate preservation

-ular relating to cellular

un- not unwilling

Most of these prefixessuffixesroots are taken from Mr Hannos unit on Greek roots

Subject and Reference Resources


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Word Wise gt Speaking of Language

Latin and Greek Word Elements

English is a living language and it is growing all the time One way that new words come into the language is when words are borrowed from other languages New words are also created when words or word elements such as roots prefixes and suffixes are combined in new ways

Many English words and word elements can be traced back to Latin and Greek Often you can guess the meaning of an unfamiliar word if you know the meaning

A word root is a part of a word It contains the core meaning of the word but it cannot stand alone A prefix is also a word part that cannot stand alone It is placed at the beginning of a word to change its meaning A suffix is a word part that is placed at the end of a word to change its meaning Often you can guess the meaning of an unfamiliar word if you know the meaning of its parts that is the root and any prefixes or suffixes that are attached to it

Latin Roots Prefixes and Suffixes

Latin was the language spoken by the ancient Romans As the Romans conquered most of Europe the Latin language spread throughout the region Over time the Latin spoken in different areas developed into

Help Site Map

Latin and Greek Word Elements mdash FactMonstercom

Atlas middot Almanac middot Dictionary middot Encyclopedia

httpwwwfactmonstercomipkaA0907017html (1 of 8) [8262008 70307 PM]

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>


separate languages including Italian French Spanish and Portuguese These languages are considered ldquosistersrdquo as they all descended from Latin their ldquomotherrdquo language

In 1066 England was conquered by William duke of Normandy which is in northern France For several hundred years after the Norman invasion French was the language of court and polite society in England It was during this period that many French words were borrowed into English Linguists estimate that some 60 of our common everyday vocabulary today comes from French Thus many Latin words came into English indirectly through French

Many Latin words came into English directly though too Monks from Rome brought religious vocabulary as well as Christianity to England beginning in the 6th century From the Middle Ages onward many scientific scholarly and legal terms were borrowed from Latin

During the 17th and 18th centuries dictionary writers and grammarians generally felt that English was an imperfect language whereas Latin was perfect In order to improve the language they deliberately made up a lot of English words from Latin words For example fraternity from Latin fraternitas was thought to be better than the native English word brotherhood

Many English words and word parts can be traced back to Latin and Greek The following table lists some common Latin roots

Latin root Basic meaning Example words

-dict- to say contradict dictate diction edict predict

-duc- to lead bring take deduce produce reduce

-gress- to walk digress progress transgress

-ject- to throw eject inject interject project reject subject

-pel- to drive compel dispel impel repel


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-pend- to hang append depend impend pendant pendulum

-port- to carry comport deport export import report support

-scrib- -script- to write describe description prescribe prescription subscribe subscription transcribe transcription

-tract- to pull drag draw attract contract detract extract protract retract traction

-vert- to turn convert divert invert revert

From the example words in the above table it is easy to see how roots combine with prefixes to form new words For example the root -tract- meaning ldquoto pullrdquo can combine with a number of prefixes including de- and re- Detract means literally ldquoto pull awayrdquo (de- ldquoaway offrdquo) and retract means literally ldquoto pull backrdquo (re- ldquoagain backrdquo) The following table gives a list of Latin prefixes and their basic meanings

Latin prefix Basic meaning Example words

co- together coauthor coedit coheir

de- away off generally indicates reversal or removal in English

deactivate debone defrost decompress deplane

dis- not not any disbelief discomfort discredit disrepair disrespect

inter- between among international interfaith intertwine intercellular interject

non- not nonessential nonmetallic nonresident nonviolence nonskid nonstop


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post- after postdate postwar postnasal postnatal

pre- before preconceive preexist premeditate predispose prepossess prepay

re- again back backward rearrange rebuild recall remake rerun rewrite

sub- under submarine subsoil subway subhuman substandard

trans- across beyond through transatlantic transpolar

Words and word roots may also combine with suffixes Here are examples of some important English suffixes that come from Latin

Latin suffix Basic meaning Example words

-able -ible forms adjectives and means ldquocapable or worthy ofrdquo

likable flexible

-ation forms nouns from verbs

creation civilization automation speculation information

-fy -ify forms verbs and means ldquoto make or cause to becomerdquo

purify acidify humidify

-ment forms nouns from verbs

entertainment amazement statement banishment

-ty -ity forms nouns from adjectives

subtlety certainty cruelty frailty loyalty royalty eccentricity electricity peculiarity similarity technicality

Greek Roots Prefixes and Suffixes

The following table lists some common Greek rootshttpwwwfactmonstercomipkaA0907017html (4 of 8) [8262008 70307 PM]

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Greek root Basic meaning Example words

-anthrop- human misanthrope philanthropy anthropomorphic

-chron- time anachronism chronic chronicle synchronize chronometer

-dem- people democracy demography demagogue endemic pandemic

-morph- form amorphous metamorphic morphology

-path- feeling suffering empathy sympathy apathy apathetic psychopathic

-pedo- -ped- child children pediatrician pedagogue

-philo- -phil- having a strong affinity or love for

philanthropy philharmonic philosophy

-phon- sound polyphonic cacophony phonetics

The following table gives a list of Greek prefixes and their basic meanings

Greek prefix Basic meaning Example words

a- an- without achromatic amoral atypical anaerobic

anti- ant- opposite opposing anticrime antipollution antacid

auto- self same autobiography automatic autopilot

bio- bi- life living organism biology biophysics biotechnology biopsy

geo- Earth geography geography geomagnetism geophysics geopolitics

hyper- excessive excessively

hyperactive hypercritical hypersensitive


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15


micro- small microcosm micronucleus microscope

mono- one single alone monochrome monosyllable monoxide

neo- new recent neonatal neophyte neoconservatism neofascism neodymium

pan- all panorama panchromatic pandemic pantheism

thermo- therm- heat thermal thermometer thermostat

Words and word roots may also combine with suffixes Here are examples of some important English suffixes that come from Greek

Greek suffix Basic meaning Example words

-ism forms nouns and means ldquothe act state or theory ofrdquo

criticism optimism capitalism

-ist forms agent nouns from verbs ending in -ize or nouns ending in -ism and is used like -er

conformist copyist cyclist

-ize forms verbs from nouns and adjectives

formalize jeopardize legalize modernize emphasize hospitalize industrialize computerize

-gram something written or drawn a record

cardiogram telegram

-graph something written or drawn an instrument for writing drawing or recording

monograph phonograph seismograph


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-logue -log speech discourse to speak

monologue dialogue travelogue

-logy discourse expression science theory study

phraseology biology dermatology

-meter -metry measuring device measure

spectrometer geometry kilometer parameter perimeter

-oid forms adjectives and nouns and means ldquolike resemblingrdquo or ldquoshape formrdquo

humanoid spheroid trapezoid

-phile one that loves or has a strong affinity for loving

audiophile Francophile

-phobe -phobia one that fears a specified thing an intense fear of a specified thing

agoraphobe agoraphobia xenophobe xenophobia

-phone sound device that receives or emits sound speaker of a language

homophone geophone telephone Francophone

Fact MonsterInformation Pleasereg Database copy 2007 Pearson Education Inc All rights reserved

Whatchamacallits or

Names for the Little

Things

Speaking of LanguageGlossary of Poetry Terms

Cite

Print

More on Latin and Greek Word Elements from Fact Monster

Crowquill - Crowquill (Alfred) Alfred Henry Forrester (1805-1872) Source Dictionary of

Phrase and Fable E

Chilian - Chilian A native of Chili pertaining to Chili etc Source Dictionary of Phrase and

Fable E


17

17


Quill-drivers - Quill-drivers Writing clerks Source Dictionary of Phrase and Fable E Cobham

Brewer 1894

Curate - Curate (See Clerical Titles) Source Dictionary of Phrase and Fable E Cobham

Brewer 1894

Walkyries - Walkyries (The) (See Valkyries) Source Dictionary of Phrase and Fable E

Cobham Brewer 1894

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Contact Fact Monster | Advertise with Fact Monster | Rights | Privacy | Terms of Use

Brought to you by Information Please

copy 2000ndash2008 Pearson Education publishing as Fact Monster


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18

Context Clues--Guide to Vocabulary--Academic Support

Academic Support



Tutorial Services

Introduction

Etymology

Using a Dictionary


Structural Analysis

Common Word Roots

Word Relationships


Analogies

Context Clues


Context Clues

Types of Context Clues

Definition

Synonym

Antonym

Examples

Explanation

Experience

Knowledge of Subject

Learning new words when reading

The first way to figure out the meaning of a word is from its context The context is the other words and sentences that are around the new word When you figure out the meaning of a word from context you are making a guess about what the word means To do this you use the hints and clues of the other words and sentences You wont always be right but many times you will be You might not be able to guess the exact meaning of a word but you may be close enough to get the meaning of the sentence it is in A basic strategy for unlocking the meaning of an unfamiliar word is to search the context of the sentence in which a new word appears for clues Sometimes this can be easy to do because the author may have provided a definition or a synonym right there next to or near a term that you can use to unlock its meaning A definition is a statement giving the meaning of a word A synonym is a word that means almost the same as another

For example read the following sentence Dont think of words as separate discrete items or entities What is the meaning of the word entities The definition is right there -


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19


separate discrete items But what is the meaning of discrete The meaning of that word is right there too--separate

When in doubt about the meaning of an unfamiliar word look around in the sentence check to see if there is a definition or synonym clue to help you unlock meaning

Another kind of context clue (in addition to definitions and synonyms embedded in sentences) is a word or words of opposite meaning (antonym) set somewhere near a word that is unfamiliar If you find a word or words of opposite meaning and you recognize it or them you are home free You can unlock the meaning of the unfamiliar word

For example read the following sentence I was not exactly enamored of the travel plans my agent made for me my lack of enthusiasm was triggered by the eight-hour layover required between flights What is the meaning of the word enamored You can use the context of the sentence to reason in this way Enamored of means just the opposite of lacking in enthusiasm for

Strategy

Step 1 Check for synonyms or definitions embedded right there If you find a synonym or definition reread the sentence with the new term keeping that synonym or definition in mind

Step 2 Check for an antonym clue If you find one think about its meaning actually telling yourself the opposite meaning Then reread the sentence and rephrase it in your own mind

Context Clues Substitution

At times rereading a sentence that contains an unfamiliar term and substituting a word or phrase for it that makes sense can help you to unlock the meaning of the unfamiliar word To understand the substitution strategy read the following sentence

When we stayed at the military base each Saturday we went to the commissary to buy the food and supplies we would need for the next week


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20


Although you may never have visited a commissary given the use of the word in this sentence you immediately can substitute the word store for the word commissary You probably can wrestle an even more complete meaning for commissary from the overall context of the sentence a store for food and supplies that is located on a military base

Steps in the substitution strategy are as follows

Step 1 When you read a sentence that you have trouble understanding because of an unfamiliar word in it reread the sentence and substitute a word that seems to make sense in the context

Step 2 Read on If the word you substituted does not make sense in the context of the rest of the paragraph try again

Step 3 If the sentence still does not make sense to you and you do not understand the main point the author is making in the paragraph look for synonym definition and antonym clues If you are still uncertain check a dictionary

Context Clues Multiple Meanings

As you have learned a basic strategy for unlocking the meaning of an unfamiliar word is to search the context of the sentence in which a new word appears for clues This is especially important when a word has multiple meanings that you already know and you must decide the particular one that applies Try using the following strategy

Step 1 Check the context for clues definitions and synonyms given right there as well as words of opposite meaning - antonyms

Step 2 Substitute each meaning you know in the context of the sentence until you find one that makes good sense there (Hennings p 48)




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Return to Top



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Types of Context Clues By Professor Gair

1 Direct Explanation- The unknown word is explained in the sentence Example In Roman times a member of the nobility was called a patrician 2 Experience- The meaning of the unknown word can be supplied by something in

the readerrsquos life experience Example There were so many roaches in the apartment building that the landlord was forced to call an exterminator 3 Comparison and Contrast- The unknown word has a meaning opposite to that of a

known word Example Sally was talkative while Bill remained taciturn 4 Synonym or restatement Example The herpetologist one who studies snakes demonstrated how to handle a rattler safely 5 Familiar Expression or Language Experience- The reader can decode the word by

drawing on hisher familiarity with everyday expressions and common language patterns

Example The drowning man was carried to the beach where he was given artificial respiration 6 Summary- The unknown word summarizes the ideas that precede or follow it Example The raging fire destroyed three city blocks In all seventeen people died in the holocaust 7 Reflection of a mood or situation- The unknown word fits a situation or mood that

has already been established Example They had no food no water and no hope of rescue their despair was great 8 Words with more than one meaning depend on context to establish the correct

meaning Example ldquoBankrdquo could be a place to store money blood bank the third bank of seats or a bank shot in hockey 9 Syntax- Grammar provides the clue to the correct meaning Example You want to see my record I didnrsquot know I was supposed to record the information 10 Familiar word with unfamiliar meaning Example Mrs Smith bought a grunt cut off its fins and tail and fried it for dinner

23

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FINDING STATED MAIN IDEA

1 The Main Idea sentence must always

contain the Topic (the word name or phrase that tells what the paragraph is about)


make complete sense by itself 3 The Main Idea sentence must be a

general sentence that sums up the details in the paragraph

bull Avoid choosing a sentence as the stated

main idea simply because the information in it interests you it contains familiar information or you think it ldquosounds importantrdquo

bull Be sure that you understand the

information in the main idea sentence

bull Because the main idea is always a sentence do not select a question as the stated main idea

The Main Idea Hand out 1 1

24

24


bull Examples are details that support the main idea so examples can never be the main idea

bull Watch for certain words and phrases that

authors frequently use to signal their most important point the main idea

bull Read the entire paragraph before you

decide what the authorrsquos main point is

bull Longer selections such as entire sections of textbook chapters essays articles editorials and so forth also have an overall stated main idea ndash also known as the Central Point or Thesis Statement

bull Locating the stated main idea is a skill that

underlies several study skills


25

25

Finding the Main Idea

H Establish the topic Who or what is this aboutWhat general word or phrase names the subject Thetopic should be broad enough to include all theideas yet restrictive enough to focus on thedirection of the details For example identifying thetopic of an article as ldquopoliticsrdquo ldquofederal politicsrdquo orldquocorruption in federal politicsrdquo might all be correctbut the last may be the most descriptive of theactual contents

H Identify the key supporting terms What are themajor supporting details Look at the details thatseem to be significant to see if they point in aparticular direction What aspect of the subject dothey address What seems to be the commonmessage Details such as kickbacks to senatorsoverspending on congressional junkets and lying tothe voters could support the idea of ldquocorruption infederal politicsrdquo

H Focus on the message of the topic What is themain idea the author is trying to convey about thetopic

This statement should be

A complete sentence

Broad enough to include the important details

Focused enough to describe the authorrsquos slant

The authorrsquos main idea about corruption in federalpolitics might be that voters need to ask for aninvestigation of seemingly corrupt practices byfederal politicians

Readerrsquos Tip

26

26

Signals for Significance

H Key words for major details

one first another furthermorealso finally

H Key words for minor details

for example to be specific that isthis means

Readerrsquos Tip

27

27

Getting the Main Idea of Longer Selections

H Think about the significance of the titleWhat does the title suggest about the topic

H Read the first paragraph or two for astatement of the topic or thesis What doesthe selection seem to be about

H Read the subheadings and if necessaryglance at the first sentences of some ofthe paragraphs Based on these clues whatdoes the article seem to be about

H Look for clues that indicate how thematerial is organized Is the purpose todefine a term to prove an opinion or explain aconcept to describe a situation or to persuadethe reader toward a particular point of view

Is the material organized into a list ofexamples a time order or sequence a comparisonor contrast or a cause-and-effect relationship

H As you read organize the paragraphs intosubsections Give each subsection a titleThese become your significant supportingdetails

H Determine how the overall organizationand subsections relate to the wholeAnswer the question ldquoWhat is the main idea theauthor is trying to convey in this selectionrdquo

Readerrsquos Tip

28

28

How to Summarize

H Keep in mind the purpose of yoursummary Your projected needs willdetermine which details are important andhow many should be included

H Decide on the main idea the author istrying to convey Make this main ideathe first sentence in your summary

H Decide on the major ideas and detailsthat support the authorrsquos point Markthe key terms and phrases Include in yoursummary the major ideas and as many ofthe significant supporting details as yourpurpose demands

H Do not include irrelevant or repeatedinformation in your summary

H Use appropriate transitional wordsand phrases to show relationshipsbetween points

H Use paragraph form

H Do not add your personal opinion aspart of the summary

Readerrsquos Tip

29

29

Locating Main Ideas

LOCATING MAIN IDEASMain | Scheduling Time for Reading | Meet Your Text | Reading Inventory | Frequently Asked Questions | Vocabulary Building | SQ3R | Text Dialogue | Locating Main Ideas | MajorMinor Details | Reading Graphs | Math Survey | Rdg in Science | Rdg in French | Marking Texts | Rdg Poetry | Preparing for an Exam | Concept Maps

1 What is the trick to finding main ideas

The trick to finding main ideas is to know how a paragraph is designed Paragraphs are made up of sentences that convey information about a topic The author usually introduces the topic in the first sentence of a paragraph along with hisher feeling about the topic This is called a topic sentence For example read the following paragraph and look for the author introducing the topic and hisher feeling about the subject

If you want to improve your math or science skills youre in distinguished company Albert Einstein felt he needed to learn more math to work out his general theory of relativity so he asked a friend mathematician Marcel Grossman to teach him It took several years You wont need that long Taken from Becoming a Master Student 10th Ed by David Ellis Houghton Mifflin Company

David Ellis states that improving math or science skills was a desire of very famous people His feeling about this desire is that it wont take you as much time as it did Albert Einstein

2 Is the main idea always stated in the first sentence of a paragraph

No an author can choose several locations to express the main idea but it is usually in the first sentence The author may choose to express the main idea in the last sentence of a paragraph

It is the state dance of California It is a partner dance that requires a leader and a follower The steps are performed in a slot or row configuration The leader and follower exchange places as they dance through turns side passes whips and other moves The leader and follower hold hands throughout the dance except for a few moves that allow for a break in the arm connection This dance is known as the West Coast Swing and it is very popular among all age groups Written by Doreen Kaller Instructor Rio Hondo College

httpfacultyriohondoedudkallerreadingtipslocating_main_ideashtm (1 of 3) [8262008 70639 PM]

30

30

Locating Main Ideas

Notice that the main idea of the paragraph is located at the end It states the name of the dance and the authors feeling that it is very popular The other sentences present the supporting details

The author may choose to express the main idea in the middle of the paragraph

Changing the look of an old piece of furniture begins with the removal the the existing paint or finish You can buy several products designed for paint removal After removing the paint the piece must be well sanded Following the right steps can definitely turn an old furniture piece into a welcomed addition to any home The sanded piece should be primed if necessary to eliminate any bleeding through of the original color The new paint should be applied neatly and carefully allowing for the appropriate amount of time for drying before applying a second coat if needed Depending on your preference you may want to add a clear coat to finish the job

Written by Doreen Kaller Instructor Rio Hondo College

This time the author states the main idea in the middle of the paragraph (3rd sentence) and expresses the feeling that the finished product will be welcomed in the home

Sometimes the author may choose to suggest a main idea and feeling without stating it in a particular sentence This is called an implied main idea when the author does not state the topic but instead provides sentences of example to convey the message

I scanned the room for familiar faces but saw none I checked my watch for the current time I paced the floor and continued to look around I checked the Arrival Board for incoming flights I checked my cellphone for messages I bought a cup of coffee I sat down and fidgeted in my seat


The author reveals the main idea without stating it in a sentence The authors character is anxious about the arrival of someone who appears to be late

3 How should I highlight main ideas in my texts

Most students tend to highlight too much information in their text chapters If you read the paragraphs to locate the main ideas then you will primarily be highlighting the key words in any paragraph that give the authors topic and feeling about the topic (main idea) You should never highlight entire sentences because highlighting is a reading technique to enhance the review of a chapter You wont have the time to reread every word if you highlight several sentences


31

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Locating Main Ideas

4 Are main ideas used for test questions

Most instructors design their tests around the text headings and main ideas related to the headings Even textbooks design summary questions at the end of a chapter based on main ideas Understanding the main ideas of what you read is the key to successful comprehension and reading enjoyment


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Finding the Topic of Paragraph or Passage

1 LOOK FOR A HEADING OR TITLE

2 LOOK FOR WORDS IN SPECIAL PRINT SUCH AS BOLD ITALICS OR COLOR

3 LOOK FOR REPEATED WORDS OR PHRASES IN THE PARAGRAPH

4 LOOK FOR A NAME WORD OR PHRASE THAT IS MENTIONED AT THE BEGINNING OF THE PARAGRAPH AND THEN REFERRED TO THROUGHOUT THE PARAGRAPH BY PRONOUNS OR OTHER WORDS

Finding Topics Hand out 1

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Locating Main Ideas









Notice that the main idea of the paragraph is located at the end It states the name of the


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Locating Main Ideas

dance and the authors feeling that it is very popular The other sentences present the supporting details












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Locating Main Ideas




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STATEDIMPLIED MAIN IDEAS amp

CENTRAL POINTS

Main Ideas Central Point

Same skills needed to locate

Who or What Is

Author discussing

STATED Recognize

sentence that ldquosummarizesrdquo the major Supporting

Details

ldquosma

EN

IMPLIED bull Identify topic

bull Locate major supporting details

bull Summarize these details in your own words

bull I

bull Ls(

bull Sdw

StatedImplie

37

STATED Recognize

sentence that ummarizesrdquo the jor SupportingDetails in the TIRE passage

IMPLIED dentify topic

ocate major upporting details entire passage)

ummarize these etails in your own ords

d Main Ideas Hand out 1 37

Identifying Topics Main Ideas and Supporting Details--Reading Comprehension Guide--Academic Support

Academic Support



Tutorial Services

Reading Comprehension

Understanding the Reading Process

Levels of Comprehension

Strengthening Your Reading Comprehension

Reading Rate

How to Read A Textbook

Organizational Patterns of a Paragraph

Identifying Topics Main Ideas and Supporting Details

Making Inferences and Drawing Conclusions

Interpreting What You Read (Fact vs Opinion)

Techniques for Concentrating


Understanding the topic the gist or the larger conceptual framework of a textbook chapter an article a paragraph a sentence or a passage is a sophisticated reading task Being able to draw conclusions evaluate and critically interpret articles or chapters is important for overall comprehension in college reading Textbook chapters articles paragraphs sentences or passages all have topics and main ideas The topic is the broad general theme or message It is what some call the subject The main idea is the key concept being expressed Details major and minor support the main idea by telling how what when where why how much or how many Locating the topic main idea and supporting details helps you understand the point(s) the writer is attempting to express Identifying the relationship between these will increase your comprehension

Applying Strategy

The successful communication of any authors topic is only as good as the organization the author uses to build and define hisher subject matter

Grasping the Main Idea

A paragraph is a group of sentences related to a particular topic or central theme Every paragraph has a key concept or main idea The main idea is the most important piece of information the author wants you to know about the concept of that paragraph

When authors write they have an idea in mind that they are


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and Remembering

Converting Words Into Pictures

trying to get across This is especially true as authors compose paragraphs An author organizes each paragraphs main idea and supporting details in support of the topic or central theme and each paragraph supports the paragraph preceding it

A writer will state hisher main idea explicitly somewhere in the paragraph That main idea may be stated at the beginning of the paragraph in the middle or at the end The sentence in which the main idea is stated is the topic sentence of that paragraph

The topic sentence announces the general theme ( or portion of the theme) to be dealt with in the paragraph Although the topic sentence may appear anywhere in the paragraph it is usually first - and for a very good reason This sentence provides the focus for the writer while writing and for the reader while reading When you find the topic sentence be sure to underline it so that it will stand out not only now but also later when you review

Identifying the Topic

The first thing you must be able to do to get at the main idea of a paragraph is to identify the topic - the subject of the paragraph Think of the paragraph as a wheel with the topic being the hub - the central core around which the whole wheel (or paragraph) spins Your strategy for topic identification is simply to ask yourself the question What is this about Keep asking yourself that question as you read a paragraph until the answer to your question becomes clear Sometimes you can spot the topic by looking for a word or two that repeat Usually you can state the topic in a few words

Let us try this topic-finding strategy Reread the first paragraph on this page - the first paragraph under the heading Grasping the Main Idea Ask yourself the question What is this paragraph about To answer say to yourself in your mind The author keeps talking about paragraphs and the way they are designed This must be the topic - paragraph organization Reread the second paragraph of the same section Ask yourself What is this paragraph about Did you say to yourself This paragraph is about different ways to organize a paragraph That is the topic Next reread the third paragraph and see if you can


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find the topic of the paragraph How Write the topic in the margin next to this paragraph Remember getting the main idea of a paragraph is crucial to reading

