PART I
SIX STEPS TO BETTER READING KILLS
Chapter 1 Vocabulary in Context
I.
Context Clues
Here are four common types of context clues:
? Examples ? Synonyms ? Antonyms
? General Sense of the Sentence or Passage
1. Examples
1. Nocturnal creatures, such as bats and owls, have highly developed senses that
enable them to function in the dark. Nocturnal means a. feathery b. flying c. active at night
2. The adverse effects of this drug, including dizziness and headaches, have caused
it to be withdrawn from the market. Adverse means a. deadly b. harmful c. expensive
3. Common euphemisms include “final resting place” (for grave), “pass away” (for
die), and “comfort station” (for toilet). Euphemisms means
a. unpleasant reactions b. answers c. substitutes for offensive terms
Practice 1
Pay attention to the examples of the italicized word.
1. The meager meal, consisting of only a spoonful of rice and a few beans, was the
most the neglected boy had eaten all day. Meager means a. small b. sweet c. filling
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2. Some mentally ill people have bizarre ideas, for instance, they may think that the
TV is talking to them or that others can steal their thoughts. Bizarre means a. strange b. realistic c. creative
3. There are several common gambits used in bars, such as “How do you like this
place?” and “You remind me of someone.” Gambits means a. games b. conversation starters c. steps
4. Since my grandfather retired, he has developed such avocations as gardening,
fishing, and long distance cycling. Avocations means a. hobbies b. vacations c. jobs vocation职业
5. In biology class today, the teacher discussed such anomalies as two heads and
webbed feet. Anomalies means a. groups b. definitions c. abnormalities
6. Nepotism is commonplace where I work: the boss’s daughter is vice-president of
the company; her husband is in charge of the personnel department, and their son has just started working in the company. Nepotism means
a. Arguments among employees b. Favoritism to relatives
c. Confusion among management
7. You can’t take certain courses unless you’ve taken a prerequisite course. For
instance, you can’t take “English Literature” unless you’ve taken “Comprehensive English I.” Prerequisite means
a. required as a prior condition b. happening at the same time c. of the same difficulty level
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8. The smallest thing, like an ice cream on a hot day or a balloon in the air, can make
a child delirious. Delirious means a. sympathetic b. depressed c. overjoyed
9. Lisa can be blunt to the point of cruelty. She once told a guy that she’d never date
him because he is so short.
Blunt means a. clever b. sophisticated c. rudely straightforward
10. Those in sedentary occupations, such as drivers and writers, need to make special
effort to exercise. Sedentary means
a. characterized by sitting b. low-paid c. challenging Seden ≈ sedan轿子
2. Synonyms
Context clues are often found in the form of synonyms: words that mean the same as the unknown word. Synonyms may be purposely included by an author to help readers understand a less familiar word. In such cases, 1) the synonyms are usually set off by special punctuation within the sentence, such as commas, dashes, or parentheses; 2) and they may be introduced by or, that is, too, also, in other words etc. 3) A synonym may also appear anywhere in a sentence as a restatement of the meaning of the unknown word.
In each of the following sentences, the word to be defined is italicized. Underline the synonym for the italicized word in each sentence.
1. Are you averse—opposed to—the decision? 2. His naivety, or innocence, was obvious.
3. The salesperson tried to assuage the angry customer’s feelings, but there was no
way to soothe her. (Hint: here, a synonym of the italicized word is used later in the sentence to restate the word’s meaning.)
You should have underlined “opposed to “ as a synonym for averse, “innocence” as a synonym for naivety, and “sooth” as a synonym for assuage.
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Practice 2
Each sentence below includes a word or phrase that is a synonym of the italicized word. Underline the synonym of the italicized word in each case.
1. I hope that the ideas could stir your imagination so that you can turn your
bedsitter, your single room, into a personal haven.
2. We could see by his visage, or facial expression, that he was worried. 3. This dictionary is unabridged, that is, complete.
3. Antonyms
Antonyms—words and phrases that mean the opposite of a word—are also useful as context clues. Antonyms are often signaled by words and phrases such as however, but, on the other hand, and in contrast.
In the sentences below, underline the words that mean the opposite of the italicized words; then decide on the meaning of the word in italics.
1. The students thought the professor’s explanation of his course requirements was
nebulous, however, no one asked him to make himself clear. Nebulous means a. boring b. vague c. fascinating
2. Religion in America are not static, but changing, especially in this period of
shifting values. Static means a. unchanging b. unknown c. hurtful
3. Many people have pointed out the harmful effects that a working mother may
have on the family, yet there are many salutary effects as well. Salutary means a. well-known b. beneficial c. harmful
Practice 3
Each sentence below includes a word or phrase that is an antonym of the italicized word. Pay attention to the antonym of the italicized word in each case. Then, based on these clues, decide on the meaning of the word in italics.
1. He was born to a family that possessed great wealth, but he died in indigence.
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Indigence means a. a hospital b. an accident c. poverty
2. Many politicians do not give succinct answers to questions, but long, vague ones. Succinct means
a. brief and to the point b. clever c. complete
3. “I’ve caught several students surreptitiously checking answer sheets during my
exams,” said the professor. “However, until today I never saw one openly lay out a cheat sheet on his desk.” Surreptitiously means a. legally b. secretly c. loudly
4. In the early days of automobile manufacturing, stringent laws controlled
motorists’ speed; in contrast, the laws designed to protect consumers from faulty products were extremely weak. Stringent means a. informal b. not effective c. strict
5. While Lynn’s house is decorated plainly, her clothing is very flamboyant. Flamboyant means
a. simple and inexpensive b. elaborate and colorful c. washable and enduring
6. It’s amazing that Roselyn always appears immaculate, yet her apartment is often
quite dirty. Immaculate means a. dirty b. clean c. weak
7. When I spilled soda on Peter’s shirt—an action that was purely inadvertent—he
refused to believe it was not intentional. Inadvertent means a. intentional b. unintentional c. annoying advertent留意的
8. As the number of leaves on the tree dwindled, the number on the ground
increased.
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Dwindled means a. disappeared b. increased c. decreased
9. Some people say that the English are aloof, but the ones I’ve met seem warm and
open. Aloof means
a. cool and reserved b. friendly and sociable c. concerned and direct
4. General Sense of the Sentence or Passage
In many selections, particularly those in literary materials, clues given to an unknown word are not as obvious as the three types mentioned above. Often the meaning is implied by the tone or mood of the selection, or it is dependent on the reader’s previous experiences and his knowledge of the world. In such cases, you must draw conclusions based on the information given with the word.
