Bridging The Gap College Reading, 10E Brenda Deutsch Smith Test Bank & Instructor Manuals

Bridging The Gap College Reading, 10E By Brenda Deutsch Smith

Email: Richard@qwconsultancy.com

develop that skill. Reading selections follow in most chapters, including eight new longer reading selections covering relevant and high-interest topics such as Internet romances and managing college stress.

One new feature to the tenth edition is The Reading Workshop. This feature has been added for you to use to help students build their background knowledge while encourag-ing them to read for pleasure. When used along with The Reading Workshop Journal, this feature should also help foster students’ writing skills.

As you will no doubt continually stress to your students, the best way to improve read ing skills is to read at every opportunity. At the end of each chapter, the new MyReadingLab feature provides students with more interesting readings and skill development exercises.

Another new feature that should prove beneficial to you as you plan your assignments is the addition of grade level equivalents (GLEs) for each of the longer reading selections. The GLEs can be found at the beginning of each selection and also in the table of contents. With the use of this feature, you can select readings that best fit your own students’ needs.

Organization of Chapters Since each chapter is actually a self-contained teaching unit, instructors do not have to cover them in the order presented. However, the first several chapters of the book focus on more generic reading and study skills, as well as the importance of being able to pin-point significant details that lead to the main idea. Chapters 7–9 cover inference, point of view, and critical thinking, respectively. Chapters 10–12 could be covered at any point in the semester: respectively, they cover graphic illustrations, rate flexibility, and test taking.

Organization within Chapters The typical chapter begins with Focus Questions for that chapter. It is suggested that instructors use these questions to provide an overview of each chapter. You could refer students to the first page of the chapter to be covered, where the questions appear. Explain to students that when they have finished studying the chapter, these are the main questions they should be able to answer.

Following the Focus Questions, the chapters have an introduction and discussion of a specific skill. This is followed by practice exercises. The longer selections are introduced by a Contemporary Focus feature. Each longer selection is designed to offer students: Practice and reinforcement of specific skills introduced in that chapter Practice on skills introduced in previous chapters An evaluation of literal and inferential comprehension An evaluation of word knowledge from vocabulary in context An opportunity to use new information by responding to an essay question An opportunity to use critical thinking skills to make real-world connections A challenge to research a related topic on the Internet An introduction to concepts in the related academic area

Contemporary Focus These short excerpts are from current magazine or newspaper articles that connect to topics within the longer reading selections. These excerpts are short enough to be read in two or three minutes in class, and then students can discuss responses to the discussion questions in collaborative groups.

This can be done before reading the longer selection in order to heighten interest, activate schema, and add current relevance to the textbook material. After reading the longer selection, students reply to a Contemporary Link ques-tion that connects the current issue with the textbook topic. This activity

requires critical thinking and particularly emphasizes the text-to-text and text-to-world connections.

Preview Items Use previewing to stimulate interest, activate schema, help students set a purpose for reading, and for predicting. To encourage involvement, preview questions appear before the readings. Instructors may wish to predict answers to these items with the class as a group when the selection is assigned.

The subsequent reading of the selection either confirms or invalidates the predictions.

Word Knowledge The ten vocabulary items at the end of each selection highlight words within the selection that might be new to students. This Instructor’s Manual contains a true-false item for each vocabulary word.

Since vocabulary should be studied in context, vocabulary-in-context exercises are also included in this Instructor’s Manual.

Inserted “Think Alouds” Beginning with Chapter 1, you will be stressing to students the necessity of thinking while reading.

The major difference between a passive reader and an active reader is that an active reader is purposely focusing on the material as he or she is searching for meaning; a passive reader is just “going through the motions” to be able to say that he or she completed the reading assignment.

Strategically placed inferential questions and comments which model thinking are placed in the margins alongside the longer reading selections. Point out to students that these are not inclusive of all thought processes one might have while reading; these are just representative of the many thoughts that might occur while reading. A person’s indi-vidual schema on a particular subject will guide the kinds of thoughts and questions he or she will have while reading. Reading is an individual process.

Comprehension and Vocabulary Questions Each selection is followed by comprehension and vocabulary questions. Answers to these questions appear only in the Annotated Instructor’s Edition so that you can assign the selec-tions for homework. Each comprehension question is labeled as main idea, detail, or infer-ence for the students so that they can analyze and monitor their progress in each area.

Written Response Items Research has shown that reading and writing are complimentary processes: as a person becomes more accomplished in one area, the other area also sees improvement. In order to give students extended practice at answering essay questions, a written response item appears at the end of each selection.

Reader’s Journal Each Reader’s Journal is now on the Web site so students can either print it out or email it back to you. For each chapter, the Reader’s Journal feature offers an opportunity for students to use writing as a mode of learning to communicate with themselves and the outside world: in this instance that is you, their instructor. The goal is for students to take ownership of their own learning and to monitor their own progress. To motivate students toward serious responses and to make this assignment more manageable for you, you might consider a system of ten points for each journal that is thoughtfully completed and submitted so that ten journals at ten points each equal a 100-point grade.

Instructor’s Manual/Test Bank The Instructor’s Manual/Test Bank is presented in a combined form for the tenth edition.

The Instructor’s Manual contains additional comprehension and vocabulary quizzes for each selection. These quizzes can be assigned to students before they read the selections to stimulate interest, or after reading for evaluation. Vocabulary-in-context exercises fol-low each of the comprehension and vocabulary quizzes to reinforce the vocabulary words. Since building on students’ writing skills is seen as an essential job of the reading instructor, written response guidelines are also included for most selections. Selected concepts in different academic areas are introduced to students in Concept Prep, a con-tinued feature in the tenth edition. Each Concept Prep is covered with true-false quizzes in the Instructor’s Manual. The Instructor’s Manual also includes an additional vocabulary test over the ten Vocabulary Booster lessons found at the end of ten consecutive chapters, beginning with Chapter 2.

Transparency Masters for Class Discussion The Instructor’s Manual includes several Transparency Masters over every chapter. You can use these in several different ways. In some instances, the Transparency Masters (TMs) are duplicates of items that appear in students’ texts, such as the Reader’s Tip boxes. In these instances, you can make a copy of the TMs and display them as you discuss the informa-tion with students, or have them refer to their books, or both. You will probably want to make a classroom set of some of the TMs for students to use either individually or in groups in class. If you have a document camera in your classroom, then displaying each TM will be easy for you to do.

The Test Bank includes chapter tests which require students to respond in several dif-ferent formats: multiple-choice, true/false, matching, outlining, mapping, and written responses. Answers for all tests are provided, including suggestions for the outlining, mapping, and written responses. In addition, you will find the answers to Mastery Test I, which covers chapters 1–6, and Mastery Test II, which covers chapters 7–12. The answers for the two quizzes in Appendix 1 over Figurative Language and Common English Idioms are also included, as well as a few more suggestions for student book reports as a follow-up to Appendix 2.

Ideas for your Classroom: Sample Materials Examples of classroom materials that you might find useful are included in this section of the Instructor’s Manual. Please feel free to copy these materials and adjust them to your own needs. These materials include the following: Student Information Profile Informal Reading Interview Personal Essay Instructions Sample Syllabus Reader’s Workshop/Reader’s Journal (example of one way to handle) Concept Preps Assignment Sheet (example of one way to handle) Mid-Term Notebook Organization sheet (example) Students’ Mid-Term Grade sheet for:1) Homework2) In-Class Comprehension Grades3) Vocabulary Booster Quizzes Students’ Daily Schedule Syllabus/Schedule Scavenger Hunt Class Roster with Contact Information Green Slip (Getting students to make an appointment to come to your office)

Signed Permission Form (to be able to use student work anonymously for presentations) From Your Instructor: How’s It Going? (Sample Mid-Semester Evaluation Form) The Road to Success: Getting Students to Discuss Barriers to Their Success Student Feedback Form for Student Presentation Bookmark with Comprehension Tips Transparency Masters for Class Discussion

Student Information Profile

1 Your name as registered for this course: _______________________________________________ 2 Name you would like to be addressed by: ______________________________________________ 3 What is the best way to contact you? Please circle one and then fill in the information: Home phone, cell phone, work phone, email: __________________________________________ 4 Do you work?__________ If so, where? _________________________________________________ How many hours a week?__________ What is your position there? _______________________ 5 Is this your first semester in college?__________ If not, how long have you attended college (this college or any other college)? ____________________________________________________ 6 How many total hours are you taking this semester?_____________ What other courses are you taking? ___________________________________________________ 7 What is your ultimate career objective? (For example: I’d like to be an elementary teacher; I’d like to be a police officer; I’d like to run my own computer business.) _________________ 8 What degree or certification will you need to enter your career choice? Will you need an Associate of Arts Degree (two-year degree), a Bachelor of Arts or Bachelor of Science degree (four-year degree), or a certification from a technical program? ___________________ 9 Do you have a computer at home? _______________ Internet at home? ___________________ Tell me about any special problems you have of which I should be aware: ________________ 10 Tell me a little about your family: _____________________________________________________ 11 What would you like to learn from this course? ________________________________________ 12 What is something about yourself that you feel good about?_____________________________

Informal Reading Interview

NAME __________________________________________________________________________________ 1 Overall, how do you feel about your reading ability? ____________________________________ 2 Do you like to read?__________________________________________________________________ 3 When you can choose what you read, what do you like to read? _________________________ 4 What was the last book you read that wasn’t an assignment? ____________________________ 5 Do you have a favorite author?__________ If so, who is the author? ______________________ 6 Are you reading anything right now (that isn’t a class assignment)? ______________________ If so, what?__________________________________________________________________________

7 What do you see as your strengths as a reader?_________________________________________ 8 What do you see as your weaknesses as a reader? ______________________________________ 9 Do you think reading is important?___________ Why or why not? ________________________ 10 When you are reading and you come to something that you don’t understand, what do you do?

11 When you come to an unknown word in your reading, what do you do?__________________ 12 Do you have any ideas about what you can do to improve your reading skills? ____________ If so, what ideas do you have? ________________________________________________________

Personal Essay This semester, you will be working on your writing skills as you build your reading skills: becom-ing a better reader will make you a better writer. As a first writing assignment, you will be writ-ing about something you know more about than anyone else: yourself!

Before you begin your personal essay, jot down some information under each category below on another sheet of paper, and use this structure and the information to write your essay. You can eliminate any categories that you feel are unimportant or about which you prefer not to write. You can also add any categories that you think are appropriate for you. Turn this sheet in and your notes for each category with your essay.

1 Short family history: Are you an only child? Do you have three siblings? Are you married? Do you have children?

2 Educational background: Did you graduate from high school in the top ten percent? In the bottom ten percent? Did you drop out of high school and get a GED? 3 Awards, recognition: Have you ever received any special awards? Were you awarded a scholarship?

Were you in the Honor Society?

4 Life challenges: Have you overcome (or perhaps you are still working to overcome) any sig-nificant challenges in your life?

5 Work experience: Have you ever worked? Are you working now? Tell about your work expe-rience.

6 Activities in high school: Did you play sports? Were you in the band? Were you in the choir? Were you a member of an organization or a club?

7 Activities in College: Have you gotten involved in any activities since you’ve been enrolled in college?

8 Personal Qualities: Do you think you are reliable? Generous? Honest? Think of a quality that you think best describes you, and then give at least one example to back up that trait.

9 Hobbies: Do you collect anything? What do you like to do in your spare time?

10 The Future: What are your dreams and aspirations for the future? What will you have to do to meet your goal/s?

Sample Syllabus College Reading Techniques—Fall Semester, ________Dr. Gale McEnery_____________________________ College ADM Bldg: Room E112Cemail:________________________________ Office phone:____________________ Office Hours: MWF: 10:00 a.m.–11:30 a.m.; 2:00 p.m.–3:00 p.m. TT: 11:30 a.m.–1:00 p.m.

Course description: This course is designed as an upper-level reading course. Students who suc-cessfully

complete this course must be able to demonstrate that they can successfully read and comprehend college-level reading material. Areas of emphasis include, but are not limited to: reading to learn (study reading); vocabulary development; strategic reading; comprehending author’s main idea, purpose, tone, inferences, and point of view; and strategies for critical and creative reading. Building students’ writing skills is also an important component of this course.

Prerequisites: successful completion of READ 0309 or Reading Level 6 Student credit hours: 3:00 (counts for local GPA only; this course does not apply towards the Associate Degree) Required Texts and Materials: 1 Smith, Brenda, and LeeAnn Morris. Bridging the Gap, Tenth edition, Longman, 2010 2 Pocket folder with brads for Reading Notebook 3 Journal or notebook for Reading Workshop Journal entries Grade Range:

90–100 A 80–89 B 70–79 C 60–69 D Below 60 F

Course Grade Based On: Reading Workshop/Journals and Group Presentation 10% In-Class Comprehension Grades 10% Homework Grades 10% Mid-Term Notebook (includes Concept Preps) 10% Mid-Term Exam 15% Final Notebook (includes Concept Preps) 10% Vocabulary Booster Quizzes (words included on 2 Major Exams) 5% Final Exam 20% Attendance 10%

Brief Explanation of each area for Course Grade Reader’s Workshop/Reader’s Journal You will be choosing a book from the suggestions on page 27, or have another book approved by the instructor. Beginning Monday of Week 4 (Sept. 15) and continuing for ten consecutive Mon-days (except for the day of the Mid-Term Exam), you will turn in a short journal entry to docu-ment your reading and thinking on your book, following guidelines given in your textbook (see Daily Schedule for page numbers). You will be required to present a short presentation/discussion on your book to a small group on Monday, Nov. 24th. See separate attached sheet for more infor-mation about Reader’s Workshop/Reader’s Journal.

In-Class Comprehension Grades You will be answering questions in class over ten selections from your textbook (see your Daily Schedule for exact dates). You will be allowed to use your textbook on the questions, but you will only be given 10–15 minutes to complete the questions, so you must be sure that you have care-fully read the selections before you come to class. There are no make-ups for these grades. How-ever, the highest eight grades will be averaged, so you can be absent for two of these without hav-ing a zero. See Daily Schedule for exact dates.

Homework Homework is due on the date assigned, as designated on the Daily Schedule. No late homework will be accepted, but the two lowest grades will be dropped.

Notebooks You will be turning in your Reading Notebook twice during the semester: once on the day of the Mid-Term Exam (see Daily Schedule for exact date) and once on the day of the Final Exam. You should keep up with all of

your graded homework assignments, Vocabulary Booster Quiz grades, and Concept Prep assignments, as well as keep notes on each chapter.

Concept Preps Throughout your textbook, eleven short Concept Preps are included to introduce you to key con-cepts in different academic areas. You will be responsible for reading these independently throughout the semester and completing the questions which follow. You will keep your written answers to the Concept Preps in your notebook. Your notebook will be turned in at Mid-Term and at the end of the semester. See separate attached sheet for more information about Concept Preps.

Mid-Term and Final Exams The Mid-term Exam will cover chapters 1–6 and Vocabulary Boosters 1–5; the Final Exam will cover chapters 1–12 and Vocabulary Boosters 1–10. Both exams will include specific questions over the content of the chapters, questions over the Vocabulary Boosters, as well as application of reading skills studied in answering comprehension questions over short selections included on the exams. There will also be a writing component on both exams.

Attendance policy Students are expected to attend class. Attendance will be taken every day. Students will be allowed three “free” hours of absence. After these three hours, the attendance grade will go down ten points for each additional absence. If you know you are going to be absent, turn in your homework early, and it will be graded. Otherwise, your homework grade will be a zero (see homework policy above).

MyReadingLab (see text pages 25–26)The best way to improve your reading skills is to read as often and as widely as possible. Takeadvantage of this useful online resource provided to you by the publishers of your textbook.

Cell Phones Please turn off all cell phones when you enter the classroom. No text messaging during class.

Withdrawal policy There are several considerations about which you may be unaware (such as needing to be registered for at least 12 hours to be carried on many insurance policies as a dependent), so please consult with a counselor before deciding to drop this course or any other course. Your instructor for this course will not drop you.

Honesty Code As a student at this institution of higher learning, you are expected to maintain the utmost level of honesty and standards in your academic work. You can refer to the college’s Student Handbook for policies and procedures on cheating and plagiarism.

Disability Statement If you have a disability that requires special accommodations, please contact the Special Popu-lations Director through the counseling office. Please feel free to speak to your instructor about any special needs you have and she will do her best to accommodate you according to the dic-tates of the Special Populations Office.

Reader’s Workshop/Reader’s Journal

Read the introduction of The Reading Workshop on pages 26–28. Choose a book from the sug-gestions on page

27, or have another book approved by the instructor. Beginning on Monday, Sept. 15th and continuing for ten consecutive Mondays (except for the week of the Mid-Term Exam), you will be on your own to keep up with your Reading Journal assignments. Reminders are on your Daily Schedule. You will turn in Journals 1–5 on Monday, Oct. 20th.

The final journal entries are due on the day of your presentation: Monday, Nov. 24th. Each journal is worth ten points for an overall total of 100 points. You may choose to do an eleventh journal for a possible ten extra points. Your journal entries are not expected to be lengthy or to take away from your reading enjoyment. They are designed to give you practice reflecting on what you read and to give you practice making real-world connections as well as connections with your own personal background knowledge (schema), while you build on your schema.

Journal Schedule (all dates are Mondays)

1

Sept. 15

88–89

2

Sept. 22

111

3

Sept. 29

186

4

Oct. 6

246

Oct. 13

Mid-Term Exam: no journal entry due

5

Oct. 20

302 (Journal entries 1–5 will be turned in)

6

Oct. 27

367–368

7

Nov. 3

429

8

Nov. 10

486

9

Nov. 17

527

10

Nov. 24

573

11 (*optional)

Nov. 24

596 (Journal entries 6–10 will be turned in)

Nov. 24

Presentation to a small group

Concept Preps

Throughout your textbook, eleven short Concept Preps are included to introduce you to key con-cepts in different academic areas. You will be responsible for reading these independently throughout the semester and completing the questions which follow. The dates you should be completing your Concept Preps are listed

below as well as in your Daily Schedule. You will keep your written answers to the Concept Preps in your notebook. Your notebook will be turned in at Mid-Term and at the end of the semester, and your work on the Concept Preps will be checked at those times.

1

Sept. 5

Psychology

46–47

2

Sept. 12

History

121–122

3

Sept. 17

Anthropology

133–134

4

Sept. 22

Psychology

197–198

5

Sept. 26

Literature

210–212

6

Oct. 6

Art History

265–267

7

Oct. 6

Business

277–278

8

Oct. 8

Communications and Language

310–312

9

Oct. 13

Health

324–325

10

Oct. 15

Philosophy and Literature

377–379

11

Oct. 22

Political Science

397–399

Mid-Term Notebook Organization Sheet (Sample) Point Values 1. Appropriate folder and title page 4 2. Course Syllabus 2 3. Daily Schedule 2 4. Personal Essay 5 5. Weekly Activity Chart (see page 13: must cover at least three weeks) 3 6. Notes and Exercises completed on Chapters 1–6: Chapter One 5 Chapter Two 5 Chapter Three 5 Chapter Four 5 Chapter Five 5 Chapter Six 5 7. Ten Concept Preps

Due Date Academic Area Pages #1 Sept. 5 Psychology 46–47 5 #2 Sept. 12 History 121–122 5 #3 Sept. 17 Anthropology 133–134 5 #4 Sept. 22 Psychology 197–198 5 #5 Sept. 26 Literature 210–212 5 #6 Oct. 6 Art History 265–267 5 #7 Oct. 6 Business 277–278 5 #8 Oct. 8 Communications and Language 310–312 5 8. Graded Homework Papers (include grades on Mid-Term Homework Grade Sheet) 1. Chapter 1, Selection #1: Can You Stand the Pressure? 1 2. Chapter 1, Selection #2: Critical Period Hypothesis 1 3. Chapter 3, Selection #1: Madame C.J. Walker 1 4. Chapter 3, Selection #3: On the Front Lines of the Service Sector 1 5. Chapter 4, Selection #1: Monkey Love 1 6. Chapter 4, Selection #3: Female Police Officers 1 7. Chapter 5, Selection #2: Women in History 1 8. Chapter 5, Selection #3: Why is Papa John’s Rolling in the Dough? 1 9. Chapter 6, Selection #1: Watch Your Language! 1 9. Completed grade sheet for In-Class Comprehension activities and Vocabulary Boosters 5 TOTAL POINTS POSSIBLE: 100 NAME _________________________________________________

Mid-Term Grade Sheet Mid-Term Homework Grade Sheet Assignment #

Date

1

Aug. 29

2

Sept. 3

3

Sept. 12

4

Sept. 17

5

Sept. 19

6

Sept. 24

7

Sept. 29

8

Oct. 8

9

Oct. 8

10

Oct. 10

Selection Grade Can You Stand the Pressure? ________ Critical Period Hypothesis ________ Madame C.J. Walker ________ Unity in Diversity Recall Diagram activity ________ On the Front Lines of the Service Sector ________ Monkey Love ________ Female Police Officers ________ Women in History ________ Why is Papa John’s Rolling in the Dough? ________ Watch Your Language! ________ Mid-Term Grade Sheet for In-Class Comprehension Grades Date Title of Selection Grade #1 Sept. 8 Volunteers Help Protect the Environment _______ #2 Sept.

15 Unity in Diversity _______ #3 Sept. 26 On the Sidewalk, Bleeding _______ #4 Oct. 3 Instant Message, Instant Girlfriend _______

Mid-Term Grade Sheet for Vocabulary Booster Quizzes NOTE : All Vocabulary Booster Quizzes are on a Friday Quiz #

Date

Vocabulary Booster

1

Sept. 12

Over, Under, Around, and Through

2

Sept. 19

The Good, The Bad, and The Ugly

3

Sept. 26

Who’s Who in Medicine?

4

Oct. 3

What’s In, What’s Out? What’s Hot, What’s Not?

5

Oct. 10

The Sun, the Moon, and the Stars

Grade

College Reading Techniques MWF Daily Schedule: Fall, ____________ Dr. Gale McEnery NOTE: Beginning in Week 2, you will be on your own to read each Concept Prep and answer the accompanying questions. This Daily Schedule will help you keep up with these assignments by reminding you when you should be completing each one. Concept Preps 1–8 must be completed and turned in as part of your Mid-Term Notebook on the day of the Mid-Term Exam, Oct. 13th. The final Concept Preps will be handed in as part of your Final Notebook at the end of the semester.

Vocabulary Boosters will be introduced on most Mondays (see this Daily Schedule), begin-ning in Week 3.

You should complete the exercises in your book for practice during the week. Quizzes will be given on most Fridays (see this Daily Schedule), beginning with Friday, Sept. 12th.

Beginning with Week 4, you will be on your own to complete one journal entry a week over the book you select to read for Reading Workshop. This Daily Schedule will help you keep up with your Reading Workshop Journals by reminding you each Monday. Entries 1–5 are due to be turned in on Oct. 20th, and the final entries and your small group presentation are due on Nov. 24th.

WEEK 1

Mon., Aug. 25 Explanation of course, including: Syllabus, Daily Schedule, In-Class Comprehension Activities, and Notebook requirements Introduce Chapter 1: Active Learning For Wednesday: Read Chapter 1, pages 1–28: Think about your Cognitive and Sensory Learning Styles Begin keeping Weekly Activity Chart, page 13 Complete your Student Information Profile (will be handed out to you today) For Friday: Complete a Personal Essay (directions will be given to you today) Complete Ex. 1.3, pages 20–21 Wed., Aug. 27 Discuss Weekly Activity Chart: any questions? (Continue to complete for at least three weeks and keep for Mid-Term Notebook) In groups: students will complete Exercise 1.1 and 1.2; Class discussions will include: Cognitive Learning Styles, Sensory Learning Styles, and Multiple Intelligences, as well as behaviors needed to be a successful college student Read Can You Stand the Pressure? To Succeed, You Must Understand Pressure (see pages 30–33) For Homework (HW) assignment #1, complete all activities at the end: 1. Write about the selection; 2.

Comprehension questions; 3. Vocabulary questions Fri., Aug. 29 Personal Essay due: Did you learn anything new about yourself? Student introductions Discuss answers to Ex. 1.3: What did you learn about your campus? HW #1 due: Discussion of HW#1: How do you think you did? What problems did you have? Preview Critical Period Hypothesis, pages 39–41 Instructor will model “thinking aloud” and monitoring your reading as she reads this selection aloud HW #2: Critical Period Hypothesis, pages 39–41; students will complete all written activities following.

Due next Wed. (Monday is a holiday.)

WEEK 2 Mon., Sept 1 LABOR DAY HOLIDAY: NO CLASSES Wed., Sept. 3 Turn in HW #2: Did you do better on these questions than you did on Selection 1? If so, do you think it was because your instructor modeled the importance of thinking while reading?

Review Chapter 1: look at Summary Points, pages 24–2 Begin Chapter 2: Vocabulary Fri., Sept. 5 Continue Chapter 2 Exercises Introduce Vocabulary Booster #1, pages 89–92; Beginning next Friday, there will be a short Vocabulary Booster Quiz each Friday: use the exercises in your book for study and practice.

For Monday: Prepare for In-Class Comprehension #1: Read Volunteers Help Protect the Environment (pages 49–51); you will be answering questions during the last ten minutes of class over the selection (so be sure you read it before class!). *On Your Own: CP #1: Concept Prep for Psychology, pg. 46 (read and complete questions for notebook) WEEK 3 Mon., Sept. 8 Introduction of The Reading Workshop (see pages 26–28): choose a book from the suggestions on page 27 in an area in which you have interest, or have another book approved by the instructor.

Beginning next Monday, your Daily Schedule will remind you about keeping up with your Reading

Workshop reading and journal entries. For Journal #1, follow suggestions for writing on pages 88–89.

