Transcript FINAL EXAM - Reading Comprehension Online

FINAL EXAM
RDG 081
Quote:
Chapter 6: Relationships II
2 common types of relationships:
• Relationships that involve addition
• Relationships that involve time
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Relationships that involve illustration
Relationships that involve comparison
and contrast
Relationships that involve cause and
effect
Illustration
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Illustration Words: Words that
indicate that an author will provide
one or more examples to develop and
clarify a given idea.
For
example
Including
As an
One
illustration
For instance
specifically
To illustrate
Such as
To be
specific
once
Comparison
•
Comparison words signal similarities.
Authors use comparison transition to
show that a second idea is like the first
one in some way.
(just) as
Likewise
In a similar
manner
(just) like
In like manner
In the same way
alike
similar(ly)
resemble
Contrast
•
Contrast words show that things differ
in one or more ways.
but
instead
still
Even
though
yet
In contrast
As opposed to
differently
however
On the
other hand
In spite of
Differs from
although
On the
contrary
despite
unlike
nevertheless
conversely
Rather than
while
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Block Method:
Topic Sentence:
College is quite different from high school.
BLOCK "A"
College Courses
Instructors
Activities
Transition (word or phrase):
on the contrary
BLOCK "B"
High School Courses
Instructors
Activities
Concluding sentence:
Even though it is more challenging, college is much more
exciting.
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Point By Point:
Topic Sentence:
College is quite different from high school.
Courses College
High School
Instructors
◦ College
◦ High School
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Activities
 College
 High School
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Concluding sentence:
Even though it is more challenging, college is
much more exciting.
Cause and Effect
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Cause and effect words: signal that the
author is explaining the reason why
something happened or the result of
something happening.
therefore
so
result
Because of
thus
As a result
effect
reason
As a
consequence
Results in
cause
explanation
consequently Leads to
If…then
accordingly
Due to
affect
since
Cause and Effect Pattern
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Cause
Effect
Effect
Cause Cause Cause
Effect
Effect
Chapter 7 Inferences
An inference or conclusion is an idea
that is suggested by the facts or details
in a passage or picture.
 A valid inference is a logical
conclusion based on evidence.
 What are the emotions
shown in this picture?
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Making
Connections
Questioning
Drawing
Conclusions
Inference
Analysis of Text:
Interpretation/
Judgment
Background
Knowledge
(schema)
Predictions
Imagination/
Visualization
Elkhart Community Schools
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All the processes
work together.
Each works in
concert with
the others to
aid the reader
in comprehending text.
Elkhart Community Schools
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The VALID Approach to
Inferences
Step 1:
 Step 2:
 Step 3:
 Step 4:
 Step 5:
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Verify and value the facts.
Assess prior knowledge.
Learn from the text.
Investigate for bias.
Detect contradictions.
Chapter Eight:
Purpose and Tone
There is an author—a person with thoughts, feelings,
and opinions—behind everything you read.
Authors write from a personal point of view.
That point of view is reflected in
• the purpose of a piece of writing—to inform,
to persuade, or to entertain—and
•its tone: the expression of attitude and feeling.
Purpose
The author’s reason for writing is called the purpose of a selection.
Three common purposes for writing:
To inform—to give information about a subject.
Example: “Eating food between two slices of bread—a sandwich—
is a practice that has its origins in eighteenth-century England.”
To persuade—to convince the reader to agree with the author’s
point of view on a subject.
Example: “There are good reasons why every sandwich should be
made with whole-grain bread.”
To entertain—to amuse and delight; to appeal to the reader’s
senses and imagination.
Example: “What I wanted was a midnight snack, but what I got was
better—the biggest, most magical sandwich in the entire world.”
Tone
Tone is a reflection of a writer’s or speaker’s
attitude toward a subject of a poem, story, or
other literary work. Tone may be communicated
through words and details that express
particular emotions and that evoke and
emotional response from the reader.
For example, word choice or phrasing may seem
to convey respect, anger, lightheartedness, or
sarcasm.
Here are four different versions of a murder confession.