Practice 4
Use logical guesses:
1. A feeling of melancholy was created by the sad music. Melancholy means a. joy b. embarrassment c. depression
2. After the accident, I was angered when the other driver told the police officer a
complete fabrication about what happened. He made it seem that I was the only person at fault. Fabrication means a. lie b. description c. confession
3. I thought selling cosmetics door to door would be a lucrative part-time job, but in
my first month I earned only twenty dollars. Lucrative means a. time-consuming b. meaningful c. profitable
4. It’s easy to spot two people in love. They are the ones who, oblivious to everyone
else present, see only each other. Oblivious to means a. attracted to b. sensitive to c. unaware of
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II. A Note on Word Clues from Affixes and Roots
autobiography = auto (one’s own; from one self); bio (life); graphy (making a visible record of something). So the entire word can be understood as “a book written by oneself about one’s own life.”
Interdental = inter (between); root dent (tooth) and suffix al (characterized by), and the word means: located between teeth, or pronounced with the tip of the tongue between the teeth.
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Chapter 2
Main Ideas VS Supporting Details
Read the following paragraph:
Many bosses share two weaknesses. First, they are often poor communicators. They tell people what to do and how and when to do it, without explaining the reasons for their rules, and they do not welcome feedback or questions. In addition, many bosses are not well-rounded people. Their jobs tend to be their lives, and they expect everybody who works for them to think and act the way they do. These bosses frown upon hearing that a family matter will keep an employee from working late, and they come out of their office looking irritated if there is too much talk or laughter during a coffee break. Topic: Many bosses
Main idea (expressed in the topic sentence): Many bosses share two weaknesses. Supporting details: 1. They are poor communicators
2. They are not well-rounded people
II. An Overview: Topic, Main Idea, Supporting Details
use a two-step process to find the main idea.
Find the topic
Then find the writer’s primary point about that topic
Topic: My Roommate
Main idea: My roommate is messy.
Supporting details: He threw his dirty laundry under his bed and let it stay there for
weeks. His magazines were everywhere in the room: on the bed, chairs, his desk, and the floor.
II. Main Ideas
1. The Topic Sentence
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2. Locations of the Topic Sentence
(1) Beginning of a Paragraph Topic Sentence Supporting Detail Supporting Detail Supporting Detail
(2) Within a Paragraph Introductory Detail Topic Sentence Supporting Detail Supporting Detail Supporting Detail
(3) End of a Paragraph Supporting Detail Supporting Detail Supporting Detail Supporting Detail Topic Sentence
(4) Beginning and End of a Paragraph Topic Sentence Supporting Detail Supporting Detail Supporting Detail Topic Sentence
(5) Topic Sentence That Covers More Than One Paragraph
At times you will find that a topic sentence does double duty—it provides the main idea for more than one paragraph. This occurs when an author considers the development of the main idea to be lengthy for one paragraph. He then breaks up the material into one or more added paragraphs to make it easier to read.
See if you can find and write down the number of the topic sentence for the
paragraphs below. They are taken from an essay on factors involved in highway accidents. Then read the explanation that follows.
Topic sentence: ______________
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In addition to poor highway and automobile design, people’s attitudes about driving also contribute to the high rate of traffic accidents. 2Some people persist in
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believing that they can drink and be alert drivers. 3Yet alcohol is estimated to be a factor in at least half of all fatal highway accidents. 4Refusing or forgetting to wear seat belts also increases fatalities. 5A negative attitude about wearing seat belts is inconsistent with statistics showing that the chances of being seriously hurt or dying in a car accident are greater when a seat belt is not worn.
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Another potentially deadly attitude is the point of view that the best driving is fast driving. 7Again, statistics contradict this attitude—fast driving is more likely to be deadly driving. 8After the speed limit was lowered in 1973 to fifty-five miles per hour, traffic fatalities fell significantly. 9Evidence on speed limits in other countries is just as telling. 10Where high-speed driving is permitted, a higher rate of accidents occurs.
Main idea: Some attitudes about driving contribute to traffic accidents.
1) Drinking does not interfere with driving. 2) Seat belts are not important. 3) Good driving is fast driving.
Practice 1
The topic sentences of the following paragraphs appear at different locations. Identify each topic sentence by filling in its sentence number in the space provided. In the one case where the paragraph has a topic sentence at both the beginning and the end, write in both sentence numbers.
1. 1Serious depression, as opposed to the fleeting kind we all feel at times, has several
warning signs. 2One symptom of depression is a change in sleep patterns—either
sleeplessness or sleeping too much. 3Another sign is abnormal eating patterns; a person either may begin to eat a great deal or may almost stop eating. 4Finally, a general
feeling of hopelessness may signal depression. 5People feel indifferent to their families and jobs and may begin to think that life is not worth living. Topic sentence(s): _____________
2. 1School officials complain about vandalism that leaves classrooms wrecked and
damages expensive equipment. 2Teachers complain about the low salaries they get for their difficult and important jobs. 3And parents complain that their children’s test
scores are dropping, that their children can’t read or do math. 4The problems within our school systems are varied and affect almost everyone involved. Topic sentence(s): _____________
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Every thirty-seven seconds, a car is stolen somewhere in the United States. 2Although this statistic is frightening, it is possible for drivers to prevent car theft if they take a few simple precautions. 3When they leave their cars, they should lock all valuables in the trunk or glove compartment to avoid tempting a thief to break in. 4Parking in the middle of the block on a busy, well-lighted street will deter would-be thieves. 5The most obvious precaution, of course, is always to lock the car and take the keys—even if the driver is stopping for just a minute. 6One out of every five stolen cars was left unlocked with the keys in the ignition. Topic sentence(s): _____________
4. 1One of the most significant factors in selling a product is how it is packaged. 2When
Stuart Hall Company, which manufactures notebooks and paper products for students, realized its sales were declining because fewer children were being born, it decided to change its products’ appearance. 3So, beginning in 1968, the company replaced its
plain tablets with colored paper and decorated the covers of its notebooks with the Pink Panther and other cartoon characters. 4Students loved the new designs, and sales soared. 5
Packaging, therefore, can be a method of solving marketing problems. Topic sentence(s): _____________ 3.
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3. Implied Main Ideas
In ancient times, irrational behaviour was considered the result of demons and evil spirits taking possession of a person. Later, the Greeks looked upon irrational behaviour as a physical problem—caused by an imbalance of body fluids called
“humors”—or by displacement of an organ. In the highly superstitious Middle Ages, the theory of possession by demons was revived. It reached a high point again in the witch hunt of eighteenth-century Europe and America. Only in the last one hundred years did true medical explanations of mental illness gain wide acceptance.