Complete Chapter 2 activities over vocabularyIntroduction of Vocabulary Booster #2In-Class Comprehension #1: Volunteers Help Protect the EnvironmentFor Wed.: Read Chapter 3: Strategic Reading and Study, pages 93–110 Wed., Sept. 10 Chapter 3 activities: working with the Three Stages of ReadingPreview selection Madame C. J. Walker, pages 114–117HW #3 for Friday: complete all assignments over Madame C.J. Walker Fri., Sept. 12 HW #3 due: discuss Chapter 3 topics include: schema, metacognition, Recall Diagrams Vocabulary Booster Quiz #1 For Monday: In-Class Comprehension #2: Unity in Diversity, page 125 (read before class) *On Your Own: CP #2: Concept Prep for History, pages 121–122 (read/answer all questions for notebook) WEEK 4 Mon., Sept. 15 Reading Workshop Journal #1 should now be completed (see pgs. 88–89): short discussion Introduce Vocabulary Booster #2 Continue Chapter 3—practice with Recall Diagrams In-Class Comprehension #2: Unity in Diversity HW #4 for Wed.: Complete a Recall Diagram over Unity in Diversity (see page 128); complete “Write About the Selection,” page 129 Wed., Sept. 17 Turn in HW #4/discuss More classroom practice with Recall Diagrams HW #5 for Friday: Read: On the Front Lines of the Service Sector (page 136) and complete all activities at the end of the selection *On Your Own: CP #3: Concept Prep for Anthropology, page 133 (read/answer questions for notebook) Fri., Sept. 19 Turn in HW #5/discussGroups: write a group response to “Write About the Selection,” page 139 Begin Chapter 4 Main IdeaVocabulary Booster Quiz #2 WEEK 5 Mon., Sept. 22 Reading Workshop Journal #2 should now be completed (see page 111) Introduce Vocabulary Booster #3 Chapter 4 Topics: connection among topic, main idea, and major details; stated/unstated main idea; thesis HW #6 for Wed.: Read Monkey Love, pages 188–192, and complete all activities *On Your Own: CP #4: Concept Prep for Psychology, pgs. 197–198 (read/answer questions for notebook) Wed., Sept. 24 Turn in HW #6/discuss Chapter 4: more practice finding the main idea and summarizing For Friday: Read On the Sidewalk, Bleeding, pages 200–206, and be ready for In-Class Comprehension #3 Fri., Sept. 26 At beginning of class: Vocabulary Booster Quiz #3 and In-class Comprehension #3 Afterwards: groups will discuss the selection and work on a written assignment over it HW #7 for Monday:

read Female Police Officers, pages 214–217; complete all written exercises *On Your Own: CP #5 Concept Prep for Literature, pages 210–212 (read/answer questions for notebook) WEEK 6 Mon., Sept. 29 Reading Workshop Journal #3 should now be completed (see page 186)HW #7 due/discuss Introduce Vocabulary Booster #4Begin Chapter 5: Patterns of OrganizationFor Wed.: Read Chapter 5, pages 225–245 Wed., Oct. 1 Chapter 5: work with recognizing transitional words and patterns of organization For Friday: Instant Message, Instant Girlfriend, pages 248–251; read and be ready to answer questions Fri., Oct. 3 Chapter 5, continued: Students will work on a group activity using patterns for writing Vocabulary Booster Quiz #4 In-Class Comprehension #4 over Instant Message, Instant Girlfriend For Monday: Read Chapter 6: Organizing Textbook Information, pages 283–301 HW #8 Women in History, pages 257–260; read and answer all questions WEEK 7 Mon., Oct. 6 Reading Workshop Journal #4 should now be completed (see page 246) HW #8 due/discuss Introduce Vocabulary Booster #5 Chapter 6 activities: annotating and note taking Organization and contents for Mid-term Notebook will be handed out: due next Monday HW #9 for Wed.: Read Contemporary Focus, page 268, and Why is Papa John’s Rolling in the Dough?, pages 269–273; answer all questions following selection *On Your Own: CP #6: Concept Prep for Art History, page 265 (read/answer questions for notebook) Wed., Oct. 8 HW #9 due/discuss Group activities over Chapter 6: outlining and mapping/discuss HW#10: Contemporary Focus, page 303; Watch Your Language! pages 304–306; complete all activities *On Your Own: CP #7 Concept Prep for Business, page 277; complete questions for notebook *On Your Own: CP #8 Concept Prep for Communications and Language, page310; complete the questions that follow for your notebook Fri., Oct. 10 HW #10 due/discuss Vocabulary Booster Quiz #5 Review for Mid-Term Exam: will cover Chapters 1–6 and Vocabulary Boosters 1–5 Mid-term Notebook is due on the day of exam (Mon.). You should have received an organizational sheet for your notebook on Monday HW: Study for Mid-Term Exam and organize your Mid-term Notebook

WEEK 8 Mon., Oct. 13 Mid-Term Notebooks dueMid-Term ExamHW #11 for Wed.: Read Nutrition, Health, and Stress, pages

314–320; answer the comprehension and vocabulary questions at the end of the selection *On Your Own: CP #9: Concept Prep for Health, page 324; answer the questions for your notebook Wed., Oct. 15 HW #11 due/discuss Go over/discuss Mid-Term Exams and Mid-Term Notebooks In groups, read Contemporary Focus, page 326, and Electronic Monitoring, pages 327–330.

Discuss activities at the end with your group For Friday: Read Chapter 7, Inferences, pages 337–368 Read Contemporary Focus, page 369, and A Dip in the Poole, pgs. 370–373; be ready to answer questions in class Friday over the selection *On Your Own: CP #10 Concept Prep For Philosophy and Literature, pages 377–378, and answer the questions that follow for your Final Notebook Fri., Oct. 17 In-Class Comprehension #5 over A Dip in the Poole Work with activities in Chapter 7, Inferences Read Contemporary Focus on page 380; discuss O. Henry’s short story style: famous for his ironic endings HW #12: Read story by O. Henry: Witches’ Loaves, pages 381–384, and answer all the questions at the end WEEK 9 Mon., Oct. 20 Reading Workshop Journal #5 should now be completed (see page 302) Reading Workshop Journal Entries 1–5 are due today/discuss HW #12: Assignment over Witches’ Loaves due/discuss Introduce Vocabulary Booster #6 Continue Chapter 7, Inferences; Practice with Figures of Speech For Wed.: Read Fear the College Years, pages 389–392, and be prepared to answer questions in class Wed., Oct. 22 In-Class Comprehension #6 over Fear the College Years Continue Chapter 7: Reading and understanding poetry *On Your Own: CP #11: Concept Prep for Political Science, pgs. 397–399; answer questions for notebook Fri., Oct. 24 Complete Chapter 7Vocabulary Booster Quiz #6For Monday: Read Chapter 8, Point of View, pages 403–429 WEEK 10 Mon., Oct. 27 Reading Workshop Journal #6 should now be completed (see pages 367–368) Introduce Vocabulary Booster #7 Begin Chapter 8, Point of View HW #13 for Wed.: Read Decision on pages 431–435 and answer all questions that follow Wed., Oct. 29

HW #13 due/discuss Chapter 8 activities: What is meant by point of view? What’s the difference between fact and opinion?

For Friday: Read The Role of Humans in Global Warming and be prepared to answer questions in class Fri., Oct. 31 Continue Chapter 8: Author’s Tone and Author’s PurposeVocabulary Booster Quiz #7In-Class Comprehension #7 over The Role of Humans in Global Warming WEEK 11 Mon., Nov. 3 Reading Workshop Journal #7 should now be completed (see page 429)Introduce Vocabulary Booster #8Chapter 8: Editorials and Editorial CartoonsHW #14 for Wed.: Read Steroids, pages 450–452, and complete all activitiesRead Chapter 9, Critical Thinking, pages 461–486 Wed., Nov. 5 HW #14 due/discuss Chapter 9 activities: characteristics of critical thinkers and barriers to critical thinking For Friday: Read The Importance of Being Beautiful, pages 488–491 and be ready to complete an activity in class over the selection Fri., Nov. 7 Vocabulary Booster Quiz #8 Chapter 9: How do Critical Thinkers Analyze an Argument? In groups, you will practice thinking critically about a selection as you complete the “Skill Development: Think Critically” activity on pages 491–492 (counts as In-Class Comprehension #8) over The Importance of Being Beautiful WEEK 12 Mon., Nov. 10 Reader’s Workshop Journal #8 should now be completed (see page 486)Introduce Vocabulary Booster #9Chapter 9, continued: What does creative thinking add to critical thinking? HW #15 for Wed.: Read Study Links Cell Phones to Brain Damage, pages 495–496, and complete the “Skill Development: Think Critically” activity Wed., Nov. 12 HW #15 due/discuss; Complete Chapter 9 activities Read How Boys Become Men, pages 501–503, and be ready to answer questions over the selection in class Fri., Nov. 14 Vocabulary Booster Quiz #9 Begin Chapter 10 Graphic Illustrations In-Class Comprehension #9 over How Boys Become Men HW #16 Read Little Income, Big Debt: Managing Money in College, pages 529–532; complete all of the exercises over the selection WEEK 13 Mon., Nov. 17 Reader’s Workshop Journal #9 should now be completed (see page 527) HW #16 due/discuss Introduce Vocabulary Booster #10 Chapter 10 exercises over graphic illustrations

HW #16 for Wed.: Read Effects of Earthquakes on pages 538–540 and complete all of the activities Wed., Nov. 19 HW #16 due/discuss Complete Chapter 10 activities For Friday: Read Technology and the Environment, pages 547–549; be prepared to answer questions Fri., Nov. 21 Vocabulary Booster Quiz #10 In-Class Comprehension #10 over Technology and the Environment Begin Chapter 11: Rate Flexibility Final Notebook organization sheet will be handed out: begin working on Notebook For Monday: Last Reader’s Workshop Journal Entries are due; students should be ready to give a small group presentation over their book and their experience with Reader’s Workshop and their journaling WEEK 14 Mon., Nov. 24 Reader’s Workshop Journals 6–10 are due (#11 is optional for extra credit) Students will present to small groups over their Reading Workshop Experience No Classes Wed. or Thurs. this week due to Thanksgiving Assignments: Begin working on Final Notebook Read Chapter 12 Test Taking, pages 577–596 Wednesday, Nov. 26–Sunday, Nov. 30: THANKSGIVING HOLIDAYS: NO CLASSES WEEK 15 Mon., Dec. 1 Work on test-taking strategies, Chapter 12 Discuss Final Notebook requirements; how to begin studying for Final Exam Wed., Dec 3 Complete coverage of Chapter 12, test-taking strategies Fri., Dec. 5 Discuss Organization and Content of Final Notebook, due day of Final Exam (Notebooks will be graded during the two-hour testing period and returned before you leave) Review for Final Exam WEEK 16 Monday, Dec. 8 from 8:00 a.m.–10:00 a.m. FINAL EXAM FOR MWF 8:30 CLASS NAME _________________________________________________

Syllabus/Schedule Scavenger Hunt 1

The official title of this course is ______________________________________________________

2 The professor’s name is ________________________. If you visit her office, where and when is it best to go? ______________________________________________________________________ 3 Name one thing you can expect to learn in this course (a major learning outcome of the course): ____________________________________________________________________________ 4 To earn a C in this course students must have at least an average grade of _______________.

5. Name one writing activity that is required for the course: When is it due? _____________________________________________________________________ 5 Can you make up an In-Class Comprehension grade if you are absent?___________________ If you answered “No,” then is this an automatic zero? __________________________________ Explain:_____________________________________________________________________________ 6 Points will be lost if you miss more than ________ hours of class.

7 When will you be turning in your written work over Concept Preps?

8 What is the purpose of MyReadingLab? _______________________________________________ How do you access it?________________________________________________________________ 9 When will you turn in your Reading Workshop journal entries? _________________________ 10 What grade counts the highest percentage in this course for the final course grade?

11 Other than needing to have the papers to study, why will you need to be sure to keep up with all of your class papers (notes, returned homework) this semester?__________________ 12 What questions do you still have about the course? _____________________________________

Class Roster with Contact Information Name___________________________________________________ Phone_______________________ Email Address ____________________________________________ 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21

____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________

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____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ Copyright © 2003, 2005, 2008, 2011 Pearson Education, Inc.

GREEN SLIP When you’ve made your

It’s your turn!

appointment, tear off this

Before you leave class today, make an

tab and give it to me as a reminder.

appointment to see your professor:

Name _________________

Where _____________________________________ Day _________________

Day _____________________________________ Time _________________

Time _____________________________________ Class _________________

Course College Reading Techniques See you then!

GREEN SLIP When you’ve made your

It’s your turn!

appointment, tear off this

Before you leave class today, make an

tab and give it to me as a reminder.

appointment to see your professor:

Name _________________

Where _____________________________________ Day _________________

Day _____________________________________ Time _________________

Time _____________________________________ Class _________________

Course College Reading Techniques See you then!

Signed Permission Form Depending on the rules at your institution, this form may be helpful if you intend to use student materials for conference presentations or research. If desired, fold back these first few sentences, copy, and ask students to sign and return this form to you.

Permission Form By signing this form, I give my instructor permission to use material that I have written for assignments for classroom instruction, publication, advertising, or research. I understand that these materials will be used anonymously and will not be used in the section for which I am enrolled.

Printed Name Student ID

Signature Date

From Your Instructor: How’s It Going?

Fourth Week Class Evaluation for: Course______________________________________Now that the semester is underway and you have, hopefully, gotten into the rhythm of the course, I’d like to have a little feedback from you. If you are still confused about the organization of the course and what is expected of you, then I’d like to know: maybe I can help!

Please do not write your name of this form. And: please be honest!

Please circle one 1 Is this course more difficult than you expected? Yes No Not sure 2 Do you think that the assignments are reasonable? Yes No Not sure 3 Have you been reading the assigned chapters? Yes No Not sure 4 Have you been keeping up with your written assignments? Yes No Not sure 5 What is something that stands out in your mind that you have learned so far in this course? _____________________________________________________________________________ 6 What is the most confusing thing about this course to you? _____________________________ 7 What would you like to ask that perhaps you have been afraid to ask in class?

8 What suggestions can you give me that would improve this course?

9 How can I help you?

10 What grade do you think you have at this time in this course?

11 What grade would you like to have?___________ What do you think it will take for you to get your desired grade?

The Road To Success

Be ready to share your thoughts with a partner or a small group. Don’t write anything down that you are reluctant to share.

If getting a college degree was easy, everyone walking down the main road of your city would have one.

Do you agree?___________ What do you think some of the main barriers to academic success are for most people?

Think about some things which may be currently making it difficult for you personally to be suc-cessful in college, or some potential problems. Write the barriers to your success that you have thought of below. Then talk to your partner or group about suggestions for handling these barri-ers to success. See what your partner or group members have come up with, and try to help them with their barriers.

Barriers to my Success What can I do?

What ideas have you and your classmates come up with that you think are most reasonable for your problems? Do you have a better idea now about how to handle some of these problems?

What did you learn from at least one classmate that stands out in your mind today?

Student Feedback Forms Student Feedback Form Name of Presenter________________________________________________________________________ Circle the number that best evaluates the presentation in each area. (5 is the highest and 0 is the lowest) Presenter’s knowledge of topic (research) 5 4 3 2 1 0 Physical and vocal aspects of presentation 5 4 3 2 1 0

Organization of information 5 4 3 2 1 0 Level of preparedness 5 4 3 2 1 0 Kept the interest of the audience 5 4 3 2 1 0 Quality of visual aids (overheads/hand-outs, etc.) 5 4 3 2 1 0 Overall Rating: Excellent ______ Very Good ______

Needs Improvement ______ Poor ______

Comments_______________________________________________________________________________

Student Feedback Form Name of Presenter________________________________________________________________________ Circle the number that best evaluates the presentation in each area.

(5 is the highest and 0 is the lowest) Presenter’s knowledge of topic (research) Physical and vocal aspects of presentation Organization of information Level of preparedness Kept the interest of the audience 5

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Quality of visual aids (overheads/hand-outs, etc.) 5 4 3 2 1 0 Overall Rating: Excellent ______

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Needs

Improvement

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Comments_________________________________________________________________ ______________

COMPREHENSION COMPREHENSION COMPREHENSION COMPREHENSION TIPS TIPS TIPS TIPS

BEFORE READING: PREVIEW Read title, Introduction,Headings,Subheadings,Special print,Visual aids, Summary SET GOALSACTIVATE SCHEMA

DURING READING: INTEGRATE KNOWLEDGE PredictPictureRelateMonitorCorrect Re-read Read onChangepredictions Seek help Annotate (mark the text)

AFTER READING RECALL Talk about it Write about it In a journal Make notesOutlineSummarize REACT Evaluate © L. Morris 2003

BEFORE READING: PREVIEW Read title, Introduction,Headings,Subheadings,Special print,Visual aids, Summary SET GOALSACTIVATE SCHEMA

DURING READING: INTEGRATE KNOWLEDGE PredictPictureRelateMonitorCorrect Re-read Read onChangepredictions Seek help Annotate (mark the text)

AFTER READING RECALL Talk about it Write about it In a journal Make notesOutlineSummarize REACT Evaluate © L. Morris 2003

BEFORE READING: PREVIEW Read title, Introduction,Headings,Subheadings,Special print,Visual aids, Summary SET GOALSACTIVATE SCHEMA

DURING READING: INTEGRATE KNOWLEDGE PredictPictureRelateMonitorCorrect Re-read Read onChangepredictions Seek help Annotate (mark the text)

AFTER READING RECALL Talk about it Write about it In a journal Make notesOutlineSummarize REACT Evaluate © L. Morris 2003

BEFORE READING: PREVIEW Read title, Introduction,Headings,Subheadings,Special print,Visual aids, Summary SET GOALSACTIVATE SCHEMA

DURING READING: INTEGRATE KNOWLEDGE PredictPictureRelateMonitorCorrect Re-read Read onChangepredictions Seek help

Annotate (mark the text)

AFTER READING RECALL Talk about it Write about it In a journal Make notesOutlineSummarize REACT Evaluate © L. Morris 2003

Transparency Masters for Class Discussion

1.1 Cognitive Style Preferences 1.2 Learning Styles Inventory: Analyzing Your Results 1.3 Multiple Intelligences: Howard Gardner 1.4 Increasing Your Self-Confidence is Important 1.5 Successful Academic Behaviors 2.1A Vocabulary Definitions Without Using Context Clues 2.1B Vocabulary Definitions Using Context Clues 2.1C Practice with Using Context Clues: Answer Sheet 2 Multiple Meanings of a Word 2.3 Understanding the Structure of Words 2.4 Reader’s Tip: Categories of Analogy Relationships 2.5 Easily Confused Words 2.6 Reader’s Tip: Signals for Transition 1 Vocabulary Quiz 1: Vocabulary Booster #1 2 The Stages of Reading 3.2 Reader’s Tip: Asking Questions Before Reading 3.3 Reader’s Tip: Using Thinking Strategies While Reading 3.4 Unity in Diversity: Integrating Knowledge While Reading 3.5 Reader’s Tip: Recalling After Reading 3.6 Recall Diagram over Critical Period Hypothesis 3.7 Recall Diagram over Unity in Diversity 1 Vocabulary Quiz 2: Vocabulary Booster #2 2 Reader’s Tip: Using Questions to Find the Main Idea 4.2 Reader’s Tip: Getting the Main Idea of Longer Selections 4.3 Football and Soccer: Determining the Main Idea 4.4 Reader’s Tip: How to Summarize 1 Vocabulary Quiz 3: Vocabulary Booster #3 2 Reader’s Tip: Patterns of Organization and Signal Words 5.2 Getting a College Education: Example of Same Topic, Different Patterns 5.3 Using Patterns of Organization in Writing 5.4 Vocabulary Quiz 4: Vocabulary Booster #4 6.1A and 6.1B Exercise 2: Annotating Work Schedules 2 Reader’s Tip: How to Take Notes: The Cornell Method 6.3 Exercise 4: Cornell Notes over Work Schedules 6.4 Exercise 6: Outlining Reacting to Stress with Defense Mechanisms 6.5 Exercise 7: Outlining Work Schedules

6.6 Exercise 9: Mapping Reacting to Stress with Defense Mechanisms 6.7 Additional Mapping Practice: Work Schedules 1 Vocabulary Quiz 5: Vocabulary Booster #5 2 Making Inferences Every Day 7.2 Unraveling the Meaning of Quotations 7.3 Understanding Idioms 7.4 Reader’s Tip: Making Inferences 1 Vocabulary Quiz 6: Vocabulary Booster #6 2 Fact and Opinion 8.2 Author’s Purpose 8.3 You Set the Tone!

8.4 Additional Practice with Tone 8.5 Editorials and Editorial Cartoons 1 Vocabulary Quiz 7: Vocabulary Booster #7 2 Reader’s Tip: Four Habits of Effective Critical Thinkers 9.2 The Four Steps of Critical Thinking 9.3 Examining the Four Steps of Critical Thinking 1 Vocabulary Quiz 8: Vocabulary Booster #8 2 Why Use Graphic Illustrations?

10.2 Five Kinds of Graphic Illustrations 10.3 Reader’s Tip: How to Read Graphic Material 10.4 Pie Graph of a Monthly Budget 1 Vocabulary Quiz 9: Vocabulary Booster #9 2 Techniques for Faster Reading 11.2 Reader’s Tip: Techniques for Skimming 11.3 Reader’s Tip: Techniques for Scanning 1 Vocabulary Quiz 10: Vocabulary Booster #10 2 Strategies for Mental and Physical Preparation 12.2 Reader’s Tip: Key Words in Essay Questions 12.3 Answering Essay Questions about Catherine the Great

Developmental Reading Student Supplements PRINT SUPPLEMENTS

The Oxford American Desk Dictionary and Thesaurus, 2/e (0-425-18068-9) From the Oxford University Press and Berkley Publishing Group comes this one-of-a-kind refer-ence book that combines both of the essential language tools—dictionary and thesaurus—in a single, integrated A-to-Z volume. The 1,024-page book offers more than 150,000 entries, defini-tions, and synonyms so you can find the right word every time, as well as appendices of valuable quick-reference information, including signs and symbols, weights and measures, presidents of the U.S., U.S. states and capitals, and more.

The Oxford Essential Thesaurus, 1/e (0-536-35520-7) From Oxford University Press, renowned for quality educational and reference works, comes this concise, easy-to-use thesaurus - the essential tool for finding just the right word for every occa-sion. The 528-page book includes 175,000 synonyms in a simple A-to-Z format, more than 10,000 entries, extensive word choices, example sentences and phrases, and guidance on usage, punctu-ation, and more in the exclusive “Writer’s Toolkit.”

Q: Could your students use a quick-reference review sheet containing the vocabulary skills? Vocabulary Skills Study Card (0-321-31802-1) Colorful, affordable, and packed with useful information, Longman’s Vocabulary Skills Study Card is a concise, 8-page reference guide to developing key vocabulary skills, such as learning to recognize context clues, reading a dictionary entry, and recognizing key root words, suffixes, and prefixes. Laminated for durability, students can keep this Study Card for years to come and pull it out whenever they need a quick review.

Q: Could your students use a quick-reference review sheet containing the basic reading skills? Reading Skills Study Card (0-321-33833-2) Colorful, affordable, and packed with useful information, Longman’s Reading Skills Study Card is a concise, 8-page reference guide to help students develop basic reading skills, such as concept skills, structural skills, language skills, and reasoning skills. Laminated for durability, students can keep this Study Card for years to come and pull it out whenever they need a quick review.

Q: Do you require your students to have a planner? Pearson Student Planner (0-205-66301-X) This useful supplement provides students with a space to plan and think about their work with a working area (including calendars, studying tips, and other valuable materials), and a daily plan-ner for students including daily, weekly, and monthly calendars.

Q: Do you require your students to have a journal?

The Longman Reader’s Journal, by Kathleen T. McWhorter (Student / 0-321-08843-3) The first journal for readers, The Longman Reader’s Journal offers a place for students to record their reactions to and questions about any reading.

Q: Would a student-friendly guide on study skills be beneficial to your course? 10 Practices of Highly Effective Students (Student / 0-205-30769-8) This study skills supplement includes topics such as time management, test taking, reading critically, stress, and motivation.

TEXTBOOK CHAPTERS The Pearson Textbook Reader, 3/e (0-205-75118-0) Offers six complete chapters from our textbooks: business, allied health, mathematics, history, humanities,

and psychology. Each chapter includes additional comprehension quizzes, critical thinking questions, and group activities.

LONGMAN LITERATURE FOR COLLEGE READERS SERIES This collection was designed to maximize students’ reading and writing abilities through a rich literature collection by a diverse array of authors. Each text guides developmental readers step-by-step through mastering works of fiction and nonfiction by surrounding the selections with rich pedagogy, including exercises, questions, and writing prompts.

Longman Literature for College Readers Series This collection was designed to maximize students’ reading and writing abilities through a rich literature collection by a diverse array of authors. Each text guides developmental readers step-by-step through mastering works of fiction and nonfiction by surrounding the selections with rich pedagogy, including exercises, questions, and writing prompts.

Literature Anthologies (edited by Yvonne Sisko)American 24-Karat Gold 3/e (0-205-61765-4)Looking at Literature (0-321-27670-1)Sterling Stories, 2/e (0-321-36523-2)World of Stories, 2/e (0-205-61766-2) Longman Annotated Editions Appelbaum / Sisko (editors) Dracula (Longman Annotated Novel) (0-205-53308-6)Coleman / Sisko (editors) The Scarlet Letter (Longman Annotated Novel) (0-205-53252-7)Davis / Sisko (editors) The Red Badge of Courage (Longman Annotated Novel) (0-205-53253-5)Doss / Sisko (editors) Frankenstein (Longman Annotated Novel) (0-205-53309-4)Sisko (editor), The Secret Adversary (Longman Annotated Novel) (0-205-53256-X)

PENGUIN DISCOUNT NOVEL SERIES In cooperation with Penguin Putnam, Inc., Pearson is proud to offer a variety of Penguin paper-backs at a significant discount when packaged with any Pearson title. Excellent additions to any developmental reading course, Penguin titles give students the opportunity to explore contempo-rary and classical fiction and drama.

The available titles include works by authors as diverse as Toni Morrison, Julia Alvarez, Mary Shelley, and Shakespeare. To review the complete list of titles available, visit the Pearson-Penguin Putnam Web site: http://www.pearsonhighered.com/penguin.

®

STUDENTS HELPING STUDENTS SERIES These helpful guides, written and edited by college students and recent grads, allow current students to learn from their peers’ experience. The candid, practical advice gives a straightforward story on how to deal with challenges and get through college. (Show list at www.etipsforagrades.com.)

Titles include: Navigating Your Freshman Year Have No Career Fear Fishing for a Major Getting Through College without Going Broke Choose the Right College and Get Accepted Tackling the College Paper

MULTIMEDIA OFFERINGS Interested in incorporating online materials into your course? Longman is happy to help. Our regional technology specialists provide training on all of our multimedia offerings.

Pearson MyReadingLab (http://www.myreadinglab.com) Powered by two reading practice engines, the new version of MyReadingLab provides diagnostics, practice, tests, and reporting on reading skills from the best-selling Reading Road Trip and on student reading levels with the Lexile Framework for Reading, developed by Metametrics™, an educational measurement expert.

Reading Skills, based on the best-selling reading skill tutorial Reading Road Trip, has been thor-oughly revised and redesigned with added and revised exercises, a new mastery-based format, open-ended questions, and the instructor’s ability to reorganize the arrangement of topics.

A newly added Lexile system (modified Cloze-tests and scoring algorithms) developed by Meta-Metrics permits instructors to assess students’ reading levels, and offers quantifiable data to measure reading level advancement.

Personalized student study plans within MyReadingLab are made for students based on results of the diagnostic pre-test and organization of topics established by the instructor.

Comprehensive assessment is available for students and instructors. Students can monitor their progress via their personal gradebook; instructors monitor progress at the individual level or class level.

In addition to the unparalleled practice MyReadingLab offers, students also receive complimen-tary access to three acclaimed Pearson Web sites: Vocabulary Web site, Study Skills Web site, and Research Navigator.

MySkillsLab 2.0 (www.myskillslab.com) This exciting Web site houses all the media tools any developmental English student will need to improve their reading, writing, and study skills, and all in one easy-to-use place.

The Longman Vocabulary Web site (http://www.ablongman.com/vocabulary) This unique Web site features hundreds of exercises in ten topic areas to strengthen vocabulary skills.