The bulk of an expository paragraph is made up of supporting sentences (major and minor details) which help to explain or prove the main idea These sentences present facts reasons examples definitions comparison contrasts and other pertinent details They are most important because they sell the main idea

The last sentence of a paragraph is likely to be a concluding sentence It is used to sum up a discussion to emphasize a point or to restate all or part of the topic sentence so as to bring the paragraph to a close The last sentence may also be a transitional sentence leading to the next paragraph

Of course the paragraphs youll be reading will be part of some longer piece of writing - a textbook chapter a section of a chapter or a newspaper or magazine article Besides expository paragraphs in which new information is presented and discussed these longer writings contain three types of paragraphs introductory transitional and summarizing

Introductory paragraphs tell you in advance such things as (1) the main ideas of the chapter or section (2) the extent or limits of the coverage (3) how the topic is developed and (4) the writers attitude toward the topic Transitional paragraphs are usually short their sole function is to tie together what you have read so far and what is to come - to set the stage for succeeding ideas of the chapter or section Summarizing paragraphs are used to restate briefly the main ideas of the chapter or section The writer may also draw some conclusion from these ideas or speculate on some conclusion based on the evidence heshe has presented

All three types should alert you the introductory paragraph of things to come the transitional paragraph of a new topic and the summarizing paragraph of main ideas that you should have gotten

Exercise

Read the following paragraph and underline the stated main idea Write down in your own words what


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you are able to conclude from the information

The rules of conduct during an examination are clear No books calculators or papers are allowed in the test room Proctors will not allow anyone with such items to take the test Anyone caught cheating will be asked to leave the room His or her test sheet will be taken The incident will be reported to the proper authority At the end of the test period all materials will be returned to the proctor Failure to abide by these rules will result in a failing grade for this test

Answer

You should have underlined the first sentence in the paragraph - this is the stated main idea What can be concluded from the information is If you do not follow the rules you will automatically fail the test This concluding information is found in the last sentence

You cant comprehend the subject matter if you havent identifyied the topic the

main idea and the supporting details



Return to Top

Page maintained by dspswebcuestaedu Last modified 11062003


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Learning Skills Services


Understanding the topic the gist or the larger conceptual framework of a

textbook chapter an article a paragraph a sentence or a passage is a sophisticated reading task Being able to draw conclusions evaluate and critically interpret articles or chapters is important for overall comprehension in college reading Textbook chapters articles paragraphs sentences or passages all have topics and main ideas The topic is the broad general theme or message It is what some call the subject The main idea is the key concept being expressed Details major and minor support the main idea by telling how what when where why how much or how many Locating the topic main idea and supporting details helps you understand the point(s) the writer is attempting to express Identifying the relationship between these will increase your comprehension

Applying Strategy




When authors write they have an idea in mind that they are trying to get across This is especially true as authors compose paragraphs An author organizes each paragraphs main idea and supporting details in support of the topic or central theme and each paragraph supports the paragraph preceding it


httpwwwcuestacccauscampusstudentsupportlrnskillsitmisdhtm (1 of 3) [8262008 14640 PM]

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Let us try this topic-finding strategy Reread the first paragraph on this page - the first paragraph under the heading Grasping the Main Idea Ask yourself the question What is this paragraph about To answer say to yourself in your mind The author keeps talking about paragraphs and the way they are designed This must be the topic - paragraph organization Reread the second paragraph of the same section Ask yourself What is this paragraph about Did you say to yourself This paragraph is about different ways to organize a paragraph That is the topic Next reread the third paragraph and see if you can find the topic of the paragraph How Write the topic in the margin next to this paragraph Remember getting the main idea of a paragraph is crucial to reading




Introductory paragraphs tell you in advance such things as (1) the main ideas of the chapter or section (2) the extent or limits of the coverage (3) how


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the topic is developed and (4) the writers attitude toward the topic Transitional paragraphs are usually short their sole function is to tie together what you have read so far and what is to come - to set the stage for succeeding ideas of the chapter or section Summarizing paragraphs are used to restate briefly the main ideas of the chapter or section The writer may also draw some conclusion from these ideas or speculate on some conclusion based on the evidence heshe has presented


Exercise

Read the following paragraph and underline the stated main idea Write down in your own words what you are able to conclude from the information


Answer


You cant comprehend the subject matter if you havent identifyied the topic

the main idea and the supporting details

Back to Table of Contents|PREVIOUS|NEXT


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Identifying Supporting Details

The main idea sentence (or topic sentence) tells the reader what the paragraph will be about

The supporting details give more information about the topic They are not as general as the main idea Instead they help the reader understand more about the main idea

A typical paragraph is organized like this

I The Main Idea Sentence

A Supporting Detail 1

B Supporting Detail 2

C Supporting Detail 3

II Concluding (or Summary) Sentence

Look at this example paragraph Then look at how the details are organized into an outline

There are three main benefits from exercise weight loss muscle tone and cardiovascular improvement First of all a moderate exercise program such as bicycling walking jogging or aerobics for thirty minutes four days a week will result in weight loss for the average person An increase in acitivity means the body will burn more calories resulting in weight loss Second moderate exercise helps develop and tone muscles in the arms legs back neck and shoulders The body uses these muscles to exercise and the activity helps the muscles become stronger The heart the most important muscle in the body gets stronger with exercise which makes the heart work more efficiently This brings about the third benefit -- cardiovascular improvement Exercise causes the heart to pump blood throughout the body more efficiently The lungs deliver more oxygen to the cells and breathing is easier All of these benefits are the result of exercise so start an exercise program today

I The Main Idea Sentence There are three main benefits from exercise weight loss muscle tone and cardiovascular improvement

A Supporting Detail 1 weight loss

B Supporting Detail 2 muscle tone

C Supporting Detail 3 cardiovascular improvement

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II Concluding Sentence All of these benefits are the result of exercise so start an exercise program today

Each of the details in the paragraph expands or gives more information about the main idea These details are also called the paragraphs development Ideas in a paragraph must be developed logically This means that the writer must use details that the reader can expect to read about after reading the main idea sentence

In English there are several logical ways that a paragraph (or a longer piece of writing like an essay or an article) can be developed These are called rhetorical modes These modes are

Description -- the writer uses the senses (sight touch hearing smell or taste) to describe somethingNarration -- the writer tells a story about something in the order that it happened usually in past tenseComparison -- the writer tells how two things are alike even though they seem dissimilar Contrast -- the writer tells the differences between two things that the reader thinks are similarCauseEffect -- the writer tells the reasons why something happens (causes) or the writer tells the results (effects) of somethingArgument -- the writer explains why hisher reasons for an opinion are the bestDefinition -- the writer tells what something means usually by giving examples

Think of these as patterns for the writer to follow As a reader you can often guess the type of pattern the writer is using This helps you anticipate (think ahead) about what the author will write about next

What type of pattern does the paragraph above about exercise follow

There are certain words called transitions that writers use in developing different types of paragraphs In your writing classes you will learn several of these words As a reader you need to know these words to understand the relationship among the ideas in a paragraph

Here is a list of common transitions and their meanings

Click on the arrow to see some example sentences


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Continuation of Thought

that is to say indeed again in this manner

incidentally in fact now in the same way

further furthermore then in any case

Passing of Time

after a short (long) while after a while presently thereafter

lately afterward then since then

temporarily at (long) last recently eventually

Result

accordingly therefore naturally as a result

thus consequently because of this

hence on this account for this reason

Opposition (contrast)

still yet on the other hand on the contrary

nevertheless but after all in spite of this

nonetheless however notwithstanding in contrast

Addition

again too furthermore likewise

also further in addition to indeed

and (then) besides moreover

Comparison and Similarity

in a like manner in the same way

likewise similarly

Concession or Admitting to Facts

after all at the same time of course

although granted perhaps

and yet naturally maybe

Examples

for example indeed particularly that is


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for instance in fact specifically namely

incidentally in other words in particular

Sequence or Numerical Order

first to begin with in the first place finally

second next in the second place

third then last

Summarize

in brief in short to conclude

in conclusion on the whole to summarize

Back to AmLa 51 Homepage This page was last modified May 01 1999 Questions Contact bmezakimtsacedu


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MAIN IDEAS amp SUPPORTING DETAILS Main Idea

bull Key concept bull Writerrsquos main point bull Topic sentence states Main Idea

In Paragraphs Stated Main Idea

bull Read bull Ask that lsquoone general thingrsquo is covered (topic) bull Look for details supporting this lsquoone thingrsquo

(Supporting Details) bull Find sentence that states key concept (Topic

Sentence) Implied Main Idea


(Supporting Details) bull Think of a sentence that states key concept

Main Ideas amp Supporting Details Hand out 1

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Major details

MAJOR amp MINOR DETAILSMain | Scheduling Time for Reading | Meet Your Text | Reading Inventory | Frequently Asked Questions | Vocabulary Building | SQ3R | Text Dialogue | Locating Main Ideas | MajorMinor Details | Reading Graphs | Math Survey | Rdg in Science | Rdg in French | Marking Texts | Rdg Poetry | Preparing for an Exam | Concept Maps

Many students read textbooks assuming that all of the words on the pages are important and thus should be highlighted and remembered True False Most information in print has various levels of importance and it is up to the reader to recognize what the author feels is most important and what is merely added to clarify those points

For a minute consider the concept of major and minor importance If you are a sports fan you understand the idea of major and minor league baseball teams If you are interested in health you can probably name many major diseases as well as minor illnesses If you are a student you may select classes for your major degree while taking courses to complete a minor degree All of these divisions are valuable but major categories are more important and thus receive more attention and focus

When reading information from textbooks or any source a good reader knows how to locate major details from minor details Authors present details to express their points more clearly but students need to learn how to differentiate between major and minor details Read the following paragraph to determine the major and minor details

There are many factors that contribute to student success in college The first factor for success is having a goal in mind before establishing a course of study The goal may be as general as wanting to better educate oneself for the future A more specific goal would be to earn a teaching credential A second factor related to student success is self-motivation and commitment A student who wants to succeed and works toward that desire will find success easily as a college student A third factor linked to student success is using college services Most beginning college students fail to realize how important it can be to see a counselor or consult with a librarian or financial aid officer

Now see if you were able to determine the key elements of this paragraph including the major and minor details

1 Topic- Student Success

2 Main Idea- There are many factors that contribute to student success in college

3 Major Details- First factor (goal)

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Major details

Second factor (self-motivationcommitment)

Third factor (college services)

4 Minor Details- Earning a teaching credential

Desire to succeed

Seeing a counselor librarian or financial aid officer

As a college reader you will begin to see that authors use signal or transition words to let you know when a major detail is being presented In this paragraph the author uses the signal words first second and third to indicate the major details The author also adds minor details after each major detail to clarify the factors for student success

Try another paragraph and see how you do locating major and minor details

On April 14 1865 in Fords Theater in Washington DC President Abraham Lincoln was seated in a theater box with his wife Mary Major Henry Rathbone and Rathbones fiancee At approximately 1000 pm John Wilkes Booth ascended the staircase leading to the Presidents theater box As Booth approached the box he presented a card to the Presidents personal attendant who was seated in the chair closest to the door of the box After a brief exchange with the attendant Booth entered the box and closed the door behind him The play was in progress as Booth drew his pistol and fired a small leaden ball into the back of Lincolns head at the precise moment the audience erupted in loud laughter As Booth jumped from the box to the stage below he shouted Sic Semper Tyrannis which means Thus Always to Tyrants

Adapted from The Escape amp Capture of John Wilkes Booth by Edward Steers Jr and Joan L Chaconas Marker Tours 1983

1 Topic- President Lincolns Assassination

2 Main Idea- President Lincoln was shot by John Wilkes Booth in Fords Theater on April 14 1865

3 Major Details- Lincoln and his wife were at the theater with Major Henry Rathbone and his fiancee

Booth entered the theater box from the staircase

Booth shot the President with a pistol in the back of the head

Booth escaped the box by jumping to the stage below

4 Minor Details- Booth presented a card to the Presidents personal attendant


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Major details

Booth exchanged words with the attendant

After jumping to the stage Booth yelled Sic Semper Tyrannis

As you can see the details in this example are not as clearly marked with signal words because the author chose to present the points in a narrative style The author did not use signal words like first second and third because he chose to present the major and minor points in a sequential order

Text Highlighting Hint

When highlighting a college text students should remember to only highlight the main ideas and major details that the author is presenting Minor details should not be highlighted because they are only added to enhance the meaning of major details Most students tend to overmark their texts and ultimately do not have time to review all that they marked before exams It is much more efficient to just mark the main ideas and major details thus making a review of the highlighted material easier before test time


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REVIEW PACKET IDENTIFYING MAJOR amp MINOR SUPPORTING DETAILS












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Desire to succeed














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55

MAIN IDEAS amp SUPPORTING DETAILS

MAIN IDEA

SKIN HAS SEVERAL FUNCTIONS

56

Major Detail

minor detail

minor detail

minor detail

minor detail

Protective Covering

17 body weight

protects organs

Major Detail

Regulates Body Functions

temperature

water loss

Main Ideas amp Supporting Details Hand out 2 56

SUPPORTING DETAILS

bull Remember that main ideas and details are two different things Main ideas are GENERAL supporting details are SPECIFIC

bull Examples are always details bull When you mark your textbook number the

details rather than underline them bull When you take notes from your textbooks list

the details on separate lines bull When you take notes from your textbooks

shorten or paraphrase the details Think of it this way

bull The paragraph is like a play that a football team wants to make

bull The stated main idea is like the quarterback who calls

the play

bull The supporting details are the rest of the team they support the quarterback by making the play happen

Supporting Details Hand out 1

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Cause and Effect Paragraphs

Main Menu | Comparison amp Contrast | CauseEffect


Cause amp Effect Conjunctions | Go to the Exercises

Sometimes assigned topics on the written portion of the TOEFL ask you to explain the reasons or causes of something Other topics will ask you to discuss the results or effects of some cause Here is an example of a writing topic asking for causes of a particular phenomenon (Note this is not an actual TOEFL topic but it is similar to one that may appear on a specific adminstration of the TOEFL)

In recent decades cities have grown so large that now about 50 of the Earths population lives in urban areas Explain the causes of this phenomenon

Be sure to give specific details and reasons in your explanation

Causeeffect paragraphs generally follow basic paragraph format That is they begin with a topic sentence and this sentence is followed by specific supporting details (Click here if you wish to review Lesson 1 Basic Paragraph Structure) For example if the topic sentence introduces an effect the supporting sentences all describe causes Here is an example

httplrseduiucedustudentsfwalterscausehtml (1 of 5) [8262008 15718 PM]

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In recent decades cities have grown so large that now about 50 of the Earths population lives in urban areas There are several reasons for this occurrence First the increasing industrialization of the nineteenth century resulted in the creation of many factory jobs which tended to be located in cities These jobs with their promise of a better material life attracted many people from rural areas Second there were many schools established to educate the children of the new factory laborers The promise of a better education persuaded many families to leave farming communities and move to the cities Finally as the cities grew people established places of leisure entertainment and culture such as sports stadiums theaters and museums For many people these facilities made city life appear more interesting than life on the farm and therefore drew them away from rural communities

Notice how each supporting sentence is a cause that explains the effect mentioned in the topic sentence In the chart below are the main ideas of the above paragraph to help you understand the relationships better

EFFECT

(Topic Sentence)CAUSES

(Supporting Sentences)

Cities have grown very large

[There are several reasons for this]

Factory jobs attracted people

(Cities have grown very large)

Better schools attracted families to move to the city


Places of leisure entertainment and culture made city life appear more interesting


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Notice also how the topic sentence is followed by the focusing or prediction sentence There are several reasons for this Such sentences help the reader anticipate the organization of the paragraph or essay

Cause and Effect Conjunctions

Here are some common conjunctions that can be used to express cause and effect

since as a result because of + noun phrase

because therefore due to + noun phrase

consequently for this reason so

There are two things you must be careful of when using these conjunctions First you must order the cause and the effect corerctly For example in the sentence

Sally closed the window because the weather outside was cold

the CAUSE is the fact that the room was cold and the EFFECT is Sallys closing the window The conjunction because is placed in the correct position here which is right before the cause Similarly in the sentence

Because the weather outside was cold Sally closed the window

the conjunction because is correctly placed before the part of the sentence that expresses the cause even though the subordinate clause because the room was cold is now at the beginning of the sentence (Note that the first letter of the


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conjunction is now capitalized) However in this sentence

The weather outside was cold because Sally closed the window

even though it is grammatical it does not make sense because a persons opening or closing a window does not influence the weather

Second you should be careful when using commas Conjunctions such as therefore consequently as a result and for this reason are usually followed by a comma as in these examples

The weather was cold therefore Sally closed the window

The weather was cold Therefore Sally put on her coat

The weather was cold Consequently Sally put on her scarf

A blizzard hit the town As a result the schools were closed

The adverbial clause conjunctions since and because are exceptions These are attached directly at the beginning of CAUSE-sentence without a comma as in the example above Because the weather outside was cold Sally closed the window The comma here is placed at the end of the subordinate clause

The coordinating conjunction so is also different from the ones above This conjunction has a comma before it as in this sentence

The weather was warm so Jim turned on the air conditioner


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However in formal academic writing so may not be used at the beginning of a sentence (although you will often see it in informal writing)

The weather was warm So Jim turned on the air conditioner

(too informal -- avoid this usage)

Click here to go on to the first exercise Click here to go on to the second

exercise

Note Parts of this website are best viewed with Netscape Navigator 46 and

above

This page was created by F Scott Walters on 2700 It was last updated on 22600 Layout and content copyright (c) F Scott Walters Return to TOEFL-prep Writing Main Menu


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Comparison amp Contrast Paragraphs

Main Menu | Comparison amp Contrast | Cause amp Effect

Comparison and Contrast Paragraphs

In this lesson

Organization by Similarities | Organization by Subtopic | Comparison Conjunctions | Contrast Paragraphs

ComparisonContrast Exercises

Some TOEFL writing topics will ask you to consider the relationship between two things for example your hometown (that is the town where you were born or grew up) and your university town Such topics may allow you to organize your essay either around the similarities between these two subtopics (for example between your hometown and your university town) or around the differences between them If you write about the similarities the essay will be a comparison essay On the other hand if you want to write about the differences your essay will be a contrast essay

This lesson will show you some ways in which you can structure sentences to write a comparison or contrast paragraph We will first look at comparison paragraphs and then briefly look at contrast paragraphs

Comparison Paragraphs Organized by Similar Points

Consider the following paragraph

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My hometown and my college town have several things in common First both are small rural communities For example my hometown Gridlock has a population of only about 10000 people Similarly my college town Subnormal consists of about 11000 local residents This population swells to 15000 people when the college students are attending classes A second way in which these two towns are similar is that they are both located in rural areas Gridlock is surrounded by many acres of farmland which is devoted mainly to growing corn and soybeans In the same way Subnormal lies in the center of farmland which is used to raise hogs and cattle

(Note The four dots [ ] at the end of this paragraph mean that the paragraph contains more sentences that are not shown here)

The passage above is from a comparison paragraph that is a paragraph which discusses the similarities between two subtopics Notice how the ideas in this paragraph are organized As usual the topic sentence is at the beginning of the paragraph (For more about topic sentences click here) After that the paragraph continues by discussing one point of similarity between the towns of Gridlock and Subnormal namely their small population Specific details are given to support the statment that both are small rural communities (For more about supporting details click here) Following this the paragraph briefly discusses a second point of similarity between the two towns that is their geographic surroundings Here the paragraph also gives supporting details to illustrate their similarity namely that they are both located in rural areas

As you can see therefore this comparison paragraph is structured (organized) according to the points of similarity between the two towns This particular paragraph discusses only two points of similarity but of course we can imagine a paragraph that gives three four or even more points of similarity This paragraph for example might continue in this way


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Thirdly both of these towns are similar in that both contain college campuses Gridlock for example is home to Neutron College which is famous for its Agricultural Economics program as well as for its annual Corn-Watching Festival Likewise the town of Subnormal boasts the beautiful campus of Quark College which is well known for its Agricultural Engineering department and also for its yearly Hog-Calling Contest

(Note The three dots [ ] at the beginning of the above paragraph indicate that the paragraph contains previous sentences that are not shown here)

We can place the points of similarity and their supporting details in a table in order to see more clearly how this short paragraph is organized

Comparison Paragraph -- Organized by Similar Points

TOPIC SENTENCE My (a) hometown and (b) college town are similar

POINT 1 Both are small rural communities

DETAIL (a) Gridlock has about 10000 people

DETAIL (b)

Subnormal has about 11000 local residents

It has about 4000 college students

POINT 2 Both are located in rural areas

DETAILS (a)

Gridlock is surrounded by many acres of farmland

This farmland is devoted to growing corn

The land is also used to grow soybeans


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DETAILS (b)

Subnormal is in the center of land used for raising hogs

This land is also used to raise cattle

POINT 3 Both towns contain college campuses

DETAILS (a)

Gridlock is home to Neutron College

This college is famous for its Agricultural Economics program

It is also famous for its annual Corn-Watching Festival

DETAILS (b)

Subnormal contains Quark College

This campus is famous for its Agricultural Engineering department

It is also famous for its yearly Hog-Calling Contest

Return to Top

Comparison Paragraphs Organized by Subtopic

Another way of organizing a comparison is not according to supporting details that are similar but according to subtopic (A subtopic is a main example or main supporting idea that illustrates the topic sentence of a paragraph For more about supporting details click here) That is we can organize the paragraph by first discussing all the relevant points associated to one subtopic then discussing those of the second subtopic Look at the following example based on the above paragraph


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My hometown and my college town have several things in common First my hometown Gridlock is a small town It has a population of only about 10000 people Located in a rural area Gridlock is surrounded by many acres of farmland which are devoted mainly to growing corn and soybeans Gridlock also contains a college campus Neutron College which is famous for its Agricultural Economics program as well as for its annual Corn-Watching Festival As for my college town Subnormal it too is small having a population of about 11000 local residents which swells to 15000 people when students from the nearby college are attending classes Like Gridlock Subnormal lies in the center of farmland which is used to raise hogs and cattle Finally Subnormal is similar to Gridlock in that it also boasts a beautiful college campus called Quark College This college is well known for its Agricultural Engineering department and also for its yearly Hog-Calling Contest

As you can see after the topic sentence this paragraph first discusses the relevant details about Gridlock and then presents the details about Subnormal As with the paragraph above we can illustrate this paragraphs structure in the following way

Comparison Paragraph -- Organized by Subtopic

TOPIC SENTENCE My hometown and college town are similar

SUBTOPIC 1 GRIDLOCK


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DETAILS ABOUT GRIDLOCK

Gridlock is a small town It has about 10000 people

Gridlock is in a rural area It is surrounded by many

acres of farmland This farmland is devoted to

growing corn The land is also used to grow

soybeans Gridlock is home to Neutron

College This college is famous for its

Agricultural Economics program


SUBTOPIC2 SUBNORMAL

DETAILS ABOUT SUBNORMAL

Subnormal is a small town Subnormal has about 4000

college students It has about 11000 local

residents Subnormal is in a rural area



Subnormal contains Quark College This campus is famous for its

Agricultural Engineering department


Return to Top


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Comparison Conjunctions

In the above paragraphs you will see various conjunctions that contribute to paragraph coherence (For more on coherence click here) We can look at the above paragraphs again to see how the conjunctions are used

My hometown and my college town have several things in common First both are small rural communities For example my hometown Gridlock has a population of only about 10000 people Similarly my college town Subnormal consists of about 11000 local residents This population swells to 15000 people when the college students are attending classes A second way in which these two towns are similar is that they are both located in rural areas Gridlock is surrounded by many acres of farmland which is devoted mainly to growing corn and soybeans In the same way Subnormal lies in the center of farmland which is used to raise hogs and cattle Thirdly these towns are similar in that they contain college campuses Gridlock for example is home to Neutron College which is famous for its Agricultural Economics program as well as for its annual Corn-Watching Festival Likewise the town of Subnormal boasts the beautiful campus of Quark College which is well known for its Agricultural Engineering department and also for its yearly Hog-Calling Contest

This paragraph of course is organized according to similarities Notice how the ORDER of the similarities is the same throughout the paragraph That is at each similar point the paragraph first discusses Gridlock and then it discusses Subnormal Keeping the same order throughout the paragraph prevents the reader from getting confused Also notice how the conjunctions (for example similarly and X are similar in that) are placed near each similar point Now examine the following paragraph which is organized by subtopic


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My hometown and my college town are similar in several ways First my hometown Gridlock is a small town It has a population of only about 10000 people Located in a rural area Gridlock is surrounded by many acres of farmland which are devoted mainly to growing corn and soybeans Gridlock also contains a college campus Neutron College which is famous for its Agricultural Economics program as well as for its annual Corn-Watching Festival As for my college town Subnormal it too is small having a population of about 11000 local residents which swells to 15000 people when students from the nearby college are attending classes Like Gridlock Subnormal lies in the center of farmland which is used to raise hogs and cattle Finally Subnormal is similar to Gridlock in that it also boasts a beautiful college campus called Quark College This college is well known for its Agricultural Engineering department and also for its yearly Hog-Calling Contest