“What is the topic of this paragraph?” (In other words, “Who or What is this paragraph about?”). “What is the primary point the author is trying to make about that topic?” “Does all or most of the material in the paragraph support this idea?”
people have explained mental illness in many different ways over the years.
Practice 2
The following paragraphs have unstated main ideas, and each is followed by four sentences. In each case, circle the letter of the sentence that best expresses the unstated main idea. 1. One misconception about exercise is that if women lift weights, they will develop large
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muscles. Without male hormones, however, women cannot increase their muscle bulk as much as a man’s. Another myth about exercises is that it increases the appetite. Actually, regular exercise stabilizes the blood sugar level and prevents hunger pains. Some people also think that a few minutes of exercise a day or one session a week is enough, but at least three solid workouts a week are needed for muscular and cardiovascular fitness.
a. Women who lift weights cannot become as muscular as men. b. There are several myths about exercises. c. Exercise is beneficial to everyone.
d. People use many different excuses to avoid exercising.
2. Since anti-smoking campaigns made teens aware of the risks of smoking, the
percentage of teens smoking has dropped from 28 to 20 percent over the last ten years. Additionally, in schools where students have access to health clinics which provide birth control information and devices, pregnancy rates have declined by 30 percent. Furthermore, another study demonstrated that students in schools with comprehensive health education were less likely to use alcohol, to try drugs, or to attempt suicide.
a. If more schools would conduct anti-smoking campaigns, the number of teens
smoking would greatly decline.
b. Evidence suggests that health education programs have a favorable effect on teen
behavior.
c. Health education clinics are a positive influence on how people of all ages take
care of themselves.
d. One study found that students in schools with comprehensive health education
were less likely to use drugs or to attempt suicide.
3. The work homemakers do is essential to the economy. The estimated value of the
cleaning, cooking, nursing, shopping, child care, home maintenance, money
management, errands, entertaining, and other services homemakers perform has been estimated at equal to roughly one-fourth of the gross national product. In fact, the Commerce Department’s Bureau of Economic Analysis has proposed a revision of the gross national product that would take into account the value of the homemaker’s
services. But homemaking is not formal employment that brings money or prestige. No financial compensation is associated with this position, and the Dictionary of
Occupational Titles places mothering and homemaking skills in the lowest category of
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skills, lower than the occupation of “dog trainer”.
a. We no longer value the work done by homemakers. b. Housewives should receive salaries for their work.
c. Because homemaking is unpaid labor, its true value is often ignored. d. It’s better to be a dog trainer than a homemaker.
4. If you fear growing older, remember that Sigmund Freud published his first important
work, on dream interpretation, at age 44; Henry Kissinger was appointed Secretary of State at 50; and Rachel Carson completed her classic book on environmental damage, Silent Spring, at 55. “If you continue reading, thinking and creating all of your life, your intelligence increases,” says one medical researcher. The mental health of many people also tends to improve as they grow older. Young people often protect their feelings with such defenses as denial and impulsive actions. By middle age, we are more likely to use such constructive defenses as humor, altruism and creativity. Finally, age will make you more “yourself,” as new or previously unexplored aspects of your personality emerge. As the actress Candice Bergen wrote in her autobiography, “It takes a long time to become a person.”
a. To keep your intelligence growing, continue reading, thinking and creating all of
your life.
b. Most people get better in all ways as they age.
c. In several important ways, people get better as they get older.
d. By middle age, people are less likely to protect their feelings with such defenses
as denial and impulsive actions.
(Practice 2: 1.b 2.b 3.c 4.c)
III. Supporting Details
There are two kinds of supporting details—major and minor. Taken together, the main idea and its major supporting details form the basic framework of paragraphs. The major details are the primary points that support the main idea. Paragraphs usually contain minor details as well. While the major details explain and develop the main idea, they, in turn, are expanded upon by the minor supporting details.
You’ve already learned that a paragraph’s main idea is more general than its supporting details. Similarly, major supporting details are more general than minor
supporting details. An important reading skill is the ability to distinguish the major details from the minor ones. To locate major details, you must 1) find the main idea and 2) decide
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on the points that are primary support for the main idea. The rest of the details will be minor details.
Read the following paragraph, and see if you can separate major from minor support. It begins with the main idea and continues with several major and minor details. Try to locate the three details that give major supporting information about the main idea.
Not all addictions are drugs or alcohol. Some people are addicted to sports. Their lives in winter are spent watching, playing, and talking about football and hockey. In the summer their lives revolve around baseball, golf, and tennis. Other people are television addicts. As soon as they walk into the door of their home or apartment, they flip on the television to start getting their “fix.” They seem to schedule much of their lives around their favorite shows, of which there are many. Love addicts are perhaps the most obsessive of all. Such people cannot function in their everyday lives if they don’t have a boyfriend or a girlfriend, and their moods are only as good as the status of their relationship. Such people are unable to break off damaging personal relationships, and they will return again and again to a partner who misuses and abuses them.
Main idea: There are addictions other than to drugs or alcohol. Major supporting details:
1. Some people are addicted to sports. 2. Other people are television addicts.
3. Love addicts are perhaps the most obsessive of all. Major and minor supporting details:
1. Some people are addicted to sports.
a. Winter: focus is hockey and football.
b. Summer: focus is baseball, golf, and tennis. 2. Other people are television addicts.
a. Flip on television as soon as they get home.
b. Schedule much of their lives around favorite shows. 3. Love addicts are perhaps the most obsessive of all.
a. Dependent on romantic relationships.
b. Unable to break off damaging personal relationships.
Notice how the complete outline about other addictions goes from the general to the specific. The more general statements are clarified and developed by the points beneath
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them. At a glance, you can see that the major supporting details introduce new points and that the minor details expand on those points. The outline, by its very nature, divides the paragraph into main idea, major supporting details, and minor supporting details.
One good way to gain experience in identifying major supporting details is to outline a selection. In doing so, you make clear the relationships between the basic parts of a piece. Recognizing such relationships is an important part of effective study.
Practice 3
Answer the questions that follow the paragraph.
When we call someone pig or swine, we do not mean it as a compliment. But pigs do not deserve to be used as a symbol for an insult. They are probably not as dirty as they are made out to be. According to one pig keeper, swine are very clean when allowed to live in a clean environment. He feels pigs are usually dirty simply
because their keepers don’t clean their pens. In any case, no one has proven that the pig that wallows in mud prefers that to a cool bath. Furthermore, pigs are smarter than most people think. Many farmers, for example, have observed that pigs
frequently undo complicated bolts on gates in search of adventure or romance. So the next time you call someone a pig, perhaps he or she ought to be someone you wish to praise.