Students will also benefit from “100 Words That All High School Graduates Should Know,” a useful resource that provides definitions for each of the words on this list, vocabulary flash-cards, and audio clips to help facilitate pronunciation skills. Open access.

Longman Study Skills Web site (http://www.ablongman.com/studyskills) This site offers hundreds of review strategies for college success, time and stress management skills, study strategies, and more. Students can take a variety of assessment tests to learn about their organizational skills and learning styles, with follow-up quizzes to reinforce the strategies they have learned. Open access.

STATE-SPECIFIC SUPPLEMENTS For Florida Adopters Thinking Through the Test: A Study Guide for the Florida College Basic Skills Exit Test,

by D. J. Henry / Mimi Markus This workbook helps students strengthen their reading and/or writing skills in preparation for the Florida College Basic Skills Exit Test. It features both diagnostic tests to help assess areas that may need improvement and exit tests to help test skill mastery. Detailed explanatory answers have been provided for almost all of the questions. Package item only—not available for sale.

Available Versions:

Thinking Through the Test: A Study Guide for the Florida College Basic Skills Tests, Reading (with Answer Key), 3/e Thinking Through the Test: A Study Guide for the Florida College Basic Skills Tests, Reading (without Answer Key), 3/e

(0-321-38737-6)

(0-321-38738-4)

Thinking Summary for the Florida State Exit Exam by D. J. Henry (0-321-08478-0)

The Florida Exit Test Study Guide for Reading (0-13-184899-2) Designed specifically for students preparing for the Florida Exit Test, this study guide provides instruction and practice on the individual skills covered and also provides one complete sample test.

Reading Skills Summary for the Florida State Exit Exam, by D. J. Henry (0-321-08478-0) An excellent study tool for students preparing to take the Florida College Basic Skills Exit Test for Reading, this laminated reading grid summarizes all the skills tested on the Exit Exam. Package item only—not available for sale.

For Texas Adopters The Longman THEA Study Guide, by Jeanette Harris (0-321-27240-0) Created specifically for students in Texas, this study guide includes straightforward explanations and numerous practice exercises to help students prepare for the reading and writing sections of the THEA Test. Package item only—not available for sale.

The Prentice Hall THEA Study Guide for Reading (0-13-183643-9) Designed specifically for students preparing for the Texas Higher Education Assessment, this study guide provides instruction and practice on the individual skills and also provides one complete sample test.

For New York/CUNY Adopters Preparing for the CUNY-ACT Reading and Writing Exams, edited by Eileen Ferretti and Ronna Levy (0-205-69936-0) This booklet, prepared by reading and writing faculty from across the CUNY system, is designed to help students prepare for the CUNY-ACT Reading and Writing Exams. It includes reading passages, sample writing prompts, typical exam questions, and test-taking information and strategies to help students.

Developmental Reading Instructor Resources Printed Test Bank for Developmental Reading (0-321-08596-5) Offers more than 3,000 questions in all areas of reading, including vocabulary, main idea, sup-porting details, patterns of organization, critical thinking, analytical reasoning, inference, point of view, visual aides, and textbook reading. (Electronic also available; see CDs.)

MyTest for Pearson Developmental Reading Test Bank (0-205-78209-4) Offers over 2,000 questions in all areas of reading, including vocabulary, main idea, supporting details, critical thinking, point of view, analytical reasoning, inferences, as well as reading pas-sage exercises. Through this instructor-friendly program instructors are able to edit these ques-tions and tests to suit their classroom needs and are also allowed more flexibility to manage assessments at any time.

The Prentice Hall Reading Skills Test Bank (0-13-041249-X) This test bank contains 1,100 exercises, covering word analysis, context clues, stated main idea, implied main idea, tone and bias, details, major vs. minor details, style, study reading, reading rate, and visual aids.

Questions are multiple-choice, matching, or true/false. Available in print only.

STATE SUPPLEMENTSCLAST Test Package, 4/e (0-321-01950-4) These two 40-item objective tests evaluate students’ readiness for the Florida CLAST exams. Strategies for teaching CLAST preparedness are included.

Instructor Resource Center Getting Registered To register for the Instructor Resource Center, go to www.pearsonhighered.com.

1 2 3

Click “Educators”; the first picture on the left.

Click “Instructor Resource Center” on the top navigation.

Request access to download digital supplements by clicking the “Register” button.

Follow the provided instructions. Once you have been verified as a valid Pearson instructor, an instructor code will be emailed to you.

Please use this code to set up your Pearson login name and password. After you have set up your username and password, proceed to the directions below.

Downloading Resources 1. Go to www.pearsonhighered.com and use the “Search Our Catalog” option to find your text. You may search by Author,

Title, or ISBN.

Clicking the Instructor link will provide a list of all of the book-specific print and digital resources for your text below the main

title. Items available for download will have a

icon.

4. Click the highlighted file name of the version you want to download.

You will be prompted to login with an Instructor Resource Center login.

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Active Learning 1

Understanding the Concept of “Active Learning” Begin by asking your students what they think is meant by “active learning.” You may be surprised at the answers you receive. You may get an answer like, “I think it means that you need to get up and move around when you study.” Or: “It means that you should act out what you’re reading.” It isn’t likely that you will get responses that indicate that students truly understand how learning is an active process that requires conscious effort on the part of the learners to get involved with the learning: to use all of the resources available to them. Understanding that their instructor, their textbook, and their fellow students should all be involved in their learning is a foreign idea to most students. Even more foreign is the idea that they must learn to be mentally active for true learning to occur.

Focus Questions for Chapter One: What is active learning?

How does the brain “pay attention”?

Can you do two things at once?

What are cognitive styles?

What are multiple intelligences?

How can you improve your concentration?

What academic behaviors can lead to college success?

Why is your syllabus important?

Transparency Masters (or student hand-outs): 1.1 Cognitive Style Preferences 1.2 Learning Styles Inventory: Analyzing Your Results 1.3 Multiple Intelligences; Howard Gardner 1.4 Increasing Your Self-Confidence is Important!

1.5 Successful Academic Behaviors

What Are Cognitive Psychology and Neuroscience?

Students may look at this heading and ask: “Why does my college reading textbook refer to cognitive psychology and neuroscience?” Great question!

Explain to students that there is a very logical connection between the fields of cognitive psychology and neuroscience and studies that focus on reading. This logical connection revolves around the ability to think. If a person isn’t thinking when he or she is reading, then the person isn’t truly reading at all. Reading requires thinking.

Cognitive Styles: Cognitive Style Preferences Display Transparency Master 1.1, Cognitive Style Preferences, uncovering and discussing each pair of preferences separately. Ask students to follow along (either looking at the transparency or in their books on pages 5 and 6) and circle the word in each pair which they believe best describes them.

After you have discussed each of the four pairs, ask students if there is anyone who circled all four of the words on the left (extroverted, sensing, thinking, judging). Then ask if anyone circled at least three of these four words. Explain to students that if they circled three or four of these words, according to this quick and informal assessment, they have indicated that they have what is called left-brain dominance. As explained in their textbooks, left-brain dominant people tend to be more analytical and logical and excel in verbal skills.

Now ask students if there is anyone who circled all four of the words on the right (introverted, intuitive, feeling, perceiving). Next ask if anyone circled at least three of these four words. Explain to students that if they circled three or four of these words, according to this quick and informal assessment, they have indicated that they have what is called right-brain dominance. As explained in their textbooks, right-brain dominant people tend to be intuitive, creative, and emotional, and tend to think in symbols.

Students may ask: “Why do we stop to think about cognitive style preferences?” Explain to them that the more they, as learners, can understand about their own thinking, the easier it will be for them to learn. Understanding differences in cognitive style preferences should help them understand why they may need to approach learning differently from their friends and classmates.

Learning Styles Inventory Encourage students to explore their sensory learning style in greater depth by completing an online assessment such as the Barsch Learning Styles Inventory. This activity might be given as a homework assignment.

If you do decide to assign students to complete an online learning styles assessment, you might display Transparency Master 1.2, Learning Styles Inventory: Analyzing Your Results, or make copies of this page for students. On the day students’ results are due, you might require them to hand in the completed form with their results, then give students an opportunity to share and discuss their results, perhaps with a small group.

Multiple Intelligences: There is More Than One Way to Be Smart Howard Gardner’s theory of multiple intelligences validates what people have really always known: there are a lot of different ways to be smart.

Ask students: did you ever observe someone and think: “Now there’s someone who has a true gift”? What was this person doing? Possibly he or she was singing, dancing, drawing a picture, or just being a good listener. Did it ever occur to you that this “gift” was actually a way of being smart?

Have students look at the explanations of Gardner’s eight areas in their books on page 10. You could also display Transparency Master 1.3, Multiple Intelligences (duplicate of textbook page 9). Then have students discuss in groups what they believe are their highest one or two areas. Ask them to look at the suggested career choices for these areas. They should then share with their group members which of these choices, if any, appeals to them. Ask group members to brainstorm other possible career choices for each area. Then have groups share

their ideas with the entire class.

Developing Concentration Explain to students that they should not expect to develop adequate academic concentration the first few times they try. It will take considerable persistence on their part. One concrete way to get started is by getting organized. Encourage them to make copies of the Weekly Activity Chart (page 13) in their textbook and use this to help them make better use of their time.

Increasing Self-Confidence There is a reason that the self-help sections of bookstores and libraries are popular places. Many successful people became successful largely because they believed that they could. Walt Disney was fired from a job as a newspaper reporter because his editor felt that he just didn’t have any original ideas. What if Disney had believed his editor?

We might never have had Mickey Mouse and Minnie Mouse!

Students might be surprised to learn that even students with high traditional IQs who have been identified as “gifted and talented” in high school sometimes drop out of school. These students often become overwhelmed and feel like they can’t measure up to the expectations of others. They need to believe more in themselves and their abilities.

In addition to the exercises in the text, you might ask students to answer the questions on Transparency Master 1.4, Increasing Your Self-Confidence is Important!

Successful Academic Behaviors Ask students to look at the 13 successful academic behaviors on pages 17–19 as you display them with Transparency Master 1.5, Successful Academic Behaviors. Discuss how many of these things might seem fairly obvious, such as “Attend class.” Then ask students if any of them, before they were college students themselves, heard someone say something like, “In college it’s not that important to go to class.” Students sometimes arrive at college with some ill-advised ideas!

Have students list the numbers of the behaviors which they believe they already have. Have them share with a neighbor or a group member the numbers of the behaviors they listed.

Then have students list the numbers of the behaviors which they believe they do not possess, but which they believe are behaviors they should strive to adopt. Ask students to choose at least three of the desired behaviors and to consciously focus on developing those three behaviors.

Transparency Master 1.1

Cognitive Style Preferences Listen while your instructor reads the descriptions for each of the cognitive style preferences listed below. As you listen, think about the description of each cognitive style preference. In your textbook on pages 5–6, circle the word in each pair of words that best describes you.

1. Extroverted

Introverted

2. Sensing

Intuitive

3. Thinking

Feeling

4. Judging

Perceiving

Transparency Master 1.2

Learning Styles Inventory: Analyzing Your Results BEFORE completing the inventory: 1. Thinking about the sensory learning styles of Visual, Auditory, and Tactile Kinesthetic, I predict that my strongest sensory learning style is _____________________________________________.

AFTER completing the inventory: 2. Check the statement below that best describes how you feel: A. _____ I was surprised to find that, according to the inventory, my preferred learning style is _______________________________.

B. _____ The inventory confirmed what I thought: My preferred learning style is ______________________________.

3. Looking at the “Study Tips for Three Sensory Learning Styles” in my textbook, I selected these study methods as the ones I feel will work best for me: A.____________________________________________________________________________ B.____________________________________________________________________________ C.____________________________________________________________________________ *Things to remember: 1 Learning style preference has nothing to do with how smart a person is. People can be extremely intelligent and be high or low in any of the three sensory learning preferences.

2 Students should keep their learning style preferences in mind when they study and use the study methods that are most appropriate for their individual learning preferences.

Transparency Master 1.3

Multiple Intelligences Howard Gardner

Transparency Master 1.4

Increasing Your Self-Confidence is Important!

Discuss the following questions with your group:

1 2 3 4 5 6 7

Whom do I know that I admire?

What is it about this person that I most admire?

What personal characteristics do I share with this person?

What is something that I have accomplished of which I am proud?

What were some of the obstacles I had to overcome to achieve this goal?

What is my academic goal for this semester?

What must I do to achieve this goal?

8 9 10 11

What is the biggest obstacle standing in my way of achieving this goal?

What are some possible suggestions of handling this obstacle?

What do I hope to be doing five years from now?

What positive advice can I share with my classmates?

Transparency Master 1.5

Successful Academic Behaviors 1 2 3 4 5 6 7 8 9 10 11 12 13

Attend Class Be on Time Recognize Essential Class Sessions Read Assignments Before Class Review Lecture Notes Before Class Consider Using a Tape Recorder Predict the Exam Questions Pass the First Test Network with Other Students Form a Study Group Learn from Other Students’ Papers Collaborate Use the Syllabus

SELECTION 1: Can You Stand The Pressure? To Succeed, You Must Understand Pressure Answer with T (true) or F (false).

Comprehension Quiz F

1. Students will probably reach a time later in their lives that is stress-free.

T

2. Stress can cause students to cheat.

T

3. When a person experiences extreme stress, he or she should seek professional help.

T

4. Positive thinking can help reduce stress.

F

5. To overcome the afflictions caused by pressure, you must remain rigidly the same.

F

6. If you want the same results when experiencing stress, do something different.

T

7. The author uses a pipe as a physical example of what pressure can do.

T

8. A thought held long enough becomes an attitude.

F

9. The author never experienced stress himself as a student.

T

10. The author believes that one thought can change a life.

Vocabulary Quiz T _______ 11. Going on a blind date brings some feelings of ambivalence.T _______ 12. Something intangible cannot actually be touched.F _______ 13. A marauder would not openly attack.F _______ 14. Something which was constraining would allow you great freedom.F _______ 15. If something decimates what you believe, then it makes you feel better.F _______ 16. If your reserved seats on an airplane are relegated, then they have been up graded. T _______ 17. To be a student is to experience a microcosm of life. T _______ 18. You can initiate a discussion by asking a question. F _______ 19. If you have never bought a product, then you have experienced consumption of that product. T _______ 20. A desire for self-improvement can be a great impetus for change.

SELECTION 1: Can You Stand The Pressure? To Succeed, You Must Understand Pressure Vocabulary in Context Select the word from the following list that best completes each sentence. intangible decimates initiate ambivalence impetus relegated consumption marauder microcosm constraining 1 Don’t be afraid to _____________ a conversation with a classmate; someone has to start talking first!

2 Sara thought the seat belt was too _____________, but her dad assured her that she would be safer using it.

3 Extreme criticism sometimes lowers, perhaps even totally _____________, a person’s self-confidence.

4 John wasn’t sure he passed the test, so he had feelings of ____________ as the teacher passed back the papers.

5 Being a good role model for her children was Jane’s ____________ for doing well in her college courses.

6 Jeremy’s poor performance in the last game __________ him to a position on the bench for the next game.

7 While ambition is an __________ thing that we can’t hold in our hands, having goals can help us succeed.

8 Some people wind up in bankruptcy because of their obsessive ___________ of products they don’t really need.

9 The teacher turned the classroom into a ______________ of the outside world as she taught her students about the responsibilities that come along with the privileges of citizenship.

10 In the old western movie, a masked _______ rode into town, shooting at everyone he saw.

Answers: 1. initiate 2. constraining 3. decimates 4. ambivalence 5. impetus

6. relegated 7. intangible 8. consumption 9. microcosm 10. marauder

Written Response Guidelines Mackie says that while “pressure causes some to shut down, it brings out the best in others.” Do you agree with that statement? What causes the different responses?

Suggested directions for students to guide their writing: Explain to students that their papers will have three sections, as outlined by directions 1, 2, and 3 below.

1. A. If you agree that pressure causes some to shut down, but brings out the best in others, think of as many examples as you can for each: B. If you disagree that pressure causes some to shut down, while it brings out the best in others, explain why you feel this way.

1 What causes the different responses?

2 Describe a time when pressure caused you to give up or react poorly and another time when it spurred you to succeed. What caused you to respond differently?

Evaluation: For the first section of students’ papers (see 1. A., above), require students to have at least two examples of times when pressure causes some to shut down, and two examples of when pressure brings out the best in others. Below are some possible answers: Pressure Causes Some to Shut Down

Pressure Brings Out the Best in Others

Students who go blank when taking a test

Students who do better than expected on a test

Students who know an answer but are

Students who surprise themselves in speaking

afraid to speak

well

Athletes who do well at practice,

Athletes who do poorly in practice,

but not in a game

but well in a game

People who know how to drive well,

People who haven’t had much practice,

but fail the test

but still pass

Quiz show contestants who go blank

Quiz show contestants who do extremely well

Actors in a live play who forget their lines

Actors in a live play who remember every line exactly

For sections two and three of students’ papers, require thoroughly explained answers.

SELECTION 2: Critical Period Hypothesis Answer with T (true) or F (false).

Comprehension Quiz

T

1. The critical period hypothesis is the belief that there is a single best time for an organism to develop a given skill.

T

2. A study by Lorenz indicates that ducks will follow the first moving thing they see after they are hatched.

T

3. Lorenz’s geese seemed to think that he was their mother.

F

4. Lorenz’s research showed that imprinting is very strong in humans.

F

5. For the first twenty-four hours of life, geese are afraid of new objects.

F

6. Birds naturally become good flyers, regardless of the time at which they learn.

F

7. Artificially inseminated rats will not normally build nests.

T

8. Studies have shown that environment can disrupt the genetic blueprint.

T

9. Tranquilizing drugs can help geese overcome delayed development.

T _______ 10. Children seem to have an inborn tendency to imitate the behavior of organisms around them.

Vocabulary Quiz F _______ 11. A statement of hypothesis is a statement of fact.F _______ 12. Adult chickens are put in incubators during the winter to keep them warm.F _______ 13. Eye color is environmental rather than genetic.F _______ 14. An instinct is a learned behavior.T _______ 15. Food is needed to sustain life.T _______ 16. Children often need to be restrained from certain behavior.T _______ 17.

Pregnancy is the desired result of insemination.T _______ 18. Yelling in class could be classified as disruptive behavior.F _______ 19. The placement of furniture in a room is irreversible.F _______ 20. It is impossible to coax a person into doing something.

SELECTION 2: Critical Period Hypothesis Vocabulary in Context Select the word from the following list that best completes each sentence. hypothesis incubator genetic instinctive sustain restrained inseminate disrupted irreversible coax 1 Many nutritionists recommend eating a small snack between lunch and dinner in order to__________________ energy.

2 Some scientists claim that smiling is an __________________ trait used to express a general feeling of well-being.

3 Premature babies are often placed in an __________________ until they gain weight and sustain life.

4 With laser surgery, tattoos are no longer ___________________.

5 The cloning of sheep has been made possible by the science of ______________________ engineering.

6 On December 7, 1941, the daily life of American citizens was completely __________________ by news from

Pearl Harbor.

7 Parents often need to __________________ young children to enter kindergarten because they are reluctant to leave the security of home.

8 Cattle breeders __________________ cows to genetically improve the offspring.

9 Experiments are conducted in order to test a __________________.

10 The physically __________________ prisoner was unable to move because of the handcuffs.

Answers: 1. sustain 2. instinctive 3. incubator 4. irreversible 5. genetic 6. disrupted 7. coax 8. inseminate 9. hypothesis 10. restrained

Written Response Evaluation Guidelines Does a critical period exist during which an organism must have certain experiences in order to reach its normal mature state?

CRITICAL PERIOD FOR LEARNING Definitions Definition of critical period hypothesis: “The belief that an organism must have certain experiences at a particular time in its developmental sequence if it is to reach its mature state.” A genetic blueprint exists for timely learning.

If the timetable is disrupted, learning does not occur or is ineffective.

Definition of instinctive: Not learned but part of an organism’s genetic blueprint.

Examples 1. Geese learning to follow their mother from birth: No mother goose, so they followed Lorenz as mother For first sixteen to twenty-four hours, they imprint on first moving object (football or tin can) Once imprinted, process is difficult to reverse Geese continue to think they are human Wanted to mate with humans Lost their identity as geese because didn’t imprint on mother goose within first twentyfour hours 2. Chicks learning to peck for food: When raised in the dark, do not immediately learn to peck Later learn to peck, but do it clumsily and ineffectively because critical period for learning to peck has passed 2 Robins and blue jays learning to fly:When wings mature enough to sustain flight, parents push them from nestIf flight is learned later, flight patterns are clumsyWill never fly well because they didn’t learn at proper time 4. Rats learning to build nests: Must have sticks as toys when young to later build nest for baby If given no sticks when young, mother rat will not build nest even if given materials later Will not build nest from maternal instinct, because didn’t have materials during critical period 3 Rats learning to clean newborns: If rat wears a stiff collar growing up and doesn’t clean herself, she usually will not clean newborn, even when collar removed Will not clean newborns from maternal instinct, because didn’t learn on herself in critical period Evaluation: For a pass, I would want a definition and at least three adequately explained examples. Many students will include numerous facts related to only one example. Thus, they have made only one point. Help students see what they are missing and how to organize a successful response.

SELECTION 2: Concept Prep: Psychology Answer with T (true) or F (false).

Quiz T

1. Psychology, the study of behavior and the mind, tries to explain why people act and think as they do.

F

2. Sigmund Freud’s theories came strictly from literary research; he never actually treated patients.

F

3. Sigmund Freud did not believe in using hypnosis.

T

4. Freud believed that a person’s psychological problems could be traced to his or her childhood.

T

5. Freud believed that patients’ dreams held clues to their psychological problems.

F

6. Freud placed little emphasis on sex in the treatment of his patients.

T

7. Freud would describe a person who is very concerned with details as having an anal personality.

T

8. Freud would describe a person who constantly chews on a toothpick as having an oral personality.

F

9. The ego is the animal instinct in man that desires pleasure, according to Freud.

T _______ 10. Carl Jung’s theory of the inherited collective unconscious would explain a person’s inborn fear of shadows and the dark.

SELECTION 3: Volunteers Help Protect The Environment Answer with T (true) or F (false).

Comprehension Quiz T

1. Recycling is one way to protect the environment.

F

2. Joey Bristol worked only in eco-tourism development.

T

3. By helping plant 3,500 olive trees, Aimee Petras was practicing what she had been teaching.

T

4. Sarah Shaffer was concerned with improving the lives of women and girls.

F

5. Sarah Shaffer did not try to encourage women and girls to form their own businesses.

T

6. In Madagascar, fruit trees were planted to help preserve soil on the hillsides.

T

7. People in Madagascar were less likely to cut down fruit trees for firewood

than other trees.

T

8. Peace Corps volunteers leave their own homes to work with people in their local environments.

T

9. Peace Corps volunteers teach people how to make their own countries envi ronmentally friendly.

F

10. People like Joey Bristol, Aimee Petras, and Sarah Shaffer are highly paid for what they do.

Vocabulary Quiz T _______ 11. One of the implications of not doing a good job the first time is having to redo the job. T _______ 12. The community volunteers made a grassroots appeal to the local citizens. T _______ 13. One problem after a serious flood involves getting potable water. F _______ 14. There is not any medicine you can take to alleviate the pain of a headache. F _______ 15. A municipality is a place you should go if you need to register a motorcycle. T _______ 16.

Planting trees is one way to help prevent the desertification of an area. F _______ 17. Eco-tourism should be discouraged because it is harmful to the environment. T _______ 18. A good attitude coupled with honest effort will make a person’s success more likely. F _______ 19. A marketable item is one that is very hard to sell. T _______ 20. Some people attach a water hose to a spigot in their yards.

Copyright © 2003, 2005, 2008, 2011 Pearson Education, Inc.

SELECTION 3: Volunteers Help Protect The Environment Vocabulary in Context Select the word from the following list that best completes each sentence. desertification marketable implications coupled municipality grassroots spigot eco-tourism potable alleviate 1 2 3

The thirsty hiker was happy to see the metal _________ up ahead in a yard.

Being over-heated __________ with not having enough water to drink can be a serious combination.

A _______________ usually has several elected officials such as a mayor and city council members.

4 When people don’t pay attention to the effects of poor environmental practices, ___________ can occur, even in areas that had plenty of trees at one time.

5 Talking to a career counselor would help ensure that you are going to have ________ skills when you graduate.

6 When an area is suffering from a drought, the residents are hoping for rain to help ___________ the situation.

7 The high school student was afraid that the ____________ of his actions would be expulsion from school.

8 Catering to tourists is okay as long as ________________ is practiced so that the environment isn’t damaged.

9 People sometimes become seriously ill when they drink water that isn’t __________.

10 It is always encouraging to see people get involved locally in ______________ activities to make their own neighborhoods better places to live.

Answers: 1. spigot 2. coupled 3. municipality 4. desertification 5. marketable 6. alleviate 7. implications 8. eco-tourism 9. potable 10. grassroots

Written Response Guidelines What are Peace Corps volunteers doing to protect the environment in countries around the world?

Suggested directions to students to help guide their writing: Make a list of the countries discussed in the selection and note what projects are being developed there by the Peace Corps volunteers. Then look for similarities among the lists of projects. Organize your paper by listing the countries and the projects, then discussing ways in which several of the projects are similar.

COUNTRIES

ENVIRONMENTAL PROJECTS

BULGARIA

eco-tourism development water testing education recycling program teaching English to the municipal administration

MOROCCO

positive effects of planting trees eco-tourism development helping women and girls have a better life

MADAGASCAR

improving the water system positive effects of planting trees and vetiver grass irrigation of rice paddies

Evaluation: Students should be able to list all of the projects listed in the article (as outlined above). They should also be able to note the similarities (eco-tourism, water improvement, planting trees). I would require students to turn in their lists with their completed papers.

Additional Writing Assignment: *Students, by groups, could be assigned other countries where Peace Corps volunteers are helping the populace.

(These could be easily found by doing an online search.)

The students could write a group report on their assigned countries, and/or make a short oral presentation to the class. They could be asked to note if any of the projects in their assigned countries share similarities with the three countries covered in the selection.

2

Vocabulary

Strategies for Unlocking the Meanings of Unknown Words Students often arrive at college with the idea that vocabulary is something that is learned through memorization.

When these students come across an unknown word, it rarely occurs to them that they might be able to figure out the word’s meaning through employing a few strategies. If they don’t immediately recognize a word as one with which they are familiar, they tend to just declare in exasperation: “I’ve never seen this word before!”

Focus Questions for Chapter Two: How do you remember new words?

What are context clues?

Why learn prefixes, roots, and suffixes?

What will you find in a dictionary?

What is a glossary?

What is a thesaurus?

What are analogies?

What are acronyms?

How are transitional words used?