These are not the only ways to give coherence to a comparison paragraph There are other conjunctions too Here is a list of comparison conjunctions you can use

Short Conjunctions Longer Expressions

Similarly Likewise the same the same as also too both

In the same way X is similar to Y in that (they) X and Y are similar in that (they) Like X Y [verb] In like manner One way in which X is similar to Y is (that) Another way in which X is similar to Y is (that)

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Contrast Paragraphs

As mentioned above a contrast paragraph discusses the differences between (at least) two things You can organize contrast paragraphs in much the same way that you can organize comparison paragraphs That is you can organize them either according to points of similarity or according to subtopic Here is an example of such a paragraph organized by subtopic Notice the contrastive expressions in bold letters

Even though Arizona and Rhode Island are both states of the US they are strikingly different in many ways For example the physical size of each state is different Arizona is large having an area of 114000 square miles whereas Rhode Island is only about a tenth the size having an area of only 1214 square miles Another difference is in the size of the population of each state Arizona has about four million people living in it but Rhode Island has less than one million The two states also differ in the kinds of natural environments that each has For example Arizona is a very dry state consisting of large desert areas that do not receive much rainfall every year However Rhode Island is located in a temperate zone and receives an average of 44 inches of rain per year In addition while Arizona is a landlocked state and thus has no seashore Rhode Island lies on the Atlantic Ocean and does have a significant coastline

Here are some contrast conjunctions that you can use

Short Conjunctions Subordinating Conjunctions


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However In contrast By contrast but yet

On the other hand even though + [sentence] although + [sentence] whereas + [sentence] unlike + [sentence] while + [sentence] nevertheless

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Click here to go on to the Exercises Click here to see your homework

Note Parts of this website are best viewed with Netscape Navigator 46 or above



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cc essay outlines

Organization of the ComparisonContrast Essay The following examples demonstrate the two most common patterns for organizing comparisoncontrast paragraphs and essays For demonstration purposes the comparison is between two different automobiles the Road Runner XL and the Speed Demon 280 (outlines adapted from Refining Composition Skills by Smalley and Ruetten)

PATTERN A All of OneAll of the Other

I Introduction II Body

Road Runner XL

bull Cost of Maintenance bull Performance

bull Comfort Speed Demon 280


bull Comfort III Conclusion

PATTERN B Point by Point


Cost of Maintenance

bull Road Runner XL bull Speed Demon 280

httpwwwdeiluiucedueslserviceunitscomparecontrastplagccorganizationhtm (1 of 2) [8262008 15747 PM]

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cc essay outlines

Performance bull Road Runner XL bull Speed Demon 280

Comfort


III Conclusion

Helpful Vocabulary for Comparison and ContrastTo Compare similar to similarly like alike likewise correspondingly resemble resemblance at the same rate as as just as in the same way to havein common etc

To Contrast however nevertheless even so dissimilarly less than more than unlike in contrast (to) in opposition (to) on the contrary on the other handalthough while


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Patterns of Organization and Their Clue Words Time Order

Discussion of events or ideas in relation to passing time

after afterward at last at that time before during immediately now presently shortly since until while

Simple Listing-Process

Emphasis on the order in which something occurs

next then first second finally

Definition

Emphasis on the meaning of a word phrase or idea

means can be defined as the same as like

Statement amp Clarification

Statement of fact with discussion intended to make that statement clear

words obviously of course too

Classification

Analysis of where events ideas or facts fit in with other events ideas and facts

category field rank group various elements characteristics some feature types parts

Summary

Condensed statement of the principal points in a larger statement or idea

in brief in conclusion in short on the whole to sum up to summarize

Comparison

Discussion of similarities in two or more ideas events or things

also likewise in like manner similarly similar to compared to

Contrast

Discussion of the differences in two or more ideas events or things

although however but conversely nevertheless yet on the contrary on one hand on the other hand at the same timehellip

Generalization amp Example

Statement with examples designed to illustrate or clarify the statement

for examples for instance that is thus to illustrate as demonstrated

Cause and Effect

A reason or condition and the subsequent effect or conclusion

accordingly affect as a result and because consequently hence in short may be due to reasons results then therefore thus

Addition

Emphasis on providing more information

again also and besides equally important finally further furthermore in addition last likewise moreover

LocationmdashSpatial Order

Emphasis on whereabouts of a thing or things

Above adjacent to below beyond then close by elsewhere inside nearby next to opposite within without behind in front of to lefthellip

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Organizational Patterns of Paragraphs--Reading Comprehension Guide--Academic Support

Academic Support



Tutorial Services





Reading Rate







Organizational Patterns of Paragraphs

The basic unit of thought

Perhaps one of the best ways to improve your reading ability is to learn to read paragraphs effectively Many experts believe the paragraph not the sentence is the basic unit of thought of a selection If one can quickly grasp the meaning of each of these though units while reading then comprehension will be heightened

It is important to identify with the authors perspective by discovering the way the message is being sent Every writer has a purpose for writing and some plan of action for getting a message across This plan of action is the order in which the material will be presented in the text This order often called a pattern of organization should be present in acceptable writing from the smallest to the largest unit of writing the paragraph groups of paragraphs sub-chapters chapters groups of chapters whole books and even series of books Each of these then contains a certain pattern of organization

Anticipating the order in which the material will be presented helps you put the facts into perspective and to see how the parts fit into the whole For example if the selection begins by indicating that there are four important components of management you are alert to look for four key phrases to mark and remember Likewise if a comparison is suggested you want to note the points that are similar in nature For material that shows cause and effect you need to anticipate the linkage and note the relationship

The importance of these patterns is that they signal how the facts will be presented They are blueprints for you to use


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and Remembering


In textbook reading the number of details can be overwhelming The mind responds to logical patterns relating the small parts to the whole simplifies complexities of the material and makes remembering easier

Although key signal words help in identifying the particular type of pattern a single paragraph can be a mixture of different patterns Your aim is to anticipate the overall pattern and then place the facts into a broad perspective

The following six examples are the patterns of organization that are most frequently found in textbooks

Simple Listing

Items are randomly listed in a series of supporting facts or details These supporting elements are of equal value and the order in which they are presented is of no importance Changing the order of the items does not change the meaning of the paragraph

Signal words often used for simple listing are

in addition another for example

also several a number of

Description

Description is like listing the characters that make up a description are no more than a simple listing of details

Definition

Frequently in textbook reading an entire paragraph is devoted to defining a complex term or idea The concept is initially defined and then further expanded with examples and restatements

Signal words often used for definition are

is defined as means is described as

is called refers to term or concept


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Chronological (Time) Order or Sequence

Items are listed in the order in which they occurred or in a specifically planned order in which they must develop In this case the order is important and changing it would change the meaning

Signal words often used for chronological order or sequence are

first second third before after when later

until at last next

Comparison - Contrast

Items are related by the comparisons (similarities) that are made or by the contrasts (differences) that are presented The authors purpose is to show similarities and differences

Signal words often used for comparison-contrast are

similar different on the other hand but however

bigger than smaller than in the same way parallels

Cause and Effect

In this pattern one item is showed as having produced another element An event (effect) is said to have happened because of some situation or circumstance (cause) The cause (the action) stimulates the event or effect (the outcome)

Signal words often used for cause and effect are

for this reason consequently on that acount

hence because made


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Patterns of Organization and Signal Words

H Addition furthermore bull again bull also bull further bull moreover bullbesides bull likewise(providing more information)

H Cause and Effect because bull for this reason bull consequently bullhence bull as a result bull thus bull due to bull therefore(showing one element as producing or causing a result or effect)

H Classification groups bull categories bull elements bull classes bull parts(dividing items into groups or categories)

H Comparison in a similar way bull similar bull parallels bull likewise bullin a like manner(listing similarities among items)

H Contrast on the other hand bull bigger than bull but bull however bullconversely bull on the contrary bull although bull nevertheless(listing differences among items)

H Definition can be defined bull means bull for example bull like(initially defining a concept and expanding with examples andrestatements)

H Description is bull as bull like bull could be described(listing characteristics or details)

H Generalization and Example to restate bull that is bull for example bullto illustrate bull for instance(explaining with examples to illustrate)

H Location or Spatial Order next to bull near bull below bull above bullclose by bull within bull without bull adjacent to bull beside bull around bull tothe right or left side bull opposite(identifying the whereabouts of objects)

H Simple Listing also bull another bull several bull for example(randomly listing items in a series)

H Summary in conclusion bull briefly bull to sum up bull in short bullin a nutshell(condensing major points)

H Time Order Sequence or Narration first bull second bull finally bullafter bull before bull next bull later bull now bull at last bull until bull thereuponbull while bull during(listing events in order of occurrence)

Readerrsquos Tip

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Signals for Transition

H For addition in addition furthermoremoreover

H For examples for example for instanceto illustrate such as

H For time first secondly finally lastafterward

H For comparison similarly likewisein the same manner

H For contrast however but neverthelesswhereas on the contrary converselyin contrast

H For cause and effect thus consequentlytherefore as a result

Readerrsquos Tip

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THE READINGTO LEARN PROCESS

33

Before Reading

While Reading

After Reading

Stage 1

Preview

Stage 2

Integrate Knowledge

Stage 3

Recall

Predict

Question

Activate SchemaEstablish Purpose

Predict

Picture

Relate

Monitor and Self-TestCorrect

React

Organize

Review

Select

Relate

Recite

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Asking Questions Before Reading

H What is the topic of the material What does the titlesuggest What do the subheadings italics andsummaries suggest

H What do I already know What do I already knowabout this topic or a related topic Is this new topic asmall part of a larger idea or issue that I have thoughtabout before

H What is my purpose for reading What will I need toknow when I finish

H How is the material organized What is the generaloutline or framework of the material Is the authorlisting reasons explaining a process or comparing atrend

H What will be my plan of attack What parts of thetextbook seem most important Do I need to readeverything with equal care Can I skim some parts CanI skip some sections completely

Readerrsquos Tip

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Developing a Metacognitive Sense forReading

With instruction and practice you can improve yourreading performance

H Know about reading Are you aware of themany strategies you use to comprehend Theseinclude knowledge about words main ideassupporting details and implied ideas Also thinkabout the organization of the text and wheremeaning can be found

H Know how to monitor Monitor as an ongoingprocess throughout your reading Use predictingand questioning to corroborate or discard ideasContinually clarify and self-test to reinforcelearning and pinpoint gaps in comprehension

H Know how to correct confusion Reread toreprocess a complex idea Unravel a confusingwriting style on a sentence level Read ahead forideas that unfold slowly Consult a dictionary orother sources to fill in background knowledgeyou lack

Readerrsquos Tip

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Using Thinking Strategies While Reading

H Make predictions (Develop hypotheses)

ldquoFrom the title I predict that this section will giveanother example of a critical time for rats to learn abehaviorrdquo

ldquoIn this next part I think wersquoll find out why the ancientGreeks used mnemonic devicesrdquoldquoI think this is a description of an acupuncturetreatmentrdquo

H Describe the picture yoursquore forming in your headfrom the information (Develop images duringreading)

ldquoI have a picture of this scene in my mind My pet islying on the table with acupuncture needles stickingout of its furrdquo

H Share an analogy (Link prior knowledge with newinformation in text) We call this the ldquolike-ardquo step

ldquoThis is like my remembering lsquoIn 1492 Columbussailed the ocean bluersquo rdquo

H Verbalize a confusing point (Monitor your ongoingcomprehension)

ldquoThis is confusingrdquo

ldquoThis just doesnrsquot make sense How can redwoods andcypress trees both be part of the same familyrdquoldquoThis is different from what I had expectedrdquo

H Correct gaps in comprehension (Use fix-upstrategies)

ldquoIrsquod better rereadrdquo

ldquoMaybe Irsquoll read ahead to see if it gets clearerrdquo

ldquoIrsquod better change my picture of the storyrdquoldquoThis is a new word to memdashIrsquod better check thecontext to figure it outrdquo

Readerrsquos Tip

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Recalling After Reading

H Pinpoint the topic Sift through thegeneralities and the nonessentials to getfocused on the subject Use the title and thesubheading to help you recognize andnarrow down the topic

H Select the most important points Poorreaders want to remember everythingthinking facts have equal importance Goodreaders pull out the important issues andidentify significant supporting information

H Relate the information Facts are difficultto learn in isolation Many first-year collegestudents have difficulty with history coursesbecause they have limited schemata Eventsappear to be isolated happenings rather thanresults of previous occurrences Networkyour new knowledge to enhance memory

H React Evaluate and form opinions about thematerial and the author Decide what youwish to accept and what you will reject Blendold and new knowledge and write aboutwhat you have read

Readerrsquos Tip

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A complete sentence




Readerrsquos Tip

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87






Readerrsquos Tip

88

88









Readerrsquos Tip

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89

How to Summarize








Readerrsquos Tip

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IMPLIED MAIN IDEAS

Determine the Topic

Identify the Supporting Details

Consider the Main Idea the author is expressing

Construct a statement of the Implied Main Idea

Implied Main Ideas Hand out 1

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Finding the Main Idea WRITING CENTER STUDY SKILLS CONTACT US

The main idea of a paragraph is the authors message about the topic It is often expressed directly or it can be implied

WHERE ARE MAIN IDEAS FOUND

It is easy to identify a main idea that is directly expressed in the text Main ideas are often found at the beginning of paragraphs The first sentence often

explains the subject being discussed in the passage Main ideas are also found in the concluding sentences of a paragraph The main

idea can be expressed as a summation of the information in the paragraph as well as a link to the information in the next paragraph

The main idea is not always clearly stated It is more difficult to identify a main idea when it is inferred or implied It can be implied through other words in the paragraph An implied main idea can be found in several ways

Several sentences in a paragraph can imply the main idea by introducing facts about the topic before actually stating the topic

Implied ideas can be drawn from facts reasons or examples that give hints or suggestions concerning the main idea These hints will be clues leading you to discover the main idea in the selected text

Try the passage below to see if you can pick out the main idea

To many parents the infants crying may be mainly an irritation especially if it continues for long periods But crying serves important functions for the child as well as for the parents For the child crying helps improve lung capacity and the respiratory system Perhaps more important the cry serves as a signal of distress When babies cry they indicate that they are hungry or in pain and this is important information for parents

Use the hints below to determine the correct main idea of this paragraph After reading a paragraph ask What point is the author making in this passage Ask the following questions

Who - Does this passage discuss a person or group of people When - Does the information contain a reference to time Where - Does the text name a place Why - Do you find a reason or explanation for something that happened How - Does this information indicate a method or a theory

httpwwwccisedudepartmentswritingcenterstudyskillsmainideahtml (1 of 2) [8262008 15004 PM]

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HOW CAN I DETERMINE IF I HAVE SELECTED THE CORRECT MAIN IDEA OF A PARAGRAPH

If you are able to summarize the information in the passage in your own words you have absorbed the correct main idea To accomplish this goal try the steps listed below after reading a short section of your textbook

Write a short summary in your own words about what you have read Does your summary agree with this general topic Does your summary contain the same ideas being expressed by the author Could you write a headline (or textbook subheading) that would express your

summary in less than five words If you are able to rephrase your choice of a topic sentence into a question and then

determine if the passage answers your question you have been successful at selecting a main idea

Back to Study Skills

DIRECTORY SEARCH Copyright copy 1999-2003 Columbia College All rights reserved


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Writing A Summary Knowing how to summarize effectively and efficiently is a useful tool to have in your writing arsenal Defined a summary is a brief restatement in your own words of the content of a passage (a group of paragraphs a chapter an article or a book) This restatement should focus on the central idea of the passage The shortest of all summaries (one or two sentences) will do no more than this A longer more complete summary will indicate in condensed form the main points in the passage that support or explain the central idea It will reflect the order in which these points are presented It may include some important examples but it will not include minor details It will not contain any of your own opinions or conclusions A good summary therefore has three central qualities

1 Brevity 2 Completeness 3 Objectivity

Following is one example of how you might approach writing a summary

bull Read the passage carefully Determine its structure Identify the authors purpose in writing (This will help you distinguish between more important and less important information)

bull Re-read the passage dividing the passage into sections or stages of thought The authors use of paragraphing will often be a useful guide On the passage itself label each section or stage of thought Underline key ideas and terms

bull Write one-sentence summaries on a separate sheet of paper of each stage of thought

bull Write a a one-sentence summary of the entire passage The summarizing sentence should express the central ideal of the passage as you have determined it from the preceding steps You may find it useful to keep in mind the information contained in the lead sentence or paragraph of most newspaper stories-the what who why where when and how of the matter For persuasive passages summarize in a sentence the authors conclusions Note In some cases a suitable thesis may already be in the original passage If so you may want to quote it directly in your summary

bull Write the first draft of your summary by (1) combining the thesis with your list of one-sentence summaries or (2) combining the thesis with one-sentence summaries plus significant details from the passage In either case eliminate repetition and less important information Disregard minor details or generalize them (eg Reagan and Bush might be generalized as recent presidents) Use as few words as possible to convey the main ideas

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bull Check your summary against the original passage and make whatever adjustments are necessary for accuracy and completeness

bull Revise your summary inserting transitional words and phrases where necessary to ensure coherence Check for style Avoid a series of short choppy sentences Combine sentences for a smooth logical flow of ideas Check for grammatical correctness punctuation and spelling

Taken from Behrens Laurence Ed Writing and Reading Across the Curriculum New York Harper Collins 1994 3-4 Reprinted with permission of the Center for Effective Communication Berea College Berea Kentucky

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ldquoReading between the linesrdquo

BENEFITS - HELPS READERS TO

bulldraw conclusions bullmake predictions

bullgrasp the deeper meaning of texts bullinteract with the text

ESSENTIALS - READERS NEED TO bullmake their own conclusions about the text

bulluse all aspects of the text to infer bulldetermine the difference between fact and

interpretation bullmake educated guesses about the text

PROMPTS bullldquoI think rdquo

bullldquoMaybe it means rdquo bullldquoIrsquom guessing that rdquo

bullldquoI predict rdquo

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Making Inferences and Drawing Conclusions--Reading Comprehension Guide--Academic Support

Academic Support



Tutorial Services





Reading Rate






Techniques for Concentrating and


Read with purpose and meaning

Drawing conclusions refers to information that is implied or inferred This means that the information is never clearly stated

Writers often tell you more than they say directly They give you hints or clues that help you read between the lines Using these clues to give you a deeper understanding of your reading is called inferring When you infer you go beyond the surface details to see other meanings that the details suggest or imply (not stated) When the meanings of words are not stated clearly in the context of the text they may be implied - that is suggested or hinted at When meanings are implied you may infer them

Inference is just a big word that means a conclusion or judgement If you infer that something has happened you do not see hear feel smell or taste the actual event But from what you know it makes sense to think that it has happened You make inferences everyday Most of the time you do so without thinking about it Suppose you are sitting in your car stopped at a red signal light You hear screeching tires then a loud crash and breaking glass You see nothing but you infer that there has been a car accident We all know the sounds of screeching tires and a crash We know that these sounds almost always mean a car accident But there could be some other reason and therefore another explanation for the sounds Perhaps it was not an accident involving two moving vehicles Maybe an angry driver rammed a parked car Or maybe someone played the sound of a car crash from a recording Making inferences means choosing the most likely explanation from the facts at hand

There are several ways to help you draw conclusions from


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Remembering


what an author may be implying The following are descriptions of the various ways to aid you in reaching a conclusion

General Sense

The meaning of a word may be implied by the general sense of its context as the meaning of the word incarcerated is implied in the following sentence

Murderers are usually incarcerated for longer periods of time than robbers

You may infer the meaning of incarcerated by answering the question What usually happens to those found guilty of murder or robbery Use the text box below to write down what you have inferred as the meaning of the word incarcerated

If you answered that they are locked up in jail prison or a penitentiary you correctly inferred the meaning of incarcerated

Examples

When the meaning of the word is not implied by the general sense of its context it may be implied by examples For instance

Those who enjoy belonging to clubs going to parties and inviting friends often to their homes for dinner are gregarious

You may infer the meaning of gregarious by answering the question What word or words describe people who belong to clubs go to parties a lot and often invite friends over to their homes for dinner Use the lines below to write down what you have inferred as the meaning of the word gregarious

If you wrote social or something like people who enjoy the company of others you correctly inferred the meaning of gregarious

Antonyms and Contrasts


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When the meaning of a word is not implied by the general sense of its context or by examples it may be implied by an antonym or by a contrasting thought in a context Antonyms are words that have opposite meanings such as happy and sad For instance

Ben is fearless but his brother is timorous

You may infer the meaning of timorous by answering the question If Ben is fearless and Jim is very different from Ben with regard to fear then what word describes Jim Write your answer on the following line

If you wrote a word such as timid or afraid or fearful you inferred the meaning of timorous

A contrast in the following sentence implies the meaning of credence

Dad gave credence to my story but Moms reaction was one of total disbelief

You may infer the meaning of credence by answering the question If Moms reaction was disbelief and Dads reaction was very different from Moms what was Dads reaction Write your answer on the following lines

If you wrote that Dad believed the story you correctly inferred the meaning of credence it means belief

Be Careful of the Meaning You Infer

When a sentence contains an unfamiliar word it is sometimes possible to infer the general meaning of the sentence without inferring the exact meaning of the unknown word For instance

When we invite the Paulsons for dinner they never invite us to their home for a meal however when we have the Browns to dinner they always reciprocate

In reading this sentence some students infer that the Browns are more desirable dinner guests than the Paulsons without inferring the exact meaning of reciprocate Other students conclude that the Browns differ from the Paulsons in that they do something in return when they are invited for dinner


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these students conclude correctly that reciprocate means to do something in return

In drawing conclusions (making inferences) you are really getting at the ultimate meaning of things - what is important why it is important how one event influences another how one happening leads to another Simply getting the facts in reading is not enough - you must think about what those facts mean to you



Return to Top



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Critical Reading Fact or Opinion

Critical Reading Fact or Opinion back

The University of Alabama Center for Teaching and Learning

124 Osband 348-5175

FACT statement of actuality or occurrence A fact is based on direct evidence actual experience or observation

OPINION statement of belief judgment or feeling It shows onersquos thoughts about a subject Solid opinions while based on facts are someonersquos views on a subject and not facts themselves

Use these guidelines to help keep fact and opinion apart

1 Does the author use words that interpret or label such as pretty ugly safe dangerous evil attractive well-dressed good and so on

2 Are there words that clue you to statements of opinion such as probably perhaps usually often sometimes on occasion I believe I think in my opinion I feel I suggest

3 Does the author have the skill and experience to make such a statement

4 Can you identify differing opinions and their effect on the authorrsquos views

5 Does the author make clear the sources of statements from authorities Are these authorities reliable

Some authors present evidence to support their assertions The following questions will help you evaluate evidence in your reading

1 Can the facts be trusted

2 Are the facts presented in an objective manner

3 Do the facts actually provide support for the authorrsquos opinions

httpwwwctluaeduCTLStudyAidsStudySkillsFlyersReadingcriticalreadinghtm (1 of 2) [992008 44811 PM]

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4 Are the facts relevant to the point being made

5 Have unfavorable or negative points been left out

6 Do the facts prove the opinion or merely suggest that the opinion is reasonable

Your acceptance of an authorrsquos opinion depends on your own view of the subject and of the writerrsquos work To help evaluate an authorrsquos ideas you need a clear understanding of your opinions One way to do this is to keep a reading journal in which you record your thoughts agreement with the author and reasons This journal will help you define your ideas and give you a starting point for a more thorough exploration of the topic


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Interpreting What You Read--Reading Comprehension Guide--Academic Support

Academic Support



Tutorial Services





Reading Rate







Interpreting What You Read

Fact or Opinion

Because writers dont always say things directly sometimes it is difficult to figure out what a writer really means or what he or she is really trying to say You need to learn to read between the lines - to take the information the writer gives you and figure things out for yourself

You will also need to learn to distinguish between fact and opinion Writers often tell us what they think or how they feel but they dont always give us the facts Its important to be able to interpret what the writer is saying so you can form opinions of your own As you read an authors views you should ask yourself if the author is presenting you with an established fact or with a personal opinion Since the two may appear close together even in the same sentence you have to be able to distinguish between them

The key difference between facts and opinions is that facts can be verified or checked for accuracy by anyone In contrast opinions cannot be checked for accuracy by some outside source Opinions are what someone personally thinks or how heshe feel about an issue Opinions by definition are subjective and relative

Defining A Fact

Facts are objective concrete bits of information They can be found in official government and legal records and in the physical sciences Facts can be found in reference books such as encyclopedias and atlases textbooks and relevant publications Objective facts are what researchers seek in laboratories or through controlled studies Facts are usually