1. In general, the major details of this passage are
a. reasons why pigs are dirty.
b. ways in which pigs are “better” than people think. c. ways to insult or compliment people.
2. Specifically, the major details are
a. Pigs are probably not as dirty as people think; pigs are smarter than most people
think.
b. Pigs may be dirty because their pens are dirty; it hasn’t been proved that pigs
prefer mud to a cool bath; pigs have been seen undoing complicated bolts.
c. People use pig and swine as insults; pig and swine should be considered praise.
3. One pig keeper feels that pigs will stay clean if they are
a. given baths. b. praised.
c. kept in a clean environment.
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4. The answer to question 4 is
a. the main idea. b. a major detail. c. a minor detail.
(1.b 2.a 3.c 4.c)
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Chapter 3
Patterns of Organization
To help readers understand their main points, authors try to present supporting details in a clearly organized way. Details might be arranged in any of several common patterns. Sometimes authors might build a paragraph or longer passage exclusively on one pattern; often, the patterns are mixed. By recognizing the patterns, you will be able to understand what you read better.
Here are the most commonly used patterns of organization:
? Time Order ? List of Items
? Comparison and /or Contrast ? Cause and Effect
? Definition and Example
I. Time Order
Authors usually present events in the order in which they happen, resulting in a pattern of organization known as time order. The following transition words often signal that a paragraph or selection is organized according to time order:
Time Transitions first next as while second before now during then after until when since soon later finally
Other signals for this pattern are dates, times, and such words as stages, series, steps and process.
The two most common kinds of time order involve a series of events or stages and a series of steps (directions).
1. Series of Events or Stages
Following is a paragraph that is organized according to time order. Complete the outline of the paragraph by listing the missing stages in the order in which they happen.
Children master language in predictable stages. At about six months. Babies start
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to babble, which means they repeat simple sounds, such as “ma-ma-me-me.” About three or four months later, they can repeat sounds that others make. During this stage, parents and babies often babble alternately almost as if they are carrying on little conversations. These interchanges are rich in emotional meaning,
although the sounds themselves are meaningless. At the next stage, toddlers learn the meanings of many words, but they are not yet able to talk themselves. A
toddler might understand a sentence such as “Bring me your sock” but be unable to say any of the words. Eventually, the child begins to talk in single words and in two-word sentences.
Main idea: Children master language in predictable stages. 1. __________________________________________________________________
__________________________________________________________________ 2. Three or four months later, babies can repeat sounds and carry on little “conversations”.
3. __________________________________________________________________
__________________________________________________________________ 4. __________________________________________________________________
__________________________________________________________________
You should have added these points to the outline: (1) At about six months, babies begin to repeat simple sounds. (3) Toddlers understand many words, but cannot talk. (4) Eventually a child talks in single words and two-word sentences.
2. Series of Steps (Directions)
Below is an example of a paragraph in which steps in a process are organized according to time order. Complete the outline of the paragraph that follows by listing the missing steps in the correct sequence.
Here is a way to relax that is easy and can even be done in just a few minutes. First, lie down with your arms at your sides and your fingers open. When you are comfortable, close your eyes and put all distracting thoughts out of your mind. Next, tighten all the muscles of your body at once. Push your toes together, tighten your buttocks and abdomen, clench your fists, and squeeze your eyes shut. Hold this position for about seven seconds. Then, let everything relax, and feel the tension flow out of your body. After that, take a deep breath through your mouth
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and hold it for twenty seconds; then let it out slowly, and breathe slowly and easily, as you do when you are sleeping. Finally, think of a pleasant scene. Concentrate on this scene as you feel your whole body becoming calm and relaxed.
Main idea: To relax quickly, follow an easy five-step relaxation technique. 1. _________________________________________________________________ 2. _________________________________________________________________ 3. Tighten all muscles, and then relax. 4. _________________________________________________________________ 5. _________________________________________________________________
You should have added these steps: (1) Lie down, arms at your sides and fingers open. (2) When comfortable, close your eyes and clear your mind. (4) Take a deep breath through your mouth, hold it for twenty seconds, let it out, and breathe slowly and easily. (5) Concentrate on a pleasant scene as you feel yourself relax.
II. List of Items
A list of items refers to a series of details (such as examples, reasons, or facts) that support a point. The items have no time order, so they are listed in order the author prefers. Following are some transitions that show addition and that often signal a listing pattern of organization.
Addition Transitions and in addition first of all also moreover first last of all another next second finally furthermore
In the passage below, the main point has been italicized. See if you can count the
number of items in the author’s list and also identify the type of item being listed. Note that transitions will help you find the items. After doing this exercise, read the explanation that follows.
Poverty has changed in significant ways in the last thirty years. For one thing, poverty today is increasingly an urban phenomenon. At one time, most of
America’s poor lived in small towns and rural areas. Today, poverty has risen in
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urban areas, as many industries have moved out of central cities. Second, poverty has been increasingly feminized. Over half of the poor families in the country are headed by women. Single, deserted, or divorced mothers are five times as likely to be poor as two-parent families. Last, although the great majority of the poor are white, racial minorities are over-represented in the ranks of poverty. Blacks are three times as likely as white to be poor, and Hispanics twice as likely.
Number of items listed: _______________________
What type of item is listed? _____________________________________
This paragraph consists of a main idea, stated in the topic sentence (the first sentence), followed by a list of three items, all supporting the main idea. The type of item listed in the paragraph is changes in poverty (urban, feminized, over-representation of racial minorities). Notice that the items might have been listed in any order without affecting the main idea of the paragraph.
III. Comparison and/or Contrast
The comparison-contrast pattern shows how two things are alike or how they are different, or both. When things are compared, their similarities are pointed out; when they are contrasted, their differences are discussed. Here are some common transitions showing comparison and contrast.
Comparison Transitions like just like just as alike likewise equally resemble also similarly similarities same similar
Contrast Transitions however on the other hand different in contrast as opposed to differently instead unlike differ from
In the following paragraph, the main idea is stated in the first sentence. As is often the case, the main idea indicates a paragraph’s pattern of organization. In this case, the
transition differently is a hint that the paragraph may be organized in a comparison-contrast pattern. Read the paragraph, and answer the questions below. Then read the explanation
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that follows.
In middle age, men and women often view life very differently, especially among couples who have led traditional lives. By middle age, the husband is often comfortable in his position at work and has given up any dreams of advancing further. He may then become more family oriented. In contrast, once the children are grown, the wife may find herself free to explore interests and develop abilities she has had no time for in the previous fifteen or twenty years. Unlike her husband, she may be more interested in non-family activities than ever.