Transparency Masters (or student hand-outs): 2.1A Vocabulary Definitions Without Using Context Clues 2.1B Vocabulary Definitions Using Context Clues 2.1C Practice with Using Context Clues: Answer Sheet 2.2 Multiple Meanings of a Word 2.3 Understanding the Structure of Words 2.4 Reader’s Tip: Categories of Analogy Relationships 2.5 Easily Confused Words 2.6 Reader’s Tip: Signals for Transition 2.7 Vocabulary Quiz 1: Vocabulary Booster #1

Learning Through Association Explain to students that we learn by building on what we already know, or by scaffolding our knowledge. The more we already know about a subject, the easier it is to learn additional information. For vocabulary to move into long-term memory, it should be learned through associations and built over time with practice.

Concept Cards Concept cards should contain clues to the definitions of new words that will help trigger students’ memories.

Page 58 explains several different types of associations that students can use on concept cards: associate words in phrases, with rhymes or sounds, with images, and in families. Encourage students to work together to make concept cards for their vocabulary words. Many students have trouble drawing images, not because they can’t draw, but simply because they can’t think of what to draw.

Context Clues Display Transparency Master 2.1A, Vocabulary Definitions Without Using Context Clues (or make copies to hand out to students). Explain to students that you do not expect them to already know the definitions of these words.

Have students number from 1–10 on a sheet of paper (or you could make copies of Transparency Master 2.1C, Practice Using Context Clues: Answer Sheet) and then look at the ten words and the multiple-choice answers and write down the letter of what they believe is the best definition for each word from the choices given.

Then display Transparency Master 2.1B, Vocabulary Definitions Using Context Clues (or make copies to hand out to students). Students should read the sentences which contain the ten words. Ask students to decide if, after seeing the words used in sentences, they now have a different idea about the definitions. They should write the letters of their answers (using the context clues from the sentences) beside the answers they wrote down when they did not have any context clues. After giving students a chance to respond to the ten sentences, go over the correct answers with them. Ask students to determine their percentage of correct answers without context clues, and their percentage of correct answers with context clues (if you made copies of Transparency Master 2.1C, there is a place for these numbers on this sheet). Ask students to explain why they did better after seeing the words used in sentences. Remind students that, as discussed with Chapter One, reading requires thinking.

Multiple Meanings of a Word Display Transparency Master 2.2, Multiple Meanings of a Word. Organize students into five groups, assigning a different list of words to each group. Instruct students to think of three different ways each word in their list can be used, and ask them to write a sentence with each of the three different definitions. Encourage students to attempt to do this first without the use of a dictionary.

Understanding the Structure of Words Explain to students that they can learn to “structurally analyze” words when they are able to recognize multiple prefixes, root words, and suffixes. To give students examples and practice in using structural analysis, display Transparency Master 2.3, Understanding the Structure of Words.

Using a Dictionary—Word Origins: Etymologies College students usually find researching the etymology of a word to be a fun and also an informative activity.

Begin by discussing the etymology of the word sandwich: Sandwich: named after the Earl of Sandwich who invented the sandwich so he could continue gambling and eat without using eating utensils or getting his fingers greasy.

Then have students research a few interesting word histories: 1 panic: from the Greek god Pan, who was half-man and half-goat; he had the power to bring about great fear in people as he playfully jumped out and scared people walking through the forest. He put them in a panic.

2 smog: a combination of the words smoke and fog; first used in London 3 salary: salt was such an important part of life for the early Romans that part of their pay came in the form of salt money, or salarium. The term eventually came to be used for all pay given for work.

4 gospel: from the Latin god spell, meaning good tidings; used to describe the messages missionaries brought.

5 cab: from the French cabriolet, a two-wheeled vehicle pulled by a single horse.

Glossary Ask students to bring a textbook from another course with them to class. Organize students into groups, making sure that each group has at least one person who has brought a textbook (other than their reading text) to class.

Others in the group should have a dictionary.

Instruct students to look up ten words in the glossary of the textbook and compare the textbook definition with the dictionary definition. Ask them to discuss why there might be a difference between the definitions. Also ask students to think about: If you were a student in the course using this textbook, which definition would be the best one for you to study? Groups should then share with the class one or two of their most interesting words.

Thesaurus Explain to students that using the electronic thesaurus included in computer word processing programs can help them avoid repetitions. Ask students to find alternatives for commonly overused words such as interesting, said, and information.

For an additional activity in using a thesaurus that students are sure to enjoy, take a well-known fairy tale and have students rewrite the story using different words for words you underline in the story. Or: take a current newspaper article and underline words in the article and have students rewrite the article by replacing the underlined words with new words.

Analogies Analogies require logical thinking and prior knowledge because of the need to recognize the vocabulary and also identify the comparison. Organize students into groups and ask them to create an analogy for each of the categories of relationships listed in the Reader’s Tip box, page 83. Groups can then exchange items and quiz each other for further discussion. See Transparency Master 2.4, Reader’s Tip: Categories of Analogy Relationships.

Easily Confused Words Four examples of easily confused words are given on page 85 in students’ textbooks. For four additional examples, see Transparency Master 2.5, Easily Confused Words.

Acronyms For further practice with acronyms, see if students are familiar with the following: NASA

National Aeronautics and Space Administration

ASAP

As soon as possible

RAM

Random Access Memory

ROM

Read Only Memory

SWAT

Special Weapons Action Team

NOW

National Organization for Women

NATO

North Atlantic Treaty Organization

WHO

World Health Organization

SNAFU

Situation normal, all fouled up

VIP

Very Important Person

Transitional Words

Stress to students the connection between reading and writing; as they become more proficient at one, they automatically will become more proficient at the other.

By having students practice using transitions in writing, they will be more likely to recognize these transitions when they come across them when they are reading. Divide students into groups and give each group a topic. Give them ten minutes to write a paragraph on their assigned topic, using any five transitions from the top of text page 87, or display Transparency Master 2.6, Read-er’s Tip: Signals for Transition. Then have a group reporter read each group’s paragraph aloud.

Suggested topics: 1 2 3 4 5 6

Things Every College Freshman Should Know Using a Syllabus Using a Dictionary Attending a Football Game (or other event such as a concert) Playing Basketball (or any other sport) Riding a Bicycle (or skateboard)

Ten Vocabulary Boosters Vocabulary Boosters appear at the end of ten chapters. Each lesson follows a structural approach in order to link words in clusters or families. The words could be assigned on a weekly basis, introducing the words at the beginning of the week, checking the exercise answers with students in the middle of the week, and quizzing students at the end of the week.

Vocabulary Booster #1See Transparency Master 2.7, Vocabulary Quiz 1: Vocabulary Booster #1.

Copyright © 2003, 2005, 2008, 2011 Pearson Education, Inc.

Transparency Master 2.1A

Vocabulary Definitions Without Using Context Clues Number 1–10 on your paper. Look at each vocabulary word listed and the possible defini-tions of each word.

Write the letter of what you think is the best definition of each word on your paper. *You are not expected to know the definitions of these words. Just make the best choice you can.

1. reciprocate A. a decline in business 2. oligarchy A. a type of live tree 3. gilt A. thin layer of gold 4. proxy A. far away 5. gaunt

A. thin and bony 6. ambulate A. to move by force 7. narcolepsy A. not able to sleep 8. jaunt A. a sad event 9. repeal A. to confirm 10. indulgent A. lenient B. to speak in detail B. one person in power B. thin layer of tin B. next or nearest B. tall and thin B. to move around B. sleeping too much B. a short pleasure trip B. to cancel B. demanding C. to give in return C. a democracy C. feeling happy C. clever C. heavy-set

C. to have ambition C. desire to steal C. a serious event C. to repeat C. excessive D. to bring awareness to D. government by a few D. the edge of a shelf D. to act for another D. strong D. to own an ambulance D. fear of night D. difficult and stressful D. to repay D. stingy

Transparency Master 2.1B

Vocabulary Definitions Using Context Clues Look at the same ten vocabulary words used in meaningful sentences. Now write the letter of what you believe is the best answer for each word. Write your answer beside your first answer.

1. Carolyn thought about how helpful her friend was when she had the flu, so now she wanted to reciprocate.

A. a decline in business B. to speak in detail C. to give in return D. to bring awareness to 2. The country was an oligarchy; the power was in the hands of two powerful leaders.

A. a type of live tree B. one person in power C. a democracy D. government by a few 3. The gilt on the handle of the medieval sword made the anthropologists believe it belonged to the royal family.

A. thin layer of gold B. thin layer of tin C. feeling happy D. the edge of a shelf 4. Anne couldn’t attend the meeting, so she gave Barbara her written proxy in case the club decided to vote.

A. far away B. next or nearest C. clever D. to act for another 5. The refugees were weak and gaunt after living almost a year with inadequate food.

A. thin and bony B. tall and thin C. heavy-set D. strong 6. Even though John had a broken arm, he was able to ambulate as he emerged from his wrecked car.

A. to move by force B. to move around C. to have ambition D. to own an ambulance 7. Loretta suffered from narcolepsy; she would fall asleep even when sitting straight up in a chair.

A. not able to sleep B. sleeping too much C. desire to steal D. fear of night 8. Janice and Maria happily recounted the jaunt they went on together when they were just teenagers.

A. a sad event B. a short pleasure trip C. a serious event D. difficult and stressful 9. The council was going to vote of whether or not to repeal the unpopular law.

A. to confirm B. to cancel C. to repeat D. to repay 10. The toddler’s parents were very indulgent as they gave in to his every whim.

A. lenient B. demanding C. excessive D. stingy Answers: 1. C 2. D 3. A 4. D 5. A 6. B 7. B 8. B 9. B 10. A

Transparency Master 2.1C

Practice Using Context Clues Answer Sheet Answers without Using Context Clues 1 2 3 4 5 6 7 8 9 10

_______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ Number Correct ___________Number Incorrect __________Percentage Correct _________ Answers Using Context Clues

1 2 3 4 5 6 7

_______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________

8 9 10

_______________________ _______________________ _______________________

Number Correct ___________ Number Incorrect __________ Percentage Correct _________

Transparency Master 2.2

Multiple Meanings of a Word Directions: Each word listed below has at least three different meanings. Write three sentences with each word, using a different meaning for the words in each sentence.

Example: Run 1 2 3

James hit a home run yesterday in his baseball game.

The newspaper will run the story about the baseball game today.

Be careful not to run that red light.

List One

1 2 3 4 5 6 7 8 9 10

List Two

List Three List Four List Five

lead 1. arms 1. present 1. vault 1. cell drive 2. well 2. bank 2. date 2. will ring 3. pop 3. lock 3. tender 3. note bill 4. tick 4. reel 4. tip 4. bit pen 5. mean 5. rake 5. pool 5. slip stand 6. bar 6. toast 6. can 6. felt pass 7. spell 7. bail 7. root 7. chop out 8. bow 8. clip 8. sweep 8. chord fire 9. saw 9. page 9. gum 9. toll stock 10. pump 10. shovel 10. bark 10. show

Transparency Master 2.3

Understanding the Structure of Words Prefixes: Complete each sentence with a word beginning with the prefix uni, meaning one. Choose from: united unicycle uniform unique unison 1 2 3 4 5

The workers at the plant were required to wear a ______________ so they were all dressed alike.

The clown had great balance as he entertained the crowd, riding on a ___________________.

The choir sang the Star Spangled Banner in _____________.

The young couple was _______________ in marriage as they vowed their love for one another.

The antique was one of a kind; it was truly _______________.

Roots: Complete each sentence with a word which uses the root word gamy, meaning marriage. Choose from: polygamy monogamy bigamy misogamy 1 2 3 4

The man was arrested for ___________ because he didn’t divorce his first wife before he remarried.

Juanita found that her husband had three other wives; she never dreamed he was practicing _____________.

In the United States, it is legal to be married to only one person at a time, or to practice __________.

The man’s strong feelings of ______________ made it extremely doubtful that he would ever marry.

Suffixes: Complete each sentence with a word which uses the suffix -ist, meaning a person who does. Choose from: 1 2 3 4 5

nutritionist artist environmentalist scientist violinist The __________ painted a spectacular picture of the Grand Canyon.

The NASA ______________ was a member of the team responsible for sending man to the moon in 1969.

The ___________________ spoke to the students about the importance of eating a healthy diet.

The ___________________ played his musical instrument with such skill that everyone was spell-bound.

The ___________________told the students they could make their world a better place just by recycling.

Transparency Master 2.4

Reader’s

Tip

Categories of Analogy Relationships Synonyms: Similar in meaningFind is to locate as hope is to wish.

Antonyms: Opposite in meaningAccept is to reject as rude is to polite.

Function, use, or purpose: Identifies what something does; watch for the object (noun) and then the action (verb) Pool is to swim as blanket is to warm.

Classification: Identifies the larger group associationSandal is to shoe as sourdough is to bread.

Characteristics and descriptions: Shows qualities or traitsNocturnal is to raccoon as humid is to rainforest.

Degree: Shows variations of intensityFear is to terror as dislike is to hate.

Part to whole: Shows the larger groupPage is to book as caboose is to train.

Cause and effect: Shows the reason (cause) and result (effect) Study is to graduation as caffeine is to insomnia.

Transparency Master 2.5

Easily Confused Words Place each word of the following pairs into the correct blank. angle angel 1. In the church parking lot, a statue of an ___________ was right in front of the parking space that had a sign which read, “Please park at an _____________.” your you’re 2. You know ____________ off to a good start in a course when you make an “A” on __________ first test. dessert desert 3. When the man was lost in the _________, he dreamed of a chocolate-layered cake his mom used to make; it was his favorite __________ when he was a young boy.

cereal serial 2 Mr. Smith was eating his ___________at the breakfast table as he was reading in the newspaper about the ____________ killer who seemed to have struck again.

Transparency Master 2.6

Reader’s

Tip

Signals for Transition For addition: in addition furthermore moreover For examples: for example for instance to illustrate such as For time: first secondly finally last afterward For comparison: similarly likewise in the same manner For contrast: however but nevertheless whereas on the contrary conversely in contrast For cause and effect: thus consequently therefore as a result Transparency Master 2.7

Vocabulary Quiz 1: Vocabulary Booster #1 Over, Under, Around, and Through Use your knowledge of word parts in the underlined words to select the best response to the following questions.

B B

D

A

C

A

1. There was a surfeit of clothing in his closet. A. variety B. too little C. excessive amount

D. excellent selection

2. The doctor treated the subcutaneous area. A. above the skin B. under the skin C. above the eye

D. on the arm

3. Susan earned a subsistence salary for her work with the company. A. average C. very generous D. barely enough to live on 4. Mason was surprised to learn that his cousin was ambidextrous. A. able to use both hands well B. left-handed C. right-handed

B. partial

D. near-sighted

5. We like the merchandise in this store, but we’re not happy with the ambience. A. management B. prices C. surroundings D. service 6. A surcharge was included on our hotel bill. A. additional cost B. discount C. environmental fee

D. erroneous amount

A

B

A

D

7. Students thought the professor’s comments were ambiguous. A. had several possible meanings B. very clear C. insulting

D. humorous

8. Our co-worker always tried to subvert any new projects her team began. A. promote undermine C. work extra hard for D. copy from 9. Joe’s and Mary’s ideas were diametrical to one another. A. completely opposite C. supportive D. copied from 10. The evidence in the case substantiated the defendant’s story. A. disproved C. elaborated on D. supported

Strategic

B.

B. similar

B. energized

Readingand

3

Study Understanding the Concept of Strategic Reading Most college students don’t have a plan in mind when they sit down to read an assignment. They are usually concerned only with how long it’s going to take them, instead of asking themselves: “How should I approach this material so I can make the best use of my time?” Chapter 3 focuses on teaching students to be strategic readers.

Focus Questions for Chapter Three: What is strategic reading?

What is a study strategy?

What are the three stages of reading?

What are the strategies for previewing?

Why should you activate your schemata?

What is metacognition?

What are the strategies for integrating knowledge during reading?

Why recall or self-test what you have read?

Transparency Masters (or student hand-outs): 3.1 The Stages of Reading 3.2 Reader’s Tip: Asking Questions Before Reading 3.3 Reader’s Tip: Using Thinking Strategies While Reading 3.4 Unity in Diversity: Integrating Knowledge While Reading 3.5 Reader’s Tip: Recalling After Reading 3.6 Recall Diagram over Critical Period Hypothesis

3.7 Recall Diagram over Unity in Diversity 3.8 Vocabulary Quiz 2: Vocabulary Booster #2 BEFORE separately addressing each of the three stages of reading, display Transparency Mas-ter 3.1, The Stages of Reading (or have students refer to page 95 of their textbooks) for an overview of the stages.

Stage 1: Previewing Since research has shown that prior knowledge of a subject is the single best predictor of reading comprehension, it is vitally important to preview assignments with students and to help them activate existing schemata. Ask if someone can explain what is meant by “preview to activate schemata” (textbook page 98). It has been my experience that many students don’t really understand the meaning of this phrase. Stress to students the importance of getting into the habit of previewing to activate their schemata when they read and study on their own. Display Transparency Master 3.2, Reader’s Tip: Asking Questions Before Reading (or have students refer to page 96 in their textbooks).

Suggested Activities Activity #1: For some quick and simple practice in activating schemata, you can use a couple of the selections in Chapter 3. First have students look at page 114 and the title of the selection: Madame C. J. Walker. Then ask students to read the first three sentences of the selection (or you might read them aloud while students follow along in their books): I am a woman who came from the cotton fields of the South. I was promoted from there to the washtub. Then I was promoted to the cook kitchen, and from there I promoted myself into the business of manufacturing hair goods and preparations.

Next have students look at the picture on page 115, and read the caption. From just this small amount of information, ask students if they now have any prior knowledge they can activate to answer the following: 1 With just this brief preview, what do you already know about Madame C. J. Walker?

2 How do you know that this selection isn’t about something that happened in modern times?

3 Around what years do you think Madame C. J. Walker lived?

4 From your prior knowledge (schema) of American history, what was life like for black Americans at the time covered in this selection?

5 What do you predict this selection will be about?

Activity #2: Now have students look at page 136 at the selection On the Front Lines of the Service Sector. Ask students to read the first two sentences of the selection (or you might read them aloud while students follow along in their books): Work in fast food, grocery, and other low-end service jobs is, or can be, difficult, demanding, and unrewarding. Fast food and grocery work is high-stress, low-status, and low-wage work.

Now turn through the pages of the selection with your students, looking on page 137 at both the sub-heading Time Factors and the picture. Then have students look at the other three subheadings: Customer Interest Conflicts, Manager Conflicts, and Low Status. From just this brief preview of the selection, ask students to activate their schema on this subject. You might ask the following questions: 1 What do you know about working on the front lines in a fast-food job or in a grocery store?

2 Does anyone have any first-hand knowledge about these types of jobs? (Explain to students that those who work or have worked in one of these jobs will have an advantage in comprehending this selection over those who haven’t because of their schema.)

3 What do you predict each section will be about? *After these two short previewing activities, students should be able to see how taking a few minutes to think about a selection prior to actually reading it can boost their comprehension of the selection.

Stage 2: Strategies for Integrating Knowledge While Reading

Have students look at the Reader’s Tip on page 100 (or display Transparency Master 3.3, Reader’s Tip: Using Thinking Strategies While Reading) and discuss these six thinking strategies with them. While you wouldn’t want to bog students’ reading down by having them stop to jot down their thoughts on these six strategies every time they read, having them briefly do this at least one time will help them understand and remember the strategies better.

Suggested Activity When you assign students to read Unity in Diversity (pages 125–128), ask them to write down just one or two quick thoughts under each of the six strategies as they read. You can ask students to turn these in when they turn in their comprehension and vocabulary answers over the selection. Use Transparency Master 3.4, Unity in Diversity: Integrating Knowledge While Reading to illustrate to students how to set up their papers for this activity.

Stage 3: Strategies for Recalling Display Transparency Master 3.5, Reader’s Tip: Recalling After Reading (or have students look in their books on page 107) and go over these four suggestions for recalling.

In addition to the examples of Recall Diagrams outlined on text pages 108–109, you can use material from Critical Period Hypothesis, a selection from Chapter 1 with which students should already be familiar. Display Transparency Master 3.6, Recall Diagram over Criti-cal Period Hypothesis.

To give students more independent practice developing a Recall Diagram, have them work in groups over the Chapter 3 selection, Unity in Diversity. If you had students complete the activity suggested for Stage 2 practice with this selection, they can use their notes to complete the Recall Diagram over the selection. Transparency Master 3.7, Recall Diagram over University in Diversity gives an example of how the Recall Diagram over this selection might look.

Vocabulary Booster #2 See Transparency Master 3.8, Vocabulary Quiz 2: Vocabulary Booster #2 Transparency Master 3.1

The Stages of Reading

Transparency Master 3.2

Reader’s

Tip

Asking Questions Before Reading What is the topic of the material? What does the title suggest? What do the subheadings, italics, and summaries suggest?

What do I already know? What do I already know about this topic or a related topic? Is this new topic a small part of a larger idea or issue that I have thought about before?

What is my purpose for reading? What will I need to know when I finish?

How is the material organized? What is the general outline or framework of the material? Is the author listing reasons, explaining a process, or comparing a trend?

What will be my plan of attack? What parts of the textbook seem most important? Do I need to read everything with equal care? Can I skim some parts? Can I skip some sections completely?

Transparency Master 3.3

Reader’s

Tip

Using Thinking Strategies While Reading • Predict. Develop hypotheses.

“From the title, I predict that this section will give another example of a critical time for rats to learn a behavior.” “In this next part, I think we’ll find out why the ancient Greeks used mnemonic devices.”

“I think this is a description of an acupuncture treatment.”

• Picture. Develop visual images during reading.

“I have a picture of this scene in my mind. My pet is lying on the table with acupuncture needles sticking out of its fur.”

• Relate. Share an analogy. Link prior knowledge with new information in text. We call this the “like-a” step.“This is like my remembering, ‘In 1492 Columbus sailed the oceanblue.’”

Monitor your ongoing comprehension. Be aware of whether you understand the material.

“This is confusing.”

“This just doesn’t make sense. How can redwoods and cypress trees both be part of the same family?”

“This is different from what I had expected.”

• Correct gaps in comprehension. Use fix-up correction strategies. “I’d better reread.” “Maybe I’ll read ahead to see if it gets clearer.” “I’d better change my picture of the story.” “This is a new word to me. I’d better check the context to figure it out.”

Annotate. Mark the text by circling major details, underlining minor ones, and making brief notes in the margin. Sort the information now for study later.

Transparency Master 3.4

Unity in Diversity: Integrating Knowledge While Reading 1. Predict A. From the title, I predict that this selection will be about ___________________________.

B. From the sub-heading, Cultural Universals, I predict this section will tell me _________ ________________________________________________________________________________.

2. Picture A. After reading the paragraph beginning with line 11 about the culture that encourages aggression in children, I visualize ________________________________________________.

B. Reading the story about the monkey and fish on page 127, I visualize _______________ ________________________________________________________________________________.

3. Relate A. Reading about ethnocentrism (page 127, beginning with line 85), I think about how differently my friend (or cousin, classmate) and I think in the area of politics (or dating, religion, values). While I feel strongly that _________________________________, my friend (or cousin, classmate) believes _________________________________________.

B. As I read about the Tangus’ game that resembles bowling (page 127, beginning with line 90), I think about a time I went bowling (or played basketball, tennis) and ________________________________________________________________________________.

4. Monitor Your Ongoing Comprehension As I first read about how the Tangu value equivalence (or substitute anything you found confusing), I was confused. Another part that confused me was _______________________ ___________________________________________________________________________________.

5. Correct Gaps in Comprehension To be sure I understood about the meaning of equivalence (or substitute anything you found confusing), I had to _____________________ (re-read, read ahead, use a dictionary, make a note to ask someone about it later).

6. Annotate At least two things I underlined as I read the selection because I felt they would be important to remember and to look back at for study later, are: A. ________________________________________________________________________________ B. ________________________________________________________________________________

Transparency Master 3.5

Reader’s

Tip

Recalling After Reading Pinpoint the topic. Get focused on the subject. Use the title and the subheadings to help you recognize and narrow down the topic.

Write the most important points. Review the annotations you made during reading, and use them to make notes. Poor readers want to remember everything, thinking all facts have equal importance. Good readers pull out the important issues and identify significant supporting information.

Relate the information. Facts are difficult to learn in isolation. In history, events should not be seen as isolated happenings but rather as results of previous occurrences. Network your new

knowledge to enhance memory. Relate new knowledge to yourself, to other written material, and to global issues.

React. Form opinions and evaluate the material and the author. Decide what you wish to accept and what you will reject. Blend old and new knowledge, and write about what you have read.

Transparency Master 3.6

Recall Diagram over Critical Period Hypothesis Topic: The Critical Period Hypothesis Significant Details: 1. Studies with geese 1 2

Studies with chickens Studies with rats

Relate:

A dog I got when he was a puppy was more attached to me when he was older than a fully grown dog I rescued from a shelter.

React:

I wonder if there have ever been any studies with dogs or cats regarding the Critical Period Hypothesis.

Transparency Master 3.7

Recall Diagram over Unity in Diversity Topic:

Differences in cultures

Significant Details:

Cultural universals Adaptation Relativity Ethnocentrism Values Norms

Relate:

When I met my new mother-in-law who is Greek and speaks very little English, I understood through her smile that she accepted me. To me, that is an example of a cultural universal.

React:

I wonder if twins separated at birth and raised in different cultures would have the same values.

Transparency Master 3.8

Vocabulary Quiz 2: Vocabulary Booster #2 The Good, The Bad, and The Ugly Use your knowledge of word parts in the underlined words to select the best response to the following questions.

B 1. Susan confirmed that Dr. Davis had an extensive record of malpractice.

A. professional practice B. unprofessional practice C. good practice

D. experienced practice D 2. Several employees were listed as beneficiaries of the company’s fund for emergency needs.

A. managers B. thieves C. donors D. recipients A 3. The senior citizens produced a cacophony as they enjoyed singing songs from their youth.

A. harsh sound B. melodious sound C. loud sound D. quiet sound D 4. After the game, some fans experienced a feeling of euphoria.

A. a sad, depressing feeling B. confusion C. anger D. extreme happiness C 5. When the college student had to write in cursive his cacography detracted from his ideas.

A. original thoughts B. indecisive ideas C. poor handwriting D. youth C 6. The lawn in front of the main building on the high school campus was filled with malcontents.

A. satisfied people B. high school freshmen C. unhappy people D. teachers A 7. Janet acknowledged that she had gained a considerable amount of weight; however, she preferred the euphemism “plump” to being called fat or obese. A. substitution of milder word B. substitution of harsher word D. interesting word D

8. The individual’s action was a clear act of malfeasance. A. celebration kindness D. knowingly breaking the law

C. slang word

B. heroism

C.

D 9. The American Red Cross, like other charities, has many benefactors. A. critics of money C. judges D. people helping others financially

B. recipients

C 10. The song writer’s new song was described as a euphony when listeners first heard it. A. complex message B. a moral or lesson C. a pleasant sound D. a harsh sound

SELECTION 1: Madam C. J. Walker Answer with T (true) or F (false).