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and Remembering


expressed by precise numbers or quantities in weights and measures and in concrete language The decisions of Congress specific technological data birth records historical documents all provide researchers with reliable facts

Since anyone can look up facts facts are generally not the subject of disputes However not all facts are absolutes Often the problem is that facts are simply not readily available - such as battles like the LittleBig Horn where all the witnesses who could give information on what happened died in the disaster

In 1876 Lieutenant Colonel George Armstrong Custer and his 7th Cavalry engaged in a fight with Sioux Indians along the LittleBig Horn Rivers in Montana Custer and his entire company were wiped out no one survived to tell what really happened

In this instance we can only read opinions on how this disaster befell Custer

To sum up facts

can be verified in reference books official records and so forth

are expressed in concrete language or specific numbers once verified are generally agreed upon by people

Determining An Opinion

Opinions are based on subjective judgment and personal values rather than on information that can be verified An opinion is a belief that someone holds without complete proof or positive knowledge that it is correct Even experts who have studied the same issue carefully often have very different opinions about that issue

Opinions are often disputed and many times involve abstract concepts and complex moral issues such as right or wrong fairness and loyalty Abstract concepts because they are not easily understood can never be defined to everyones satisfaction For example each of us holds a personal opinion about what fairness or loyalty is about gun control and abortion and these issues always remain a


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matter of opinion not fact

Although opinions cannot be verified for accuracy writers should nevertheless back their opinions with evidence facts and reason - by whatever information supports the opinion and convinces the reader that it is a valid opinion A valid opinion is one in which the writers support for his or her opinion is solid and persuasive and one in which the writer cites other respected authorities who are in agreement If a writer presents an extreme or unconvincing opinion the reader should remain wary or unconvinced

Writers often slip their personal opinions into a piece of writing even when it is suppose to be a factual account alert readers can identify subjective opinions by studying the writers language

Opinions are often expressed as comparisons (more strongest less most least efficient but)

The painter Pablo Picasso was far more innovative than any of his contemporaries

Opinions are often expressed by adjectives (brilliant vindictive fair trustworthy)

Ronald Reagan was a convincing speaker when he read a prepared address but was not effective at press conferences

Opinions often involve evaluations

The excellence of her science project was a model for other students

Opinions are often introduced by verbs and adverbs that suggest some doubt in the writers mind

It appears she was confused She seems to have the qualifications for the

position They probably used dirty tricks to win

Some opinions obviously deserve more attention than others do When expert economists such as John Kenneth Galbraith or Paul Volcher discuss the US economy their opinions are more informed and therefore more reliable than the opinions of people who know very little about economic policy Similarly when someone is a specialist on the poet John Keats that persons opinion of Keats poems should be


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105


given considerable weight

Become an alert and critical reader Understand the differences between facts and opinions and interpret and apply both into your critical thinking



Return to Top



106

106

Name Date IDENTIFYING FACT

AND OPINION

4copy 2007 TIME For Kids timeforkidscom World Report Edition This page may be photocopied for use with students bull Vol 12 No 17 bull February 2 2007

FACT OR OPINION A fact is information that can be proved to be correct An opinion is what somebody thinks or believes about a topic On the line after each sentence below write whether the statement is a fact or an opinion Use this weekrsquos issue of TFK to help you

ldquoAn Early Startrdquo (pp 4ndash5)

1 The Presidential election is 21 months away

__________________________________________

2 The 2008 race for the White House began too early

_______________________________________

3 Vice President Cheney should run for President

_______________________________________

4 Senator John McCain is a great candidate

_______________________________________

5 Senator Hillary Clinton said ldquoIrsquom in and Irsquom in to winrdquo

_______________________________________

6 The government helps candidates pay for their campaigns if they agree to set limits on contributions

_______________________________________

ldquoState of the Unionrdquo (p 2)7 President George W Bush gave the annual

State of the Union speech on Tuesday January 23 2007

_______________________________________

8 The Presidentrsquos speech was very interesting

_______________________________________

9 Nancy Pelosi is the first female Speaker of the House

_______________________________________

10 Senator James Webb gave the Democratic response

_______________________________________

ldquoToys and Fast Food Donrsquot Mixrdquo (p 6)

11 McDonaldrsquos gives away or sells more than 15 billion action figures dolls and other toys each year

_______________________________________

12 American children eat too much fast food

_______________________________________

13 Burger King has sold chicken nuggets shaped like Teletubbies the characters on a childrenrsquos television show

_______________________________________

14 Fast-food restaurants should not give away toys to children

_______________________________________

15 If fast-food restaurants did not give away toys then kids would not eat their food

_______________________________________

ldquoA Lifetime of Treasuresrdquo (p 7)

16 Mayme Claytonrsquos collection contains more than 30000 books

_______________________________________

17 Avery Clayton should create a museum for his motherrsquos collection as soon as possible

_______________________________________

BONUS On the back of this page write three facts and three opinions based on the stories you read in this weekrsquos issue of TFK

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107

Cop

yrig

ht copy

Hou

ghto

n M

ifflin

Com

pany

All

Rig

hts

Res

erve

d

Fact Opinion

Name _______________________________________________ Date ______________________

Fact and Opinion

Write your topic at the top Add details to each column

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108

httpwwwauburnedu~murrabafacthtml

How Do You Separate Fact from Opinion

According to Websters Dictionary a fact is anything that is done or happens anything actually existent any statement strictly true truth reality

Three examples of facts that are concrete and that could be documented include

1The house was painted on November 18 1999 2Today is Saturday 3My son had a temperature of one hundred and two degrees this morning

Whereas an opinion is defined as indicating a belief view sentiment conception

Obvious indicators of opinion are when sentences include words such as

Generally it is thought I believe that It is a sad day when

For example how the three facts above can be changed to opinions would be to add a belief or view For example

bull The house was painted recently on November 18 1999 so it looks as good as new bull Today is Saturday and Mark always sleeps in on Saturdays so that is why he is late for the game bull There was no way for me to go to school because my son had a temperature of one hundred and two degrees this morning

Sometimes it is challenging to tell the facts and opinions apart For example is the following a fact or an opinion

Abraham Lincoln was the most eloquent writer of all the US Presidents

This is an opinion but you have to know that eloquent is a descriptive word to for this to become clear Descriptive words are subjective or state someones opinion It can become unclear how to separate fact and opinion when many people hold the same opinion This is when it becomes important to understand

httpwwwauburnedu~murrabafacthtml (1 of 3) [992008 42815 PM]

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what the word bias means

A bias is an opinion or an attitude we have for or against something A bias usually stems from our feelings rather than from rational thought What is very important to realize is that ALL of us are biased We are biased for or against certain people activities and ideas We become biased because certain people activities or ideas do not appeal to us at some level Of equal importance to realize is that we have good biases as well that is we favor certain people activities or ideas In these cases our biases are still irrational just like our negative ones (Chapter 6 Recognizing fact Opinion Bias and Propaganda p214)

Most of the time we keep our biases inside and use them to decide who to vote for what to study in school and how we want to appear in public Other times however people can let their bias or opinions guide them to do dangerous acts Issues such as racism gun control abortion and patriotism provoke many people to act on their biases and do things that harm others As long as biases are peacefully shared there is little harm But when they are uncontrolled strong biases can bring out anger and create hatred toward those who disagree That is when facts and opinions become very challenging to separate

Many of our biases are not based on fact or reasoned judgement but on opinions handed down to us by parents teachers and friends Unfortunately we dont always take the time to examine the source of our biases and many of us carry unhealthy opinions and prejudices because of it

(Chapter 5Distinguishing Fact and Opinion p 224)

Below is a list of incomplete sentences Complete each one with the first word that comes to mind Dont stop to evaluate what you write or change your first response If you cant think of a word or phrase skip it and go on to the next sentence bull Teachers are ___________________________________________ bull Mothers are ____________________________________________ bull Democrats are __________________________________________ bull Communists are _________________________________________ bull Babies are ______________________________________________


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110


bull Welfare recipients are _____________________________________ bull Elderly people are ________________________________________ bull Protestants are ___________________________________________ bull My neighbors are _________________________________________ bull Republicans are __________________________________________ bull Lawyers are _____________________________________________ bull Girl Scouts are ___________________________________________ bull Football players are _______________________________________ bull Jewish people are _________________________________________

Reread what your answers How many are based on facts and which are based on opinions Can you tell Do you ever wonder where you formed your biases Click here to return to the quotes from Nothing But the Truth


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111

Purpose and Tone

This is the html version of the file httpwwwdaltonstateedueslPurpose_and_Toneppt Google automatically generates html versions of documents as we crawl the web

Purpose and Tone

Uncovering the authorrsquos attitude and motives in writing

What are purpose and tone

Tone is the emotion or mood of the authorrsquos written voice

It is the authorrsquos attitude toward the topic Purpose is the reason the author writes about

a topic

How does the husband feel

about the mother-in-law

Objective words are impartial and factual

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Purpose and Tone

They are also

Unbiased

Neutral Formal

Subjective words are personal opinionated and emotional

They are also

Biased

Emotional Informal

What characterizes tone words

ldquoMom pleaserdquo she said as she rolled her eyes ldquoI would rather do it myselfrdquo

How does the girl feel

__a emotional

__b neutral


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113

Purpose and Tone

__c factual

__d opportunistic

Are there any tone words

How does the woman feel

about her hypochondria



X a emotional

__b neutral

__c factual

__d opportunistic

Here is the authorrsquos tone


about the imaginary friend


114

114

Purpose and Tone

What is the authorrsquos tone

ldquoFather I would like to introduce you to Professor Monte Salyerrdquo said Nisha with a great smile

The tone in this situation is

__a casual

__b sarcastic

__c rebellious

__d formal

__e humorous

Whose greeting is

more casual


ldquoFather I would like to introduce you to


115

115

Purpose and Tone

Professor Monte Salyerrdquo said Nisha with a great smile


__a casual

__b sarcastic

__c rebellious

X d formal

__e humorous

Who skipped the normal

tone of introductions

ldquoMy fatherrsquos name is Henri Powell and he was born in 1943rdquo

__a subjective

__b objective

__c ridiculous

__d imbalanced


116

116

Purpose and Tone

ldquoMom Irsquom having a terrible time could you please please come overrdquo

__a details of facts

__b details of experience

__c details of inconvenience



__a subjective

X b objective

__c ridiculous

__d imbalanced




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117

Purpose and Tone

X b details of experience


Here are the tone words

The authorrsquos purpose is to

a Inform

b Persuade

c Entertain

__1 Required physical education classes should be a part of public school education from elementary through high school

__2 A healthy diet includes several daily servings from each of the major food groupsrdquo

__3 If clothes say much about a person a woman risking life and limb to wear 6-inch- high heels to the office must be screaming something about herselfrdquo


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118

Purpose and Tone

What are the writerrsquos purposes

The word ldquoshouldrdquo tells us itrsquos persuasion This one is just factual Itrsquos fun to watch a woman in heels

B 1 Required physical education classes should be a part of public school education from elementary through high school

A 2 A healthy diet includes several daily servings from each of the major food groupsrdquo

C 3 If clothes say much about a person a woman risking life and limb to wear 6-inch-high heels to the office must be screaming something about herselfrdquo

Here are the writerrsquos purposes


119

119

Purpose and Tone

Is it to inform persuade or entertain

__1 The National Hurricane Center predicts a record number of hurricanes in the upcoming months

__Age is strictly a case of mind over matter If you donrsquot mind it doesnrsquot matter

__Rely on Denta-Fresh toothpaste to stop bad breath just as millions of others have

Here are the authorrsquos purposes

I The National Hurricane Center predicts a record number of hurricanes in the upcoming months

E Age is strictly a case of mind over matter If you donrsquot mind it doesnrsquot matter

P Rely on Denta-Fresh toothpaste to stop bad breath just as millions of others have


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120

Purpose and Tone

Can you figure out the primary purpose

The primary purpose is the authorrsquos main reason for writing the passage

Ask ldquoWhat is the authorrsquos main ideardquo That will reveal the primary purpose

Business writing for example is to sell product

Can we trust all of the

purposes of big business

What is the primary purpose

Think of long-term memory as a ldquodata bankrdquo for all of your feelings and ideas Information you heard hours days weeks even years ago is stored in long-term memory Long term memory can handle large amounts of information short-

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121

Purpose and Tone

term memory has less space for storage Putting information in and getting it out again is a slow process in long-term memory On the other hand short-term memory is a rapid process

To argue against poor memory skills To amuse the reader with humorous details

about long-term memory To inform the reader on the differences

between long-term and short-term memory


Think of long-term memory as a ldquodata bankrdquo for all of your feelings and ideas Information you heard hours days weeks even years ago is stored in long-term memory Long term memory can handle large amounts of information short-term memory has less space for storage Putting information in and getting it out again is a slow process in long-term memory On the other hand short-term memory is a rapid process


122

122

Purpose and Tone

__a To argue against poor memory skills

__b To amuse the reader with humorous details about long-term memory

X c To inform the reader on the differences between long-term and short-term memory

This passage is quite factual

What is verbal irony

Verbal irony occurs when the authorrsquos words state one thing but imply the opposite

Example At the finish line of a marathon a tired runner says ldquoOh yeah Irsquom ready to run another 24 milesrdquo


123

123

Purpose and Tone

What is situational irony

Situational irony occurs when the events of a situation differ from what is expected

Example A high school dropout eventually becomes a medical doctor

Tone and purpose in review

The tone is the authorrsquos attitude toward the topic

The objective tone words usually present facts and reasonable explanations

The subjective tone words describe feelings judgments or opinions

The purpose is the authorrsquos reason for writing


124

124

Purpose and Tone

about a topic An authorrsquos purpose in using facts to teach or

explain a main idea is to inform

Tone and Purpose in Review

Authors combine facts with emotional appeals to sway readers to their point of view when their purpose is to persuade

A writer whose purpose is to entertain sets out to amuse or interest the audience

The main reason the author writes the passage is his or her primary purpose




125

125

Purpose

Purpose

Many reasons can motivate a writer to write The writerrsquos reasons can range from the need to take a stand on a hotly debated issue to the desire to entertain an audience with an amusing story In general the authors purpose falls into one of three general categories

To inform When setting out to inform a writer gives information about a topic Authors use facts to teach or explain the main idea to readers Most textbook passages are written to inform The following topic sentences reflect the writerrsquos desire to inform Lou Gehrigrsquos disease causes the body to shut down while the mind remains sharp and clear Preparing garden beds for spring planting requires several steps

To persuade A writer who sets out to persuade tries to convince the reader to agree with his or her view on the topic Authors combine facts with emotional appeals to sway the reader Politicians and advertisers often write and speak to persuade The following topic sentences reflect the writerrsquos desire to persuade Someone you know or love will die from Lou Gehrigrsquos disease unless a cure is found so make a generous donation to the Lou Gehrigrsquos Disease Foundation Chemicals that control weeds in gardens such as dioxin should be banned from use because they are human health hazards

To entertain A writer whose purpose is to entertain sets out to amuse the audience Authors appeal to the readerrsquos senses emotions and imagination Both fiction and nonfiction writers seek to entertain The following topic sentences reflect the writerrsquos desire to entertain It is pleasant even to be ill when you know that there are people who are looking forward to your convalescence as to a holiday

mdashAnton Chekhov The Story of an Unknown Man In preparing the soil for planting you will need several tools Dynamite would be a beautiful thing to use but it would have a tendency to get the dirt into the front-hall and track up the stairs

mdashRobert Benchley ldquoGardening Notesrdquo

Copyright copy 1995-2008 by Pearson Education Inc publishing as Pearson Longman Legal Disclaimer

httpwpsablongmancomlong_henry_sr_12564981663703cwindexhtml (1 of 2) [8262008 20800 PM]

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Purpose

ltlt Previous Next gtgt


127

127

Tone

The authorrsquos purpose is expressed by the tone of voice he or she assumes in writing Tone is the emotion or mood of the authorrsquos written voice Purpose and tone are so closely related that they work together Purpose and tone are established with word choice To identify tone and purpose you need to build on several skills you have already studied vocabulary inference and main ideas

An author chooses the words that make an impact on the reader words that will help the author convey the intended purpose Sometimes an author wants to appeal to reason and just gives facts and factual explanations At other times an author wants to appeal to emotions and stir the reader to feel deeply

Tone clues the reader to the authorrsquos primary purpose The main purpose of textbooks is to share reliable information therefore textbooks strive for an objective tone An objective tone usually presents facts and reasonable un-biased explanations Adjectives such as matter-of-fact and factual describe this neutral tone A subjective tone allows a writer to share his or her personal worldview through fiction and personal essays The subjective or emotional tone words describe senses feelings personal experiences judgments biases or opinions Study the following list of basic tone words

Basic Tone Words

Objective (impartial) unbiased neutral formal

Subjective (partial) biased emotional informal


Tone


httpwpsablongmancomlong_henry_sr_12564981663711cwindexhtml [8262008 20815 PM]

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ToneAttitude Words

1 accusatory-charging of wrong doing 2 apathetic-indifferent due to lack of energy or concern 3 awe-solemn wonder 4 bitter-exhibiting strong animosity as a result of pain or grief 5 cynical-questions the basic sincerity and goodness of people 6 condescension condescending-a feeling of superiority 7 callous-unfeeling insensitive to feelings of others 8 contemplative-studying thinking reflecting on an issue 9 critical-finding fault 10 choleric-hot-tempered easily angered 11 contemptuous-showing or feeling that something is worthless or lacks respect 12 caustic-intense use of sarcasm stinging biting 13 conventional-lacking spontaneity originality and individuality 14 disdainful-scornful 15 didactic-author attempts to educate or instruct the reader 16 derisive-ridiculing mocking 17 earnest-intense a sincere state of mind 18 erudite-learned polished scholarly 19 fanciful-using the imagination 20 forthright-directly frank without hesitation 21 gloomy-darkness sadness rejection 22 haughty-proud and vain to the point of arrogance 23 indignant-marked by anger aroused by injustice 24 intimate-very familiar 25 judgmental-authoritative and often having critical opinions 26 jovial-happy 27 lyrical-expressing a poetrsquos inner feelings emotional full of images song-like 28 matter-of-fact--accepting of conditions not fanciful or emotional 29 mocking-treating with contempt or ridicule 30 morose-gloomy sullen surly despondent 31 malicious-purposely hurtful 32 objective-an unbiased view-able to leave personal judgments aside 33 optimistic-hopeful cheerful 34 obsequious-polite and obedient in order to gain something 35 patronizing-air of condescension 36 pessimistic-seeing the worst side of things no hope 37 quizzical-odd eccentric amusing 38 ribald-offensive in speech or gesture 39 reverent-treating a subject with honor and respect 40 ridiculing-slightly contemptuous banter making fun of 41 reflective-illustrating innermost thoughts and emotions 42 sarcastic-sneering caustic 43 sardonic-scornfully and bitterly sarcastic 44 satiric-ridiculing to show weakness in order to make a point teach 45 sincere-without deceit or pretense genuine 46 solemn-deeply earnest tending toward sad reflection 47 sanguineous -optimistic cheerful 48 whimsical-odd strange fantastic fun

129

129

Tone Vocabulary L ist

Positive ToneAttitude Words Amiable Consoling Friendly Playful Amused Content Happy Pleasant Appreciative Dreamy Hopeful Proud Authoritative Ecstatic Impassioned Relaxed Benevolent Elated Jovial Reverent Brave Elevated Joyful Romantic Calm Encouraging Jubilant Soothing Cheerful Energetic Lighthearted Surprised Cheery Enthusiastic Loving Sweet Compassionate Excited Optimistic Sympathetic Complimentary Exuberant Passionate Vibrant Confident Fanciful Peaceful Whimsical

Negative ToneAttitude Words Accusing Choleric Furious Quarrelsome Aggravated Coarse Harsh Shameful Agitated Cold Haughty Smooth Angry Condemnatory Hateful Snooty Apathetic Condescending Hurtful Superficial Arrogant Contradictory Indignant Surly Artificial Critical Inflammatory Testy Audacious Desperate Insulting Threatening Belligerent Disappointed Irritated Tired Bitter Disgruntled Manipulative Uninterested Boring Disgusted Obnoxious Wrathful Brash Disinterested Outraged Childish Facetious Passive

Humor-Irony-Sarcasm ToneAttitude Words Amused Droll Mock-heroic Sardonic Bantering Facetious Mocking Satiric Bitter Flippant Mock-serious Scornful Caustic Giddy Patronizing Sharp Comical Humorous Pompous Silly Condescending Insolent Quizzical Taunting Contemptuous Ironic Ribald Teasing Critical Irreverent Ridiculing Whimsical Cynical Joking Sad Wry Disdainful Malicious Sarcastic

130

130

Sorrow-Fear-Worry ToneAttitude Words Aggravated Embarrassed Morose Resigned Agitated Fearful Mournful Sad Anxious Foreboding Nervous Serious Apologetic Gloomy Numb Sober Apprehensive Grave Ominous Solemn Concerned Hollow Paranoid Somber Confused Hopeless Pessimistic Staid Dejected Horrific Pitiful Upset Depressed Horror Poignant Despairing Melancholy Regretful Disturbed Miserable Remorseful

Neutral ToneAttitude Words Admonitory Dramatic Intimae Questioning Allusive Earnest Judgmental Reflective Apathetic Expectant Learned Reminiscent Authoritative Factual Loud Resigned Baffled Fervent Lyrical Restrained Callous Formal Matter-of-fact Seductive Candid Forthright Meditative Sentimental Ceremonial Frivolous Nostalgic Serious Clinical Haughty Objective Shocking Consoling Histrionic Obsequious Sincere Contemplative Humble Patriotic Unemotional Conventional Incredulous Persuasive Urgent Detached Informative Pleading Vexed Didactic Inquisitive Pretentious Wistful Disbelieving Instructive Provocative Zealous

131

131

How to Read a Textbook--Reading Comprehension Guide--Academic Support

Academic Support



Tutorial Services





Reading Rate







How To Read A Textbook

The following strategySQ4R is built around the idea that what you do before and after you read is as important as the reading itself Learning is an active process which requires concentration and energy Understanding and using the following strategies will increase your comprehension and your retention of the information

Survey -

Look over a chapter for a few minutes before studying it in depth

Read the title and introductory paragraph(s) Fix the name of the chapter in your mind Often the introduction to the chapter supplies background for recognizing the purpose of the chapter It may also state specifically the method of development the author intends to follow

Read headings subheadings and italicized words Go through the chapter heading by heading these will form a topical outline

Read the summary at the end of the chapter Reread it to see which ideas the author restates for special emphasis or what general conclusions he or she comes to If there is no summary read the last sentence or two before each new heading

Before reading

Use the chapter survey to activate your prior knowledge of the subject Recall what you already know about the subject by trying to anticipate the chapters main points

Use the chapter survey to predict the predominant

httpacademiccuestaeduacasuppAS306HTM (1 of 4) [8262008 21334 PM]

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and Remembering


thought patterns Use surveying to anticipate which portions or sections of

the chapter will be most difficult or challenging

While reading

Use the survey as a guide to what is important to learn Highlight mark or underline key information mentioned

in the survey

After reading

Use the survey to monitor the effectiveness of your reading

Test your ability to recall the key information Review immediately any material you were unable to

recall

Question -

Formulate questions in before you read the material

Turn each heading and subtitle into a question Form questions from all three sections of the Levels of Comprehension attached at the end of the packet (Who What When Where Why How) You should be able to answer these questions when you finish reading and studying the paragraph section or chapter

Restate the questions from headings to help fix them in your mind These questions give purpose to your reading Remember that reading is thinking and good students think while they read

Read -

Read the material

Read only the material covered under one heading or subheading at a time and look for the answers to your questions

Read ideas not just words Take only minimal notes while reading


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133


Read aggressively with the intent of getting answers of noting supporting details and of remembering

Apply the 5010 rule for studying read for 50 minutes and then take a 10 minute break You will be able to sustain longer study times with better concentration and retention

Recite -

Do question-read-recite for each subheading

Answer the questions that you raised before you began to read Answer fully and be sure to include the reasons the author believes the answer is true Recall the answer and do not refer to the book

Tell yourself the major concept(s) of the section Put the ideas into your own words If you simply read a textbook chapter you will probably remember less than one-third of what you read by the following week In two months you will remember about 14 of the material hardly enough to do well on a test In order to transfer a greater portion of the material you read from your short-term to long-term memory you must do something active with the information to help attach it to your memory If you take time after reading each section of the chapter to recite the information you will ensure that more of it goes into long-term memory If you recite you are likely to remember 80 of what you read after a week and 70 after two months Now check your answers by referring to the book

Record -

Take notes from the reading

After having read a section and reflected on what you have read and questioned yourself about the material you are ready to take notes Taking notes at this point in time will almost ensure that you are noting the important parts of the section Go back over the paragraphs and highlight or underline only the main ideas and supporting details with no more than 10-15 of the page highlighted Use marginal notations as a way


134

134


to separate main ideas from examples and each of those from new terminology

Review -

Review the material

Look over your notes and the headings and subheadings in the text Get an overall view of the main points