1. Is this paragraph comparing, contrasting, or both? _______________________. 2. What two things are being compared and/or contrasted? ___________________. 3. Which three comparison or contrast transition words are used in the
paragraph?________________________________________________
This paragraph is only contrasting, not comparing—it discusses only differences, not similarities. The two things being contrasted are the views of traditional middle-aged men and women. The transition words that show contrast are differently, in contrast, and unlike.
IV. Cause and Effect
Information that falls into a cause-effect pattern addresses itself to the questions “Why does an event happen?” and “What are the results of an event?” in other words, this pattern answers the question “What are the causes and/or effects of an event?” Such a paragraph is organized in one of the two ways:
(1) A general effect is stated, then its several causes are dealt with. (2) A general cause is stated, then its possible effects are dealt with.
Explanation of causes and effects very often use transitions such as the following:
Cause-and-Effect Transitions thus because because of cause as a result result in accordingly effects therefore since consequently lead to
Read the paragraph below and see if you can answer the question about cause and
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effect. Then read the explanation to see how you did.
Drinking alcohol can lead to different states of consciousness. Although the
changes vary from person to person, some broad generalizations are possible. One or two drinks usually result in feelings of warmth, relaxation, and decreased
inhibitions. Such limited drinking can be enjoyed by many people without serious drawbacks. Slightly heavier drinking often causes people to believe they can do things better than they really can. For example, after a few drinks a person may believe he is speaking eloquently when, in fact, his speech is slurred or even unintelligible. Or someone may believe she can drive perfectly well when her reactions and judgment have actually been weakened by alcohol.
1. What are the two causes described in this paragraph?
a. ________________________________________________________ b. ________________________________________________________ 2. What are the two kinds of effects?
a. _________________________________________________________ b. _________________________________________________________ 3. What three cause-effect signal words or phrases are used?
____________________________________________________________
While this paragraph discusses drinking alcohol as a cause in general, it divides
drinking into two categories—“one or two drinks” and “slightly heavier drinking.” The first cause, then, is “one or two drinks”; its effect can be “feelings of warmth, relaxation, and decreased inhibitions.” The second cause is “slightly heavier drinking”; its effect can be to make drinkers “believe they can do things better than they really can.” The cause-effect signals here are lead to, result in, and causes.
V. Definition and Example
To communicate successfully, an author must help readers understand the words and ideas that are being expressed. If a word is likely to be new to readers, the author may take time to include a definition before going on. Then, to clarify the definition, which might be too general to be easily understood, the author may present explanatory details, including one or more examples. Examples help readers better understand what is meant and
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strengthen support for the ideas they illustrate. Examples are often introduced by transitions like the following:
Example Transitions for example to illustrate once for instance such as specifically as an illustration to be specific including
The following paragraph defines a word, explains it a bit, and then gives an example of it. After reading the paragraph, see if you can answer the questions that follow.
1
Acrophobia is an intense, unreasonable fear of high places. 2People with
acrophobia exhibit physical symptoms in response to being at great heights. 3One sufferer from extreme acrophobia, Sally Maxwell, is unable to go above the third floor of any building without feeling enormous anxiety. 4Her acrophobia began one evening when she was working alone in her office on the eighth floor of a large building. 5Suddenly she was struck with terror by the idea that she might jump or fall out the open window. 6She crouched behind a steel filing cabinet, trembling, unable to move. 7When she finally gathered her belongings and left the building, she was sweating, her breathing was rapid, and her heart was pounding. 8Yet she had no rational explanation for her fears.
What word is being defined? ____________________________________ What is the definition? ________________________________________ Which sentence explains more about the word? _____________________ In which sentence does the example begin? _____________________
The word “acrophobia” is defined in the first sentence—“an intense, unreasonable fear of high places.” The second sentence explains a bit more about acrophobia. The story about Sally Maxwell, which begins in the third sentence, provides an example of how acrophobia affects one sufferer; by including it, the author makes the new term more clear by helping readers better visualize what it means.
Practice:
Read the following paragraphs, and decide on the major pattern of organization of each one.
1. a boycott is an organized refusal by a group of people to deal with another person or
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group to achieve a specific goal. An illustration is the famous boycott that began in 1955 when Mrs. Rosa Parks of Montgomery, Alabama, refused to obey a local ordinance requiring black people to sit at the back of city busses. Mrs. Parks was arrested, and that sparked off a boycott of the Montgomery bus system by blacks. The boycott was organized and led by Dr. Martin Luther King, Jr. Rather than continue to lose revenue needed to run the bus system, the city repealed the ordinance.
Pattern of organization: ____________1. definition and example __________________
2. There are several steps to remembering your dreams. To begin with, you must make up
your mind to do so, for consciously deciding that you want to remember increases the likelihood that it will happen. Then put a pen and a notebook near your bed, so that you can write down what you remember as soon as you wake up. When possible, turn off your alarm before you go to sleep so that you can wake up gradually, which will
increase the likelihood of remembering your dreams. Finally, when you wake up in the morning and remember a dream, write it down immediately, even before getting out of bed.
Pattern of organization: ____________2. time order __________________
3. There are roughly three New Yorks. There is, first, the New York of the man or woman
who was born here, who takes the city for granted and accepts its size and its turbulence as natural and inevitable. Second, there is the New York of the
commuter—the city that is devoured by locusts each day and spat out each night. Third, there is the New York of the person who was born somewhere else and came to New York in quest of something. Of these three trembling cities the greatest is the last—the city of final destination, the city that is a goal.
Pattern of organization: ____________3. list of items __________________
4. Research over the last decade or so has shown that meditation can have positive effects
on drug users and people with certain health problems. Students have demonstrated that when people who take drugs become meditators, they either cut back on drug use or stop using drugs altogether. In one study of a group that practiced meditation, for example, the number of marijuana users fell from 78 percent to 12 percent after twenty-one months of meditation. Meditation has also been shown to lower blood
pressure and regulate the heartbeat, both of which may be of considerable help to those with cardiovascular problems. And because meditation is a highly effective relaxation technique, it can also prove useful to those with stress-related diseases.
Pattern of organization: __________4. cause and effect ____________________
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5. The conflict over secrecy between the federal government and journalists arises from
the different roles they play in society. The government has the job of conducting
foreign policy. To do so effectively, government officials sometimes prefer to distort or withhold information. Journalists, however, see their role as digging up and giving information to the public. If they always sought government permission before publishing information, they would be able to print or broadcast only what the government wanted to appear in the media.
Pattern of organization: ____________5. contrast __________________
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Chapter 4 Fact and Opinion
I. An Overview
Fact: The Pearl Tower is the tallest building in this city.