Comprehension Quiz T

1. Sarah Breedlove’s parents were former slaves.

F

2. Sarah Breedlove married C.J. Walker when she was only 14 years of age.

F

3. Sarah came up with the original idea of wrapping and twisting her hair to make it straighter.

F

4. Charles Joseph Walker was the father of Madame C. J. Walker’s daughter, Leila.

F

5. Leila never attended college herself.

T

6. “Walker agents” wore white blouses and black skirts to walk door-to-door sell ing products.

T

7. Madam C. J. Walker’s company produced hair and beauty preparations for black women.

F

8. Madame C. J. Walker became the third female African-American millionaire.

T

9. Madame C. J. Walker created the largest black-owned company in the United States at the time.

F

10. Madame C. J. Walker died of cancer.

Vocabulary Quiz T _______ 11. Accountants probably had a particular acumen for math at a young age.F _______ 12.

Fertilizing plants is not designed to stimulate growth.T _______ 13. Successful movie stars often live in homes with lavish furnishings.T _______ 14 Many charities depend on the philanthropic nature of contributors.T _______ 15. If you own the existing patent on a product, you are protected by law from rival duplication. T _______ 16. A frozen smoothie drink can be a concoction. F _______ 17.

Implementing a voter ID requirement would be to cancel the requirement. F _______ 18. A burgeoning business is on the verge of bankruptcy. T _______ 19. A consolidated department in a company could be made of two or more pre viously separated units. F _______ 20. A prosperous company would not have any profits.

Copyright © 2003, 2005, 2008, 2011 Pearson Education, Inc.

SELECTION 1: Madam C. J. Walker Vocabulary in Context Select the word from the following list that best completes each sentence. acumen concoction consolidated implementing lavish patent philanthropic prosperous stimulate burgeoning 1 An investor looks for financial ________________ in an advisor on stocks and bonds.

2 If you want to ________________ sales, be sure to have a good product, well-defined goals, and interesting advertisements.

3 Many movie stars lead a __________________ lifestyle of wealth and privilege.

4 The CEO of our company is committed to donating matching funds to many _________________ organizations supported by employees.

5 When working on a new toy invention, first check to determine if someone else already holds a _______________ on a similar toy.

6 The cook’s stew was an appetizing __________________ of summer vegetables with meat.

7 Part of Emko’s job as safety officer was _________________ new safety procedures in a timely manner.

8 Having two offices was inefficient, so Brett __________________ them at a new central location.

9 A _______________ business is growing rather than merely surviving during hard economic times.

10 Owning a large luxury car and expensive suits adds to Calvin’s image as a _________________ businessman.

Answers: 1. acumen 2. stimulate 3. lavish 4. philanthropic 5. patent 6. concoction 7. implementing 8. consolidated 9. burgeoning 10. prosperous

Written Response Guidelines What aspects of Walker’s business show that she was a clever business strategist, as well as an energetic and ambitious entrepreneur?

Suggestion for guiding students to organize their written response: Divide the unique features of Walker’s business plan into three categories: strategies, marketing, and sales. Students might need to work with a partner or in groups to accomplish this. After completing their categories, students could be instructed to write a partner or a group essay or, if time is a factor, students could be instructed to take the lists home with them and individually write their essays.

Strategies Made her own products Built her own manufacturing plant Created work opportunities for black women Established a headquarters to centralize operations Expanded business in other locations Made shrewd real estate investments

Marketing Targeted an under-served market Used creative advertising Used clever promotional schemes Targeted black publications Established a school to train beauticians in Walker products

Sales Hired and trained her own agents Walker agents sold products door-to-door Agents dressed in a uniform, professional way Followed through with mail orders Traveled to different cities to teach hair care methods using Walker products Evaluation: Students should be expected to have at least three items in each of the three categories. Their essays should be organized and thorough.

SELECTION 1: Concept Prep: History Answer with T (true) or F (false).

Comprehension Quiz F

1. World War II was known as the “war to end all wars.”

T

2. Hitler’s ability to recognize opportunity in the discontent of the Germans led to his rise to power.

T

3. The Nazi symbol is called the swastika.

F

4. The Luftwaffe, the German air force, conducted air raids known as the blitz against Italy.

F

5. The Isolationists in Britain wanted to remain uninvolved in the war across the English Channel in Europe.

T

6. Franklin D. Roosevelt (FDR) and Prime Minister Winston Churchill were leaders of two of the Allies.

T

7. The bombing of Pearl Harbor by the Japanese occurred on December 7, 1941, causing the U.S. to enter WWII.

T

8. Over 6 million Jews were killed in the Holocaust.

F

9. D-Day, the liberation of Paris, occurred on June 6, 1944.

F _______ 10. FDR ordered the mission of the Enola Gay that dropped the first atomic bomb on Hiroshima, Japan, on August 6, 1945, leading to the end of WWII.

SELECTION 2: Unity in Diversity Answer with T (true) or F (false).

Comprehension Quiz F

1. According to the selection, having sexual relations outside of marriage is always a crime.

T

2. In some cultures, aggression toward parents is encouraged.

T

3. Having a system of religious rituals is an example of a cultural universal.

F

4. The author believes that the Aztecs never discovered the wheel because of low-level intelligence.

T

5. Adaptive behavior enhances the capacity for survival.

T

6. Cultural relativity explains how customs must be examined in relation to each individual culture.

F

7. Ethnocentrism is the belief that one’s own ways of doing things is usually infe rior to other cultures.

F

8. The author believes the Tangu are wrong to value equivalence over winning.

T

9. According to an example in the selection, even cannibalism could be viewed as an accepted norm.

T

10. The norms and values of one society can be in conflict with those of another.

Vocabulary Quiz F _______ 11. Curbing inflation would not be a positive economic step.T _______ 12. A four leaf clover is often used to symbolize good luck.T _______ 13. Rings and necklaces are adornments for the body.F _______ 14. Someone who is a good mathematician would be expected to articulate complex ideas well. F _______ 15. Most Americans consider the Fourth of July to be a bizarre celebration. F _______ 16. A smirk from an acquaintance is a sign of approval. F _______ 17. To choose to abstain is to cast a negative vote. F _______ 18. A postpartum examination is done before the birth of a child. T _______ 19. Gymnastics requires an agile body. T _______ 20. The judge can consign a criminal to jail.

Copyright © 2003, 2005, 2008, 2011 Pearson Education, Inc.

SELECTION 2: Unity in Diversity Vocabulary in Context Select the word from the following list that best completes each sentence. curb symbolize adornments articulate bizarre smirk abstained postpartum agile consign 1 2 3 4 5 6

After the delivery of a baby, the new mother should return to the doctor for a _______________ examination.

Many tourists in Mexico do not know enough Spanish to allow them to _____________ their ideas clearly.

Some people enjoy dressing up in a _____________ fashion to attend a Halloween party.

Snowboarding requires an energetic and ____________ person.

Dressed as a princess for the Renaissance Ball, the girl wore glittering jewels and ___________________.

Mascots like horses and panthers are sometimes used to _____________ sports teams.

7 8 9 10

If you cannot sell your piano from an ad in the paper, try a different approach and ____________ it to a resale shop.

The lady was trying to stick to her diet, so she snacked on celery to help ____________ her appetite.

The designated driver for the group ________________ from drinking alcohol at the party.

When my friend saw that he made a better grade on the test than I did, I detected a _____________ on his face.

Answers: 1. postpartum 2. articulate 3. bizarre 4. agile 5. adornments 6. symbolize 7. consign 8. curb 9. abstained 10. smirk

Written Response Guidelines For each of the following, define the terms and describe two examples of each that are not mentioned in the selection: (1) cultural universals, (2) relativity, (3) ethnocentrism, (4) adaptation, (5) values, and (6) norms.

1. CULTURAL UNIVERSALS: all of the behavior patterns and institutions that have been found in all cultures.

Examples: A. All cultures have burial customs of some kind.

B. All cultures report that smiling is an indication of being happy.

2. RELATIVITY: No custom is right or wrong; each custom must be evaluated in the context of the culture.

Examples: A. In some countries with very warm climates, it is common for people to never wear shoes.

B. In countries where people travel long distances on foot, it is common to run almost everywhere they go.

3. ETHNOCENTRISM: Tendency to see one’s own way of life as the only correct way. Examples: A. Competition is highly valued in some cultures, but not valued in some other cultures.

B. In some cultures it is considered a crime for women to wear pants or slacks of any kind.

4. ADAPTATION: Adapting in ways that will enhance the capacity for survival. Examples: A. People born and raised in high altitudes have an advantage when competing at high altitudes against people born and raised at sea level.

B. Children raised in large families are less negatively affected by noise and movement than single children.

5. VALUES: What people believe to be important. Examples: A. In some cultures, putting forth a lot of effort is valued more than winning.

B. Experience is valued more in some cultures than having a college education.

6. NORMS: Unwritten rules that guide daily behavior. Examples: A. Children who see their parents smoking see this as a normal behavior and thus are more likely to smoke.

B. Children who hear curse words used in everyday conversations are more likely to think this is normal.

Evaluation: Instead of requiring students to write about all six of these concepts, you might put students into six groups and assign one concept to each group and then have the group report back to the class on their concept.

SELECTION 2: Concept Prep: Anthropology Answer with T (true) or F (false).

Quiz T

1. Anthropology attempts to understand and respect human diversity.

T

2. Archaeology is one area of anthropology.

F

3. Louis and Mary Leakey’s discovery of a 1.75 million-year-old hominid proved that the first humans originated in Australia.

F

4. The earliest known societies of man were farming communities.

T

5. Margaret Mead popularized cultural anthropology by her work in Samoa and by studying gender roles in different societies.

F

6. Humans began to domesticate plants and animals over a million years ago.

F

7. The most complete human skeleton of our early ancestors ever found is nick named Herman.

F

8. Margaret Mead found adolescents in Samoa to be unhappy and under unusu al stress.

F

9. Studying customs and behaviors of primitive societies to learn about prob lems in modern society is called archaeology.

SELECTION 3: On the Front Lines of the Service Sector Answer with T (true) or F (false).

Comprehension Quiz F

1. Grocery workers are at a higher risk of being injured than fast food workers.

F

2. Fast food workers report often being verbally abused by customers, but sel dom by managers.

F

3. Managers who called fast food workers “stupid” are fired in most companies.

T

4. Some young workers reported that customers seem to get a sense of power yelling at them.

F

5. Workers report that managers are more likely to give compliments rather than say negative things.

T

6. A consistent complaint of workers is that customers do not understand the time pressure under which they are required to work.

F

7. Managers tend to verbally attack older workers more often than younger

workers.

F

8. In the fast food industry, favoritism is not an issue because of the way jobs are structured.

F

9. In an example in the selection, there was no fried chicken because the man ager had eaten all of it.

T

10. Young workers lack a “status shield” to protect them from customer and man ager abuse.

Vocabulary Quiz T _______ 11. A widespread outbreak of the flu affects many people.F _______ 12. Repetitive work is stimulating and creative.T _______ 13. Many wealthy Americans endure hardships before achieving success.T _______ 14. Displacement of residents can occur as a result of flooding, tornadoes, or hur ricanes. F _______ 15. A positive response is the usual result of a belittling remark. T _______ 16. If the restaurant skimps on the serving size, the portion is probably small. T _______ 17. The group leader would be in charge of allocating individual responsibilities in a group project. F _______ 18. The frequency of telephone solicitations makes them welcomed by most homeowners. T _______ 19. If suffering from instability, an elderly person might consider using a cane or a walker. T _______ 20. A rabid moviegoer probably sees more than three films each year.

SELECTION 3: On the Front Lines of the Service Sector Vocabulary in Context Select the word from the following list that best completes each sentence. widespread repetitive endure displacement belittling skimp allocating frequency instability rabid 1 After noticing car colors for two hundred miles of travel, Bruce concluded that he had observed white cars with the most __________________.

2 In order to save for her first house, Patrice had to __________________ on many items and only bought what was absolutely necessary.

3 If you have a lengthy typing project, the keyboarding can be __________________ and boring.

4 The extreme tornado damage resulted in the ________________ of many town residents until repairs were completed.

5 Nancy was such a _______________ football fan that she attended every home game and decorated her house in team colors.

6 Between college and job responsibilities, Petra had trouble _________________ time for entertaining activities.

7 The effects of the hurricane were ________________ along the beaches in the coastal areas.

8 Patty could not ________________ listening to her brother practice the piano and left the house.

9 Jake quit his old job because his boss was always ______________ his efforts; his new boss is very complimentary.

10 The employees were dejected because the company was going through a period of __________________ with the president and CFO being charged with fraud.

Answers: 1. frequency 2. skimp 3. repetitive 4. displacement 5. rabid 6. allocating 7. widespread 8. endure 9. belittling 10. instability

Written Response Guidelines What are the major factors that create stress and low morale in the fast food business?

List and explain four factors, and suggest rules for dealing with each that would reduce employee stress.

Students could be instructed to meet in groups and brainstorm as many types of workplace stress as they can (possible answers are listed above). Then they could choose four types of stress and write a short essay explaining what they have learned about these types of stress. They could conclude their papers with an answer to the last question posed in their textbook: “As a manager, what rule would you create to help employees deal with these major stressors?”

FACTORS THAT CREATE STRESS

RULES FOR DEALING WITH STRESS

1. Lack of time to finish tasks

Schedule enough time to adequately complete tasks Hire more workers

2. Customer interest conflicts

Have managers enforce company “policing” policies Post the company policies in a highly visible place

3. Rude customers

Post signs that say “Our employees, like our customers, are the best!”

Have managers that realize that the customer isn’t always right

4. Manager conflicts

Managers must help during rush periods

Managers must be instructed to

Employees should have a way of filing complaints

treat all workers equally

anonymously

5. Low status

Managers should be instructed to praise workers when possible Workers should be supplied with professionallooking uniforms

6. Repetitive work tasks

Workers should be able to rotate to different aspects of the job

7. Continuous surveillance

Positive behaviors that are viewed should be praised

8. Low pay

Workers should have opportunities for advancement

Evaluation: Students should be expected to follow the directions, including writing about four types of stress and an explanation for each. It is suggested that you ask students to turn in an outline of the four types of stress they chose with their suggested rules for dealing with each (similar to what is listed above).

Copyright © 2003, 2005, 2008, 2011 Pearson Education, Inc.

4

Main Idea

What’s Really Important?

Throughout this reading course, students will study many strategies that will be important to them as they strive to become college-level readers. The ability to find the main idea is, in the opinion of most reading experts, more important than any other comprehension skill; it is the essential element in reading comprehension.

Chapter Four is full of examples and activities. You probably won’t have time to go over all of the activities with your students, so you will want to carefully study the chapter prior to covering it with students and decide which activities you believe will best meet your students’ needs.

Focus Questions for Chapter Four: What is the difference between a topic and a main idea?

What are the strategies for finding stated and unstated main ideas?

What are the functions of major and minor supporting details?

What is a summary?

Transparency Masters (or student hand-outs): 4.1 Reader’s Tip: Using Questions to Find the Main Idea

4.2 Reader’s Tip: Getting the Main Idea of Longer Selections 4.3 Football and Soccer: Determining Main Idea 4.4 Reader’s Tip: How to Summarize 4.5 Vocabulary Quiz 3: Vocabulary Booster #3

Distinguishing Among Topic, Major Details, and Main Idea Exercise 4.1, pages 148–149, and Exercise 4.2, pages 151–152, are short, quick activities to use to be sure that students can distinguish among topic, major details, and main idea.

Differentiating Between Topic and Main Idea It is extremely important that students understand that they should never attempt to go straight from the topic to deciding on the main idea. Display Transparency Master 4.1, Reader’s Tip: Using Questions to Find the Main Idea (or have students look in their textbooks at page 157).

Example of Using Questions to Find the Main Idea (following the Reader’s Tip, page 157): After reading an article about proper etiquette with the use of cell phones in public, you might determine the following through the use of questions: Topic: Who or what is this reading about: Cell Phone Etiquette in Public Places Identify details: What are the major supporting details?

1 2 3 4 5 6

Speak clearly Identify yourself Speak loudly enough to be easily heard, but don’t shout Speak slowly so you won’t have to repeat Get to your point right away Thank the person you called for his or her time

Find the main idea: What is the message the author is trying to convey about the topic?

There are several rules of cell phone etiquette to follow when making a call in public places.

NOTE: Exercise 4.3, pages 154–155, is a great activity to use to ensure that students can differentiate between topic and main idea.

Getting the Main Idea of Longer Selections Display Transparency Master 4.2, Reader’s Tip: Getting the Main Idea of Longer Selections (or have students refer to their texts on page 177). Explain to students that the main idea of a longer selection may not be apparent in the first paragraph, so students need to be sure that they don’t jump to conclusions based on just the title and the beginning of the article or selection. Using Transparency Master 4.3, Football and Soccer, Determining the Main Idea of a Longer Selection, display the first paragraph: Read the title and the first paragraph to students and ask them to predict what the main idea of this selection is going to be: Football and Soccer Football and soccer are two popular sports. Both sports are usually played outdoors with two teams of players and fans who sit in bleachers to watch and cheer for their teams. Both sports involve a ball that the teams are attempting to get across a goal line. In both football and soccer, there is a lot of running and a ball is kicked at some point in each sport. Points are made in both sports when the ball crosses a goal line.

After reading this first paragraph, ask students to predict what the main idea of the selection is most likely to be.

Most students will say the main idea will be: “Football and soccer are alike in many ways.”

Now continue reading the next paragraph to students:

Even though football and soccer contain these similarities, they are actually different in several significant ways. First of all, soccer players cannot touch the ball with their hands. Unlike football players, soccer players can use their heads to move the ball. In soccer, there is a person called a goalie who “protects” his or her team’s goal line throughout the game. Football is more popular in the United States than soccer, but soccer is more popular in Europe than football. This selection will now explain these differences in detail.

Now ask students: Have you changed your mind about the main idea? Even though a good prediction based on the title and the first paragraph would have been “Football and soccer are alike in many ways,” when one continues to read, it becomes evident that the focus of the selection is not going to be on the ways the two sports are alike, but on the ways they are different. *Hopefully, this example will help students understand what can happen when a reader tries to determine the main idea just from the topic, without a complete reading to determine the major details.

Understanding Unstated Main Idea Ask students and colleagues to bring in some old magazines. Use pictures from the magazines as vehicles for discussing unstated main idea. Working in groups, have students select three pictures that seem to have an unspoken message. Explain to students that full-page advertisements often convey a message without any text at all (refer students to the picture of Dara Torres on text page 156 as an example).

Read these directions to students: Select three pictures from one of the magazines you are given. For each of the three pictures, answer these questions: 1 2 3

What is the topic?

What is the main point presented in the picture?

What details and schemata helped you arrive at the answers to questions #1 and #2?

Have a recorder write down your answers and be prepared to share your findings with the class.

Summarizing Passages Have students work in groups to complete text Exercise 4.11: Summarizing Passages, pages 184–185. Although students’ summaries will vary somewhat, they should be similar to the following:

Passage A: Suicide Among College Students The suicide rate among college students is higher than among nonstudent peers. One reason seems to be the challenge of being independent and the inability to separate from family and solve problems. The emphasis on attaining high grades can be overblown and cause loss of self-esteem. The loss of a friend or lover can compound problems and be devastating.

Passage B: Alcohol Advertising and College Students The alcohol industry spends money advertising to students because students form a lucrative $5.5 billion market. Companies are competing not only for current sales but also for future sales that come from establishing label loyalty. By some estimates, companies spend $20 million in advertising alcohol to students, which is somewhat counterproductive to the college efforts to reduce binge drinking.

Passage C: Advantages of Community Colleges There are several specific benefits provided by community colleges. First of all, the lower tuition cost of a community college education makes it possible for many students who couldn’t afford the higher tuition of a four-year college or university. Second, community colleges have special importance to minorities. In addition to those two benefits, community colleges attract students from around the world. Finally, the most important job for community college faculty is teaching, not conducting research. Community college students often get more attention from faculty members than students receive from faculty at large universities.

Vocabulary Booster #3 See Transparency Master 4.2, Vocabulary Quiz 3: Vocabulary Booster #3 Transparency Master 4.1

Reader’s

Tip

Using Questions to Find the Main Idea 1. Determine the topic. Who or what is this reading about?

Find a general word or phrase that names the subject. The topic should be broad enough to include all the ideas, yet restrictive enough to focus on the direction of the details. For example, the topic of an article might be correctly identified as politics, federal politics, or corruption in federal politics, but the last might be the most descriptive of the actual contents.

2. Identify details. What are the major supporting details?

Look at the details and key terms that seem to be significant to see if they point in a particular direction. What aspect of the topic do they address? What seems to be the common message? Details such as kickbacks to senators, overspending on congressional junkets, and lying to the voters could support the idea of corruption in federal politics.

3. Find the main idea. What is the message the author is trying to convey about the topic?

The statement of the main idea should be: A complete sentence Broad enough to include the important details Focused enough to describe the author’s slant The author’s main idea about corruption in federal politics might be that voters need to ask for an investigation of seemingly corrupt practices by federal politicians.

Transparency Master 4.2

Reader’s

Tip

Getting the Main Idea of Longer Selections Think about the title.What does the title suggest about the topic?

Read the first paragraph or two to find a statement of the topic or thesis. What does the selection seem to be about?

Read the subheadings and, if necessary, glance at the first sentences of some of the paragraphs. Based on these clues, what does the article seem to be about?

Look for clues that indicate how the material is organized. Is the purpose to define a term, to prove an opinion or explain a concept, to describe a situation, or to persuade the reader toward a particular point of view? Is the material organized into a list of examples, a time order or sequence, a comparison or contrast, or a cause-andeffect relationship?

As you read, organize the paragraphs into subsections. Give each subsection a title and write it in the margin. Think of it as a significant supporting detail.

Determine how the overall organization and subsections relate to the whole. What is the main idea the author is trying to convey in this selection?

Transparency Master 4.3

Football and Soccer Football and soccer are two popular sports. Both sports are usually played outdoors with two teams of players and fans who sit in bleachers to watch and cheer for their teams. Both sports involve a ball that the teams are attempting to get across a goal line. In both football and soccer, there is a lot of running and a ball is kicked at some point in each sport. Points are made in both sports when the ball crosses a goal line.

Even though football and soccer contain these similarities, they are actually different in several significant ways. First of all, soccer players cannot touch the ball with their hands. Unlike football players, soccer players can use their heads to move the ball. In soccer, there is a person called a goalie who “protects” his or her team’s goal line throughout the game. Football is more popular in the United States than soccer, but soccer is more popular in Europe than football. This selection will now explain these differences in detail.

Transparency Master 4.4

Reader’s

Tip

How to Summarize Keep in mind the purpose of your summary. Your task or assignment will determine which details are important and how many should be included.

Decide on the main idea the author is trying to convey. Make this main idea the first sentence in your summary.

Decide on the major ideas and details that support the author’s point. Mark the key

terms and phrases. Include in your summary the major ideas and as many of the significant supporting details as your purpose demands.

Do not include irrelevant or repeated information. A summary stays very focused and concise.

Use appropriate transitional words and phrases. They’ll show the relationship between ideas.

Use paragraph form. Don’t use a list or write in incomplete sentences.

Do not add your personal opinion. Stick to the content of the material you are summarizing.

Transparency Master 4.5

Vocabulary Quiz 3: Vocabulary Booster #3 Who’s Who in Medicine Use your knowledge of word parts and your study of the words in this Vocabulary Booster to select the best response to the following questions.

B 1. Susanna made a follow-up appointment with the _____________ who performed her eye surgery.

A. dermatologist B. ophthalmologist C. orthopedist D. cardiologist A 2. Dr. Ortega is the beloved ____________who has cared for every child in our family from birth through the teen years.

A. pediatrician B. optician C. intern D. podiatrist D 3. After falling on the basketball court, Brent was sent to a/an __________________ to be x-rayed for possible bone fractures.

A. neurologist B. anesthesiologist C. hematologist D. radiologist A 4. _________________ treat conditions such as rashes, acne, and skin cancers.

A. Dermatologists B. Urologists C. Psychiatrists D. Ematologists D 5. When the football player took a hard tackle during a game and became partially paralyzed, he was treated by a/an _______________ who was able to help him walk again.

A. anesthesiologist B. oncologist C. radiologist D. neurologist D 6. The ________________ job is to keep the patient from feeling any pain during a surgical procedure.

A. hematologist’s B. podiatrist’s C. orthodontist’s D. anesthesiologist’s A 7. Because of a family history of heart disease, Mr. Gentry makes a habit of seeing a/an ______________ for regular check-ups.

A. cardiologist B. dermatologist C. optician D. gynecologist A 8. My ingrown toenail became so painful that I finally had to see a/an _______________.

A. podiatrist B. pediatrician C. psychologist D. intern B 9. A/An ________________ was finally able to diagnosis the blood disorder that caused my grandfather to bleed excessively from even small cuts.

A. urologist B. hematologist C. obstetrician D. orthopedist C 10. _________________________ specialize in the diagnosis and treatment of cancer and tumors.

A. Urologists B. Orthopedists C. Oncologists D. Internists

SELECTION 1: Monkey Love Answer with T (true) or F (false).

Comprehension Quiz T

1. Harlow began studying monkey love by accident.

T

2. A surrogate is a substitute or stand-in.

F

3. In the first two weeks, baby primates chose the cold cloth mother over the warm wire model.

T

4. An infant primate adjusts to a new environment more easily if the surrogate mother is present.

T

5. The basic quality of an infant’s love for its mother, according to the Harlows, is trust.

F

6. In Harlow’s study, baby monkeys ultimately rejected all of the “monster mothers.”

F

7. Baby monkeys preferred contact with an ice-water mother to no mother at all.

F

8. The “maternal instinct” was influenced by the monkey mother’s past experiences.

F

9. Under normal conditions, humans tend to have stronger maternal instincts than monkeys.

T _______ 10. Studies have shown that most abusive human parents were abused and neglected as children.

Vocabulary Quiz T _______ 11. The vice president can serve as a surrogate when the president is ill.

T _______ 12. Den furniture should be functional.

F _______ 13. A person’s temper is part of his or her anatomy.

F _______ 14. If you have a tentative appointment, then it has been confirmed.

T _______ 15. Traveling by balloon across the Atlantic would be a novel experience for most people. T _______ 16. The dentist desensitized the patient’s tooth with Novocain. F _______ 17. Ingenious ideas seldom show thought or merit. T _______ 18. Starvation is a type of deprivation. T _______ 19. Inventors benefit from persistence as well as clever ideas. F _______ 20. If a student is deficient in an academic subject, then he or she has shown great ability in that area.

SELECTION 1: Monkey Love

Vocabulary in Context Select the word from the following list that best completes each sentence. surrogate functional anatomy tentatively novel desensitized ingenious deprived persisted deficient 1 In order to help participants plan, the busy executive __________________ scheduled the next meeting for June 1, but she added that rapidly occurring events would probably dictate the need for an earlier date.

2 Known for his ability to connect ideas, the manager borrowed from a previous problem and created an __________________ plan for solving the copy machine problem.

3 By changing the color and texture of the traditional blazer, the fashion designer gave the jacket a __________________ look for the new season.

4 If the kidney is no longer __________________ , the ultimate solution is a kidney transplant.

5 Although money and time were constant problems, the student __________________ in her studies until she earned a master’s degree.