Recall supporting details under each main point Predict test questions based on these main points

especially questions which would fall into the critical and creative levels of reading comprehension Try truefalse and completion-type questions from details Essay questions are easy to make from the main headings Answer your test questions

Remember the more senses you use in storing your information the better your retrieval and retention

Francis P Robinson Effective Study 1941



Return to Top



135

135

How to Read Effectively in the Sciences--Textbook Study Strategy--Academic Support

Academic Support



Tutorial Services

Textbook Study Method

Previewing Textbooks

Textbook Anatomy

Survey Sheet

Study System

SQ4R

Surveying a Chapter

Marking Your Text

Marking a Chapter

Reading Strategy

Reading Flexibility

Paragraph Patterns

Study Strategy

Effective Textbook Study


How to Read Effectively in the Sciences

To read effectively in the sciences you need to

1 explore your science textbook(s) 2 check the vocabulary 3 analyze for comprehension and 4 synthesize for understanding

Explore Your Science Textbook(s)

Explore The Textbook go over the course outline the table of contents and compare the course outline with the table of contents In addition explore the Lab manual Go over the course outline or lab sheet and go over the table of contents and compare them This process helps you to develop a schema for how the material that will be covered in your science course is organized Knowledge of how your science texts are organized is key to understanding the course or course contents

Explore Your Assignments similar to other reading tasks you need to know what youre required to learn After the aforementioned process read the introduction of your assigned chapter and connect it with previous chapters or your prior knowledge of the topic It is important to read the headings subheadings summary and review questions Remember that most science texts contain review questions use them to guide you readings

Look Over the pictures tables diagrams photographs and the likes Sometimes those elements are easier to understand than the words

Explore Your Lab Manual Assignments pre-read lab

httpacademiccuestaeduacasuppAS621htm (1 of 5) [8262008 71228 PM]

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136


Lecture Notes

Cornell Notetaking

Reading Medical

Reading Science

University Reading

directions before going to class read the captions of diagrams look to see if writing is involved and check to see what materials are needed Try to see the connection between your class lectures and notes with those of your lab assignments

Check The Vocabulary

As For Vocabulary learn basic scientific root prefixes and suffixes use glossary and indexes use context clues contain in the paragraphs and as last resort use dictionary or encyclopedia to understand and develop scientific concepts or vocabulary

Analyze For Comprehension

Remember that scientific texts usually deal with writing patterns Once you can recognize and analyze them your comprehension will increase

The Classification Pattern it is a pattern or writing procedure used by scientists to group and sub-group various things objects or areas For example a scientist who wish to discuss the structure of a plant may break his topic into various subheadings as roots stems leaves or flowers Even within these subheadings the scientist may break down the parts even further Recognizing these structural parts in order of importance or position is essential to good comprehension and note taking

The Process Description Pattern this pattern is concerned with what the process is and how the process works You need to understand what the description pattern is about Is it about the process or how the process works

The Factual-Statement Pattern facts are usually used in defining things in comparing or contrasting things and citing examples or illustrations In science the word fact has a more exacting meaning that other areas Factual Statement refers to a statement which because of scientific observation and experimentation defines something or explains its actions and which so far has not been disproved

The Problem-Solving Pattern this pattern is usually found in passages from science tests which describe or recount past problems in science or discoveries in science made through


137

137


experimentation When youre confronted with the problem solving pattern use the following questions to help you understand and analyze the passages What is the question or problem How was the question answered How do we know it was answered In addition application of these questions can help you to separate the major and minor points

Experiment-Instruction Pattern to understand the experiment-instructions pattern and to make sure that you follow the instructions exactly use the following questions What is the purpose of the experiment What equipment is needed What in order are the basic steps involved What are the results Usually you must alternate between the reading matter and the experimental tool so have the questions firmly in mind before attempting the experiment In addition use the questions when you have been given an assignment from your lab manual

The Combination Pattern not all science texts follow one pattern Sometimes the writer may use a combination of patterns For instance a reading passage may begin with factual statement of definition move to classifying the components or parts of the term being classified and end up discussing a process An awareness of all patterns is needed in this case to aid in distinguishing the main ideas and supporting details in the various pattern used

Synthesize For Understanding

Taking Notes is important for several reasons (a) it helps you keep your mind on what you are reading (b) paying close attention as you read will result in longer retention if you connect it to what you already know (c) good notes are helpful for review and (d) if you mark correctly not only will you connect the authors ideas with your own but you will also have a record of your thoughts and reactions

Marking Your Texts use a pen marker not a pencil (pencils will smear and fade away) underline the main idea in a paragraph circle important words or phrases draw boxes around the names or persons or places that seem important put a check mark in the margin next to any important statement that is an opinion rather than a fact underline minor but important facts or statistics with broken lines use numbers or letters in the margin to indicate chronology or a series of items use margins to write in anything that you feel


138

138


will be important to you in the future as you read questions can pop up in your head [write those questions in the book so that you will remember to ask the instructor for the answer] use margins to write personal reactions to what is being said and note page numbers where related subjects are discussed in the text dont feel that you must use all or any of these marks Whatever marks you decide to use should make sense to you

Writing Notes From Texts To Notebook there is no right way to write out notes however here are some guidelines (1) always put down the title of the book chapter date and number of pages being covered (2) write the main ideas of the passages as your major headings and list the minor ideas or facts under them (3) let the writing pattern of the author help you write your notes if he defines a term be sure your notes contain a good definition of the term if she compares andor contrasts be sure you notes compares andor contrasts the ideas If heshe is classifying your notes should contain an outline (4) make sure you avoid copying the exact wording used in the text [use your own words] and (5) make a list of words you dont know in order to look them up and if youre having problems with your notes because of vocabulary that is unfamiliar look up the words as you write your notes

Before The Test think of questions your professor may ask if youre not sure ask your professor Try writing a brief summary of commentary for each chapter you have studied Recite to yourself the important names theories dates terms and any relevant information connected with what you have been studying in class Take time to define the words in each chapter Put together what youve learned from lectures class readings and outside readings Look over the last test you took to figure out the type of questions you can expect and to recall the instructors comments on that text

During the Test read the directions carefully before you mark in your answers If the directions are not clear ask your professor to clarify them before you start Make certain that you understand the grading system If some questions are worth more than others devote more time and effort to them Keep track of the time Explore all questions then begin with the ones you can answer most readily Answering what you are sure of first will help you bring out all that you know and remember Save some time at the end of the testing period (if you can) to fill in possible blanks and proofread your written


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response Write legibly your professors usually dont have time to decode your scribbles

Reference

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Levels of Comprehension--Reading Comprehension Guide--Academic Support

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The three levels of comprehension or sophistication of thinking are presented in the following hierarchy from the least to the most sophisticated level of reading

Least = surface simple reading Most = in-depth complex reading

Level One

LITERAL - what is actually stated

Facts and details Rote learning and memorization Surface understanding only

TESTS in this category are objective tests dealing with true false multiple choice and fill-in-the blank questions

Common questions used to illicit this type of thinking are who what when and where questions

Level Two

INTERPRETIVE - what is implied or meant rather than what is actually stated

Drawing inferences Tapping into prior knowledge experience Attaching new learning to old information Making logical leaps and educated guesses Reading between the lines to determine what is meant

by what is stated

TESTS in this category are subjective and the types of


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questions asked are open-ended thought-provoking questions like why what if and how

Level Three

APPLIED - taking what was said (literal) and then what was meant by what was said (interpretive) and then extend (apply) the concepts or ideas beyond the situation

Analyzing Synthesizing Applying

In this level we are analyzing or synthesizing information and applying it to other information



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PREPARING FOR AN EXAM

PREPARING FOR AN EXAMMain | Scheduling Time for Reading | Meet Your Text | Reading Inventory | Frequently Asked Questions | Vocabulary Building | SQ3R | Text Dialogue | Locating Main Ideas | MajorMinor Details | Reading Graphs | Math Survey | Rdg in Science | Rdg in French | Marking Texts | Rdg Poetry | Preparing for an Exam | Concept Maps

Step 1

Keep current with your reading assignments and dont fall behind Build in 30-45 minute time periods for reading and then work on another assignment for 30-45 minutes before returning to your chapter reading assignment This is called Time-Spaced Learning and it increases concentration and comprehension

Step 2

As you read your chapter keep in mind what information you feel will be on the test Look for chapter headings bolded vocabulary picture and chart information and questions at the end of a chapter These are good indicators of what the author feels is important to emphasize in the chapter

Step 3

Mark your text as you read to save time when reviewing Highlight main points and mark key supporting details and examples Make margin notes to indicate important points and create concept maps (see concept maps) and reading notes for review

Step 4

Take time to combine or merge your reading notes with your lecture notes Start connecting the key points from both sources to better comprehend the information Some students do this by splitting a page in half and labeling one side Reading and the other side Lecture As part of their review they write down parallel information from the two sources This helps to unify the chapter information in a meaningful way

Step 5

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Create your own test questions for review using your reading notes text markings concept maps and lecture notes Work with a partner or study group and exchange questions to see what others feel are important in the chapter

If preparing for an essay exam actually write out your entire paragraphed response to a question that you created or that the instructor provided Doing the actual writing is the best way to practice formulating what you want to say when you are under time limits It allows you to look over your essay form (intro body conclusion) your key points and your examples

Step 6

Review the material often using multiple strategies such as telling someone about the information recording the important points on tape creating flash cards of key concepts drawing pictures to summarize material etc The more ways that you work with the information the better your memory and comprehension will be


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Reading Comprehension--Reading Comprehension Guide--Academic Support

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Reading is the active search for answers

Reading Is Important

A 1993 investigation revealed that 40 to 44 million Americans had only the most basic reading and writing skills (Kirsch Jungeblut Jenkins amp Kolstad 1993) Another 50 million Americans not only lacked the skills to function successfully in a literate society but also were not aware of their inadequacies These statistics make it obvious that we have to look for new approaches to prepare students for the millennium especially in light of current job market trends

The job market now demands a workforce that is more highly educated than ever For example assembly line workers must interpret manuals in addition to operating machinery These workers must be able to read write analyze interpret and synthesize information (Hay amp Roberts 1989)

In summary people just arent reading as much anymore and yet the need for reading comprehension and communication skills (verbal and written) has increased The need is great for strengthening the following skills

Your ability to read a variety of materials (eg textbooks novels newspapers magazines instructional manuals)

Your ability to understand and remember what you read Your ability to effectively communicate what youve

learned from your reading

Motivation Is Necessary


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Engaged active readers have deep-seated motivational goals which include being committed to the subject matter wanting to learn the content believing in ones own ability and wanting to share understandings from learning However most people children and adults do not spend any significant portion of their free time reading Without committing time to reading no one can gain the reading skills or knowledge they need to succeed in school at work or in life in general The best way to improve your reading efficiency is to read a lot

What is Reading Comprehension

According to Websters Dictionary comprehension is the capacity for understanding fully the act or action of grasping with the intellect Webster also tells us that reading is to receive or take in the sense of (as letters or symbols) by scanning to understand the meaning of written or printed matter to learn from what one has seen or found in writing or printing

Comprehension = understanding

Identifying words on a page does not make someone a successful reader When the words are understood and transcend the pages to become thoughts and ideas then you are truly reading Comprehension therefore is the capacity for understanding those thoughts and ideas Applying what you have read and understood becomes the successful conclusion

When you comprehend what you read it is like taking a trip around the world staying as long as you like visiting all the places you wish and you never even having to pack a suitcase Reading can be an escape that takes you outside the bounds of your existence Reading is your ticket to whatever you choose to do and become Reading is your future as well as your past Dont be a reader who reads without thinking or who reads without a purpose

Comprehension Regulation

You can become an active effective reader through comprehension regulation This is a method for consciously


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controlling the reading process Comprehension regulation involves the use of preplanned strategies to understand text It is a plan for getting the most out of reading It allows you to have an idea of what to expect from the text Most importantly it gives you techniques to use when you are experiencing difficulties

As an active reader you can get an idea of what the writer is trying to communicate by

Setting goals based on your purpose for reading Previewing the text to make predictions Self-questioning Scanning Relating new information to old

Determining your Purpose

There are many different purposes for reading Sometimes you read a text to learn material sometimes you read for pure pleasure and sometimes you need to follow a set of directions As a student much of your reading will be to learn assigned material You get information from everything you read and yet you dont read everything for the same reason or in the same way or at the same rate Each purpose or reason for reading requires a different reading approach Two things that influence how fast and how well you read are the characteristics of the text and the characteristics of you the reader

Characteristics of the text

Size and style of the type (font) Pictures and illustrations Authors writing style and personal perspectives Difficulty of the ideas presented

Characteristics of the reader

Background knowledge (how much you already know about the material or related concepts)

Reading ability - vocabulary and comprehension Interest Attitude

Skills for being an effective reader and for increasing


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comprehension are

Finding main ideas and supporting detailsevidence Making inferences and drawing conclusions Recognizing a texts patterns of organization Perceiving conceptual relationships Testing your knowledge and understanding of the

material through application

When comprehension fails or your understanding seems limited you can use a plan that includes

Using structural analysis and contextual clues to identify unknown vocabulary words (eg look at roots prefixes suffixes) If this fails keep a dictionary close by and look up words you dont understand

Reading more critically - ask questions while you read Summarizing or outlining main points and supporting

details Rereading the material Do a think aloud andor try to explain what youve

read to someone else

Although reading means different things to different people and skills vary with every individual reading is a skill that can be improved Students from various backgrounds are in reading courses for a variety of reasons Weaknesses in vocabulary comprehension speed or a combination of all three may be the result of ineffective reading habits Active reading is engaged reading and can be achieved through comprehension regulation strategies

Back to Table of Contents Next Page

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1

SQ3R

Main | Scheduling Time for Reading | Meet Your Text | Reading Inventory | Frequently Asked Questions | Vocabulary Building | SQ3R | Text Dialogue | Locating Main Ideas | MajorMinor Details | Reading Graphs | Math Survey | Rdg in Science | Rdg in French | Marking Texts | Rdg Poetry | Preparing for an Exam | Concept Maps

1 Survey

Before starting to read a chapter in your text first look over the entire chapter

Read the chapter introduction Look at the major headings View the pictures charts maps and graphs Read the chapter summary Glance over the chapter questions

This entire process should take between 5-10 minutes depending on the difficulty of the text Surveying before you start to read a chapter will give you a better idea of what you will be learning It allows you to connect what you may already know about the topic (prior knowledge) with the new information that you will be learning These connections are vitally important for comprehension to occur

2 Question

After surveying the chapter you need to establish some questions before reading Take the first heading in the chapter and turn it into a question before reading the paragraphs in that section For instance if the heading is A Limited Partnership read it as What is a limited partnership Now you have created a purpose for reading because you are looking for the answer to the question When you get to the next heading repeat the process Turning headings into questions helps to focus your attention while maximizing your reading efficiency If you dont find the answer to the question that you created reread the paragraphs until you find the answer Do not assume that you will understand the information later

Here are other ways to create questions before reading

Look at the pictures charts maps and graphs in the chapter Ask how they connect

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with the main concepts that you will be covering Select key vocabulary words and ask what they mean Determine what you already know about the topic and then ask what more you may

need to learn

Reading without formulating questions can result in a loss of concentration and comprehension It is like driving to a friends house without directions The trip will take longer will include errors and may even end with you not finding your destination

3 Read

As you read your chapter assignment you are looking for answers to the questions that you created from the headings Important points related to the headings are presented in paragraphs Usually the first sentence of each paragraph states the important point or main idea (see Locating Main Ideas) The rest of the sentences provide details and examples to further explain the important point

When reading be sure to look for transition words such as next for example in contrast in addition etc to help you follow the authors point They are the road signs that let you know where you are going

Students are encouraged to highlight important points and to make notes in the margins as they read Numbering key points labeling examples circling important vocabulary and boxing in important names are just a few of the ways that students can mark their texts

4 Recite

Reciting or recalling information after reading helps to check your comprehension of the key points and important supporting details If you cant recall key points that you may have highlighted or put on flash cards then you need to reread those sections Besides flash cards listing key words for review you may have recorded key points on tape created graphic mappings of major and minor details or written notes Using any of these strategies to test your immediate comprehension of what you read is so important for effective textbook reading This works best when material is recited after a section or chapter is read so dont just close the book and hope that you comprehended the text material Take the time and recite or recall whatever you can remember as soon as you finish reading

5 Review

After studying the chapter it is extremely important to conduct an overall review within 24 hours for maximum comprehension and memory You can lose 80 of what you have learned if you do not review within the next day You may conduct your review from any of


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the activities that you developed as part of your recitation strategy You may review text highlighting and margin notes audio taped notes summary notes mappings and lecture notes You may meet with a study group and review key concepts and supporting details

The review should be part of your weekly plan for all of your classes to allow for the information to move into long term memory Weekly reviews of the material should continue until a major unit test is given Cramming as a type of review oftentimes creates anxiety and confusion and is not recommended


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Techniques For Concentrating and Remembering--Reading Comprehension Guide--Academic Support

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Techniques For Concentrating and Remembering

Concentrating takes discipline Remembering takes practice

Better Concentration

Any organized attempt on your part to remember more of what you read involves your ability to concentrate on the material you are reading Intense concentration increases the time you spend attending to the task an important element in reading Students who are impulsive in their actions often find it difficult to concentrate for any length of time Likewise students who are passive in their approach to learning - those who are not actively engaged and thinking about what they are reading - often fail to get involved with the material enough to concentrate for long periods of time Here are some ways to improve your concentration

Improve your attitude - Some subjects you will encounter in college may not be of high interest to you Not only that some subjects may not seem relevant to your field of study You must maintain a positive attitude however and realize there is a job to be done To get your degree you must pass all these courses not just the ones you like

Attend to the task - Concentration is a must for successful reading Yet many distractions may be encountered which lessen your ability to stick to the task and concentrate for long periods of time A good idea is to keep a distraction list of times you were interrupted from concentrating on your reading The list may include


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items such as a) type of book being read b) number of minutes reading before distraction c) type of distraction d) amount of time taken by the distraction and e) a goal to improve Concentration is improved if you study when you are the most alert least tired and in good physical condition During your scheduled breaks get up from your desk and walk around or do something physical for about 10 minutes

Establish a purpose - If you first determine a purpose for reading you then have a reason for thinking as well as for completing the reading assignment Purpose helps focus your attention and improve your concentration Write out some questions that pertain to the subject matter you are about to read For instance what specifically do you want to know or need to know about this subject By pre-selecting questions to answer you become an active participant in the learningreading process

Eliminate emotional stress - Rid yourself of impulsive and avoidance behavior due to overwhelming daily stress by keeping a blame list This is a list of all the people situations circumstances etc that you blame for your avoidance behavior Your blame list can be a benefit in getting you to face your problems squarely Todays world is highly complex technocratic and impersonal It is no wonder you feel emotionally stressed and drained at times If you find yourself in the middle of a brief depression or emotional upheaval do something physical or any activity that is not mind taxing

In summary remember to maintain a positive attitude avoid negative people and influences stay active in the learning process without being hyperactive about it keep a list of distractions to help eliminate some impulsive behavior choose carefully your place and time to study and try physical activity to burn off stress and to maintain an alert mind

Techniques for Remembering

A push from short-term to long-term memory - To transfer information from short- term to long- term


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permanent memory the brain has to perform several functions The brain by nature is a selective organ committing to permanent memory only those items it deems are absolutely necessary to retain You must determine what is important and what is just fluff If the information is important and needs to be stored you must perform an essential operation to insure transfer into permanent memory This process is called recitation or verbalization You help to transfer the information through the recitation process by repeating the information over and over again or by summarizing the information in your own words This process of reciting important information enables the brain to permanently store the information Recitation is the best way to commit large amounts of information to long-term memory

Sorting Information - Sorting large amounts of information into categories can help you remember information more accurately and retrieve information faster For instance suppose you had to learn the following concepts for a business class tools labor trees wildlife human resources minerals machinery capital resources factories tractors water power plants manpower natural resource typewriters These concepts would be difficult to learn and remember if you were merely trying to memorize the individual terms If you sort these terms into major categories you will place a value on the terms and give them meaning These individual terms could be held in short-term memory long enough for you to push them into long-term memory by using the recitation process For example Natural Resources

Capital Resources

Human Resources

minerals tools laborwater machinery manpowertrees power plants wildlife factories tractors typewriters

If you stop your reading often to review and categorize it will be easier to verbalize the information


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at the end of the reading thereby improving your long-term memory

Mnemonic Devices - Mnemonic aids (from the Greek word meaning to bring to mind) are specific memory enhancing techniques which can be useful in learning enormous amounts of seemingly unrelated information Mnemonic devices are best suited for remembering facts and least helpful in the interpretation of facts or in relating learned material to your life situations Some mnemonic examples are

1 rhymes 2 Acronyms 3 catch phrases 4 association by image 5 peg words



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Test Taking Strategies

people departments search calendars

Test Taking Strategies Examinations are a fact of life in college But the only time an exam should be a trial is when you arent prepared for it and the best sign that you arent prepared is when you have to stay up all night to cram Cramming wont do very much for you (except make you so tired that when you take the exam you wont be able to think clearly enough to answer the questions you DO know)

Here are some tips to help you develop test taking skills

BEFORE THE TEST

1 Start preparing for your exams the first day of class You can do this by reading your syllabus carefully to find out when your exams will be how many there will be and how much they are weighed into your grade

2 Plan reviews as part of your regularly weekly study schedule consequently you review over the whole quarter rather than just at exam time

3 Reviews are much more than reading and rereading all assignments You need to read over your lecture notes and ask yourself questions on the material you dont know well (If your notes are relatively complete and well organized you may find that very little rereading of the textbook for detail is needed) You may want to create a study group for these reviews to reinforce your learning

4 Review for several short periods rather than one long period You will find that you retain information better and get less fatigued

5 Turn the main points of each topic or heading into questions and check to see if the answers come to you quickly and correctly Try to predict examination questions then outline your answers

6 It may seem old-fashioned but flashcards may be a helpful way to review in courses that have many unfamiliar terms Review the card in random order using only those terms that you have difficulty remembering

DURING THE TEST

There are also some things to keep in mind when you are TAKING the test

1 First read the directions carefully Many points have been lost because students didnt follow the directions

2 Remember to preview the test to see how much time you need to allot for each section If the

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test is all multiple choice questions it is good to know that immediately

3 Work on the easiest parts first If your strength is essay questions answer those first to get the maximum points Pace yourself to allow time for the more difficult parts

4 Find out if you are penalized for incorrect responses (This is probably covered in the directions If not make educated guesses If there is a penalty avoid guessing

5 When answering essay questions try to make an outline in the margin before you begin writing Organization clear thinking and good writing is important but so is neatness Be sure to make your writing legible

6 Save time at the end of the exam to review your test and make sure you havent left out any answers or parts of answers This is difficult to do under the stress of exams but it often keeps you from making needless errors

AFTER THE TEST

1 If the instructor reviews the exam in class make sure you attend Many students choose to skip class of the day of the review because nothing is happening that day On the contrary this is an important class to attend because it helps reinforce the information one more time in long term memory Even if you arent interested in the learning aspect of the class it is an opportunity to hear what the instructor was looking for in the answers This can help you on the NEXT exam

Keep in mind that there are things you can do before during and after exams that will help you succeed in the class You may want to read and complete the Test Taking Checklist to evaluate your development as a test-wise student

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Last Modified Monday 17-Jul-2006 091934 CDT Page URL httpwwwdumnedukmcstudentloonacadstrattest_takehtml

Page Coordinator Paul Treuer


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Study Skills Test Taking

Survival Strategies for Taking Tests

Before you Begin

1 Preview the test before you answer anything This gets you thinking about the material Make sure to note the point value of each question This will give you some ideas on budgeting your time

2 Do a mind dump Using what you saw in the preview make notes of anything you think you might forget Write down things that you used in learning the material that might help you remember Outline your answers to discussion questions

3 Quickly calculate how much time you should allow for each section according to the point value (You dont want to spend 30 minutes on an essay question that counts only 5 points)

Taking a Test

4 Read the directions (Can more than one answer be correct Are you penalized for guessing etc) Never assume that you know what the directions say

5 Answer the easy questions first This will give you the confidence and momentum to get through the rest of the test You are sure these answers are correct

6 Go back to the difficult questions While looking over the test and doing the easy questions your subconscious mind will have been working on the answers to the harder ones Also later items on the test might give you useful or needed information for earlier items

7 Answer all questions (unless you are penalized for wrong answers) 8 Ask the instructor to explain any items that are not clear Do not ask for the answer

but phrase your question in a way that shows the instructor that you have the information but are not sure what the question is asking for

9 Try to answer the questions from the instructors point of view Try to remember what the instructor emphasized and felt was important

10 Use the margin to explain why you chose the answer if the question does not seem clear or if the answer seems ambiguous