(A researcher could, through inspection, confirm that it is the tallest.)
Opinion: The Pearl Tower is the ugliest building in the city.
(There’s no way to prove this statement because two people can look at the same building and come to different conclusions about its beauty. “Ugly” is a value word, a word we use to express a value judgment. Value words are signals that an opinion is being expressed. By their nature, these words represent opinions, not facts.)
II. Some Points about Fact and Opinion
There are several points to keep in mind when separating fact from opinion. 1. Statements of fact may be found to be untrue.
It is not unusual for evidence to show that a “fact” is not really true. It was once
considered to be a fact that the world was flat, for example, but that “fact” turned out to be an error.
2. Opinions may be masked as facts.
People sometimes present their opinions as facts. Here are two examples:
A) In point of fact, neither candidate for the mayor’s office is well-qualified. B) The truth of the matter is that frozen foods taste as good as fresh foods. Despite the words to the contrary, the above are not statements of fact but statements of opinion.
3. Remember that value words, such as good, bad, right, wrong, often represent
opinions.
Value words often express judgments—they are generally subjective rather than objective. While factual statements report on observed reality, subjective statements interpret reality. For example, the observation that it is raining outside is an objective one. The statement that the weather is bad, however, is a subjective interpretation of reality. (Some people consider rain to be good weather.)
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4. Finally, remember that much of what we read and hear is a mixture of fact and
opinion.
Recognizing facts and opinions is important because much information that sounds factual is really opinion. An advertisement may claim that a particular automobile is “the most economical car on the road today”, a statement that at first seems factual. But what is meant by economical? If the car offers the most miles per gallon but the worst record for expensive repairs, you might not agree that it’s economical.
Practice:
People tend to accept what they read as fact, but much of what we read is actually opinion. Keeping an eye out for opinion will help you to think for yourself and to question what you read. Read the following passages. Some sentences are facts, some are opinions, and others are a combination of the two. Identify facts with an F, opinions with an O, and statements of fact and opinion with an F+O. Passage 1
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There were several queens of Egypt by the name of Cleopatra, including the one who ruled in the days of Antony and Caesar. 2She is one of the most interesting figures in Egyptian history. 3History records that she was born in 69 B.C. and killed herself almost forty years later. 4The story of how she killed herself is very easy to believe. 5Reports say she killed herself with an asp, the Egyptian cobra—a symbol of Egyptian royalty, so there could have been no better way for the queen to end her life.
1. ______ 2. ______ 3. ______ 4. _____ 5. ______ 1.F 2.O 3.F 4. O 5.F+O
Passage 2
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Plants that people call weeds are often undeserving of such a negative name. 2
Ralph Waldo Emerson had the right idea—he once described a weed as “a plant whose virtues have not yet been discovered.” 3Clearly, weeds aren’t always so bad. 4
For example, they can replenish depleted top soil with minerals. 5Also, some plants that are called weeds are edible and contain vitamins.
1. ______ 2. ______ 3. ______ 4. _____ 5.
1.O 2.F+O 3.O 4.F 5.F
Passage 3
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1
There are few more annoying problems than hiccups, which can last for hours or even days. 2According to one doctor who has studied them, hiccups are usually caused by eating or drinking too quickly. 3 People do some pretty strange things to remedy this ridiculous problem. 4Some common remedies include holding your breath, eating a teaspoon of sugar, and putting a paper bag over your head. 5
Undoubtedly, that last one is the strangest one of all. 1. F+O 2. __ F 3. _ O 4. F 5. O ______
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Chapter 5 Inferences
You have probably heard the expression “to read between the lines.” When you “read between the lines,” you pick up ideas that are not directly stated in what you are reading. These implied ideas are often important for a full understanding of what an author means. Discovering the ideas in writing that are not stated directly is called making inferences, or drawing conclusions.
In reading, we make logical leaps from the information given in a straightforward way to ideas that are not stated directly. As the scholar S.I. Hayakawa has said, inferences are “statements about the unknown made on the basis of the known.” To draw inferences, we use all the clues provided by the writer, our own experience and logic.
In the chapter on vocabulary, you have already practiced making inferences. There you had to use context clues within sentences to infer the meanings of unknown words. Also, in the chapter on main ideas, you had to “read between the lines” in order to find implied main ideas. The intent of this chapter is to broaden your ability to make inferences about what you read.
Read the following passage and then check the three inferences that can logically be drawn from it.
A famous psychology experiment conducted by Dr. John B. Watson demonstrates that people, like animals, can be conditioned—trained to respond in a particular way to certain stimulations. Watson gave an eleven-month-old baby named Albert a soft, furry white rat. Each time Albert tried to stroke the rat, Dr. Watson hit a metal bar with a hammer. Before long, Albert was not only afraid of white rats but also of white rabbits, white dogs, and white fur coats. He even screamed at the sight of a Santa Claus mask.
_____ 1. Dr. Watson did not like small children.
_____ 2. Before the experiment, Albert was not afraid of white rats. _____ 3. Albert had been familiar with rats before the experiment. _____ 4. If he had seen a black fur coat, Albert would have screamed.
_____ 5. Albert connected the loud noise of the hammer striking the metal bar with the
white rat.
_____ 6. Albert was afraid of loud noises from the beginning.
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Here is the explanation of each item:
1. This is not a logical inference. While the passage may make us wonder about Watson’s
attitude toward babies, it doesn’t give enough information for us logically to infer that he did not like small children.
2. This is a logical inference. Because Albert tried to pet the rat, it is fair to assume that
he wasn’t frightened of the animal.
3. This is not a logical inference. The passage gives no clues about Albert having
previous experience with rats.
4. This is not a logical inference. The passage makes no mention of Albert’s response to
any color but white.
5. This is a logical inference. Because the loud noise appears to have changed Albert’s
attitude toward the rat, we can assume he associated the noise with the rat.
6. This is a logical inference. Since the noise is what made Albert afraid of the rat, we
have to infer that he was afraid of the noise. In addition, experience tells us that babies are likely to be frightened of unexpected loud noises.
Inference is very important in reading literature. While writers of factual material usually state directly what they mean, creative writers often show what they mean. It is up to the reader to infer the point of what the creative writer has to say. For instance, a non-fiction writer might write the following:
Marian was angry at her father.
But the novelist might write:
Marian’s eyes narrowed when her father spoke to her. She cut him off in mid-sentence with the words, “I don’t have time to argue with you.”
The author has shown us the anger with specific detail rather than simply stating the fact of the anger. To understand imaginative writing, then, you must often use your inference skills.