6 In order to use the Internet for class assignments, students who were __________________ in computer skills were required to register for a computer workshop at the beginning of the semester.

7 After being __________________ of sleep for several days, your mental ability and judgment is impaired.

8 His allergy to pollen and ragweed was __________________ by regular medication and a series of injections.

9 When the parents are out of town, the child’s nanny serves as a __________________ mother.

10 Students entering the allied health fields learn about the parts of the body in __________________ classes.

Answers: 1. tentatively 2. ingenious 3. novel 4. functional 5. persisted 6. deficient 7. deprived 8. desensitized 9. surrogate 10. anatomy

Written Response Evaluation Guide Explain and give examples of findings from the Harlows’ experiments that you believe are applicable to human infants.

Instructions to students: Make a list of the Harlows’ experimental findings and then think of a human comparison for each experimental finding. Write an essay about the comparisons, using your lists as an outline for your paper.

FINDINGS FROM THE HARLOWS’ EXPERIMENT 1 2 3 4 5 6

Warmth most important psychologically Gradually more time playing and less clinging Once mother accepted, she can do no wrong When surrogate became “normal,” babies returned Food and rocking important Social and intellectual stimulation critical later

RELATING FINDINGS TO HUMAN INFANTS Infants often stop crying when held by a parent Infants gradually learn to entertain themselves Infants often stop crying only for their mothers Infants seem to have no memory of abuse

Infants also usually crave these two things Abusive parents often socially isolated as children Evaluation: Students should be required to turn in their lists along with their papers. For a pass, expect students to explain at least three findings of the experiments that have a human comparison.

SELECTION 1: Concept Prep: Psychology Answer with T (true) or F (false).

Quiz T

1. Classical conditioning is training a person to react to a stimulus that formerly brought no reaction.

F

2. Ivan Pavlov believed that personality is a direct result of learned behaviors.

F

3. A reflex is a conditioned response to a stimulus.

T

4. A dog goes to the door when you pick up your keys; this is a conditioned response.

T

5. If a child loves ice cream, receiving ice cream for finishing dinner would be a positive reinforcement.

T

6. Behaviorists focus on learning and observable behavior.

F

7. B. F. Skinner’s experiments in operant conditioning required no physical action by the test subjects.

T

8. Changing life-long eating habits rather than dieting is an example of behavior modification.

F

9. Extinction of a learned behavior occurs when a negative reinforcement is

halted.

T _______ 10. A conditioned stimulus is created from a neutral stimulus by means of association.

SELECTION 2: On the Sidewalk, Bleeding Answer with T (true) or F (false).

Comprehension Quiz F

1. Andy was stabbed because he made one of the members of a rival gang angry.

T

2. Much of the story’s plot unfolds through Andy’s thoughts.

F

3. According to the selection, Andy recognized the boy who stabbed him.

F

4. Andy’s girlfriend, Laura, was with him when he was stabbed.

T

5. Andy hoped that the drunk man would call the police.

T

6. The old lady never saw Andy.

T

7. Freddie and Angela knew that Andy needed help, but they were afraid to get involved.

F

8. As soon as he was stabbed, Andy knew he was dying.

T

9. Before he died, Andy realized that his life was cut short just because he was

a Royal.

F _______ 10. Andy was glad when he realized that whoever found him would know he was a Royal.

Vocabulary Quiz F _______ 11. To script a play is to do a dress rehearsal.T _______ 12. An excruciating experience is extremely painful to endure.F _______ 13. To clutch a briefcase is to hold it loosely.F _______ 14. A slang term for a street gang is the word rumble.T _______ 15. Releasing the brake on a car with your foot still on the gas can cause the car to lurch forward. F _______ 16. A cream that is soothing to sunburned skin tends to make the skin itch. F _______ 17. A relentless salesperson gives up easily after hearing a customer say “No.” T _______ 18. Homeless people can sometimes be seen foraging in large garbage bins. F _______ 19. To feel a loathing for people who are found guilty of drunk driving is to be accepting of them. T _______ 20. Children might scream hysterically if they saw their dog hit by a car.

Discussion: On the Sidewalk, Bleeding Discussion Questions Students are usually eager to discuss this story with their peers: 1 Why do you think the author might have written this story?

2 What does the word jump mean in the sentence: “He had left the jump”?

3 How is wearing a gang jacket similar to putting on a military uniform and fighting for a country?

4 How is wearing a gang jacket different from putting on a military uniform and fighting for a country?

5 What do you conclude about urban safety after reading about gang members, a drunk, lovers, and an old lady being on the streets late at night?

6 What is the proper ethical behavior when coming upon an injured stranger?

7 What would you have done if you had seen Andy on the sidewalk, bleeding?

8 9 10 11 12 13 14 15 16

How was the young couple, Freddie and Angela, engaging in risky behavior?

How was Andy engaging in risky behavior?

Do you think Andy would have lived if he had received immediate medical attention?

Since Andy never thinks of his family, what assumptions do you think can be made?

Did Andy deserve to die? Why or why not?

Why do you think the author chose to have it raining in the story?

Why do you think the author had Laura be the one who finally called for help?

Explain the police officer’s simple words: “A Royal.”

Why do you think so many young people join gangs?

Follow-up Activity Assemble students into small groups to discuss the following question: In this story, a jacket identified Andy as a gang member. Can you think of an object that represents your identify?

Explain your answer to your group. *You could ask your students to bring an actual item to class with them that they believe in some way represents their identity. Other students could first guess at the significance of the item. **This question would also be good to assign for a written response.

NOTE: The author, Evan Hunter, was born as Salvatore A. Lambino in Italian Harlem in New York. He also used the name Ed McBain. He is the author of the 87th Precinct Series, a forerunner to the popular television show, Hill Street Blues.

On the Sidewalk, Bleeding: Written Response

How do Andy’s thoughts of his own life evolve from the beginning to the end of the story?

Use the italicized thoughts to trace and explain Andy’s emotional journey.

1 That was a fierce rumble. They got me good that time. __________________________________ 2 Wait, please. I’m bleeding. ___________________________________________________________ 3 Laura, are you dancing?_____________________________________________________________ 4 I can’t be dying, not from a little street rumble. . . . Guys get cut all the time. . . . That don’t make any sense at all. _______________________________________________________________ 5 Laura, this is stupid, but I think maybe I’m dying. _____________________________________ 6 Why, they’re afraid of Guardians. . . . I wasn’t afraid. . . . I never turkeyed out. . . . I got heart. . . . But I’m bleeding. ___________________________________________________________________ 7 I am Andy._________________________________________________________________________ 8 I want to be Andy. __________________________________________________________________ 9 I don’t want to die. . . . I haven’t lived yet. _____________________________________________ 10 Rain is sweet. I’m Andy. _____________________________________________________________

Written Response Evaluations: On The Sidewalk, Bleeding How do Andy’s thoughts of his own life evolve from the beginning to the end of the story? Use the italicized

thoughts to trace and explain Andy’s emotional journey.

For the instructor: suggested answers are detailed below; students’ responses may vary.

1 That was a fierce rumble. They got me good that time. Andy only first thought of being hit. He did not know how seriously he was hurt.

2 Wait, please. I’m bleeding. Andy begged the drunk man to help him. He realizes the situation is getting serious and he needs help.

3 Laura, are you dancing? Andy diverts his attention to something peaceful and to someone he cares about.

His thoughts turn to his girlfriend.

4 I can’t be dying, not from a little street rumble. . . . Guys get cut all the time. . . . That don’t make any sense at all. Violence has been just a game to Andy up to now. People had not gotten seriously hurt before; he is in a state of disbelief at this point.

5 Laura, this is stupid, but I think maybe I’m dying. Andy seems to now be beginning to realize the seriousness of his wound. He also is beginning to realize that the whole situation he now finds himself in wasn’t necessary. He is beginning to feel like he is the victim of a childish, yet dangerous, game.

6 Why, they’re afraid of Guardians. . . . I wasn’t afraid. . . . I never turkeyed out. . . . I got heart. . . . But I’m bleeding. Andy sees the fear in the couple’s faces. He thinks about how he has never been afraid before; he has always had heart. But he realizes that he is bleeding, and having heart may not help him now.

7 I am Andy. Andy wanted to be a contributing member to his gang, and now he realizes that the gang only took from him; it took his personal identity. Now he wants to re-establish his own personal identity.

8 I want to be Andy. Andy is beginning to desperately want his own identity back. He wants to at least be able to die as an individual, not just as a gang member.

9 I don’t want to die. . . . I haven’t lived yet. Andy wants to live and experience life. He realizes that he has been short-sighted; he had only been thinking of the present and now he regrets not having a future. He realizes that he had voluntarily put on the jacket and now he is giving his life for nothing.

10 Rain is sweet. I’m Andy. Andy feels somehow cleansed by the rain and by removing his jacket. He now finds some peace in feeling like he can at least die as just “Andy.”

Evaluation: Students should at least attempt to explain all ten entries for a passing grade.

SELECTION 2: On the Sidewalk, Bleeding Vocabulary in Context Select the word from the following list that best completes each sentence. loathing relentless hysterically lurched soothing rumble scripted excruciating clutching foraging 1 She carefully ________________ the addresses on the wedding invitation envelopes.

2 Brett’s knee was in _____________ pain after the football game, but he applied ice to reduce the swelling.

3 Female holiday shoppers were tightly _____________________ their purses in the overcrowded mall.

4 As soon as the teachers began to hear rumors of a gang ________________ after school, they tried to figure out how to prevent any violence.

5 The injured deer quickly ________________ from the road after causing the car to swerve off into a ditch.

6 When Sandra arrived at the hotel after two days of traveling, she took a ___________ bath to relax.

7 We were delayed for days because of the _______________ barrage of snow that fell during the blizzard.

8 After ___________________ for a morning meal of berries and nuts, the survivors rested and then discussed what they should do next.

9 Given the sense of ____________________ that most competitive athletes have for failure, rigorous training becomes a lifestyle for them rather than a chore.

10 Frightened by a nightmare, the child cried ________________ for her mother.

Answers:

1. scripted 2. excruciating 3. clutching 4. rumble 5. lurched 6. soothing 7. relentless 8. foraging 9. loathing 10. hysterically

SELECTION 2: Concept Prep: Literature Answer with T (true) or F (false).

Quiz T

1. Poetry and drama are genres of literature.

T

2. The plot is a sequence of incidents or events that progressively builds to reveal conflict.

F

3. When the conflict reaches the story’s high point or climax, this where the story usually ends.

F

4. The denouement is the concern that you feel about the well-being of character.

T

5. In the most commonly used point of view, third person, the author is an allknowing observer.

T

6. The tone of a story is similar to a person’s tone of voice when speaking.

F

7. The mood of a short story is the author’s emotional attitude toward the subject.

T

8. The symbolism in a story can be an object that represents a larger idea.

T

9. The theme is the central message of the story.

T

10. Unlike the precise language of scientific writing, figures of speech use images to convey meaning.

SELECTION 3: Female Police Officers Answer with T (true) or F (false).

Comprehension Quiz F

1. The first woman to hold the title of police officer did not have arrest powers.

F

2. Today, according to the selection, almost 25% of police officers are female.

T

3. Female officers report higher levels of job-related stress than male officers.

F

4. An arrest by a male officer is more likely to become a conviction than an arrest

a

by a female officer.

T

5. A study found that female officers were more likely than male officers to have community support.

T

6. Female officers are less likely to use their firearms in violent confrontations than male officers.

T

7. Male officers sometimes complain that female officers lack physical strength required for the job.

F

8. Female police officers report that it is rare for them to be sexually harassed by co-workers.

T

9. Significantly more female than male officers report being the victims of discrimination on the job.

F

10. Defeminization refers to assigning female police officers to jobs generally assigned to male officers.

Vocabulary Quiz T _______ 11. The criteria for passing a college course should be clearly stated in the course syllabus. T _______ 12. If you eliminated dairy products from your diet, you would not want cheese on your hamburger. T _______ 13. Ordinary citizens cannot enter a restricted government area. F _______ 14. After a person’s conviction of a crime, there is never any punishment.

T _______ 15. The Snopes.com Web site debunks urban legends. T _______ 16. A jury, by law, must consist of a defendant’s peers. F _______ 17. An aggressive person would be afraid to give his or her opinion at a public meeting. F _______ 18. The person who talked the least would be the one who dominated a conversation. T _______ 19. First perceptions can change when more facts are considered. T _______ 20. It would be considered an affront if a stranger came up to you and said your hair looked dirty.

Copyright © 2003, 2005, 2008, 2011 Pearson Education, Inc.

SELECTION 3: Female Police Officers

Vocabulary in Context Select the word from the following list that best completes each sentence. criteria eliminated restricted conviction debunked peers aggressive dominated perceptions affront 1 2 3 4 5 6 7 8 9 10

The ____________ dog had to be muzzled so that it would not be a threat.

Because the company was losing money, the president ___________ the employees’ end-ofthe-year bonus.

The scientist proved his theory and __________ all the negative rumors as untrue.

Lauren felt it was an ___________ when her ex-boyfriend asked her little sister out on a date.

Christina was embarrassed when her father ___________ the conversation.

The application clearly lists the ___________ for admission to the training program.

Sean’s first ___________ of his teacher changed after he realized that she was just trying to challenge him.

Because of a stomach ulcer, Susan’s diet was ___________.

Starting at a new school, Jacob hoped he would be accepted easily by his ___________.

In a criminal case, the prosecuting attorney wants to obtain a _______________ against the accused person.

Answers: 1. aggressive 2. eliminated 3. debunked 4. affront 5. dominated 6. criteria 7. perceptions 8. restricted 9. peers 10. conviction

Written Response Evaluation Guidelines What are the challenges and drawbacks of being a policewoman? Consider both public perception and the police subculture in answering the question.

CHALLENGES AND DRAWBACKS OF BEING A POLICEWOMAN 1 2 3 4 5 6 7

Underrepresented in senior administrative ranks Sexually harassed by male co-workers Females cited more often for disciplinary action Receive harsher punishments Limited number of female role models for young female officers Often not given the respect given to male officers Under constant scrutiny

PERCEIVED CHALLENGES AND DRAWBACKS (BY PUBLIC OR POLICE SUBCULTURE) OF BEING A POLICEWOMAN 1 2 3 4 5

If perceived as too tough, then thought to be lesbian If perceived as not tough enough, then thought to be weak Lack of physical strength for violent situations Viewed by male police officers’ wives as a sexual threat Perceived by some male officers as not dependable as a back up in tense or violent situations

Evaluation: Require students to list and explain at least three actual challenges/drawbacks and at least three perceived challenges/drawbacks.

Patterns of 5

Organization Why study patterns of organization?

Students may question the importance of studying patterns of organization. As discussed in Chapter 4, being able to arrive at an author’s main idea is the most important comprehension skill. Having the ability to recognize organizational patterns will help lead a reader to determining the main idea. Authors select organizational patterns that reflect their purpose: they select patterns that will best present the main idea and supporting details.

In addition to playing a role in helping determine main idea when reading, recognizing patterns of organization will aid students in organizing their personal writing. As students become more proficient in recognizing patterns in reading, they will become more proficient in using organizational patterns when they write.

Focus Questions for Chapter Five: What are transitional words?

What is an organization pattern, and how many types of patterns can be used in textbooks?

Why are several organizational patterns sometimes combined to develop a main idea?

Transparency Masters (or student hand-outs) 5.1 Reader’s Tip: Patterns of Organization and Signal Words 5.2 Getting a College Education: Example of Same Topic, Different Patterns 5.3 Using Patterns of Organization in Writing 5.4 Vocabulary Quiz 4: Vocabulary Booster #4

Getting Started with Patterns of Organization Explain to students that because organizational patterns are so important, they are included as a category of questions on most standardized reading examinations.

As an introduction to the idea of patterns of organization, display Transparency Master 5.1, Reader’s Tip: Patterns of Organization and Signal Words (or have students refer to page 237 in their texts). Briefly comment on each pattern as students look at the list of patterns. Stress to students that being familiar with transitional words can help them differentiate among the various patterns. Students should also be directed to look at the transitional words on pages 226–228. For an introductory practice, have students complete Exercise 5.1, pages 228–229.

Have students look again at the Reader’s Tip on page 237 (also Transparency Master 5.1), and point out to students that an example of each of the patterns of organization is found on pages 230–237.

Practice in Using Patterns of Organization: Two Suggested Activities A. Activity One:

If students compose their own passages using different patterns of organization, it will help them better understand the patterns. Additionally, being actively involved in this activity will help students internalize and retain what they have learned. This activity will demonstrate to students how one topic can be written about in many different ways through the use of patterns of organization.

Directions to students: Using the topic “Getting a College Education,” write a topic sentence for each of the patterns of organization listed on text page 237 (excluding summary).

Note: Other suggested topics are: Information about my High School; Information about my College Display Transparency Master 5.2, Getting a College Education: Example of Same Topic, Dif-ferent Patterns to students as an example.

B. Activity Two: Divide students into seven groups. Each group will be assigned a different pattern of organization and also given a choice of two topics. Students should decide on which of the two topics they will develop, and then brainstorm their ideas as a group. Instruct students to work together to write a paragraph that adequately develops the topic and uses the pattern they were assigned. Where appropriate, the textbook chapter that covers a topic is given as a reference for students. Each group should have a recorder writing down the group paragraph and be ready to share their finished work with the rest of the class. This activity is presented here on a separate page as Transparency Master 5.3, Using Patterns of Organization in Writing, so you can display it or make copies if either of those options works better for you.

Note: The activity uses seven of the most common patterns.

Vocabulary Booster #4 See Transparency Master 5.4, Vocabulary Quiz 4: Vocabulary Booster #4 Transparency Master 2.4

Reader’s

Tip

Patterns of Organization and Signal Words • Addition: furthermore • again • also • further • moreover • besides • likewise (provides more information) • Cause and Effect: because • for this reason • consequently • hence • as a result • thus • due to • therefore (shows one element as producing or causing a result or effect) Classification: groups • categories • elements • classes • parts(divides items into groups or categories) Comparison: in a similar way • similar • parallel to • likewise • in a like manner (lists similarities among items) Contrast: on the other hand • bigger than • but • however • conversely • on the contrary • although • nevertheless (lists differences among items)

Definition: can be defined • means • for example • like(initially defines a concept and expands with examples andrestatements) Description: is • as • is made up of • could be described as(lists characteristics or details) • Generalization and Example: to restate • that is • for example • to illustrate • for instance (explains with examples to illustrate) • Location or Spatial Order: next to • near • below • above • close by • within • without • adjacent to • beside • around • to the right or left side • opposite (identifies the whereabouts of objects) Simple Listing: also • another • several • for example(randomly lists items in a series) Summary: in conclusion • briefly • to sum up • in short • in a nutshell (condenses major points) Time Order, Sequence, or Narration: first • second • finally • after • before • next • later • now • at last • until • thereupon • while • during (lists events in order of occurrence) Transparency Master 5.2

Getting a College Education Example of Same Topic, Different Patterns 1 Addition Along with the academic side of a college education, there are additional benefits to attending college.

2 Cause and Effect Because so many careers require a college education, I am working hard to earn my college degree.

3 Classification Major universities are divided into several colleges, such as the College of Education, the College of Mathematics, and the College of Business.

4 Comparison A two-year community college is similar to a four-year university in several ways.

5 Contrast Although two-year community colleges and four-year universities are similar in several ways, they also differ in many significant ways.

6 Definition A university is an educational institution that grants both undergraduate and advanced degrees.

7 Description The music building in most colleges and universities contains a recital hall for musical performances, individual practice rooms for music students, and classrooms for instruction.

8 Generalization and Example Technology has changed the face of education; for example, many students receive most of their instruction through the internet in distance learning courses.

9 Location or Spatial Order The Student Union Building or Student Center, as it is called on many college campuses, is usually located near the middle of the campus so that it is accessible to as many students as possible.

10 Simple Listing Students enroll in college for a variety of different reasons.

11 Time Order, Sequence, or Narration My first day as a college student started off badly when my alarm didn’t go off and I was late to my very first class.

Transparency Master 5.3

Using Patterns of Organization in Writing

1. Cause and Effect a. A reader must employ several strategies to become an effective reader. What are a few things that readers should do in Stage Two of reading that will result in proficient reading? (Chapter Three) b. In the selection Critical Period Hypothesis (pages 39–42), the author described several experiments using animals. Explain the effects detailed in this selection regarding altering the critical period for learning in geese, chickens, or rats.

2. Comparison a. Compare the similarities for the different ways new words can be learned through association.

(Chapter Two) b. Explain how writing a Recall Diagram (Chapter Three) and writing a summary (Chapter Four) share similarities.

3. Contrast a. Contrast a passive reader with an active reader. (Chapter One) b. Contrast the main character, Andy, with Freddie, the boy who was with his girlfriend in the story On the Sidewalk, Bleeding, pages 200–206. What were several ways these two teenage boys were different?

4. Definition a. Thoroughly define schemata (Chapter Three) through explanation and examples. b. Thoroughly define the Critical Period Hypothesis (pages 39–42) through explanation and examples.

5. Description a. Describe what a true visual learner would be like, giving characteristics and attributes of this type of learner. (Chapter One) b. Describe what personal attributes are needed for someone who wants to become a successful Peace Corps Volunteer. Look back at the selection Volunteers Help Protect the Environment on pages 49–51 for examples of some Peace Corps Volunteers who have made positive differences in people’s lives.

6. Simple Listing a. Give five pieces of advice for becoming a successful college student. (Chapter One) b. Think about the text selection, Can You Stand the Pressure? To Succeed, You Must Understand Pressure (pages 30–33), and list and then discuss three pieces of advice that Calvin Mackie gives in the selection.

7. Time Order, Sequence, or Narration a. Explain what a good reader should do in Stage One of reading when assigned a chapter to read.

(Chapter Three) b. Using dates, explain some of the milestones in the life of Madame C. J. Walker (pages 114–116).

Transparency Master 5.4

Vocabulary Quiz 4: Vocabulary Booster #4 What’s In, What’s Out? What’s Hot, What’s Not? Use your knowledge of word parts to select the best response to fill in the blank or to substitute for the underlined word.

B

1. For her years of delivering meals to elderly, homebound citizens, Shawna was praised for being generosity in human form, an _______________ of selflessness. A. ensemble B. embodiment C. embarrassment D. ensemble

A

C

2. Unfortunately, Jason became completely caught up in a disagreement between two of his best friends. He was ______________ in it. A. enmeshed B. eccentric C. nonchalant D. nonplussed 3. The embattled politician enjoyed a lengthy vacation from Washington, D.C. A. out of office B. former soldier C. involved in controversy D. heavily armed

B 4. In some Christian churches, the rite of baptism is performed by immersion. A. sprinkling water on head B. dunking body in water C. waving hands over head D. drinking water B

D

5. A person who is outside the regular membership of a committee but is kept informed of its proceedings as a courtesy is called a/an _____________ member. A. alternate B. ex officio C. subordinate D. active 6. My grandfather was known to be an eccentric man. A. serious, scholarly wise D. out of the ordinary

B. humorous

A 7. Some organizations maintain a strict nonpartisan policy. They are _______________ of a political party. A. not associated with B. part of C. supporting D. opposed to A

A

B

8. Although Sylvia was happy to be getting married, she was not especially excited about her upcoming engagement party. Her attitude was quite ______________. A. nonchalant B. enmeshed C. effervescent D. exaggerated 9. Joaquin was not easy to describe because he had no especially distinguishing features. His appearance was ____________________. A. nondescript B. unique C. emaciated D. embellished

10. A calorie is a measure of _______________. A. fat

B. heat

C. weight

D. protein

SELECTION 1: Instant Message, Instant Girlfriend Answer with T (true) or F (false).

Comprehension Quiz F

1. The author thought of himself as being a handsome, popular student when he was in high school.

T

2. Hobbs discovered that he was good at establishing relationships online.

F

3. When he was in high school, the computer Hobbs used at his home was in his upstairs bedroom.

C.

T

4. Sometimes Hobbs would chat online with several different girls at the same time.

F

5. Hobbs tells about being out with an Internet girlfriend when he ran into another online girlfriend.

F

6. After a girl Hobbs really cared about broke up with him, Hobbs realized that he needed to stop having multiple online girlfriends.

F

7. According to Hobbs, it was a quick and easy thing to break off all of his online relationships.

T

8. Hobbs concluded that the Internet isn’t a separate place from the real world.

F

9. Hobbs began attending college in his home town.

T

10. Hobbs felt like he had an opportunity to make a fresh start when he started attending college.

Vocabulary Quiz F _______ 11. It isn’t important for a reader to have background knowledge to understand an author’s allusions. T _______ 12. In a science fiction movie, a human being might mutate into an insect. T _______ 13. If you became very ill, you might decide to scuttle your previous plans. F _______ 14. A tiger would never retreat to its lair. F _______ 15. If an earlier sworn statement was trivially different from later testimony, it would definitely cause a mistrial. F _______ 16.

Because it was what she expected, she saw the incident as a fluke. F _______ 17. The clocks in the building all sounded at different times, or simultaneously. T _______ 18. She did not want to keep up a charade, so the wife told her husband the whole truth. T _______ 19. If someone feigned pain, then they didn’t really feel any pain. F _______ 20. A pregnant look would be a blank stare.

Copyright © 2003, 2005, 2008, 2011 Pearson Education, Inc.

SELECTION 1: Instant Message, Instant Girlfriend Vocabulary in Context

Select the word from the following list that best completes each sentence. allusions mutate scuttle lair trivially fluke simultaneously charade feigned pregnant 1 The teenage band members thought of the garage as their private _____________ where they could practice without someone complaining about the noise.

2 When the college professor made several _________________ to mythology, the student was glad that her high school English teacher had spent so much time covering famous myths.

3 At the Fourth of July celebration, the fireworks all exploded ___________________ as the clock struck midnight.

4 Even though she had figured out that her husband was planning a surprise party for her, Maureen kept up a ______________ of pretending not to know what was planned.

5 When the sisters suddenly realized that they had been dating the same boy, they exchanged an all-knowing, _________________ look.

6 The parents decided to _______________ the conversation because they didn’t want their children to hear what they were talking about.

7 Rachel was so embarrassed by the inappropriate joke that she wished she could just magically ______________ into a fly on the wall.

8 The singer ___________ disapproval at the standing ovation that he received, but he was secretly thrilled to receive this much attention.

9 Since she never really expected to find the diamond ring that she had lost, it was truly a ____________ when she discovered the ring in the driveway beside where she had parked her car.

10 Since the answers to every question on the test were only ________________ different, the teacher was confident that the two students had cheated.

Answers: 1. lair 2. allusions 3. simultaneously 4. charade 5. pregnant 6. scuttle 7. mutate 8. feigned 9. fluke 10. trivially

Written Response Guidelines List the characteristics that made Hobbs a nerd. Explain why you think these characteristics disappeared in his online relationships.