11 Circle key words in difficult questions This will force you to focus on the central point 12 Express difficult questions in your own words Rephrasing can make it clear to you

but be sure you dont change the meaning of the question 13 Use all of the time allotted for the test If you have extra time cover up your answers

and actually rework the question

For more tips and practice using these tips you may want to purchase Practicing College Learning Strategies 3rd edition by Carolyn Hopper published by Houghton Mifflin 2003

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Understanding the Reading Process--Reading Comprehension Guide--Academic Support

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Good readers understand the processes involved in reading and consciously control them This awareness and control of the reading processes is called metacognition which means knowing about knowing Some students dont know when they dont know They continue to read even though they are not comprehending Poor readers tolerate such confusion because they either dont realize that it exists or dont know what to do about it Poor readers focus on facts whereas good readers try to assimilate details into a larger cognitive pattern

Five Thinking Strategies of Good Readers

1 Predict Make educated guesses Good readers make predictions about thoughts events outcomes and conclusions As you read your predictions are confirmed or denied If they prove invalid you make new predictions This constant process helps you become involved with the authors thinking and helps you learn

2 Picture Form images For good readers the words and the ideas on the page trigger mental images that relate directly or indirectly to the material Images are like movies in your head and they increase your understanding of what you read

3 Relate Draw comparisons When you relate your existing knowledge to the new information in the text you are embellishing the material and making it part of your framework of ideas A phrase of a situation may remind you of a personal experience or something that you read or saw in a film Such related experiences help


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you digest the new material

4 Monitor Check understanding Monitor your ongoing comprehension to test your understanding of the material Keep an internal summary or synthesis of the information as it is presented and how it relates to the overall message Your summary will build with each new detail and as long as the message is consistent you will continue to form ideas If however certain information seems confusing or erroneous you should stop and seek a solution to the problem You must monitor and supervise you own comprehension Good readers seek to resolve difficulties when they occur they do not keep reading when they are confused

5 Correct gaps in understanding Do not accept gaps in your reading comprehension They may signal a failure to understand a word or a sentence Stop and resolve the problem Seek solutions not confusion This may mean rereading a sentence or looking back at a previous page for clarification If an unknown word is causing confusion the definition may emerge through further reading When good readers experience gaps in comprehension they do not perceive themselves as failures instead they reanalyze the task to achieve better understanding

Adapted for Breaking Through to College Reading Brenda Smith 1999



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How to ID Main Idea

How To Locate Main Ideas

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hANDOUTS COVERpdf

READING Handouts13

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Follow Directions


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Introduction

Etymology

Using a Dictionary


Structural Analysis

Common Word Roots

Word Relationships


Analogies

Context Clues


Common Word Roots

Root Meaning Example Definition

agri field agronomy field-crop production and soil management

anthropo man anthropology the study of man

astro star astronaut one who travels in interplanetary space

bio life biology the study of life

cardio heart cardiac pertaining to the heart

cede go precede to go before

chromo color chromatology the science of colors

demos people democracy government by the people

derma skin epidermis the outer layer of skin

dyna power dynamic characterized by power and energy

geo earth geology the study of the earth

helio sun heliotrope any plant that turns toward the sun

hydro water hydroponics growing of plants in water reinforced with nutrients

hypno sleep hypnosis a state of sleep induced by suggestion

ject throw eject to throw out

magni great big magnify to enlarge to make bigger

man(u) hand manuscript written by hand

mono one monoplane airplane with one wing


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uni (one) universe

bi (two) bicycle


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counterproductive



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vidvis see video



ad- to addict








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con- with concert

de- fromdown depart

deci- ten decimeter

di- two diameter



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pan- all pantheon


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pre- before precede


re- again reappear







un- not unwilling




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Readerrsquos Tip

27

27









Readerrsquos Tip

28

28

How to Summarize








Readerrsquos Tip

29

29

Locating Main Ideas










30

30

Locating Main Ideas













31

31

Locating Main Ideas




32

32







33

33

Locating Main Ideas











34

34

Locating Main Ideas













35

35

Locating Main Ideas




36

36


CENTRAL POINTS



Who or What Is

Author discussing

STATED Recognize


Details

ldquosma

EN




bull I

bull Ls(

bull Sdw

StatedImplie

37

STATED Recognize







Academic Support



Tutorial Services





Reading Rate









Applying Strategy






38

38


and Remembering









39

39








Exercise



40

40




Answer






Return to Top



41

41





Applying Strategy







42

42











43

43




Exercise



Answer






44

44

















45

45












46

46






Passing of Time




Result








Addition






likewise similarly





Examples



47

47







third then last

Summarize





48

48










49

49

Major details











50

50

Major details




Desire to succeed














51

51

Major details







52

52













53

53

Desire to succeed














54

54





55

55


MAIN IDEA


56

Major Detail

minor detail

minor detail

minor detail

minor detail

Protective Covering

17 body weight

protects organs

Major Detail


temperature

water loss


SUPPORTING DETAILS








the play



57

57










58

58




EFFECT











59

59














60

60














61

61






exercise


above



62

62




In this lesson








63

63







64

64









DETAIL (b)




DETAILS (a)





65

65


DETAILS (b)




DETAILS (a)




DETAILS (b)




Return to Top




66

66






SUBTOPIC 1 GRIDLOCK


67

67











SUBTOPIC2 SUBNORMAL










Return to Top


68

68







69

69







Return to Top


70

70


Contrast Paragraphs






71

71




Return to Top





72

72

cc essay outlines




Road Runner XL







Cost of Maintenance



73

73

cc essay outlines


Comfort


III Conclusion




74

74







Definition






Classification



Summary



Comparison



Contrast






Cause and Effect



Addition






75

75


Academic Support



Tutorial Services





Reading Rate














76

76


and Remembering





Simple Listing





Description


Definition






77

77






until at last next






Cause and Effect




hence because made


78

78




Return to Top



79

79














Readerrsquos Tip

80

80








Readerrsquos Tip

81

81


33

Before Reading

While Reading

After Reading

Stage 1

Preview

Stage 2

Integrate Knowledge

Stage 3

Recall

Predict

Question


Predict

Picture

Relate


React

Organize

Review

Select

Relate

Recite

82

82







Readerrsquos Tip

83

83






Readerrsquos Tip

84

84
















Readerrsquos Tip

85

85






Readerrsquos Tip

86

86






A complete sentence




Readerrsquos Tip

87

87






Readerrsquos Tip

88

88









Readerrsquos Tip

89

89

How to Summarize








Readerrsquos Tip

90

90

IMPLIED MAIN IDEAS

Determine the Topic





91

91
















92

92










93

93









94

94




95

95











96

96


Academic Support



Tutorial Services





Reading Rate














97

97


Remembering



General Sense





Examples







98

98















99

99






Return to Top



100

100




124 Osband 348-5175














101

101







102

102


Academic Support



Tutorial Services





Reading Rate








Fact or Opinion




Defining A Fact



103

103


and Remembering






To sum up facts







104

104
















105

105






Return to Top



106

106


AND OPINION





__________________________________________


_______________________________________


_______________________________________


_______________________________________


_______________________________________


_______________________________________



_______________________________________


_______________________________________


_______________________________________


_______________________________________



_______________________________________


_______________________________________


_______________________________________


_______________________________________


_______________________________________



_______________________________________


_______________________________________


107

107

Cop

yrig

ht copy

Hou

ghto

n M

ifflin

Com

pany

All

Rig

hts

Res

erve

d

Fact Opinion

Name _______________________________________________ Date ______________________

Fact and Opinion


108

108















109

109









110

110





111

111

Purpose and Tone


Purpose and Tone





a topic





112

112

Purpose and Tone

They are also

Unbiased

Neutral Formal


They are also

Biased

Emotional Informal




__a emotional

__b neutral


113

113

Purpose and Tone

__c factual

__d opportunistic






X a emotional

__b neutral

__c factual

__d opportunistic





114

114

Purpose and Tone




__a casual

__b sarcastic

__c rebellious

__d formal

__e humorous

Whose greeting is

more casual




115

115

Purpose and Tone



__a casual

__b sarcastic

__c rebellious

X d formal

__e humorous




__a subjective

__b objective

__c ridiculous

__d imbalanced


116

116

Purpose and Tone







__a subjective

X b objective

__c ridiculous

__d imbalanced




117

117

Purpose and Tone





a Inform

b Persuade

c Entertain





118

118

Purpose and Tone








119

119

Purpose and Tone










120

120

Purpose and Tone










121

121

Purpose and Tone








122

122

Purpose and Tone









123

123

Purpose and Tone










124

124

Purpose and Tone










125

125

Purpose

Purpose









126

126

Purpose



127

127

Tone




Basic Tone Words




Tone



128

128

ToneAttitude Words


129

129





130

130



131

131


Academic Support



Tutorial Services





Reading Rate









Survey -





Before reading




132

132


and Remembering




While reading


in the survey

After reading



recall

Question -




Read -

Read the material




133

133




Recite -




Record -




134

134



Review -

Review the material








Return to Top



135

135


Academic Support



Tutorial Services



Textbook Anatomy

Survey Sheet

Study System

SQ4R

Surveying a Chapter

Marking Your Text

Marking a Chapter

Reading Strategy

Reading Flexibility

Paragraph Patterns

Study Strategy












136

136


Lecture Notes

Cornell Notetaking

Reading Medical

Reading Science

University Reading











137

137









138

138







139

139



Reference




Return to Top



140

140


Academic Support



Tutorial Services





Reading Rate










Level One





Level Two



by what is stated



141

141


and Remembering



Level Three






Return to Top



142

142



Step 1


Step 2


Step 3


Step 4


Step 5


143

143




Step 6



144

144


Academic Support



Tutorial Services





Reading Rate


















145

145


and Remembering











146

146














147

147


comprehension are










Return to Top



148

148

1

SQ3R


1 Survey




2 Question





149

149

1


need to learn


3 Read




4 Recite


5 Review



150

150

1




151

151


Academic Support



Tutorial Services





Reading Rate














152

152


and Remembering









153

153




Capital Resources

Human Resources




154

154







Return to Top



155

155





BEFORE THE TEST







DURING THE TEST





156

156







AFTER THE TEST







157

157



Before you Begin




Taking a Test













158

158




159

159


Academic Support



Tutorial Services





Reading Rate














160

160


and Remembering








Return to Top



161

161


cuestaedu



awrsdorg



factmonstercom



cuestaedu



Finding Main Idea

How to ID Main Idea


riohondoedu

Locating Main Ideas

ID Topic

Locating Main Ideas

riohondoedu

Locating Main Ideas



cuestaedu



wwwcuestacccaus



mtsacedu



Major Details

riohondoedu

Major details





uiucedu



uiucedu



uiucedu

cc essay outlines



cuestaedu





wwwhowardk12mdus




Unstated Main Idea

ccisedu


Writing A Summary

Writing A Summary

Inferring


cuestaedu



uaedu


Fact amp Opinion

cuestaedu





auburnedu



20985165104

Purpose and Tone

Purpose

ablongmancom

Purpose

Tone

ablongmancom

Tone

tone-attitude words

tonewords


cuestaedu



cuestaedu



cuestaedu



riohondoedu



cuestaedu



riohondoedu

1


cuestaedu



umnedu


Test Taking

mtsuedu



cuestaedu


hANDOUTS COVERpdf

READING Handouts13


form1

x

f1 fmtn

f2

f3


form1

x

f1 [Answer]


form1

x

f1

f2

f3

f4

Follow Directions










Common Prefixes















2

2

























3

3








Number prefixes



















uni (one) universe

bi (two) bicycle


4

4




dec (ten) decade



bio (life) biology





pod (foot) tripod












counterproductive



5

5


ultrashy















Return to Top



6

6













7

7







vidvis see video



ad- to addict








8

8




con- with concert

de- fromdown depart

deci- ten decimeter

di- two diameter



ex- out exit





in- not invalid















pan- all pantheon


9

9




poly- many polygon


pre- before precede


re- again reappear







un- not unwilling




10

10








Help Site Map





Home

World amp News

US

People

Word Wise

Science

Math amp Money

Sports

Cool Stuff

Games amp Quizzes

Homework Center


Campaign 2008




US Elections



Labor Day

Poetry for Fall

Rangers Apprentice

10 Greenest

11

11

>














Reference Desk

Colleges

Lightning

Kid Videos


Harry Potter Page

Fact Monster Blog

Science Projects


2008 Calendar

Atlas

Almanacs

Dictionary

Encyclopedia

12

12
















13

13










likable flexible











14

14






















15

15
















cardiogram telegram




16

16

















Whatchamacallits or


Things


Cite

Print



Phrase and Fable E


Fable E


17

17



Brewer 1894


Brewer 1894


Cobham Brewer 1894






18

18


Academic Support



Tutorial Services

Introduction

Etymology

Using a Dictionary


Structural Analysis

Common Word Roots

Word Relationships


Analogies

Context Clues


Context Clues


Definition

Synonym

Antonym

Examples

Explanation

Experience






19

19






Strategy







20

20














21

21


Return to Top



22

22









23

23













24

24











25

25






A complete sentence




Readerrsquos Tip

26

26






Readerrsquos Tip

27

27









Readerrsquos Tip

28

28

How to Summarize








Readerrsquos Tip

29

29

Locating Main Ideas










30

30

Locating Main Ideas













31

31

Locating Main Ideas




32

32







33

33

Locating Main Ideas











34

34

Locating Main Ideas













35

35

Locating Main Ideas




36

36


CENTRAL POINTS



Who or What Is

Author discussing

STATED Recognize


Details

ldquosma

EN




bull I

bull Ls(

bull Sdw

StatedImplie

37

STATED Recognize







Academic Support



Tutorial Services





Reading Rate









Applying Strategy






38

38


and Remembering









39

39








Exercise



40

40




Answer






Return to Top



41

41





Applying Strategy







42

42











43

43




Exercise



Answer






44

44

















45

45












46

46






Passing of Time




Result








Addition






likewise similarly





Examples



47

47







third then last

Summarize





48

48










49

49

Major details











50

50

Major details




Desire to succeed














51

51

Major details







52

52













53

53

Desire to succeed














54

54





55

55


MAIN IDEA


56

Major Detail

minor detail

minor detail

minor detail

minor detail

Protective Covering

17 body weight

protects organs

Major Detail


temperature

water loss


SUPPORTING DETAILS








the play



57

57










58

58




EFFECT











59

59














60

60














61

61






exercise


above



62

62




In this lesson








63

63







64

64









DETAIL (b)




DETAILS (a)





65

65


DETAILS (b)




DETAILS (a)




DETAILS (b)




Return to Top




66

66






SUBTOPIC 1 GRIDLOCK


67

67











SUBTOPIC2 SUBNORMAL










Return to Top


68

68







69

69







Return to Top


70

70


Contrast Paragraphs






71

71




Return to Top





72

72

cc essay outlines




Road Runner XL







Cost of Maintenance



73

73

cc essay outlines


Comfort


III Conclusion




74

74







Definition






Classification



Summary



Comparison



Contrast






Cause and Effect



Addition






75

75


Academic Support



Tutorial Services





Reading Rate














76

76


and Remembering





Simple Listing





Description


Definition






77

77






until at last next






Cause and Effect




hence because made


78

78




Return to Top



79

79














Readerrsquos Tip

80

80








Readerrsquos Tip

81

81


33

Before Reading

While Reading

After Reading

Stage 1

Preview

Stage 2

Integrate Knowledge

Stage 3

Recall

Predict

Question


Predict

Picture

Relate


React

Organize

Review

Select

Relate

Recite

82

82







Readerrsquos Tip

83

83






Readerrsquos Tip

84

84
















Readerrsquos Tip

85

85






Readerrsquos Tip

86

86






A complete sentence




Readerrsquos Tip

87

87






Readerrsquos Tip

88

88









Readerrsquos Tip

89

89

How to Summarize








Readerrsquos Tip

90

90

IMPLIED MAIN IDEAS

Determine the Topic





91

91
















92

92










93

93









94

94




95

95











96

96


Academic Support



Tutorial Services





Reading Rate














97

97


Remembering



General Sense





Examples







98

98















99

99






Return to Top



100

100




124 Osband 348-5175














101

101







102

102


Academic Support



Tutorial Services





Reading Rate








Fact or Opinion




Defining A Fact



103

103


and Remembering






To sum up facts







104

104
















105

105






Return to Top



106

106


AND OPINION





__________________________________________


_______________________________________


_______________________________________


_______________________________________


_______________________________________


_______________________________________



_______________________________________


_______________________________________


_______________________________________


_______________________________________



_______________________________________


_______________________________________


_______________________________________


_______________________________________


_______________________________________



_______________________________________


_______________________________________


107

107

Cop

yrig

ht copy

Hou

ghto

n M

ifflin

Com

pany

All

Rig

hts

Res

erve

d

Fact Opinion

Name _______________________________________________ Date ______________________

Fact and Opinion


108

108















109

109









110

110





111

111

Purpose and Tone


Purpose and Tone





a topic





112

112

Purpose and Tone

They are also

Unbiased

Neutral Formal


They are also

Biased

Emotional Informal




__a emotional

__b neutral


113

113

Purpose and Tone

__c factual

__d opportunistic






X a emotional

__b neutral

__c factual

__d opportunistic





114

114

Purpose and Tone




__a casual

__b sarcastic

__c rebellious

__d formal

__e humorous

Whose greeting is

more casual




115

115

Purpose and Tone



__a casual

__b sarcastic

__c rebellious

X d formal

__e humorous




__a subjective

__b objective

__c ridiculous

__d imbalanced


116

116

Purpose and Tone







__a subjective

X b objective

__c ridiculous

__d imbalanced




117

117

Purpose and Tone





a Inform

b Persuade

c Entertain





118

118

Purpose and Tone








119

119

Purpose and Tone










120

120

Purpose and Tone










121

121

Purpose and Tone








122

122

Purpose and Tone









123

123

Purpose and Tone










124

124

Purpose and Tone










125

125

Purpose

Purpose









126

126

Purpose



127

127

Tone




Basic Tone Words




Tone



128

128

ToneAttitude Words


129

129





130

130



131

131


Academic Support



Tutorial Services





Reading Rate









Survey -





Before reading




132

132


and Remembering




While reading


in the survey

After reading



recall

Question -




Read -

Read the material




133

133




Recite -




Record -




134

134



Review -

Review the material








Return to Top



135

135


Academic Support



Tutorial Services



Textbook Anatomy

Survey Sheet

Study System

SQ4R

Surveying a Chapter

Marking Your Text

Marking a Chapter

Reading Strategy

Reading Flexibility

Paragraph Patterns

Study Strategy












136

136


Lecture Notes

Cornell Notetaking

Reading Medical

Reading Science

University Reading











137

137









138

138







139

139



Reference




Return to Top



140

140


Academic Support



Tutorial Services





Reading Rate










Level One





Level Two



by what is stated



141

141


and Remembering



Level Three






Return to Top



142

142



Step 1


Step 2


Step 3


Step 4


Step 5


143

143




Step 6



144

144


Academic Support



Tutorial Services





Reading Rate


















145

145


and Remembering











146

146














147

147


comprehension are










Return to Top



148

148

1

SQ3R


1 Survey




2 Question





149

149

1


need to learn


3 Read




4 Recite


5 Review



150

150

1




151

151


Academic Support



Tutorial Services





Reading Rate














152

152


and Remembering









153

153




Capital Resources

Human Resources




154

154







Return to Top



155

155





BEFORE THE TEST







DURING THE TEST





156

156







AFTER THE TEST







157

157



Before you Begin




Taking a Test













158

158




159

159


Academic Support



Tutorial Services





Reading Rate














160

160


and Remembering








Return to Top



161

161


cuestaedu



awrsdorg



factmonstercom



cuestaedu



Finding Main Idea

How to ID Main Idea


riohondoedu

Locating Main Ideas

ID Topic

Locating Main Ideas

riohondoedu

Locating Main Ideas



cuestaedu



wwwcuestacccaus



mtsacedu



Major Details

riohondoedu

Major details





uiucedu



uiucedu



uiucedu

cc essay outlines



cuestaedu





wwwhowardk12mdus




Unstated Main Idea

ccisedu


Writing A Summary

Writing A Summary

Inferring


cuestaedu



uaedu


Fact amp Opinion

cuestaedu





auburnedu



20985165104

Purpose and Tone

Purpose

ablongmancom

Purpose

Tone

ablongmancom

Tone

tone-attitude words

tonewords


cuestaedu



cuestaedu



cuestaedu



riohondoedu



cuestaedu



riohondoedu

1


cuestaedu



umnedu


Test Taking

mtsuedu



cuestaedu


hANDOUTS COVERpdf

READING Handouts13


form1

x

f1 fmtn

f2

f3


form1

x

f1 [Answer]


form1

x

f1

f2

f3

f4

Follow Directions

























3

3








Number prefixes



















uni (one) universe

bi (two) bicycle


4

4




dec (ten) decade



bio (life) biology





pod (foot) tripod












counterproductive



5

5


ultrashy















Return to Top



6

6













7

7







vidvis see video



ad- to addict








8

8




con- with concert

de- fromdown depart

deci- ten decimeter

di- two diameter



ex- out exit





in- not invalid















pan- all pantheon


9

9




poly- many polygon


pre- before precede


re- again reappear







un- not unwilling




10

10








Help Site Map





Home

World amp News

US

People

Word Wise

Science

Math amp Money

Sports

Cool Stuff

Games amp Quizzes

Homework Center


Campaign 2008




US Elections



Labor Day

Poetry for Fall

Rangers Apprentice

10 Greenest

11

11

>














Reference Desk

Colleges

Lightning

Kid Videos


Harry Potter Page

Fact Monster Blog

Science Projects


2008 Calendar

Atlas

Almanacs

Dictionary

Encyclopedia

12

12
















13

13










likable flexible











14

14






















15

15
















cardiogram telegram




16

16

















Whatchamacallits or


Things


Cite

Print



Phrase and Fable E


Fable E


17

17



Brewer 1894


Brewer 1894


Cobham Brewer 1894






18

18


Academic Support



Tutorial Services

Introduction

Etymology

Using a Dictionary


Structural Analysis

Common Word Roots

Word Relationships


Analogies

Context Clues


Context Clues


Definition

Synonym

Antonym

Examples

Explanation

Experience






19

19






Strategy







20

20














21

21


Return to Top



22

22









23

23













24

24











25

25






A complete sentence




Readerrsquos Tip

26

26






Readerrsquos Tip

27

27









Readerrsquos Tip

28

28

How to Summarize








Readerrsquos Tip

29

29

Locating Main Ideas










30

30

Locating Main Ideas













31

31

Locating Main Ideas




32

32







33

33

Locating Main Ideas











34

34

Locating Main Ideas













35

35

Locating Main Ideas




36

36


CENTRAL POINTS



Who or What Is

Author discussing

STATED Recognize


Details

ldquosma

EN




bull I

bull Ls(

bull Sdw

StatedImplie

37

STATED Recognize







Academic Support



Tutorial Services





Reading Rate









Applying Strategy






38

38


and Remembering









39

39








Exercise



40

40




Answer






Return to Top



41

41





Applying Strategy







42

42











43

43




Exercise



Answer






44

44

















45

45












46

46






Passing of Time




Result








Addition






likewise similarly





Examples



47

47







third then last

Summarize





48

48










49

49

Major details











50

50

Major details




Desire to succeed














51

51

Major details







52

52













53

53

Desire to succeed














54

54





55

55


MAIN IDEA


56

Major Detail

minor detail

minor detail

minor detail

minor detail

Protective Covering

17 body weight

protects organs

Major Detail


temperature

water loss


SUPPORTING DETAILS








the play



57

57










58

58




EFFECT











59

59














60

60














61

61






exercise


above



62

62




In this lesson








63

63







64

64









DETAIL (b)




DETAILS (a)





65

65


DETAILS (b)




DETAILS (a)




DETAILS (b)