Applying inferences skills can increase your appreciation of such literary forms as novels, short stories, plays, essays, autobiographies, and poetry. Poetry, especially, by its nature implies much of its meaning. Implications are often made through comparisons. For example, Emily Dickson begins one of her poems:
Hope is the thing with feathers That perches in the soul
And sings the tune without the words, And never stops at all.
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Here Dickinson compares hope to a singing bird. This implies, among other things, that hope is a sweet and welcome thing.
Practice 1
Read the following passage. Then circle the letter of the most logical answer to each question, based on the facts given in the passage.
A corporate president recently made a visit to a nearby Indian reservation as part of his firm’s public relations program. “We realize that we have not hired any Indians in the five years,” he told the assembled tribesmen, “but we are looking into the matter very carefully.” “Hora, hora,” said some of the Indians. “We would like to eventually hire 5 percent of our total work force from this
reservation,” he said. “Hora, hora,” shouted more of the Indians. Encouraged by their enthusiasm, the president closed his short address by telling them that he hoped his firm would be able to take some hiring action within the next couple of years. “Hora, hora, hora,” cried the total group. With a feeling of satisfaction the president left the hall and was taken on a tour of the reservation. Stopping in a field to admire some of the horses grazing there, the president asked if he could walk up closer to the animals. “Certainly,” said his Indian driver, “but be careful not to step in the hora.”
1. To get the main point of this passage, the reader must infer
a. the location of the reservation.
b. what kind of company the president headed. c. the meaning of the word “hora”.
2. From the president’s speech, we can infer that
a. his firm had a great interest in hiring the Indians. b. his firm had little interest in hiring the Indians. c. his firm had a stated policy never to hire Indians.
3. From the passage, we can infer that
a. the Indians believed the president’s speech.
b. the Indians didn’t believe the president’s speech. c. the Indians were confused by the president’s speech.
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4. From the passage, we can infer that the president
a. thought the Indians deserved to be hired.
b. thought his company should not hire the Indians. c. misinterpreted the Indians’ reaction to his speech.
5. From the passage, we can infer that the main reason the president spoke to the Indians
about jobs was that
a. they needed the jobs.
b. he thought promising jobs to the Indians would make his company look good. c. he thought hiring the Indians would be good for his company. (1.c 2. b 3.b 4.c 5.b)
Practice 2
Read the following passage and check the three inferences that are most logically based on the given facts.
The Chicago Tribune once wrote that Henry Ford was an ignoramus. Ford sued, challenging the paper to “prove it.” During the trial, Ford was asked dozens of simple, general information questions: “When was the Civil War?’ “Name the presidents of the United States.” And so on. Ford, who had little formal education, could answer very few. Finally, exasperated, he said, “I don’t know the answers to those questions, but I could find a man in five minutes who does. I use my brain to think, not to store up a lot of useless facts.”
_____ 1. Henry Ford was probably angered by the article in the Chicago Tribune. _____ 2. Ford frequently sued people. _____ 3. Ford won the case in court.
_____ 4. The Tribune won the case in court.
_____ 5. Ford would have been more successful had he had a formal education. _____ 6. Ford believed that knowing where to find a fact is good enough. _____ 7. Ford regretted not having a more formal education.
_____ 8. Ford believed that knowing how to think is more important than knowing facts. (Practice 2: 1, 6, 8)
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Chapter 6
Purpose and Tone
An important part of reading critically is realizing that behind everything you read is an author. This author is a person who has a reason for writing a given piece and who works from a personal point of view. To fully understand and evaluate what you read, you must recognize purpose—the reason why the author writes. You must also be aware of tone—the expression of the author’s attitude and feeling.
I. Purpose
Authors write with a reason in mind, and you can better evaluate what is being said by determining what that reason is. The author’s reason for writing is also called the purpose of a selection. Three common purposes are:
? To inform—to give information about a subject. Authors with this
purpose wish to give their readers facts.
? To persuade—to convince the reader to agree with the author’s point
of view on a subject. Authors with this purpose may give facts, but their main goal is to promote an opinion.
? To entertain—to amuse and delight; to appeal to the reader’s senses
and imagination. Authors with this purpose entertain in various ways, through fiction and nonfiction.
Read each of the three paragraphs below and decide whether the author’s purpose is to inform, to persuade, or to entertain. Write in your answers, and then read the explanations that follow.
1. Using the present measurement system is as inefficient and old-fashioned as using
Roman numerals. If more Americans realized how easy it is to convert milliliters to liters as opposed to converting tablespoons to quarts, the metric system would be adopted immediately.
Purpose: ____________________________
2. About 113 billion people have lived and died in the history of our planet, according to
scientific estimates. Of all these people, the names of about seven billion, or
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approximately 6 percent, are recorded in some way—on monuments or in books,
manuscripts, and public records. The other 106 billion people are gone without a trace. Purpose: ____________________________
3. One afternoon a man entered a bar with his dog and ordered two martinis. He drank
one martini, and his dog drank the other. The same thing happened for the next three days. On the fifth afternoon, the dog came in alone, and the bartender served him a drink without even asking. The next day the man came in carrying a box. “You were so nice to my dog yesterday that I bought you a present,” he said. “It’s a king crab.” “Oh, thanks,” said the bartender, “I’ll take him home for dinner.” “Oh no,” said the man. “He’s already had dinner. Why not take him out to a movie instead?” Purpose: ____________________________
In the first paragraph, the writer’s purpose is to persuade the audience that Americans should change over to the metric system. That is clear because the author claims that the present system is “inefficient and old-fashioned,” that conversions in the metric system are “easy,” and that people would prefer the metric system. These are statements that are used to convince us rather than to inform us. The purpose of the second paragraph is to inform. The author is simply providing readers with information about the people who have lived and died on earth. In paragraph three, the playful and exaggerated details tell us that the author’s main goal is to entertain with humor.
At times, writing may seem to blend two purposes. An informative article on losing weight, for example, may include comic touches, or a persuasive letter to the editor may contain factual information. Remember in such cases to focus on the author’s primary purpose.
Practice 1
Label each paragraph according to its main purpose: to inform (I), to persuade (P), or to entertain (E).
1. We have all heard the story of how the young, impoverished Abraham Lincoln trekked
miles to borrow books from a neighbor and then read them by firelight. We know that nineteenth-century readers would rush to the wharf to greet the ship carrying the latest chapters of a Dickens novel. Today, reading seems less urgent and less exciting to
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many of us. Worse, few people impart a passion for books to their children. Instead, they leave the children in front of the television and hope that too much watching won’t be bad for them. But we cannot afford to stop reading. Books shed a light that illuminates our problems and crises. They are also mirrors that reflect the truest image of ourselves.