To appreciate the differences in tone that writers can use,
read them aloud—in the tone of voice appropriate in
each case.
“I just shot my husband five times in the chest with this .357 Magnum.”
(Tone: matter-of-fact, objective.)
“How could I ever have killed him? I just can’t believe I did that!”
(Tone: shocked, disbelieving.)
“Oh, my God. I’ve murdered my husband. How can I ever be forgiven
for this dreadful deed?”
(Tone: guilty, regretful.)
“That dirty rat. He’s had it coming for years. I’m glad I finally had the
nerve to do it.”
(Tone: revengeful, self-satisfied.)
What characterizes tone words?
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Objective words are
impartial and factual.
They are also
◦ Unbiased
◦ Neutral
◦ Formal
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Subjective words are
personal, opinionated,
and emotional:
They are also
◦ Biased
◦ Emotional
◦ Informal
Tone and Purpose in Review
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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.
Verbal irony occurs when the author’s words state
one thing but imply the opposite.
Situational irony occurs when the events of a
situation differ from what is expected.
Chapter 9: Argument
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Point: What the Author is trying to say.
Support: How the author proves his/her point
Good Argument: Provides a persuasive and
logical evidence to back it up.
Relevant: It really applies to the point.
Irrelevant: Information that applies to the
topic but not to the point.
Adequate: Enough amount of support to make
the relevant statement reliable to be proved.
Relevant and Adequate Support
After you identify the point and support of an
argument, you need to do two things:
1. Decide if the support is relevant.
Does it really apply to the point?
2. Decide if the support is adequate.
Is there enough support to prove the point?
Relevant Support
The point below is followed by six “facts,” only three
of which are relevant support for the point. Can you
find the three relevant statements of support?
Point: My dog Otis is not very bright.
1. He’s five years old and doesn’t respond to his name yet.
2. He cries when I leave for work every day.
3. He always gets excited when visitors arrive.
4. He often attacks the backyard hedge as if it’s a hostile animal.
5. He gets along very well with my neighbor’s cat.
6. I often have to put food in front of him because he can’t find it
by himself.
Adequate Support
In the argument below, three supporting items are given, followed by
four possible points. The evidence adequately supports only one of the
points. Choose the one point you think is adequately supported.
Support
• The first time I went to that beach, I got a bad case of sunburn.
• The second time I went to that beach, I couldn’t go in the water because of
the pollution.
• The third time I went to that beach, I stepped on a starfish and had to go to
the emergency room to have the spikes removed from my foot.
Which point is adequately supported by the evidence above?
A. That beach is unsafe and should be closed.
B. I’ve had a string of bad experiences at that beach.
C. Beaches are not safe places.
D. We’re never going to get this planet cleaned up.
Chapter Review
In this chapter, you learned the following:
• A good argument is made up of a point, or a conclusion, and logical
evidence to back it up.
• To critically read an argument, you must recognize the point the
author is making.
• To think through an argument, you need to decide if each piece of
evidence is relevant.
• To think through an argument, you also need to decide if the author’s
support is adequate.
• Textbook arguments generally have solid support, but recognizing the
author’s point and looking for for relevant and adequate support
will help you become a more involved and critical reader.
The final chapter in Part One—Chapter 10—will explain other aspects
of being a critical reader: separating fact from opinion, detecting
propaganda, and recognizing errors in reasoning.
Chapter 10: Critical Reading
Fact
A fact is information that can be proved true through
objective evidence: physical proof or the spoken or written
testimony of witnesses.
Here are some facts—they can be checked for accuracy and thus proved true:
Fact: The Quad Tower is the tallest building in this city.
(A researcher could go out and, through inspection, confirm that the building
is the tallest.)
Fact: Albert Einstein willed his violin to his grandson.
(This statement can be checked in historical publications or with Einstein’s estate.)
Fact: On September 11, 2001, terrorists destroyed the New York World Trade
Center, killing thousands.
(This event was witnessed in person or on television by millions, and it’s in records
worldwide.)
Opinion
An opinion is a belief, judgment, or conclusion that
cannot be objectively proved true. As a result, it is open
to question.