Return to Top




66

66






SUBTOPIC 1 GRIDLOCK


67

67











SUBTOPIC2 SUBNORMAL










Return to Top


68

68







69

69







Return to Top


70

70


Contrast Paragraphs






71

71




Return to Top





72

72

cc essay outlines




Road Runner XL







Cost of Maintenance



73

73

cc essay outlines


Comfort


III Conclusion




74

74







Definition






Classification



Summary



Comparison



Contrast






Cause and Effect



Addition






75

75


Academic Support



Tutorial Services





Reading Rate














76

76


and Remembering





Simple Listing





Description


Definition






77

77






until at last next






Cause and Effect




hence because made


78

78




Return to Top



79

79














Readerrsquos Tip

80

80








Readerrsquos Tip

81

81


33

Before Reading

While Reading

After Reading

Stage 1

Preview

Stage 2

Integrate Knowledge

Stage 3

Recall

Predict

Question


Predict

Picture

Relate


React

Organize

Review

Select

Relate

Recite

82

82







Readerrsquos Tip

83

83






Readerrsquos Tip

84

84
















Readerrsquos Tip

85

85






Readerrsquos Tip

86

86






A complete sentence




Readerrsquos Tip

87

87






Readerrsquos Tip

88

88









Readerrsquos Tip

89

89

How to Summarize








Readerrsquos Tip

90

90

IMPLIED MAIN IDEAS

Determine the Topic





91

91
















92

92










93

93









94

94




95

95











96

96


Academic Support



Tutorial Services





Reading Rate














97

97


Remembering



General Sense





Examples







98

98















99

99






Return to Top



100

100




124 Osband 348-5175














101

101







102

102


Academic Support



Tutorial Services





Reading Rate








Fact or Opinion




Defining A Fact



103

103


and Remembering






To sum up facts







104

104
















105

105






Return to Top



106

106


AND OPINION





__________________________________________


_______________________________________


_______________________________________


_______________________________________


_______________________________________


_______________________________________



_______________________________________


_______________________________________


_______________________________________


_______________________________________



_______________________________________


_______________________________________


_______________________________________


_______________________________________


_______________________________________



_______________________________________


_______________________________________


107

107

Cop

yrig

ht copy

Hou

ghto

n M

ifflin

Com

pany

All

Rig

hts

Res

erve

d

Fact Opinion

Name _______________________________________________ Date ______________________

Fact and Opinion


108

108















109

109









110

110





111

111

Purpose and Tone


Purpose and Tone





a topic





112

112

Purpose and Tone

They are also

Unbiased

Neutral Formal


They are also

Biased

Emotional Informal




__a emotional

__b neutral


113

113

Purpose and Tone

__c factual

__d opportunistic






X a emotional

__b neutral

__c factual

__d opportunistic





114

114

Purpose and Tone




__a casual

__b sarcastic

__c rebellious

__d formal

__e humorous

Whose greeting is

more casual




115

115

Purpose and Tone



__a casual

__b sarcastic

__c rebellious

X d formal

__e humorous




__a subjective

__b objective

__c ridiculous

__d imbalanced


116

116

Purpose and Tone







__a subjective

X b objective

__c ridiculous

__d imbalanced




117

117

Purpose and Tone





a Inform

b Persuade

c Entertain





118

118

Purpose and Tone








119

119

Purpose and Tone










120

120

Purpose and Tone










121

121

Purpose and Tone








122

122

Purpose and Tone









123

123

Purpose and Tone










124

124

Purpose and Tone










125

125

Purpose

Purpose









126

126

Purpose



127

127

Tone




Basic Tone Words




Tone



128

128

ToneAttitude Words


129

129





130

130



131

131


Academic Support



Tutorial Services





Reading Rate









Survey -





Before reading




132

132


and Remembering




While reading


in the survey

After reading



recall

Question -




Read -

Read the material




133

133




Recite -




Record -




134

134



Review -

Review the material








Return to Top



135

135


Academic Support



Tutorial Services



Textbook Anatomy

Survey Sheet

Study System

SQ4R

Surveying a Chapter

Marking Your Text

Marking a Chapter

Reading Strategy

Reading Flexibility

Paragraph Patterns

Study Strategy












136

136


Lecture Notes

Cornell Notetaking

Reading Medical

Reading Science

University Reading











137

137









138

138







139

139



Reference




Return to Top



140

140


Academic Support



Tutorial Services





Reading Rate










Level One





Level Two



by what is stated



141

141


and Remembering



Level Three






Return to Top



142

142



Step 1


Step 2


Step 3


Step 4


Step 5


143

143




Step 6



144

144


Academic Support



Tutorial Services





Reading Rate


















145

145


and Remembering











146

146














147

147


comprehension are










Return to Top



148

148

1

SQ3R


1 Survey




2 Question





149

149

1


need to learn


3 Read




4 Recite


5 Review



150

150

1




151

151


Academic Support



Tutorial Services





Reading Rate














152

152


and Remembering









153

153




Capital Resources

Human Resources




154

154







Return to Top



155

155





BEFORE THE TEST







DURING THE TEST





156

156







AFTER THE TEST







157

157



Before you Begin




Taking a Test













158

158




159

159


Academic Support



Tutorial Services





Reading Rate














160

160


and Remembering








Return to Top



161

161


cuestaedu



awrsdorg



factmonstercom



cuestaedu



Finding Main Idea

How to ID Main Idea


riohondoedu

Locating Main Ideas

ID Topic

Locating Main Ideas

riohondoedu

Locating Main Ideas



cuestaedu



wwwcuestacccaus



mtsacedu



Major Details

riohondoedu

Major details





uiucedu



uiucedu



uiucedu

cc essay outlines



cuestaedu





wwwhowardk12mdus




Unstated Main Idea

ccisedu


Writing A Summary

Writing A Summary

Inferring


cuestaedu



uaedu


Fact amp Opinion

cuestaedu





auburnedu



20985165104

Purpose and Tone

Purpose

ablongmancom

Purpose

Tone

ablongmancom

Tone

tone-attitude words

tonewords


cuestaedu



cuestaedu



cuestaedu



riohondoedu



cuestaedu



riohondoedu

1


cuestaedu



umnedu


Test Taking

mtsuedu



cuestaedu


hANDOUTS COVERpdf

READING Handouts13


form1

x

f1 fmtn

f2

f3


form1

x

f1 [Answer]


form1

x

f1

f2

f3

f4

Follow Directions








Number prefixes



















uni (one) universe

bi (two) bicycle


4

4




dec (ten) decade



bio (life) biology





pod (foot) tripod












counterproductive



5

5


ultrashy















Return to Top



6

6













7

7







vidvis see video



ad- to addict








8

8




con- with concert

de- fromdown depart

deci- ten decimeter

di- two diameter



ex- out exit





in- not invalid















pan- all pantheon


9

9




poly- many polygon


pre- before precede


re- again reappear







un- not unwilling




10

10








Help Site Map





Home

World amp News

US

People

Word Wise

Science

Math amp Money

Sports

Cool Stuff

Games amp Quizzes

Homework Center


Campaign 2008




US Elections



Labor Day

Poetry for Fall

Rangers Apprentice

10 Greenest

11

11

>














Reference Desk

Colleges

Lightning

Kid Videos


Harry Potter Page

Fact Monster Blog

Science Projects


2008 Calendar

Atlas

Almanacs

Dictionary

Encyclopedia

12

12
















13

13










likable flexible











14

14






















15

15
















cardiogram telegram




16

16

















Whatchamacallits or


Things


Cite

Print



Phrase and Fable E


Fable E


17

17



Brewer 1894


Brewer 1894


Cobham Brewer 1894






18

18


Academic Support



Tutorial Services

Introduction

Etymology

Using a Dictionary


Structural Analysis

Common Word Roots

Word Relationships


Analogies

Context Clues


Context Clues


Definition

Synonym

Antonym

Examples

Explanation

Experience






19

19






Strategy







20

20














21

21


Return to Top



22

22









23

23













24

24











25

25






A complete sentence




Readerrsquos Tip

26

26






Readerrsquos Tip

27

27









Readerrsquos Tip

28

28

How to Summarize








Readerrsquos Tip

29

29

Locating Main Ideas










30

30

Locating Main Ideas













31

31

Locating Main Ideas




32

32







33

33

Locating Main Ideas











34

34

Locating Main Ideas













35

35

Locating Main Ideas




36

36


CENTRAL POINTS



Who or What Is

Author discussing

STATED Recognize


Details

ldquosma

EN




bull I

bull Ls(

bull Sdw

StatedImplie

37

STATED Recognize







Academic Support



Tutorial Services





Reading Rate









Applying Strategy






38

38


and Remembering









39

39








Exercise



40

40




Answer






Return to Top



41

41





Applying Strategy







42

42











43

43




Exercise



Answer






44

44

















45

45












46

46






Passing of Time




Result








Addition






likewise similarly





Examples



47

47







third then last

Summarize





48

48










49

49

Major details











50

50

Major details




Desire to succeed














51

51

Major details







52

52













53

53

Desire to succeed














54

54





55

55


MAIN IDEA


56

Major Detail

minor detail

minor detail

minor detail

minor detail

Protective Covering

17 body weight

protects organs

Major Detail


temperature

water loss


SUPPORTING DETAILS








the play



57

57










58

58




EFFECT











59

59














60

60














61

61






exercise


above



62

62




In this lesson








63

63







64

64









DETAIL (b)




DETAILS (a)





65

65


DETAILS (b)




DETAILS (a)




DETAILS (b)




Return to Top




66

66






SUBTOPIC 1 GRIDLOCK


67

67











SUBTOPIC2 SUBNORMAL










Return to Top


68

68







69

69







Return to Top


70

70


Contrast Paragraphs






71

71




Return to Top





72

72

cc essay outlines




Road Runner XL







Cost of Maintenance



73

73

cc essay outlines


Comfort


III Conclusion




74

74







Definition






Classification



Summary



Comparison



Contrast






Cause and Effect



Addition






75

75


Academic Support



Tutorial Services





Reading Rate














76

76


and Remembering





Simple Listing





Description


Definition






77

77






until at last next






Cause and Effect




hence because made


78

78




Return to Top



79

79














Readerrsquos Tip

80

80








Readerrsquos Tip

81

81


33

Before Reading

While Reading

After Reading

Stage 1

Preview

Stage 2

Integrate Knowledge

Stage 3

Recall

Predict

Question


Predict

Picture

Relate


React

Organize

Review

Select

Relate

Recite

82

82







Readerrsquos Tip

83

83






Readerrsquos Tip

84

84
















Readerrsquos Tip

85

85






Readerrsquos Tip

86

86






A complete sentence




Readerrsquos Tip

87

87






Readerrsquos Tip

88

88









Readerrsquos Tip

89

89

How to Summarize








Readerrsquos Tip

90

90

IMPLIED MAIN IDEAS

Determine the Topic





91

91
















92

92










93

93









94

94




95

95











96

96


Academic Support



Tutorial Services





Reading Rate














97

97


Remembering



General Sense





Examples







98

98















99

99






Return to Top



100

100




124 Osband 348-5175














101

101







102

102


Academic Support



Tutorial Services





Reading Rate








Fact or Opinion




Defining A Fact



103

103


and Remembering






To sum up facts







104

104
















105

105






Return to Top



106

106


AND OPINION





__________________________________________


_______________________________________


_______________________________________


_______________________________________


_______________________________________


_______________________________________



_______________________________________


_______________________________________


_______________________________________


_______________________________________



_______________________________________


_______________________________________


_______________________________________


_______________________________________


_______________________________________



_______________________________________


_______________________________________


107

107

Cop

yrig

ht copy

Hou

ghto

n M

ifflin

Com

pany

All

Rig

hts

Res

erve

d

Fact Opinion

Name _______________________________________________ Date ______________________

Fact and Opinion


108

108















109

109









110

110





111

111

Purpose and Tone


Purpose and Tone





a topic





112

112

Purpose and Tone

They are also

Unbiased

Neutral Formal


They are also

Biased

Emotional Informal




__a emotional

__b neutral


113

113

Purpose and Tone

__c factual

__d opportunistic






X a emotional

__b neutral

__c factual

__d opportunistic





114

114

Purpose and Tone




__a casual

__b sarcastic

__c rebellious

__d formal

__e humorous

Whose greeting is

more casual




115

115

Purpose and Tone



__a casual

__b sarcastic

__c rebellious

X d formal

__e humorous




__a subjective

__b objective

__c ridiculous

__d imbalanced


116

116

Purpose and Tone







__a subjective

X b objective

__c ridiculous

__d imbalanced




117

117

Purpose and Tone





a Inform

b Persuade

c Entertain





118

118

Purpose and Tone








119

119

Purpose and Tone










120

120

Purpose and Tone










121

121

Purpose and Tone








122

122

Purpose and Tone









123

123

Purpose and Tone










124

124

Purpose and Tone










125

125

Purpose

Purpose









126

126

Purpose



127

127

Tone




Basic Tone Words




Tone



128

128

ToneAttitude Words


129

129





130

130



131

131


Academic Support



Tutorial Services





Reading Rate









Survey -





Before reading




132

132


and Remembering




While reading


in the survey

After reading



recall

Question -




Read -

Read the material




133

133




Recite -




Record -




134

134



Review -

Review the material








Return to Top



135

135


Academic Support



Tutorial Services



Textbook Anatomy

Survey Sheet

Study System

SQ4R

Surveying a Chapter

Marking Your Text

Marking a Chapter

Reading Strategy

Reading Flexibility

Paragraph Patterns

Study Strategy












136

136


Lecture Notes

Cornell Notetaking

Reading Medical

Reading Science

University Reading











137

137









138

138







139

139



Reference




Return to Top



140

140


Academic Support



Tutorial Services





Reading Rate










Level One





Level Two



by what is stated



141

141


and Remembering



Level Three






Return to Top



142

142



Step 1


Step 2


Step 3


Step 4


Step 5


143

143




Step 6



144

144


Academic Support



Tutorial Services





Reading Rate


















145

145


and Remembering











146

146














147

147


comprehension are










Return to Top



148

148

1

SQ3R


1 Survey




2 Question





149

149

1


need to learn


3 Read




4 Recite


5 Review



150

150

1




151

151


Academic Support



Tutorial Services





Reading Rate














152

152


and Remembering









153

153




Capital Resources

Human Resources




154

154







Return to Top



155

155





BEFORE THE TEST







DURING THE TEST





156

156







AFTER THE TEST







157

157



Before you Begin




Taking a Test













158

158




159

159


Academic Support



Tutorial Services





Reading Rate














160

160


and Remembering








Return to Top



161

161


cuestaedu



awrsdorg



factmonstercom



cuestaedu



Finding Main Idea

How to ID Main Idea


riohondoedu

Locating Main Ideas

ID Topic

Locating Main Ideas

riohondoedu

Locating Main Ideas



cuestaedu



wwwcuestacccaus



mtsacedu



Major Details

riohondoedu

Major details





uiucedu



uiucedu



uiucedu

cc essay outlines



cuestaedu





wwwhowardk12mdus




Unstated Main Idea

ccisedu


Writing A Summary

Writing A Summary

Inferring


cuestaedu



uaedu


Fact amp Opinion

cuestaedu





auburnedu



20985165104

Purpose and Tone

Purpose

ablongmancom

Purpose

Tone

ablongmancom

Tone

tone-attitude words

tonewords


cuestaedu



cuestaedu



cuestaedu



riohondoedu



cuestaedu



riohondoedu

1


cuestaedu



umnedu


Test Taking

mtsuedu



cuestaedu


hANDOUTS COVERpdf

READING Handouts13


form1

x

f1 fmtn

f2

f3


form1

x

f1 [Answer]


form1

x

f1

f2

f3

f4

Follow Directions




dec (ten) decade



bio (life) biology





pod (foot) tripod












counterproductive



5

5


ultrashy















Return to Top



6

6













7

7







vidvis see video



ad- to addict








8

8




con- with concert

de- fromdown depart

deci- ten decimeter

di- two diameter



ex- out exit





in- not invalid















pan- all pantheon


9

9




poly- many polygon


pre- before precede


re- again reappear







un- not unwilling




10

10








Help Site Map





Home

World amp News

US

People

Word Wise

Science

Math amp Money

Sports

Cool Stuff

Games amp Quizzes

Homework Center


Campaign 2008




US Elections



Labor Day

Poetry for Fall

Rangers Apprentice

10 Greenest

11

11

>














Reference Desk

Colleges

Lightning

Kid Videos


Harry Potter Page

Fact Monster Blog

Science Projects


2008 Calendar

Atlas

Almanacs

Dictionary

Encyclopedia

12

12
















13

13










likable flexible











14

14






















15

15
















cardiogram telegram




16

16

















Whatchamacallits or


Things


Cite

Print



Phrase and Fable E


Fable E


17

17



Brewer 1894


Brewer 1894


Cobham Brewer 1894






18

18


Academic Support



Tutorial Services

Introduction

Etymology

Using a Dictionary


Structural Analysis

Common Word Roots

Word Relationships


Analogies

Context Clues


Context Clues


Definition

Synonym

Antonym

Examples

Explanation

Experience






19

19






Strategy







20

20














21

21


Return to Top



22

22









23

23













24

24











25

25






A complete sentence




Readerrsquos Tip

26

26






Readerrsquos Tip

27

27









Readerrsquos Tip

28

28

How to Summarize








Readerrsquos Tip

29

29

Locating Main Ideas










30

30

Locating Main Ideas













31

31

Locating Main Ideas




32

32







33

33

Locating Main Ideas











34

34

Locating Main Ideas













35

35

Locating Main Ideas




36

36


CENTRAL POINTS



Who or What Is

Author discussing

STATED Recognize


Details

ldquosma

EN




bull I

bull Ls(

bull Sdw

StatedImplie

37

STATED Recognize







Academic Support



Tutorial Services





Reading Rate









Applying Strategy






38

38


and Remembering









39

39








Exercise



40

40




Answer






Return to Top



41

41





Applying Strategy







42

42











43

43




Exercise



Answer






44

44

















45

45












46

46






Passing of Time




Result








Addition






likewise similarly





Examples



47

47







third then last

Summarize





48

48










49

49

Major details











50

50

Major details




Desire to succeed














51

51

Major details







52

52













53

53

Desire to succeed














54

54





55

55


MAIN IDEA


56

Major Detail

minor detail

minor detail

minor detail

minor detail

Protective Covering

17 body weight

protects organs

Major Detail


temperature

water loss


SUPPORTING DETAILS








the play



57

57










58

58




EFFECT











59

59














60

60














61

61






exercise


above



62

62




In this lesson








63

63







64

64









DETAIL (b)




DETAILS (a)





65

65


DETAILS (b)




DETAILS (a)




DETAILS (b)




Return to Top




66

66






SUBTOPIC 1 GRIDLOCK


67

67











SUBTOPIC2 SUBNORMAL










Return to Top


68

68







69

69







Return to Top


70

70


Contrast Paragraphs






71

71




Return to Top





72

72

cc essay outlines




Road Runner XL







Cost of Maintenance



73

73

cc essay outlines


Comfort


III Conclusion




74

74







Definition






Classification



Summary



Comparison



Contrast






Cause and Effect



Addition






75

75


Academic Support



Tutorial Services





Reading Rate














76

76


and Remembering





Simple Listing





Description


Definition






77

77






until at last next






Cause and Effect




hence because made


78

78




Return to Top



79

79














Readerrsquos Tip

80

80








Readerrsquos Tip

81

81


33

Before Reading

While Reading

After Reading

Stage 1

Preview

Stage 2

Integrate Knowledge

Stage 3

Recall

Predict

Question


Predict

Picture

Relate


React

Organize

Review

Select

Relate

Recite

82

82







Readerrsquos Tip

83

83






Readerrsquos Tip

84

84
















Readerrsquos Tip

85

85






Readerrsquos Tip

86

86






A complete sentence




Readerrsquos Tip

87

87






Readerrsquos Tip

88

88









Readerrsquos Tip

89

89

How to Summarize








Readerrsquos Tip

90

90

IMPLIED MAIN IDEAS

Determine the Topic





91

91
















92

92










93

93









94

94




95

95











96

96


Academic Support



Tutorial Services





Reading Rate














97

97


Remembering



General Sense





Examples







98

98















99

99






Return to Top



100

100




124 Osband 348-5175














101

101







102

102


Academic Support



Tutorial Services





Reading Rate








Fact or Opinion




Defining A Fact



103

103


and Remembering






To sum up facts







104

104
















105

105






Return to Top



106

106


AND OPINION





__________________________________________


_______________________________________


_______________________________________


_______________________________________


_______________________________________


_______________________________________



_______________________________________


_______________________________________


_______________________________________


_______________________________________



_______________________________________


_______________________________________


_______________________________________


_______________________________________


_______________________________________



_______________________________________


_______________________________________


107

107

Cop

yrig

ht copy

Hou

ghto

n M

ifflin

Com

pany

All

Rig

hts

Res

erve

d

Fact Opinion

Name _______________________________________________ Date ______________________

Fact and Opinion


108

108















109

109









110

110





111

111

Purpose and Tone


Purpose and Tone





a topic





112

112

Purpose and Tone

They are also

Unbiased

Neutral Formal


They are also

Biased

Emotional Informal




__a emotional

__b neutral


113

113

Purpose and Tone

__c factual

__d opportunistic






X a emotional

__b neutral

__c factual

__d opportunistic





114

114

Purpose and Tone




__a casual

__b sarcastic

__c rebellious

__d formal

__e humorous

Whose greeting is

more casual




115

115

Purpose and Tone



__a casual

__b sarcastic

__c rebellious

X d formal

__e humorous




__a subjective

__b objective

__c ridiculous

__d imbalanced


116

116

Purpose and Tone







__a subjective

X b objective

__c ridiculous

__d imbalanced




117

117

Purpose and Tone





a Inform

b Persuade

c Entertain





118

118

Purpose and Tone








119

119

Purpose and Tone










120

120

Purpose and Tone










121

121

Purpose and Tone








122

122

Purpose and Tone









123

123

Purpose and Tone










124

124

Purpose and Tone










125

125

Purpose

Purpose









126

126

Purpose



127

127

Tone




Basic Tone Words




Tone



128

128

ToneAttitude Words


129

129





130

130



131

131


Academic Support



Tutorial Services





Reading Rate









Survey -





Before reading




132

132


and Remembering




While reading


in the survey

After reading



recall

Question -




Read -

Read the material




133

133




Recite -




Record -




134

134



Review -

Review the material








Return to Top



135

135


Academic Support



Tutorial Services



Textbook Anatomy

Survey Sheet

Study System

SQ4R

Surveying a Chapter

Marking Your Text

Marking a Chapter

Reading Strategy

Reading Flexibility

Paragraph Patterns

Study Strategy












136

136


Lecture Notes

Cornell Notetaking

Reading Medical

Reading Science

University Reading











137

137









138

138







139

139



Reference




Return to Top



140

140


Academic Support



Tutorial Services





Reading Rate










Level One





Level Two



by what is stated



141

141


and Remembering



Level Three






Return to Top



142

142



Step 1


Step 2


Step 3


Step 4


Step 5


143

143




Step 6



144

144


Academic Support



Tutorial Services





Reading Rate


















145

145


and Remembering











146

146














147

147


comprehension are










Return to Top



148

148

1

SQ3R


1 Survey




2 Question





149

149

1


need to learn


3 Read




4 Recite


5 Review



150

150

1




151

151


Academic Support



Tutorial Services





Reading Rate














152

152


and Remembering









153

153




Capital Resources

Human Resources




154

154







Return to Top



155

155





BEFORE THE TEST







DURING THE TEST





156

156







AFTER THE TEST







157

157



Before you Begin




Taking a Test













158

158




159

159


Academic Support



Tutorial Services





Reading Rate














160

160


and Remembering








Return to Top



161

161


cuestaedu



awrsdorg



factmonstercom



cuestaedu



Finding Main Idea

How to ID Main Idea


riohondoedu

Locating Main Ideas

ID Topic

Locating Main Ideas

riohondoedu

Locating Main Ideas



cuestaedu



wwwcuestacccaus



mtsacedu



Major Details

riohondoedu

Major details





uiucedu



uiucedu



uiucedu

cc essay outlines



cuestaedu





wwwhowardk12mdus




Unstated Main Idea

ccisedu


Writing A Summary

Writing A Summary

Inferring


cuestaedu



uaedu


Fact amp Opinion

cuestaedu





auburnedu



20985165104

Purpose and Tone

Purpose

ablongmancom

Purpose

Tone

ablongmancom

Tone

tone-attitude words

tonewords


cuestaedu



cuestaedu



cuestaedu



riohondoedu



cuestaedu



riohondoedu

1


cuestaedu



umnedu


Test Taking

mtsuedu



cuestaedu


hANDOUTS COVERpdf

READING Handouts13


form1

x

f1 fmtn

f2

f3


form1

x

f1 [Answer]


form1

x

f1

f2

f3

f4

Follow Directions


ultrashy















Return to Top



6

6













7

7







vidvis see video



ad- to addict








8

8




con- with concert

de- fromdown depart

deci- ten decimeter

di- two diameter



ex- out exit





in- not invalid















pan- all pantheon


9

9




poly- many polygon


pre- before precede


re- again reappear







un- not unwilling




10

10








Help Site Map





Home

World amp News

US

People

Word Wise

Science

Math amp Money

Sports

Cool Stuff

Games amp Quizzes

Homework Center


Campaign 2008




US Elections



Labor Day

Poetry for Fall

Rangers Apprentice

10 Greenest

11

11

>














Reference Desk

Colleges

Lightning

Kid Videos


Harry Potter Page

Fact Monster Blog

Science Projects


2008 Calendar

Atlas

Almanacs

Dictionary

Encyclopedia

12

12
















13

13










likable flexible











14

14






















15

15
















cardiogram telegram




16

16

















Whatchamacallits or


Things


Cite

Print



Phrase and Fable E


Fable E


17

17



Brewer 1894


Brewer 1894


Cobham Brewer 1894






18

18


Academic Support



Tutorial Services

Introduction

Etymology

Using a Dictionary


Structural Analysis

Common Word Roots

Word Relationships


Analogies

Context Clues


Context Clues


Definition

Synonym

Antonym

Examples

Explanation

Experience






19

19






Strategy







20

20














21

21


Return to Top



22

22









23

23













24

24











25

25






A complete sentence




Readerrsquos Tip

26

26






Readerrsquos Tip

27

27









Readerrsquos Tip

28

28

How to Summarize








Readerrsquos Tip

29

29

Locating Main Ideas










30

30

Locating Main Ideas













31

31

Locating Main Ideas




32

32







33

33

Locating Main Ideas











34

34

Locating Main Ideas













35

35

Locating Main Ideas




36

36


CENTRAL POINTS



Who or What Is

Author discussing

STATED Recognize


Details

ldquosma

EN




bull I

bull Ls(

bull Sdw

StatedImplie

37

STATED Recognize







Academic Support



Tutorial Services





Reading Rate









Applying Strategy






38

38


and Remembering









39

39








Exercise



40

40




Answer






Return to Top



41

41





Applying Strategy







42

42











43

43




Exercise



Answer






44

44

















45

45












46

46






Passing of Time




Result








Addition






likewise similarly





Examples



47

47







third then last

Summarize





48

48










49

49

Major details











50

50

Major details




Desire to succeed














51

51

Major details







52

52













53

53

Desire to succeed














54

54





55

55


MAIN IDEA


56

Major Detail

minor detail

minor detail

minor detail

minor detail

Protective Covering

17 body weight

protects organs

Major Detail


temperature

water loss


SUPPORTING DETAILS








the play



57

57










58

58




EFFECT











59

59














60

60














61

61






exercise


above



62

62




In this lesson








63

63







64

64









DETAIL (b)