Over-weight

His online girlfriends couldn’t actually “see” him

Quiet

More time to think about a response when online

Socially awkward

Easier to be confident when you are not face-to-face

Speech impediment (stuttered)

Online, Hobbs could “speak” without actual sound

Insecure

Girls responded favorably to Hobbs online

Conclusion: What is your prediction about Hobbs’ future face-to-face relationships? Do you think his online experiences changed his ability to interact with a woman in person?

Evaluation: Require students to list at least three of Hobbs’ characteristics that were indicative

of being a nerd (see suggested answers above). Students should then be able to explain why each of these characteristics disappeared when Hobbs communicated with girls online (see suggested reasons above).

Students should conclude their papers with their personal predictions and thoughts.

SELECTION 2: Women in History Answer with T (true) or F (false).

Comprehension Quiz F

1. Amelia Bloomer was the first female fashion model.

F

2. Lucy Stone wanted to retain her maiden name so that she could vote.

T

3. Sojourner Truth was a freed slave.

F

4. In the 1800s women were not allowed to be physicians.

T

5. The author feels that the Civil War altered the image of women more drastically than the feminist movement of that time did.

F

6. Women were not allowed to run businesses during the Civil War.

T

7. During the Civil War, women served as spies.

T

8. Harriet Tubman led a party that rescued hundreds of slaves.

T

9. Feminism was stronger in the North than in the South.

F _______ 10. Women were given the right to vote immediately after the Civil War. Vocabulary Quiz T _______ 11. Solitary confinement is restrictive to the inmate.F _______ 12. A detriment is an asset and should be mentioned in a job interview.F _______ 13. A defiant child is submissive.T _______ 14. Communal property is shared by a group.F _______ 15. Heckling is against the law in most states.T _______ 16. To pursue a career is to work hard toward a goal.T _______ 17. People who live in an unclean environment practice poor hygiene.F _______ 18. Incessant dripping will start and stop at regular intervals.F _______ 19. Newborn babies stay in the convalescent wing of the hospital.F _______ 20. A sophisticated person is naïve.

SELECTION 2: Women in History Vocabulary in Context Select the word from the following list that best completes each sentence.

restrictive detriment defiant communal hecklers pursue hygiene incessant convalescent naïve 1 New soaps and cleaning products make morning rituals of personal __________________ a pleasure rather than a chore.

2 When students graduate from college, some miss the type of ___________________ living afforded by sharing dormitory space.

3 Parents are sometimes __________________ in not even imagining what their teenagers are doing on the weekends.

4 If medical care is not available in the home after an operation, elderly patients can receive __________________ care in a nursing home.

5 Improper grammatical usage is a __________________ when using email for business purposes.

6 Airlines are getting much more __________________ about the amount and size of hand baggage that passengers can carry on board the planes.

7 Because of his unpopular position on certain social issues, the politician who was speaking had to project his voice above those of the __________________ shouting in the background.

8 Despite her parents’ wishes, the __________________ child left home at seventeen and traveled in Europe for a year.

9 Only the ice of winter can stop the __________________ roar of the water cascading over Niagara Falls.

10 If you want to seriously __________________ a career in theater, you will probably want to move to New York City for a while.

Answers: 1. hygiene 2. communal 3. naïve 4. convalescent 5. detriment 6. restrictive 7. hecklers 8. defiant 9. incessant 10. pursue

Written Response Guidelines How did the actions of many early women “somewhat alter the image of the submissive and brainless child-woman”?

Directions to guide students’ writing: To be able to discuss how some dynamic women changed stereotypical thinking, divide the women discussed in the selection into three categories: Radical Women, Professional Women, and Women in the Civil War. Then outline the main areas of accomplishments of several women in each of these categories.

Radical Women

Main Areas of Accomplishments

Amelia Bloomer

dress reform—revolted against male designers by wearing pants under her skirts (called “bloomers”)

Lucy Stone

kept maiden name after marriage; signed marriage contract with husband

Sojourner Truth

was a former slave who became an active abolitionist

Professional Women

Main Areas of Accomplishments

Maria Mitchell

first female professor of astronomy in the United States; discovered a comet

Elizabeth Blackwell

as a physician, she made important contributions in sanitation and hygiene

Women in Civil War

Main Areas of Accomplishments

Dorthea Dix

became head of the Union army nurse corps

Clara Barton

worked as a nurse, helping wounded soldiers at the sites of some fierce battles

“Mother” Bickerdyke

worked as a nurse, helping wounded soldiers at the sites of some fierce battles

Harriet Tubman

took part in heroic efforts to rescue slaves

Anna Dickson

became a Republican speaker; addressed the House of Representatives on abolition

Stanton and Anthony

worked for the constitutional amendment banning slavery

Many “nameless” women

took government jobs, teaching jobs, and ran farms and businesses raised money for relief efforts became spies and soldiers

Evaluation: Students should discuss at least two women in each category, using supporting details.

SELECTION 2: Concept Prep: Art History Answer with T (true) or F (false).

Quiz T

1. The term “fine arts” refers to performance art in addition to painting and sculpture.

F

2. Michelangelo painted the Mona Lisa on the ceiling of the Sistine Chapel in the Vatican.

T

3. Leonardo da Vinci’s wide range of interests resulted in him being considered somewhat of a Renaissance man, or a person who is knowledgeable in more than one field.

F

4. The Metropolitan Museum of Art is located in Paris.

T

5. Claude Monet painted scenes of his gardens and water lily ponds from around his home near Paris.

F

6. Vincent van Gogh spent his last years running a successful restaurant in New York City.

F

7. The Creation of Adam contains over 400 individual figures and took over 20 years to complete.

F

8. Pablo Picasso looked for different ways of painting because he wasn’t able to master the more traditional forms of painting.

T

9. Georgia O’Keeffe loved to paint desert scenes that reflected her love of the

American Southwest.

T _______ 10. Frida Kahlo first studied to become a physician before she took up painting.

SELECTION 3: Why is Papa John’s Rolling in the Dough?

Answer with T (true) or F (false).

Comprehension Quiz F

1. John Schnatter graduated from college with a degree in restaurant manage ment.

F

2. Before getting into the pizza business, John Schnatter took over his father’s profitable tavern.

T

3. John Schnatter sold his car to purchase his first restaurant equipment.

T

4. Advances in technology have contributed to the increase of small businesses.

F

5. In the last thirty years, the number of women-owned businesses has decreased.

T

6. One reason women start new businesses is to have a more flexible work schedule.

F

7. When Papa John’s bought a pizza company in the United Kingdom, he fired the management team.

T

8. Outsourcing creates opportunities for small businesses to provide services for larger companies.

F

9. John Schnatter believes that a lot of his company’s success comes from the

variety of foods he sells.

T

10. According to the article, John Schnatter is committed to selling pizzas of the highest quality.

Vocabulary Quiz T _______ 11. Government instability can result from a void in leadership.T _______ 12. A series of successive rains could result in flooding.F _______ 13. If people came in droves, not many people came.T _______ 14. Being dominant in a sport involves winning repeatedly.T _______ 15. The titans in an industry are leaders in their field.F _______ 16. A hockey player who is a novice is experienced at playing under pressure.F _______ 17. When a play debuts, it has ended a successful run.T _______ 18. If a singer vaulted to success, the performer became famous rather quickly.F _______ 19. The stock market flourishes upon stagnant growth.T _______ 20. A study of one’s family history would reveal the person’s heritage.

Copyright © 2003, 2005, 2008, 2011 Pearson Education, Inc.

SELECTION 3: Why is Papa John’s Rolling in the Dough?

Vocabulary in Context Select the word from the following list that best completes each sentence. stagnant droves dominant vaulted successive titans heritage void debut novice 1 The fraternity organized an election to fill the ____________ created by the graduating seniors.

2 When the teenagers entered the haunted house one at a time on Halloween, a ____________ series of piercing screams could be heard, one right after the other.

3 When the new Krispy Kreme opened, patrons arrived in ___________ for the free samples.

4 A successful high school basketball player often feels like a _____________ after joining a college team.

5 The company with the largest market share is considered to be ________________ in the field.

6 It’s always interesting to read about a small company that is successfully competing with some of the ______________ among its competitors.

7 In the story of Cinderella, Cinderella makes her public ___________ when she attends the prince’s ball.

8 The popularity of cell phones has _________________ as everyone now seems to own one.

9 It is more difficult to sell a home in a city with ____________________ population growth than in a city with a rapidly expanding population.

10 Having home-made tamales on Thanksgiving was a tradition that had been passed down from generation to generation; it had become part of the family’s _____________.

Answers:

1. void 2. successive 3. droves 4. novice 5. dominant 6. titans 7. debut 8. vaulted 9. stagnant 10. heritage

Written Response Guidelines 1. What factors contribute to the opening of small businesses?

Directions for students: Answer this question by considering the cause-and-effect relationship of at least five factors that prompt people to take risks and start something new.

Causes 1 2 3 4 5 6 7

finding something they love to do having an original idea wanting a flexible work schedule feeling they can’t advance where they are technology and the Internet downsizing outsourcing

Effects try to make a living doing it take the chance of trying it out set your own hours become your own boss can learn new skills at home can start a second job without quitting the first workers “forced” to try something new small businesses can contract out to big businesses 2. Why did John Schnatter open his pizza business?

Directions for students: Remember that one “effect” can have several different causes. Think of the “effect” being that John Schnatter started a successful pizza business.

What were the causes?

Causes

Effect

1. made pizzas in high school and college

started successful pizza business

2. enjoyed making pizzas 3. got a college degree in business 4. helped turn his father’s failing business around 5. wanted to take a fresh, new approach to the pizza business

Evaluation: Students should be able to come up with at least four generic causes for question 1, and at least three causes for question 2.

SELECTION 3: Concept Prep: Business

Answer with T (true) or F (false).

Quiz T

1. An investor loans money to a bank through a certificate of deposit (CD).

T

2. Banks lend out your money to other people when you put money in a CD.

F

3. The return of your principal is not guaranteed with a CD.

F

4. Municipal bonds are safer than a U.S. Treasury Bill or a savings bond.

T

5. When you purchase a mutual fund, you actually have part ownership in many stocks or bonds.

F

6. To reduce your capital gains tax liability, you should sell property or stocks before you have owned them for one year.

F

7. Your principal is guaranteed in a mutual fund.

F

8. Taxes are higher on long-term capital gains than on short-term capital gains.

T

9. Management fees are charged for mutual funds.

T _______ 10. You will have to pay taxes on capital gains.

OrganizingTex tbook Information The Demands of College Study: Meeting the Challenge By this point in the semester, students have learned that there are things they should do before, while, and after reading to help not only comprehend the information, but also retain much of it. Many college students think that if they were “good enough” readers, then this is all they would ever need to do. Students must understand that even excellent readers will need to take some additional steps to meet the challenging demands of college study.

Information that students are expected to learn in their college courses will often be completely new to students: they will often have little schemata to help them get started. That’s where the methods of organizing textbook information explained in this chapter will help. After some comments about the introductory material on pages 284–286, explain to students that this chapter focuses on four methods of organizing textbook material

for study.

Focus Questions for Chapter Six: What is study reading?

What is annotating?

What is the Cornell Method of note taking?

What is outlining?

What is mapping?

Transparency Masters (or student hand-outs): 6.1A and 6.1B: Exercise 2: Annotating Work Schedules 6.2 Reader’s Tip: How to Take Notes: The Cornell Method 6.3 Exercise 4: Cornell Notes over Work Schedules 6.4 Exercise 6: Outlining Reacting to Stress with Defense Mechanisms 6.5 Exercise 7: Outlining Work Schedules 6.6 Exercise 9: Mapping Reacting to Stress with Defense Mechanisms 6.7 Additional Mapping Practice: Work Schedules 6.8 Vocabulary Quiz 5: Vocabulary Booster #5

Annotating It is extremely important for students to understand that they should not annotate (underline, highlight, make marginal notes) while they are reading a passage for the first time. If they do annotate while they read, they will mark material that isn’t important. Stress to students that they should read a complete passage or section thoroughly, decide what is most important, and only then go back and annotate. If students will do this, it will save them time later when they go back and review only what they have annotated.

Exercise 6.2 Annotating After students have worked on annotating the selection in their texts, display an annotated version of Work Schedules (Transparency Masters 6.1A and 6.1B, Exercise 2: Annotating Work Schedules) as an example of what their annotations might look like. Explain to students that their annotations do not have to be exactly like the example; they should have marked the selection in ways that made sense to them. One important thing for students to check will be to see if they marked too much: did they mark some unimportant minor details?

Note Taking Explain the Cornell Method of note taking to students. Refer to Transparency Master 6.2, Read-er’s Tip: How to Take Notes: The Cornell Method, or students can look on page 292. Students should also look at the examples on pages 292–294. Explain to students that, with a good job of annotating, taking notes using the Cornell Method of Note Taking will be much easier. For tactile/kinesthetic learners, just writing the main points down will be helpful. For visual learners, they will now have the main points isolated for visual study.

Exercise 6.4 Note Taking After students have completed Cornell Notes over Work Schedules, display Transparency Master 6.3, Exercise 4: Cornell Notes over Work Schedules as an example. Explain to students that their notes may vary from the example, but they should contain the major points of the selection that were annotated.

Outlining Outlining will help students differentiate between major and minor points in their reading assignments. Explain to students that an outline makes it easy to see the relationship among ideas in a selection. For tactile/kinesthetic learners, just the process of writing the ideas out in an organized manner will help them remember the material.

For visual learners, having the organized information to look at will help them retain what they need to remember.

Exercise 6.6 Outlining After students have been given an opportunity to outline the selection, display Transparency Master 6.4, Exercise 6: Outlining Reacting to Stress with Defense Mechanisms. Students should compare their outlines with Transparency Master 6.4.

Exercise 6.7 Outlining Instruct students to use their Cornell Notes over Work Schedules to make an outline of the selection. After students have completed their outlines, display Transparency Master 6.5, Exercise 7: Outlining Work Schedules as an example of what their outlines might look like. Explain to students that their outlines should contain the same information as their Cornell Notes. Explain to students that completing an outline as a follow-up to taking Cornell Notes is another method of actively studying the material rather than just sitting and passively looking at the information.

Mapping Explain to students that, just like an outline, a map shows the relationships among ideas. The major details will be closer to the circle or box that contains the subject or topic of the material. The minor details will branch off from the major details. Many students may be familiar with mapping from English courses where the instructor taught the technique as a way for writers to organize their thoughts in a graphic form. As mentioned above for annotating and outlining, writing out the main points in an organized manner is especially helpful for tactile/kinesthetic and visual learners.

Exercise 6.9 Mapping After students have had an opportunity to design a map for the selection Reacting to Stress with Defense Mechanisms, display Transparency Master 6.6, Exercise 9: Mapping Reacting to Stress with Defense Mechanisms.

Additional Mapping Practice Students may have already taken Cornell Notes over the selection Work Schedules (Exercise 6.4) and also outlined it (Exercise 6.7). For more practice with mapping, have students use their Cornell Notes and/or their outline to make a map of the selection. Then display Transparency Mas-ter 6.7, Additional Mapping Practice, so students can compare their maps with this one.

Vocabulary Booster #5 See Transparency Master 6.8, Vocabulary Quiz 5: Vocabulary Booster #5 Transparency Master 6.1A

Exercise 2: Annotating

Several work-scheduling trends are evident in the new millennium: flextime, job sharing, job splitting, permanent part-time workers, telecommuting, and employee leasing. Companies are increasing their use of these flexible

flex

approaches to work. For example, Merck has reported increased use of

time, telecommuting, and job sharing. The

composition of Merck’s work-force is also illustrative of trends for the future, as women make up 52 per-cent of

its U.S. employees while minorities account for 24 percent. More

significantly, in

its U.S. operations 32 percent of the company’s managerial positions are held by women while minorities account for 16 percent. All of these trends present unique challenges and opportunities for supervisors.

def.pany may specify a core time, requiring

Flextime allows people to vary their starting and ending times. A com-

all employees to be on the job from 10:00 A.M. until 1:00 P.M., but some may start as early as 6:00 A.M. or as late as 10:00 A.M. Some may go home as early as 1:00 P.M. Flexible scheduling appeals to working parents with school-age children and to

a growing number of self-managing information workers. But such work schedules make it difficult for one supervisor to manage people who work over a span of 10 or more hours. Compressed work weeks of four 10-hour days also help organizations meet the needs of employees.

EX The Bechtel Group, a construction and engineering firm, has 27,800

employees worldwide. It offers a flexible schedule to its employees in Houston, Texas. Under the plan, employees work nine-hour days, Monday through Thursday each week. Each Friday, about half the employees work eight hours, and the other half have the day off. All employees work 80 hours in nine days. Management initially feared that longer work days would mean lower productivity, but productivity has improved. Employees seemed to be scheduling more of their personal business for their off time.

Job sharing allows two or more people to work at one full-time job. A growing number of people want to work part time, and a growing number of businesses want more part-time employees. The employer benefits in several ways. It gets double the creativity for each shared job. It may also cut benefit costs, which often add 30 to 40 percent to an employee’s salary.

People come to work refreshed and eager to perform and experience less fatigue and stress. Boring jobs can be more attractive when performed for fewer than 40 hours each week.

Permanent part-time workers usually work for small companies that do not have enough work for a full-timer to perform. Part-time work may be for any number of hours and days per week, up to 35 hours. Older individuals, such as those who may have retired from other jobs, provide a

disadvantage

advantage def.

advantages def. source of reliable employees who may be interested in permanent part-time work.

Temporary workers or contingent workers fill millions of jobs in the United States each year. The U.S. Bureau of Labor has estimated, using a broad definition of “contingent workers,” that 4.4 percent of the em-ployed population consists of contingent workers. A somewhat lower esti-

mate is provided by the CEO of Manpower Inc., who has estimated that 2.5 percent of the U.S. workforce is made up of temporary workers. Temporary work agencies provide people to work part time for clients who

need temporary help. Most come well trained for their jobs and work in

skilled areas such as computer services, secretarial services, manufacturing, and accounting. Another view of the broad presence of temporary work-ers in the workforce is provided by the president of a temporary help firm that provides temporary employees to such employers as Sun Micro-systems and Silicon Graphics: “There’s not a single major company in the United States that doesn’t have a substantial percentage of the work force as contingent workers.”

Telecommuting allows a full- or part-time employee to work at home while remaining connected to the employer by telecommunications devices such as computers, e-mail, the Internet, and fax machines. Estimates of the number of telecommuters in the United States vary widely, with numbers ranging from 9 million to 24 million. More than half of the Fortune 500 companies reported that 1 to 5 percent of their em-ployees are involved in telecommuting, and some companies have large numbers of telecommuters. For example, Merrill Lynch has 3,500 telecommuters. Nortel, one of the pioneers in EX this area, had 3,600 telecommuters at one point. In addition, AT&T has announced a telecom-muting day, encouraging and making arrangements for any worker who can to telecommute. Telecommuters can increase their quality of life by living in geographic areas that are long distances from their offices and combining work at home with child care arrangements. In addition, major disasters quickly isolate people from their jobs and places of employment. The terrorist attack on the World Trade Center on September 11, 2001, earthquakes, floods, and hurricanes have highlighted the value of telecommuting—within hours, companies whose physical plants were in ruins were making alternative arrangements to meet their customers’ needs, thanks to cellular communications.

def.

def.

advantages Transparency Master 6.2

Reader’s

Tip

How to Take Notes: The Cornell Method One of the most popular systems of note taking is called the Cornell Method. The steps are as follows: 1 Draw a line down your paper two and one-half inches from the left side to create a two-and-one-half-inch margin for noting key words and a six-inch area on the right for phrases or sentence summaries.

2 After you have finished reading a section, tell yourself what you have read, and jot down phrases or sentence summaries in the six-inch area on the right side of your paper. Use your own words, and make sure you have included the main ideas and significant supporting details. Be brief, but use complete sentences.

3 Review your summary phrases or sentences. Write key words, categories, or labels in the column on the left side of your paper. These words can be used to stimulate your memory of the material for later study.

Transparency Master 6.3

Exercise 4: Cornell Notes

1. Flextime Advantages Disadvantages 2 Job sharing Advantages 3. Permanent part-time workers Advantages 3 Temporary workers Advantages 4 Telecommuting Advantages

Work Schedules allows workers to vary starting and ending times good for working parents employees can schedule personal business for off time difficult for supervisors to manage workers

two or more people work at one full-time job employers get double the creativity employers cut benefit costs workers come to work refreshed workers have less fatigue and stress used by companies who don’t need a full-time employee appeals to older individuals provides source of reliable employees

help employers who only need temporary help workers are usually well-trained for their jobs work in skilled areas

employees work from home can live long distances from work place helps many workers with child care companies can continue operating even when a disaster occurs

Transparency Master 6.4

Exercise 6: Outlining Reacting to Stress with Defense Mechanisms I.

Repression A. Motivated forgetting of something anxiety-producing B. Example: Not remembering the name of a teacher whose course you failed

II. Denial A. Refusing to acknowledge the realities of a stressful situation B. Example: A patient refusing to believe the diagnosis of a terminal illness III. Rationalization A. Making excuses for our behaviors because real reasons are stressful B. Example: Blame failure on instructor rather than own lack of effort IV. Compensation A. Overemphasizing a positive trait to counterbalance a shortcoming B. Example: Focusing extra effort on sports because of difficulty with academics V. Fantasy A. Retreat into daydreams when things are not going well B. Example: Fantasize about high grades when faced with failure to avoid the pain of reality and hard work

Transparency Master 6.5

Exercise 7: Outlining Work Schedules

1 2

I. Flextime: varying start/end time A. Advantages Good for working parents Employees can schedule personal business for off-time

1 2

B. Disadvantages Difficult for supervisors to manage workers No second disadvantage given

1 2 3 4

II. Job Sharing: two or more people work in one full-time job A. Advantages Employers get double the creativity Employers cut benefit costs Workers come to work refreshed Workers have less fatigue and stress B. Disadvantages: none mentioned

1 2

III. Permanent Part-Time Workers: work up to 35 hours a week A. Advantages Appeals to older individuals Provides source of reliable employees B. Disadvantages: none mentioned

1 1

IV. Temporary Workers: For businesses who only need temporary help A. Advantages Workers are usually well-trained for their jobs Provide workers to employers in skilled areas B. Disadvantages: none mentioned V. Telecommuting: working from home

1 2 3

A. Advantages Workers can live long distances from work place Helps many workers with child care Companies can continue operating even when a disaster occurs B. Disadvantages: none mentioned

Transparency Master 6.7

Additional Mapping Practice Work Schedules

Transparency Master 6.8

Vocabulary Quiz 5: Vocabulary Booster #5 The Sun, the Moon,

and the Stars Use your knowledge of word parts to select the best answer for the italicized word.

C

1. The meeting was held on December 22nd, the day of the winter solstice. A. when the tides are lowest B. when the moon is farthest from the equator C. when the sun is farthest from the equator D. when the stars are properly aligned

A

2. Mrs. Baines didn’t really believe in astrology, but she still found this subject fascinating. A. study of the stars to foretell the future B. study of the moon to foretell the future C. study of the universe to foretell the future D. study of the sun to foretell the future

B

B

3. Heliotropic plants grow ___________________. A. in the dark B. toward the sun C. slowly

D. quickly

_______4. The origin of the word lunatic to refer to a foolish person is likely due to the belief that such people are influenced by the ___________. A. sun B. moon C. air temperature D. position of the earth

B 5. Asteroids probably got their name because people once thought they were _____________. A. planets B. stars C. small moons D. distant suns B 6. Her favorite part of the house was the solarium because it was ________________. A. comfortable B. sunny and warm C. cool and breezy D. dark and mysterious A

C

7. A lunation is ___________________. A. the time from one new moon to the next C. one light year D. an eclipse of the sun

B. one rotation of the earth

8. If a patient has a vitamin D deficiency from lack of sunlight exposure, the doctor might suggest ___________________. A. hydrotherapy B. hippotherapy C. heliotherapy D. psychotherapy

D 9. Helium is an inert gaseous element known to be present in the ____________ atmosphere. A. earth’s B. marine C. Martian D. sun’s

C

106

______10. The small, demilune table was a wonderful conversation piece in her home. A. wooden B. carved C. half-moon shape D. rectangular shaped

Copyright © 2003, 2005, 2008, 2011 Pearson Education, Inc.

SELECTION 1: Watch Your Language Answer with T (true) or F (false).

Comprehension Quiz T _______ 1. Product names can positively or negatively affect sales of a product. F _______ 2. The characters on Chinese Coke bottles now translate as “the drink that will make you smile.” F _______ 3. Marketers in the past have always made sure that brand names translate well before introducing them into different countries. F _______ 4. After reading this selection, most readers would probably agree that advertising is simple. T _______ 5. Even with the same language, the way words are used may vary from one country to another. F _______ 6. Marketers don’t have to worry too much about a word’s phonetic appeal. F _______ 7. When GM changed the name of Chevy’s Nova to Caribe, sales decreased. T _______ 8. When naming a product, even associations with historical figures have to be considered. F _______ 9. The author suggests that a product named Krapp toilet paper would sell well in the United States. F _______ 10. All of the products used as examples in the selection were manufactured by the same company.

Vocabulary Quiz F _______ 11. A person’s innocuous remarks would probably be thought of as purposely offensive. T _______ 12. A marketer would be looking for the best ways to advertise a product. F _______ 13. A person who made several blunders when working at a temporary job would almost certainly be hired on a permanent basis. T _______ 14. Some languages are made up of characters rather than letters. F _______ 15. A woman would be pleased if her boyfriend used a disparaging term to describe her. F _______ 16. The stylish grandmother would be pleased to have her granddaughter refer to her as frumpy. F _______ 17. Most people would agree that it’s cute

for a child to pose in a provocative way. T _______ 18. The playwright was adapting the novel into a screen play. T _______ 19. In addition to dictionary definitions, many words come to have their own nuances. T _______ 20. Poets have to think about the phonetic aspects of words.

SELECTION 1: Watch Your Language!

Vocabulary in Context Select the word from the following list that best completes each sentence. innocuous marketer blunders characters disparaging frumpy provocative adapting nuances phonetic 1 After several inexcusable ______________, the manager finally had to fire his assistant.

2 The school board members complained about the ____________ picture of a teenage girl on a billboard near the middle school.

3 She expected the actor to make an angry statement to the press about the unflattering article, but his remarks were surprisingly _________________.

4 The dictionary definition of a word won’t always cover all of the word’s ______________, or possible meanings.

5 Part of the song’s appeal came in the sounds of the words; it was obvious that the songwriter considered the ______________ aspects of the words.

6 The author worked long hours ______________ the story about the harmful effects of illegal drugs for a younger set of readers.

7 The mayor was trying to hide his anger as he listened to the __________________ remarks of some of the citizens; it was obvious they weren’t pleased with his leadership.

8 The writings on the cave wall were hard to make out; many of the __________ had almost faded away.

9 Margaret looked at all of the women dressed in suits and felt ______________ in her wrinkled blouse and old cotton slacks.

10 Leroy had always been good with words; he was a natural for the job of _____________.

Answers: 1. blunders 2. provocative 3. innocuous 4. nuances 5. phonetic 6. adapting 7. disparaging 8. characters 9. frumpy 10. marketer

Watch Your Language!