Here are some opinions:
Opinion: The Quad 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 or
judgment words are signals that an opinion is being expressed.)
Opinion: Einstein should have willed his violin to a museum.
(Who says? Not his grandson. This is an opinion.)
Opinion: The attack on the World Trade Center was the worst act of terrorism
in the history of humankind.
(Whether something is “worst” is always debatable. Worst is another
value word.)
Six Common
Propaganda Techniques
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Bandwagon
Testimonial
Transfer
Plain Folks
Name Calling
Glittering Generalities
Six Other Common Fallacies
Three Fallacies That Ignore the Issue
• Circular Reasoning
• Personal Attack
• Straw Man
Three Fallacies that Oversimplify the Issue
• False Cause
• False Comparison
• Either-Or
Chapter Review
In this chapter, you learned that critical readers evaluate an author’s support
for a point and determine whether that support is solid or not. Critical
reading includes the following three abilities:
• Separating fact from opinion. A fact is information that can be proved true
through objective evidence. An opinion is a belief, judgment, or conclusion that
cannot be proved objectively true. Much of what we read is a mixture of fact and
opinion, and our job as readers is to arrive at at the best possible informed opinion.
Textbooks and other effective writing provide informed opinion—opinion based upon
factual information.
• Detecting propaganda. Advertisers, salespeople, and politicians often try to
promote their points by appealing to our emotions rather than our powers of reason.
To do so, they practice six common propaganda techniques: bandwagon, testimonial,
transfer, plain folks, name calling, and glittering generalities.
• Recognizing errors in reasoning. Politicians and others are at times guilty of
errors in reasoning—fallacies—hat take the place of the real support needed in an
argument. Such fallacies include circular reasoning, personal attack, straw man, false
cause, false comparison, and either-or.
http://wps.ablongman.com/long_hen
ry_mrup_1/
 http://wps.ablongman.com/long_hen
ry_mrup_1/
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The Yellow Wallpaper: Socratic 7
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http://readingcomprehensiononline.c
om/uploads/yellowwallpaper.pdf
A Cup of Tea: Socratic 8
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http://www.asahi-net.or.jp/~yz8htd/misc/ACupOfTea.html
The Lottery: Socratic 9
http://www.americanliterature.com/J
ackson/SS/TheLottery.html
 http://www.jeanloupbenet.com/lotter
yworksheet.pdf
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Pit and the Pendulum: Socratic
10
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Pit and the Pendulum Quiz:
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Where is the setting of the story?
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What is the Pit? What is the Pendulum?
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What did the narrator think in the beginning of the story?
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What was happening to him internally and externally?
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What animal or creature was in the dungeon with him? What did it do?
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How did the narrator escape from falling in the pit?
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What were the different ways the narrator could have died in the dungeon?
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What was he most afraid of?
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What is the characters conflict? Is it internal or external?
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In "The Pit and the Pendulum," after his sentence of death the narrator says he could not see anything.
What happens to him?
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http://www.poestories.com/text.php?file=pit
The Pedestrian: Socratic 11
http://barrum.com/14/thepedestrian-by-ray-bradbury-1951
 http://www.argo217.k12.il.us/departs
/english/blettiere/pedestrian_student
.pdf
 ARTICLE:
 Each student is required to have read
one of the article options for socratic
seminar week 11
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Chapter 6: Relationships
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Compare and Contrast Graphic Organizer for one of the short
stories.
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http://www.readwritethink.org/materials/venn/venn.pdf
Cause and Effect
http://www.educationoasis.com/curriculum/GO/GO_pdf/causeeffect
_tchart.pdf
http://www.edhelper.com/teachers/Sequencing_graphic_organizers.h
tm
Chapter 7: Inference Worksheet

http://www.englishcompanion.com/p
dfDocs/inferencenotes.pdf
Chapter 8: Purpose and Tone

dese.mo.gov/divimprove/.../tone_and_mood_gr
aphic_org_lesson_3.doc
Chapter 9: Argument

http://mhsciencezone.com/ss/ca/eng
/pdfs/go_2colarguments.pdf
Chapter 10: Critical Thinking