DETAILS (a)





65

65


DETAILS (b)




DETAILS (a)




DETAILS (b)




Return to Top




66

66






SUBTOPIC 1 GRIDLOCK


67

67











SUBTOPIC2 SUBNORMAL










Return to Top


68

68







69

69







Return to Top


70

70


Contrast Paragraphs






71

71




Return to Top





72

72

cc essay outlines




Road Runner XL







Cost of Maintenance



73

73

cc essay outlines


Comfort


III Conclusion




74

74







Definition






Classification



Summary



Comparison



Contrast






Cause and Effect



Addition






75

75


Academic Support



Tutorial Services





Reading Rate














76

76


and Remembering





Simple Listing





Description


Definition






77

77






until at last next






Cause and Effect




hence because made


78

78




Return to Top



79

79














Readerrsquos Tip

80

80








Readerrsquos Tip

81

81


33

Before Reading

While Reading

After Reading

Stage 1

Preview

Stage 2

Integrate Knowledge

Stage 3

Recall

Predict

Question


Predict

Picture

Relate


React

Organize

Review

Select

Relate

Recite

82

82







Readerrsquos Tip

83

83






Readerrsquos Tip

84

84
















Readerrsquos Tip

85

85






Readerrsquos Tip

86

86






A complete sentence




Readerrsquos Tip

87

87






Readerrsquos Tip

88

88









Readerrsquos Tip

89

89

How to Summarize








Readerrsquos Tip

90

90

IMPLIED MAIN IDEAS

Determine the Topic





91

91
















92

92










93

93









94

94




95

95











96

96


Academic Support



Tutorial Services





Reading Rate














97

97


Remembering



General Sense





Examples







98

98















99

99






Return to Top



100

100




124 Osband 348-5175














101

101







102

102


Academic Support



Tutorial Services





Reading Rate








Fact or Opinion




Defining A Fact



103

103


and Remembering






To sum up facts







104

104
















105

105






Return to Top



106

106


AND OPINION





__________________________________________


_______________________________________


_______________________________________


_______________________________________


_______________________________________


_______________________________________



_______________________________________


_______________________________________


_______________________________________


_______________________________________



_______________________________________


_______________________________________


_______________________________________


_______________________________________


_______________________________________



_______________________________________


_______________________________________


107

107

Cop

yrig

ht copy

Hou

ghto

n M

ifflin

Com

pany

All

Rig

hts

Res

erve

d

Fact Opinion

Name _______________________________________________ Date ______________________

Fact and Opinion


108

108















109

109









110

110





111

111

Purpose and Tone


Purpose and Tone





a topic





112

112

Purpose and Tone

They are also

Unbiased

Neutral Formal


They are also

Biased

Emotional Informal




__a emotional

__b neutral


113

113

Purpose and Tone

__c factual

__d opportunistic






X a emotional

__b neutral

__c factual

__d opportunistic





114

114

Purpose and Tone




__a casual

__b sarcastic

__c rebellious

__d formal

__e humorous

Whose greeting is

more casual




115

115

Purpose and Tone



__a casual

__b sarcastic

__c rebellious

X d formal

__e humorous




__a subjective

__b objective

__c ridiculous

__d imbalanced


116

116

Purpose and Tone







__a subjective

X b objective

__c ridiculous

__d imbalanced




117

117

Purpose and Tone





a Inform

b Persuade

c Entertain





118

118

Purpose and Tone








119

119

Purpose and Tone










120

120

Purpose and Tone










121

121

Purpose and Tone








122

122

Purpose and Tone









123

123

Purpose and Tone










124

124

Purpose and Tone










125

125

Purpose

Purpose









126

126

Purpose



127

127

Tone




Basic Tone Words




Tone



128

128

ToneAttitude Words


129

129





130

130



131

131


Academic Support



Tutorial Services





Reading Rate









Survey -





Before reading




132

132


and Remembering




While reading


in the survey

After reading



recall

Question -




Read -

Read the material




133

133




Recite -




Record -




134

134



Review -

Review the material








Return to Top



135

135


Academic Support



Tutorial Services



Textbook Anatomy

Survey Sheet

Study System

SQ4R

Surveying a Chapter

Marking Your Text

Marking a Chapter

Reading Strategy

Reading Flexibility

Paragraph Patterns

Study Strategy












136

136


Lecture Notes

Cornell Notetaking

Reading Medical

Reading Science

University Reading











137

137









138

138







139

139



Reference




Return to Top



140

140


Academic Support



Tutorial Services





Reading Rate










Level One





Level Two



by what is stated



141

141


and Remembering



Level Three






Return to Top



142

142



Step 1


Step 2


Step 3


Step 4


Step 5


143

143




Step 6



144

144


Academic Support



Tutorial Services





Reading Rate


















145

145


and Remembering











146

146














147

147


comprehension are










Return to Top



148

148

1

SQ3R


1 Survey




2 Question





149

149

1


need to learn


3 Read




4 Recite


5 Review



150

150

1




151

151


Academic Support



Tutorial Services





Reading Rate














152

152


and Remembering









153

153




Capital Resources

Human Resources




154

154







Return to Top



155

155





BEFORE THE TEST







DURING THE TEST





156

156







AFTER THE TEST







157

157



Before you Begin




Taking a Test













158

158




159

159


Academic Support



Tutorial Services





Reading Rate














160

160


and Remembering








Return to Top



161

161


cuestaedu



awrsdorg



factmonstercom



cuestaedu



Finding Main Idea

How to ID Main Idea


riohondoedu

Locating Main Ideas

ID Topic

Locating Main Ideas

riohondoedu

Locating Main Ideas



cuestaedu



wwwcuestacccaus



mtsacedu



Major Details

riohondoedu

Major details





uiucedu



uiucedu



uiucedu

cc essay outlines



cuestaedu





wwwhowardk12mdus




Unstated Main Idea

ccisedu


Writing A Summary

Writing A Summary

Inferring


cuestaedu



uaedu


Fact amp Opinion

cuestaedu





auburnedu



20985165104

Purpose and Tone

Purpose

ablongmancom

Purpose

Tone

ablongmancom

Tone

tone-attitude words

tonewords


cuestaedu



cuestaedu



cuestaedu



riohondoedu



cuestaedu



riohondoedu

1


cuestaedu



umnedu


Test Taking

mtsuedu



cuestaedu


hANDOUTS COVERpdf

READING Handouts13


form1

x

f1 fmtn

f2

f3


form1

x

f1 [Answer]


form1

x

f1

f2

f3

f4

Follow Directions













7

7







vidvis see video



ad- to addict








8

8




con- with concert

de- fromdown depart

deci- ten decimeter

di- two diameter



ex- out exit





in- not invalid















pan- all pantheon


9

9




poly- many polygon


pre- before precede


re- again reappear







un- not unwilling




10

10








Help Site Map





Home

World amp News

US

People

Word Wise

Science

Math amp Money

Sports

Cool Stuff

Games amp Quizzes

Homework Center


Campaign 2008




US Elections



Labor Day

Poetry for Fall

Rangers Apprentice

10 Greenest

11

11

>














Reference Desk

Colleges

Lightning

Kid Videos


Harry Potter Page

Fact Monster Blog

Science Projects


2008 Calendar

Atlas

Almanacs

Dictionary

Encyclopedia

12

12
















13

13










likable flexible











14

14






















15

15
















cardiogram telegram




16

16

















Whatchamacallits or


Things


Cite

Print



Phrase and Fable E


Fable E


17

17



Brewer 1894


Brewer 1894


Cobham Brewer 1894






18

18


Academic Support



Tutorial Services

Introduction

Etymology

Using a Dictionary


Structural Analysis

Common Word Roots

Word Relationships


Analogies

Context Clues


Context Clues


Definition

Synonym

Antonym

Examples

Explanation

Experience






19

19






Strategy







20

20














21

21


Return to Top



22

22









23

23













24

24











25

25






A complete sentence




Readerrsquos Tip

26

26






Readerrsquos Tip

27

27









Readerrsquos Tip

28

28

How to Summarize








Readerrsquos Tip

29

29

Locating Main Ideas










30

30

Locating Main Ideas













31

31

Locating Main Ideas




32

32







33

33

Locating Main Ideas











34

34

Locating Main Ideas













35

35

Locating Main Ideas




36

36


CENTRAL POINTS



Who or What Is

Author discussing

STATED Recognize


Details

ldquosma

EN




bull I

bull Ls(

bull Sdw

StatedImplie

37

STATED Recognize







Academic Support



Tutorial Services





Reading Rate









Applying Strategy






38

38


and Remembering









39

39








Exercise



40

40




Answer






Return to Top



41

41





Applying Strategy







42

42











43

43




Exercise



Answer






44

44

















45

45












46

46






Passing of Time




Result








Addition






likewise similarly





Examples



47

47







third then last

Summarize





48

48










49

49

Major details











50

50

Major details




Desire to succeed














51

51

Major details







52

52













53

53

Desire to succeed














54

54





55

55


MAIN IDEA


56

Major Detail

minor detail

minor detail

minor detail

minor detail

Protective Covering

17 body weight

protects organs

Major Detail


temperature

water loss


SUPPORTING DETAILS








the play



57

57










58

58




EFFECT











59

59














60

60














61

61






exercise


above



62

62




In this lesson








63

63







64

64









DETAIL (b)




DETAILS (a)





65

65


DETAILS (b)




DETAILS (a)




DETAILS (b)




Return to Top




66

66






SUBTOPIC 1 GRIDLOCK


67

67











SUBTOPIC2 SUBNORMAL










Return to Top


68

68







69

69







Return to Top


70

70


Contrast Paragraphs






71

71




Return to Top





72

72

cc essay outlines




Road Runner XL







Cost of Maintenance



73

73

cc essay outlines


Comfort


III Conclusion




74

74







Definition






Classification



Summary



Comparison



Contrast






Cause and Effect



Addition






75

75


Academic Support



Tutorial Services





Reading Rate














76

76


and Remembering





Simple Listing





Description


Definition






77

77






until at last next






Cause and Effect




hence because made


78

78




Return to Top



79

79














Readerrsquos Tip

80

80








Readerrsquos Tip

81

81


33

Before Reading

While Reading

After Reading

Stage 1

Preview

Stage 2

Integrate Knowledge

Stage 3

Recall

Predict

Question


Predict

Picture

Relate


React

Organize

Review

Select

Relate

Recite

82

82







Readerrsquos Tip

83

83






Readerrsquos Tip

84

84
















Readerrsquos Tip

85

85






Readerrsquos Tip

86

86






A complete sentence




Readerrsquos Tip

87

87






Readerrsquos Tip

88

88









Readerrsquos Tip

89

89

How to Summarize








Readerrsquos Tip

90

90

IMPLIED MAIN IDEAS

Determine the Topic





91

91
















92

92










93

93









94

94




95

95











96

96


Academic Support



Tutorial Services





Reading Rate














97

97


Remembering



General Sense





Examples







98

98















99

99






Return to Top



100

100




124 Osband 348-5175














101

101







102

102


Academic Support



Tutorial Services





Reading Rate








Fact or Opinion




Defining A Fact



103

103


and Remembering






To sum up facts







104

104
















105

105






Return to Top



106

106


AND OPINION





__________________________________________


_______________________________________


_______________________________________


_______________________________________


_______________________________________


_______________________________________



_______________________________________


_______________________________________


_______________________________________


_______________________________________



_______________________________________


_______________________________________


_______________________________________


_______________________________________


_______________________________________



_______________________________________


_______________________________________


107

107

Cop

yrig

ht copy

Hou

ghto

n M

ifflin

Com

pany

All

Rig

hts

Res

erve

d

Fact Opinion

Name _______________________________________________ Date ______________________

Fact and Opinion


108

108















109

109









110

110





111

111

Purpose and Tone


Purpose and Tone





a topic





112

112

Purpose and Tone

They are also

Unbiased

Neutral Formal


They are also

Biased

Emotional Informal




__a emotional

__b neutral


113

113

Purpose and Tone

__c factual

__d opportunistic






X a emotional

__b neutral

__c factual

__d opportunistic





114

114

Purpose and Tone




__a casual

__b sarcastic

__c rebellious

__d formal

__e humorous

Whose greeting is

more casual




115

115

Purpose and Tone



__a casual

__b sarcastic

__c rebellious

X d formal

__e humorous




__a subjective

__b objective

__c ridiculous

__d imbalanced


116

116

Purpose and Tone







__a subjective

X b objective

__c ridiculous

__d imbalanced




117

117

Purpose and Tone





a Inform

b Persuade

c Entertain





118

118

Purpose and Tone








119

119

Purpose and Tone










120

120

Purpose and Tone










121

121

Purpose and Tone








122

122

Purpose and Tone









123

123

Purpose and Tone










124

124

Purpose and Tone










125

125

Purpose

Purpose









126

126

Purpose



127

127

Tone




Basic Tone Words




Tone



128

128

ToneAttitude Words


129

129





130

130



131

131


Academic Support



Tutorial Services





Reading Rate









Survey -





Before reading




132

132


and Remembering




While reading


in the survey

After reading



recall

Question -




Read -

Read the material




133

133




Recite -




Record -




134

134



Review -

Review the material








Return to Top



135

135


Academic Support



Tutorial Services



Textbook Anatomy

Survey Sheet

Study System

SQ4R

Surveying a Chapter

Marking Your Text

Marking a Chapter

Reading Strategy

Reading Flexibility

Paragraph Patterns

Study Strategy












136

136


Lecture Notes

Cornell Notetaking

Reading Medical

Reading Science

University Reading











137

137









138

138







139

139



Reference




Return to Top



140

140


Academic Support



Tutorial Services





Reading Rate










Level One





Level Two



by what is stated



141

141


and Remembering



Level Three






Return to Top



142

142



Step 1


Step 2


Step 3


Step 4


Step 5


143

143




Step 6



144

144


Academic Support



Tutorial Services





Reading Rate


















145

145


and Remembering











146

146














147

147


comprehension are










Return to Top



148

148

1

SQ3R


1 Survey




2 Question





149

149

1


need to learn


3 Read




4 Recite


5 Review



150

150

1




151

151


Academic Support



Tutorial Services





Reading Rate














152

152


and Remembering









153

153




Capital Resources

Human Resources




154

154







Return to Top



155

155





BEFORE THE TEST







DURING THE TEST





156

156







AFTER THE TEST







157

157



Before you Begin




Taking a Test













158

158




159

159


Academic Support



Tutorial Services





Reading Rate














160

160


and Remembering








Return to Top



161

161


cuestaedu



awrsdorg



factmonstercom



cuestaedu



Finding Main Idea

How to ID Main Idea


riohondoedu

Locating Main Ideas

ID Topic

Locating Main Ideas

riohondoedu

Locating Main Ideas



cuestaedu



wwwcuestacccaus



mtsacedu



Major Details

riohondoedu

Major details





uiucedu



uiucedu



uiucedu

cc essay outlines



cuestaedu





wwwhowardk12mdus




Unstated Main Idea

ccisedu


Writing A Summary

Writing A Summary

Inferring


cuestaedu



uaedu


Fact amp Opinion

cuestaedu





auburnedu



20985165104

Purpose and Tone

Purpose

ablongmancom

Purpose

Tone

ablongmancom

Tone

tone-attitude words

tonewords


cuestaedu



cuestaedu



cuestaedu



riohondoedu



cuestaedu



riohondoedu

1


cuestaedu



umnedu


Test Taking

mtsuedu



cuestaedu


hANDOUTS COVERpdf

READING Handouts13


form1

x

f1 fmtn

f2

f3


form1

x

f1 [Answer]


form1

x

f1

f2

f3

f4

Follow Directions







vidvis see video



ad- to addict








8

8




con- with concert

de- fromdown depart

deci- ten decimeter

di- two diameter



ex- out exit





in- not invalid















pan- all pantheon


9

9




poly- many polygon


pre- before precede


re- again reappear







un- not unwilling




10

10








Help Site Map





Home

World amp News

US

People

Word Wise

Science

Math amp Money

Sports

Cool Stuff

Games amp Quizzes

Homework Center


Campaign 2008




US Elections



Labor Day

Poetry for Fall

Rangers Apprentice

10 Greenest

11

11

>














Reference Desk

Colleges

Lightning

Kid Videos


Harry Potter Page

Fact Monster Blog

Science Projects


2008 Calendar

Atlas

Almanacs

Dictionary

Encyclopedia

12

12
















13

13










likable flexible











14

14






















15

15
















cardiogram telegram




16

16

















Whatchamacallits or


Things


Cite

Print



Phrase and Fable E


Fable E


17

17



Brewer 1894


Brewer 1894


Cobham Brewer 1894






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18


Academic Support



Tutorial Services

Introduction

Etymology

Using a Dictionary


Structural Analysis

Common Word Roots

Word Relationships


Analogies

Context Clues


Context Clues


Definition

Synonym

Antonym

Examples

Explanation

Experience






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Strategy







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Return to Top



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A complete sentence




Readerrsquos Tip

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Readerrsquos Tip

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Readerrsquos Tip

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How to Summarize








Readerrsquos Tip

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Locating Main Ideas










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Locating Main Ideas













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Locating Main Ideas




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Locating Main Ideas











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Locating Main Ideas













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Locating Main Ideas




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36


CENTRAL POINTS



Who or What Is

Author discussing

STATED Recognize


Details

ldquosma

EN




bull I

bull Ls(

bull Sdw

StatedImplie

37

STATED Recognize







Academic Support



Tutorial Services





Reading Rate









Applying Strategy






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and Remembering









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Exercise



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40




Answer






Return to Top



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Applying Strategy







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Exercise



Answer






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Passing of Time




Result








Addition






likewise similarly





Examples



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third then last

Summarize





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Major details











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Major details




Desire to succeed














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Major details







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Desire to succeed














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MAIN IDEA


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Major Detail

minor detail

minor detail

minor detail

minor detail

Protective Covering

17 body weight

protects organs

Major Detail


temperature

water loss


SUPPORTING DETAILS








the play



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EFFECT











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exercise


above



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In this lesson








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DETAIL (b)




DETAILS (a)





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DETAILS (b)




DETAILS (a)




DETAILS (b)




Return to Top




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66






SUBTOPIC 1 GRIDLOCK


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SUBTOPIC2 SUBNORMAL










Return to Top


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68







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69







Return to Top


70

70


Contrast Paragraphs






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71




Return to Top





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72

cc essay outlines




Road Runner XL







Cost of Maintenance



73

73

cc essay outlines


Comfort


III Conclusion




74

74







Definition






Classification



Summary



Comparison



Contrast






Cause and Effect



Addition






75

75


Academic Support



Tutorial Services





Reading Rate














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and Remembering





Simple Listing





Description


Definition






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77






until at last next






Cause and Effect




hence because made


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78




Return to Top



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Readerrsquos Tip

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80








Readerrsquos Tip

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81


33

Before Reading

While Reading

After Reading

Stage 1

Preview

Stage 2

Integrate Knowledge

Stage 3

Recall

Predict

Question


Predict

Picture

Relate


React

Organize

Review

Select

Relate

Recite

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82







Readerrsquos Tip

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83






Readerrsquos Tip

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84
















Readerrsquos Tip

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85






Readerrsquos Tip

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86






A complete sentence




Readerrsquos Tip

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87






Readerrsquos Tip

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88









Readerrsquos Tip

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89

How to Summarize








Readerrsquos Tip

90

90

IMPLIED MAIN IDEAS

Determine the Topic





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Academic Support



Tutorial Services





Reading Rate














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Remembering



General Sense





Examples







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99






Return to Top



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100




124 Osband 348-5175














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Academic Support



Tutorial Services





Reading Rate








Fact or Opinion




Defining A Fact



103

103


and Remembering






To sum up facts







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105






Return to Top



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AND OPINION





__________________________________________


_______________________________________


_______________________________________


_______________________________________


_______________________________________


_______________________________________



_______________________________________


_______________________________________


_______________________________________


_______________________________________



_______________________________________


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_______________________________________


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_______________________________________



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Cop

yrig

ht copy

Hou

ghto

n M

ifflin

Com

pany

All

Rig

hts

Res

erve

d

Fact Opinion

Name _______________________________________________ Date ______________________

Fact and Opinion


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111

Purpose and Tone


Purpose and Tone





a topic





112

112

Purpose and Tone

They are also

Unbiased

Neutral Formal


They are also

Biased

Emotional Informal




__a emotional

__b neutral


113

113

Purpose and Tone

__c factual

__d opportunistic






X a emotional

__b neutral

__c factual

__d opportunistic





114

114

Purpose and Tone




__a casual

__b sarcastic

__c rebellious

__d formal

__e humorous

Whose greeting is

more casual




115

115

Purpose and Tone



__a casual

__b sarcastic

__c rebellious

X d formal

__e humorous




__a subjective

__b objective

__c ridiculous

__d imbalanced


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116

Purpose and Tone







__a subjective

X b objective

__c ridiculous

__d imbalanced




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117

Purpose and Tone





a Inform

b Persuade

c Entertain





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Purpose and Tone








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Purpose and Tone










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Purpose and Tone










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121

Purpose and Tone








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Purpose and Tone









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123

Purpose and Tone










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Purpose and Tone










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125

Purpose

Purpose









126

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Purpose



127

127

Tone




Basic Tone Words




Tone



128

128

ToneAttitude Words


129

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131


Academic Support



Tutorial Services





Reading Rate









Survey -





Before reading




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and Remembering




While reading


in the survey

After reading



recall

Question -




Read -

Read the material




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133




Recite -




Record -




134

134



Review -

Review the material








Return to Top



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135


Academic Support



Tutorial Services



Textbook Anatomy

Survey Sheet

Study System

SQ4R

Surveying a Chapter

Marking Your Text

Marking a Chapter

Reading Strategy

Reading Flexibility

Paragraph Patterns

Study Strategy












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136


Lecture Notes

Cornell Notetaking

Reading Medical

Reading Science

University Reading











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137









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138







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139



Reference




Return to Top



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140


Academic Support



Tutorial Services





Reading Rate










Level One





Level Two



by what is stated



141

141


and Remembering



Level Three






Return to Top



142

142



Step 1


Step 2


Step 3


Step 4


Step 5


143

143




Step 6



144

144


Academic Support



Tutorial Services





Reading Rate


















145

145


and Remembering











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147


comprehension are










Return to Top



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148

1

SQ3R


1 Survey




2 Question





149

149

1


need to learn


3 Read




4 Recite


5 Review



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1




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Academic Support



Tutorial Services





Reading Rate














152

152


and Remembering









153

153




Capital Resources

Human Resources




154

154







Return to Top



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155





BEFORE THE TEST







DURING THE TEST





156

156







AFTER THE TEST







157

157



Before you Begin




Taking a Test













158

158




159

159


Academic Support



Tutorial Services





Reading Rate














160

160


and Remembering








Return to Top



161

161


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Finding Main Idea

How to ID Main Idea


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Inferring


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Purpose and Tone

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hANDOUTS COVERpdf

READING Handouts13


form1

x

f1 fmtn

f2

f3


form1

x

f1 [Answer]


form1

x

f1

f2

f3

f4

Follow Directions

common word roots--guide to vocabulary

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