Purpose: _____________ P _______________
2. Al Smith, the Democratic candidate for President in 1928, was known for his ready wit
and quick comebacks. Once he was heckled while making a campaign speech. “Tell them everything you know, Al,” yelled the heckler. “It won’t take very long.”
Al smith answered with a grin, “I’ll tell them everything we both know—it won’t take any longer.”
Purpose: ______________ E ______________
3. Studies of job satisfaction indicate that the vast majority of workers are at least
somewhat satisfied with their jobs and would continue to work even if they didn’t have to. The meaning of work varies from person to person. To some, it is a course of self-respect and life purpose. For others, work is a means of passing time. To still others, it is primarily a source of financial independence. Among women, available work is often less satisfying than home management. Yet, most women report increases in self-esteem when employed, especially if they experience support from their families.
Purpose: _________ I ___________________
II. Tone
A writer’s tone reveals the attitude he or she has toward a subject. Tone is expressed through the words and details the writer selects. Just as a speaker’s voice can project a range of feelings, a writer’s voice can project one or more tones, or feelings: anger, sympathy, hopefulness, sadness, respect and so on. Understanding tone is, then, an important part of understanding what an author has written.
Below is a list of words commonly used to describe tone. Note that two different words may refer to the same tone or similar tones—for example, matter-of-fact and
objective, or comic and humorous. Brief meanings are given in parentheses for some of the words.
A List of Words that Describe Tone straightforward cheerful
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matter-of-fact joyous objective light-hearted serious amused formal humorous informal comic solemn playful bitter outspoken (spoken boldly and freely) sorrowful impassioned (filled with passion and strong feeling) depressed tolerant (respecting of other views and behaviour) distressed remorseful (filled with guilt over a wrong deed) angry outraged (very angered) critical sarcastic (making sharp or wounding remarks; ironic) cruel mocking (ridiculing; sneering) hesitant scornful (looking down on someone or something) fearful ironic (meaning the opposite of what is expressed) anxious arrogant (conceited) alarmed irreverent (lacking respect) tragic cynical (believing the worse of others) self-pitying indignant (angry about something unfair or mean) disbelieving revengeful (wanting to hurt someone in return for an injury) surprised vindictive (very revengeful) regretful malicious (intentionally harmful) sympathetic contemptuous (expressing great scorn and disgust) compassionate ambivalent (uncertain about a choice) loving optimistic (looking on the bright side of things) sentimental pessimistic (looking on the gloomy side of things) forgiving desperate (having a great desire or need for something) excited grim (harsh; dealing with unpleasant subjects)
Below are four statements expressing different attitudes about a shabby apartment. Four different tones are used. Label them and then read the explanation that follows. optimistic tolerant bitter sentimental
_____ 1. This place may be shabby, but since both of my children were born while we lived
here, it has a special place in my heart.
_____ 2. This isn’t the greatest apartment in the world, but it’s not really that bad.
_____ 3. If only there were some decent jobs out there, I wouldn’t be reduced to living in
this miserable dump.
_____ 4. This place does need some repairs, but I expect the landlord to get around to them
any day now.
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The tone of item 1 is sentimental. “It has a special place in my heart” expresses tender emotions. In item 2, the words “not really that bad” show that the writer is tolerant,
accepting the situation while recognizing that it could be better. We could describe the tone of item 3 as bitter. The writer resents a situation that he blames for forcing him to live in a “miserable dump.” Item 4 is optimistic since the writer is expecting the apartment to be improved soon.
Practice 2
Below are five statements expressing different attitudes about a boss. Five different tones are used. Label them. admiring sympathetic objective ironic critical
admiring _ 1. Tony is an excellent manager—the best one I’ve ever had.
_____ 2. I know Tony’s boy has been sick. Naturally it’s hard for him to concentrate on
work right now.
_____ 3. Tony’s too ambitious for his own good. That ambition may yet destroy him and
the company.
_____ 4. Under Tony Smith’s leadership, sales in the appliance division have increased 30
percent in the last six months.
_____ 5. Tony’s wonderful, all right. He’s gotten as far as he has without the slightest idea
of how to manage a division.
1. admiring 2. sympathetic 3. critical 4. objective 5. ironic
Practice 3
The following conversation between a mother and son involves five of the tones shown in the box below. For each statement, write the tone that you think is present.
threatening joyful optimistic sympathetic pessimistic self-pitying disbelieving ironic straightforward
_____ 1. “Please take the garbage out on your way to school this morning.” _____ 2. “Sure, Mom. I’ve been looking forward to that chore all morning.”
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_____ 3. “Listen, young man, if you don’t start fulfilling your responsibilities around the
house, your father and I will start asking you for rent or to find your own place.”
_____ 4. “Okay, I’ll take the garbage out. But you know it’s not easy going to school
full-time, working twenty hours a week, and just getting over a bad case of the flu.”
_____ 5. “I know, honey, this semester has been an especially difficult one for you.”
1. straightforward 2. ironic 3. threatening 4. self-pitying 5. sympathetic
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ANSWER KEY
Chapter 1
Practice 1:
1.a 2. a 3.b 4.a 5.c 6.b 7.a 8.c 9.c 10.a Practice 2:
1. a person who habitually postpones doing things 2. carefully examine 3. practical
4. isolating infected patients to prevent their diseases from spreading 5. mercy-killing 6. happy 7. single room 8. facial expression 9. walks in sleep 10. complete Practice 3:
1.c 2.a 3.b 4.c 5.b 6.b 7.a 8.b 9.c 10.a Practice 4:
1.c 2.b 3.a 4.b 5.c 6.c 7.a 8.b 9.c 10.b
Chapter 2
Practice 1: 1. (1) 2. (4) 3. (2) 4. (1, 5) Practice 2: 1.b 2.b 3.c 4.c Practice 3:
1.b 2.a 3.c 4. They can undo complicated bolts on gates 5.c
Chapter 3
Practice:
1. definition and example 2. time order 3. list of items 4. cause and effect 5. contrast
Chapter 4
Passage 1: 1.F 2.O 3.F 4. O 5.F+O Passage 2: 1.O 2.F+O 3.O 4.F 5.F Passage 3: 1.F+O 2.F 3.O 4.F 5.O
Chapter 5
Practice 1: 1.c 2. b 3.b 4.c 5.b Practice 2: 1, 6, 8
Chapter 6
Practice 1: 1.P 2.E 3.I Practice 2:
1. admiring 2. sympathetic 3. critical 4. objective 5. ironic Practice 3:
1. straightforward 2. ironic 3. threatening 4. self-pitying 5. sympathetic
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