Written Response Guidelines Considering how easy it is to make a critical mistake when promoting a product or service in a foreign language and culture, how would you avoid such errors?

Response Suggestion: Have students meet in groups. Instruct students to imagine that they are marketers for a large company as they work together to make decisions about a new product.

Note: With limited time, students could just brainstorm answers to the questions below and then orally share their answers with the rest of the class. For an extended writing assignment, students could take their group notes home and then use them as the basis for an essay about marketing a new product. Or, for a more intense look into product marketing, you could assign students to actually research the country they chose for marketing

their product.

1 The product we would like to market is______________________________________________.

2 The brand name for our product is __________________________________________________.

3 An advertising slogan for our product is _____________________________________________.

4 The country that we think would be a good market for our product is _________________.

5 The reason we chose this country for this particular product is ________________________ ___________________________________________________________________________________.

6 To assure that this brand name and slogan won’t be offensive to anyone in this country, we will contact ____________________________________________________________________.

7 To learn more about the language and culture of this country, we will __________________ ___________________________________________________________________________________.

SELECTION 1: Concept Prep: Communications and Language Answer with T (true) or F (false).

Quiz F

1. Formal speech consists of a large amount of figurative language or idioms.

T

2. The term “cried like a baby” is an example of a cliché.

T

3. An ethical business leader would not take bribe money for awarding con tracts.

F

4. A charismatic leader would have a difficult time motivating others.

F

5. A double entendre occurs when two like-sounding words are confused, result ing in an inappropriate statement.

F

6. A copyright allows someone to copy another’s work without permission.

F

7. To describe admitting a mistake as “eating crow” is a literal interpretation.

F

8. Neither film nor video is considered a communications course.

F

9. Prima donnas make the best group members to work on difficult projects.

T

10. A student who is caught practicing plagiarism will probably not graduate “cum laude.”

SELECTION 2: Nutrition, Health, and Stress Answer with T (true) or F (false).

Comprehension Quiz

F

1. Hypoglycemia is caused by high blood sugar levels.

T

2. The pancreas releases insulin when blood sugar levels increase.

T

3. Proteins are digested slower than carbohydrates.

T

4. A high sugar level triggers a high insulin response.

T

5. Dark urine indicates dehydration.

T

6. Caffeinated beverages increase your fluid needs.

T

7. The author feels that a lunch that includes protein is best for students who need to stay alert in the afternoon.

T

8. Carbohydrates can promote relaxation.

F

9. Rhythmic exercises produce serotonin in the brain.

T _______ 10. Alpha waves are associated with meditation and chanting.

Vocabulary Quiz T _______ 11. Students sometimes attribute poor grades to long work hours.T _______ 12.

Crankiness can be the emotional result of a physical problem.F _______ 13. The lack of exercise contributes to optimal fitness.T _______ 14. Success in the stock market requires judicious investing.T _______ 15. Babies mimic sounds in order to learn speech.T _______ 16. Aroused attention alerts the senses.T _______ 17. Be wary of sailing if you are prone to seasickness.F _______ 18. The automobile was the precursor of the horse and buggy.T _______ 19. A salient point is significant to the subject.T _______ 20. A state of euphoria gives a release to tensions.

SELECTION 2: Nutrition, Health, and Stress Vocabulary in Context Select the word from the following list that best completes each sentence. attribute crankiness optimal judiciously mimic aroused prone precursor salient euphoria 1 A sore throat is frequently a __________________ that signals a bad cold is on the way.

2 Children watch adults and then __________________ their speech and actions.

3 Business executives sometimes __________________ their success to connections developed through networking.

4 A __________________ point was made by the chair of the Honor Council that seemed to crystallize the thoughts of the other members on the infraction under consideration.

5 If you are not operating at your __________________ energy level, try sleeping more, eating better, and exercising.

6 Studying until late at night can cause __________________ in the early morning when the alarm signals it is

time to go to class.

7 A “runner’s high” is described as a state of __________________ created by chemical reactions in the body that give a feeling of well-being.

8 The professor __________________ student interest in ozone depletion by introducing the topic with some shocking local statistics.

9 If you are __________________ toward seasickness, stay off of sailboats.

10 Although both sides made excellent legal points, the case was __________________ decided in favor of the defendant.

Answers: 1. precursor 2. mimic 3. attribute 4. salient 5. optimal 6. crankiness 7. euphoria 8. aroused 9. prone 10. judiciously

Written Response Guidelines for Selection 2: Nutrition, Health, and Stress Explain how you can use the health and nutritional information in this selection to energize and stimulate your mental performance during exam week.

Response suggestion: List your energizing ideas with a purpose and examples for each.

Have students work with a partner or a small group and direct them to use some of the information from the selection to help them list things that would help them be more alert for an exam. Students could then give examples for each idea.

EXAMPLE: Energizing Ideas

Examples

Have healthy foods on hand

fruit, yogurt, tuna

Plan ahead what and when you will eat

Set up times for snacks and meals

Drink plenty of fluids

Drink at least 8 cups of fluid each day Water is the best fluid to drink

Limit caffeine

Limit caffeinated drinks to two a day

Get plenty of exercise

Plan time for a brisk walk, or a game of volleyball

Eat small serving of protein foods before class

tuna, cheese sticks, cottage cheese

SELECTION 2: Concept Prep: Health Answer with T (true) or F (false).

Quiz T

1. Systolic blood pressure is a measurement of the heart at work, and diastolic pressure is a measurement of the heart at rest.

F

2. Nutritionists recommend eating saturated fats.

F

3. A procedure called an angioplasty is used to detect low blood pressure.

F

4. A surgeon is required to make an incision when performing a CAT scan on a patient.

F

5. A CAT scan and MRI are both usually painful procedures.

T

6. Chemotherapy and radiation are treatments for destroying cancer cells.

T

7. While radiation can destroy malignant cancer cells, it also destroys some good cells.

F

8. A mammogram is a procedure for detecting abnormalities in a fetus.

F

9. A PSA blood test is given to women and men to detect cancer.

T _______ 10. A pap test involves taking cells from a woman’s cervical region and testing them for cancer.

SELECTION 3: Electronic Monitoring Answer with T (true) or F (false).

Comprehension Quiz F

1. Electronic monitoring programs started in the late 1990s.

F

2. In all, approximately two million electronic monitoring units are in use today.

F

3. Active EM systems usually involve random phone calls by a computer to which the offender must respond.

F

4. EM programs require about the same number of supervisory officers to han dle as traditional parole programs.

T

5. EM programs are capital rather than labor intensive.

F

6. According to the passage, electronic monitoring has reduced jail overcrowding by half.

F

7. EM programs are considered to have a strong rehabilitation component.

T

8. One downside of the system is that is can be negatively affected by powerful transmitters or by storms.

F

9. The cost of home confinement with electronic monitoring is estimated to be twice that of traditional probation.

T

10. The focus of these programs is on guaranteeing the location of offenders, not on the treatment of offenders.

Vocabulary Quiz T _______ 11. Frequent testing is usually desirable to carefully monitor progress toward a goal. T _______ 12. A verifier confirms but usually does not create. T _______ 13. Recidivism is not the desired goal of the prison system. T _______ 14. To overlook plagiarism is to sanction cheating. T _______ 15. A drawback is a disadvantage that needs to be considered in assessing a product. T _______ 16. Education is meant to be part of an inmate’s rehabilitation in prison. T _______ 17. Speed limit and police monitoring signs are intended to serve as deterrents to speeding. F _______ 18. Libertarians do not believe in the free will of citizens. T _______ 19.

Unnecessary spending can erode your careful savings. F _______ 20. Vice is to be admired, and virtue is generally to be avoided.

SELECTION 3: Electronic Monitoring Vocabulary in Context Select the word from the following list that best completes each sentence. monitor verifier recidivism sanction drawbacks rehabilitation deterrent libertarians erode virtue 1 Unfortunately, released prisoners do not all become honest citizens, and thus the rate of ___________________ is high.

2 Some citizens choose to be ___________________ rather than democrats or republicans.

3 Because the handwriting of doctors is difficult to read, a computer copy is generated as a _____________________ of prescription accuracy.

4 When is hard work a ___________________ to be admired, and when is it an obsession?

5 One of the _________________ of a Corvette is the sports car’s lack of headroom for a tall driver.

6 A government ______________________ on a product can stop trade.

7 The research on lung cancer should serve as a _____________________ for potential teen smokers.

8 When Billy was in the hospital, he was hooked to a machine to ___________________ his blood pressure and heart rate.

9 If underground drains are not installed, water from roof gutters can __________________ the soil and ruin a lawn.

10 After Edgar’s arm cast was removed, he visited a physical therapist for __________________.

Answers: 1. recidivism 2. libertarians 3. verifier 4. virtue 5. drawbacks 6. sanction 7. deterrent 8. monitor 9. erode 10. rehabilitation

Written Response Evaluation Guidelines What are the advantages and disadvantages of using an electronic monitoring system?

What type of prisoners should be eligible for electronic monitoring? (Answers will vary depending on the state of residence.)

Students may benefit by the presentation of a template such as the following:

1. Cost effective

1. 4x as costly as traditional means

2. No overcrowding of jails

2. Malfunctioning of system due to interference from other types of transmitters

3. Offenders avoid dangerous jails 4. Not labor intensive 5. Can handle large numbers of offenders 6. Recidivism rate lower 7. Can be productive by being employed

3. Offenders “beating” the system

7

Inference

What is an inference?

To begin the study of inference, students must be made aware that inferences are not just something they will come across in literature: they make inferences every day in their lives. For a few short examples of making inferences, display Transparency Master 7.1, Making Inferences Every Day, or simply read the sentences to students. Discuss what might be inferred in each example. Also discuss how the inference one could make about each example might not be correct: there are other possible explanations.

Focus Questions for Chapter Seven: What is an inference, and what does it mean to read between the lines?

What is required to make a reasonable inference?

What is the connotation of a word?

Why do authors use figurative language, and how can understanding it enhance comprehension?

Why is prior knowledge needed for implied meaning?

How does a reader draw conclusions?

Transparency Masters (or student hand-outs): 7.1 Making Inferences Every Day 7.2 Unraveling the Meaning of Quotations 7.3 Understanding Idioms 7.4 Reader’s Tip: Making Inferences 7.5 Vocabulary Quiz 6: Vocabulary Booster #6

Implied Meaning in Advertisements Exercise 7.2, page 340, asks students to bring in examples of advertisements for cigarettes, alcoholic beverages, or fragrances. To extend this activity, ask students to find two advertisements from different companies for either a new computer or a cell phone. Then ask them to answer these questions: 1 To what age group do you think each advertisement would most appeal? Why? 2 Which advertisement appeals the most to you? Why? 3 What inferences does the advertisement make about the computer or the cell phone?

4 What other ideas do you think the advertiser could use to sell this product?

5 If you had the money to buy this product right now, would one of these ads help persuade you to buy the product? Why or why not?

Inference Exercise Quoted statements frequently use inferences and figurative language to add interest. Ask students to bring a few of their favorite quotations to class to share with classmates; refer them to Bartlett’s Familiar Quotations if they need help coming up with some quotations. To help explain this assignment, display Transparency Master 7.2, Unraveling the Meaning of Quotations. Some students will have difficulty with these quotations, so this works better as a group activity than an individual activity.

Figurative Language Explain to students that some figurative expressions are generational, especially idioms.

Have students sit in groups and display Transparency Master 7.3, Understanding Idioms. Ask students to see how many of the idiomatic expressions their groups can explain. Then have groups share their responses with the class.

Suggested out-of-class assignment: Ask students to pick out five of the idioms from Transparency Master 7.3 and ask five different people if they are familiar with the idioms. Ask the people to tell what they think each expression means. Students should ask people from five different age groups: someone in elementary school, someone in high school, someone in college (or ages 18-30), someone in his or her 40s or 50s, and someone over 65.

Example for students’ papers: Idioms Age group of interviewee Meaning given I’m in hot water. under 11 Mom got the bath water too hot.

14-18 My parents are angry with me.

18-30 I didn’t study and I have a test.

40-59 My spouse is angry with me.

65-85 I have some over-due bills I’m worried about.

NOTE: Students could additionally be asked to turn this into a writing assignment by comparing the answers they received, or by just writing a reflective piece about this assignment.

Figurative Language in Poetry Harlem, Poem 1 on page 352: In addition to Harlem, Langston Hughes wrote several other short poems about dreams. While the poems are all easy to read on a literal level, they all have deeply inferential messages that include the use of figurative language. Encourage students to research some of these other “dreams” poems to share with the class. This could be used as an extra-credit assignment.

Mid-Term Break, Poem 2 on page 353: Most students will not have the needed schemata to understand this poem on a first reading. After students have had an opportunity to read the poem and respond to the questions, you might discuss the following to enhance students’ understanding of the poem: 1 Is the narrator of the poem male or female?

2 What is a “sick bay” and why was the narrator sitting there all morning?

3 What time of the year did this family tragedy occur?

4 What are some clues that let the reader know that the action described in this poem occurred quite a few years in the past?

Answers: 1 The poem never gives a hint as to whether the narrator is male or female. This could have been done purposely so that all readers of the poem could better relate to the narrator.

2. The sick bay is an area of many colleges where students go for medical assistance, much like high

school students would go to the nurse’s office.

We can infer that after the narrator’s little brother was killed, a family member called a representative of the college with the sad news. The narrator was probably taken to the sick bay to wait for his ride home so he or she wouldn’t be waiting all alone.

2 The name of the poem is “Mid-Term Break,” and we know that the narrator had been away from home for six weeks. So we can infer that it was near the middle of a semester when the tragedy occurred. So, the action of the poem either occurred in mid-October or in mid-February. The poem mentions snowdrops, so the most likely inference is that the poem had its setting in mid-February.

3 There are several clues that let the reader know this poem is not set in today’s world: a. In line seven of the poem the word “pram” is used to refer to a baby carriage. b. We know that the narrator lives only a few hours’ drive from home because the neighbors were able to get to the college by 2:00 p.m. the day of the accident (the narrator was waiting in the sick bay all morning), but the narrator had not been home in six weeks. In today’s world, a college student who was attending college a few hours’ drive away from home would likely have his or her own transportation, or would be able to get a ride back home during a six-week time period. c. The little brother who was killed was not taken to a funeral home; he was brought back to his own home. This was a common practice in this country 70-80 years ago. There are a couple of reasons for this: many small towns did not have a funeral home, and many families could not afford the expense of having a deceased loved one in a funeral home. Keeping the deceased in his or her own home was, for a lot of people, a necessity at the time.

Reader’s Tip: Making Inferences At this point in covering the chapter, students should have a good grasp of the meaning of inferences and the importance of schemata in making inferences. Display Transparency Master 7.4, Reader’s Tip: Making Inferences as a review of what has been covered in this chapter regarding the ability to make inferences.

Vocabulary Booster #6 See Transparency Master 7.5, Vocabulary Quiz 6: Vocabulary Booster #6 Transparency Master 7.1

Making Inferences Every Day A. What inferences are being made in each of the following examples?

B. What is at least one possible differing explanation for each?

1 I see that Kathy is absent today. She was coughing a lot yesterday.

2 Steven was arguing with his girlfriend on the phone when the line suddenly went dead.

3 The young woman was wearing a nice suit and carrying a brief case. She sat by herself at a table in the cafeteria and pulled out a child’s picture from her brief case and sat and stared at the picture.

4 The teenager told his mother that he was going to the library after school. His mother drove over to the library that afternoon.

5 On Monday morning, the chemistry teacher returned the test papers from the previous Friday to his students. He told them that he hoped all of them had enjoyed the late Thursday night football game the week before.

ANSWERS: 1. Inference: Kathy stayed home ill today.Other possible explanations: Kathy had a routine dentist appointment today.

Kathy had to go to traffic court about a ticket.

1 Inference: Steven’s girlfriend hung up on him. Other possible explanations: The battery on one of the cell phones needed to be charged. An electrical storm knocked out one of the phones.

2 Inference: A young working mother missed her child while the mother was at work. Other possible explanations: The young woman was a child psychiatrist. The young woman was the child’s aunt.

4. Inference: The teenager’s mother didn’t believe that he was really going to the library. Other possible explanations: His mother went over to pick up her son because he didn’t have another way to get home.

His mother decided that she needed to go to the library herself.

3

Inference: The students didn’t do well on the test Friday because they were out late Thursday.

Other possible explanations: The chemistry teacher was also the football coach and he just had the game on his mind.

The chemistry teacher was just making friendly conversation while he handed back the papers.

Transparency Master 7.2

Inference Exercise: Unraveling the Meaning of Quotations Unravel the figurative language and implied meaning to rewrite the following quotations in your own words.

1. The world is full of thorns and thistles.

It’s all in how you grasp them.

Arnold Glasgow, humorist

2. Luck is a matter of preparation meeting opportunity.

Oprah Winfrey, entertainer

3. A smile is the shortest distance between two people.

Victor Borge, composer, comedian

4. Self-praise is no recommendation.

5. The future is purchased by the present.

6. A smooth sea never made a skilled mariner.

English proverb Samuel Johnson, lexicographer English proverb

1 Somebody said to me, “But the Beatles were anti-materialistic.” That’s a huge myth. John and I literally used to sit down and say, “Now, let’s write a swimming pool.”

Paul McCartney, musician 2 The only one who can beat me is me. Michael Johnson, Olympic track star 3 Don’t try to change the wind—change the sails.

Patti LaBelle, singer 4 I don’t believe in ordering people to do things.

You have to grab an oar and row with them.Harold Geneen, former chief executive of ITT Corp.

Transparency Master7.3

Understanding Idioms

How many of the following common idioms do you know?

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

You could have knocked me over with a feather.

We’re all in the same boat.

Don’t put the cart before the horse.

I got it straight from the horse’s mouth.

He has a green thumb.

Don’t put all of your eggs in one basket.

The judge threw the book at him.

I think we’re up a creek this time.

Don’t bite the hand that feeds you.

I’ll do it when the cows come home.

I always try to kill two birds with one stone.

She’s over the hill.

Cat got your tongue?

Go fly a kite.

He’s got the tiger by the tail.

She’s got him wrapped around her little finger.

They were eating high off the hog.

You can lead a horse to water but you can’t make it drink.

Keep a stiff upper lip.

She let the cat out of the bag.

Copyright © 2003, 2005, 2008, 2011 Pearson Education, Inc.

Transparency Master 7.4

Reader’s

Tip

Making Inferences Consider the attitude implied in the author’s choice of words.

Think about what might have been left out.

Unravel actions.

Interpret motives.

Use suggested meaning and facts to make assumptions.

Draw on prior knowledge to make connections.

Base conclusions on stated ideas and unstated assumptions.

Transparency Master 7.5

Vocabulary Quiz 6: Vocabulary Booster #6 Can I Get That in Writing?

Use your knowledge of word parts to fill in the blank or to substitute for the underlined word.

B 1. The literal meaning of the word photograph is “light ___________________.”

A. picture B. writing

C. presentation

D. art D 2. Mrs. Simmons added a _______________ at the end of her

letter.

A. polygraph A

B. telegraph

C. prescription

D. postscript

3. _______________ is a style or method of writing.

A. Calligraphy

B. Heliotrophy

C. Surcharge

D. Optician

B 4. Before the printing press was invented, books were painstakingly handwritten by ________________ who were often monks.

A. pediatricians B. scribes C. eccentrics D. interns D 5. To emphasize the unity she wished to show among the figures in her painting, Shelby _____________ them by enclosing them all in one large circle.

A. dissected B. subverted C. embattled D. circumscribed C 6. Graphology is the study of ______________________.

A. the earth B. the stars C. handwriting D. mathematics C 7. The actors created the dialogue for the movie scene as they acted it out because the scene was ______________________.

A. nonpartisan B. ambidextrous C. unscripted D. benevolent A 8. The ____________ is a device for transmitting messages over an electric wire. It literally means “distant writing.”

A. telegraph B. telephone C. television D. telepathy A 9. To complete his application to a four-year university, Jason requested a transcript of his grades from his community college.

A. a written record B. average C. analysis D. review B 10. Ancient monasteries often had a ________________, a special room used for writing.

A. solarium B. scriptorium C. natatorium D. auditorium

SELECTION 1: A Dip in the Poole Answer with T (true) or F (false).

Comprehension Quiz T

1. The girl who bumped into the elderly man was a pickpocket.

F

2. Mr. Stuyvesant knew the girl had picked his pocket.

F

3. The narrator caught up with the girl on the sidewalk just outside Hotel Poole.

T

4. The narrator told the girl he was the Chief of Security.

F

5. The girl was arrested for theft.

F

6. The girl excused her behavior by saying that she needed money for food for her children.

F

7. The girl went to the lobby desk to call for a taxi.

T

8. The narrator did not believe the girl’s story.

F

9. After the incident, the narrator followed the girl to find out where she lived.

T _______ 10. The narrator, himself, was a pickpocket.

Vocabulary Quiz F _______ 11. A genteel person is attractive but also rude. T _______ 12. Indigo is a shade of blue.F _______ 13. If an army retreated, it moved forward with speed.F _______ 14. A diffused light is directly focused and bright.T _______ 15. The purity of language is damaged by grammatical errors.T _______ 16. In the summer, Niagara Falls is a vision of cascading water.F _______ 17.

Insinuating misconduct is a direct accusation of dishonesty.F _______ 18. A sanatorium is a health spa that attracts the wealthy.F _______ 19. A scurrying cat walks slowly toward food.T _______ 20. To the receiver, a swag is a financial gain.

SELECTION 1: A Dip in the Poole Vocabulary in Context Select the word from the following list that best completes each sentence. genteel indigo retreated diffused purity cascading insinuating sanatorium scurrying swag 1 2 3 4 5 6 7 8 9 10

The dishonest scammer used the ____________ to finance his vacation.

The __________ took patients who need long-term psychiatric treatment.

One guarantee of product __________ is to be sure the seal on a food container is not broken.

During the paintball fight, the green team __________ behind the barricade to revise their strategy.

The setting sun painted the sky in shades of pink and ____________ .

Slightly _______________ lighting is more romantic than a bright light.

Paulina watched the ants ___________ toward the ant hill.

The _____________ water flowed rapidly over the river rocks.

In the British movie, the ___________ ladies at tea wore gloves and hats.

My boss was not _____________ I was doing a bad job when she said she needed to talk to me.

Answers: 1. swag 2. sanatorium 3. purity 4. retreated 5. indigo

6. diffused 7. scurrying 8. cascading 9. genteel 10. insinuating

SELECTION 1: Concept Prep: Philosophy and Literature Answer with T (true) or F (false).

Quiz T

1. The teachings of Socrates were recorded, not by himself, but by Plato.

T

2. Aristotle studied at the Academy in Athens under Plato.

F

3. Plato, known for reason and logic, was unable to argue successfully against his enemies and was forced to poison himself.

T

4. The reason for rhyme in early epic poetry was to make the poem easier to remember.

F

5. Homer wrote of the epic adventures of Odysseus on his journey to fight in the war against Turkey.

F

6. The denouement leading up to the climax can be found in the fiction genre.

T

7. The dramatic genre includes any performance of a Greek tragedy.

T

8. A work of fiction with seventeen characters and several subplots is called a novel.

T

9. A villain in a drama or work of fiction is known as the antagonist.

F _______ 10. William Shakespeare’s plays entertained audiences in the late 1500s and in the 2000s.

SELECTION 2: Witches’ Loaves Answer with T (true) or F (false).

Comprehension Quiz F

1. Miss Martha’s previous husband had died, and now she was a widow.

F

2. Blumberger always bought one loaf of stale bread from Miss Martha.

T

3. Miss Martha saw colored stains on Blumberger’s hands.

F

4. Miss Martha showed Blumberger a painting of Paris to test his artistic ability.

F

5. Blumberger was originally from Switzerland.

F

6. Miss Martha added butter and jam to the bread she gave Blumberger.

F

7. Blumberger did not see Miss Martha add to the bread because a dog was barking outside.

F

8. The author suggests that Blumberger had won a prize competition for a draw ing for a new city hall.

F

9. Blumberger was accompanied by his boss when he confronted Miss Martha.

F _______ 10. After the incident, Miss Martha continued to wear her blue-dotted silk waist with pride because she had not intended the misfortune.

Vocabulary Quiz F _______ 11. The garret of a house is open to the wind and rain.F _______ 12. A draughty hotel room is warm and cozy.T _______ 13. A meager meal would not satisfy hungry football players.F _______ 14. A ferocious elephant would normally be chosen to perform in circus acts.F _______ 15.

A cunning con artist is likely to make careless mistakes.F _______ 16. An edible cake decoration cannot actually be eaten.F _______ 17. To affront a friend is to compliment or praise her.T _______ 18. To be the victim of deception is to be fooled by a trick.T _______ 19. An emblem can suggest peace or identify the maker of your automobile.F _______ 20. A vicious rumor is one that is hurtful.

SELECTION 1: Witches’ Loaves Vocabulary in Context Select the word from the following list that best completes each sentence. affronted cunning ferocious edibles meager garret viciously draughty emblem deception 1 The tiny __________________ under the roof of the old house was stuffed full of boxes.

2 Our candles would flicker and go out as the air continued to flow through the ______________ room.

3 Profiting through __________________, the dishonest owner sold the car without revealing its transmission problems.

4 Although she could barely live on her __________________ salary, the writer loved her job at the trendy magazine and hoped for a promotion.

5 Our barbeque host was noticeably __________________ when the vegetarian asked how anyone could eat the meat of a peaceful animal.

6 We stocked up on __________________ before the storm in case we were stranded for a few days.

7 As an __________________ of patriotism, some drivers display flag decals on the back car bumper.

8 A __________________ crook may try to falsify a resume to get a bank job and commit fraud.

9 The tiger was spooked by the stage lights and __________________ attacked the trainer, leaving a trail of blood.

10 During the __________________ electrical storm, the wind and lightning caused widespread power outages.

Answers: 1. garret 2. draughty 3. deception 4. meager 5. affronted

6. edibles 7. emblem 8. cunning 9. viciously 10. ferocious

Discussion Questions: Witches’ Loaves How might the story have been different if Miss Martha had said, “Are you an artist”? Why didn’t she say that?

What clues led Miss Martha to her incorrect assumptions?

What names did Blumberger call Miss Martha?

What clues suggest that Blumberger might have started to like Miss Martha?

Why did the author have the man with the pipe explaining the problem rather than Blumberger?

Should you secretly try to help someone?

How did Miss Martha stereotype?

What is meant by the title? Why is witches plural?

SELECTION 2: Witches’ Loaves Written Response Guidelines: What clues led Miss Martha to her incorrect assumptions? How did Miss Martha incorrectly stereotype the man?

Response suggestion: List Miss Martha’s assumptions and the possible clues that led her to make them.

Miss Martha’s assumptions

Basis of her assumptions

1. The man was poor.

He only bought stale bread.

His clothes were worn and darned in places.

2. The man was eating the stale bread.

Most people buy bread to eat it.

3. The man was not married.

His clothes were wrinkled and baggy.

4. The man lived in a draughty attic.

He appeared poor to her.

5. The man was an artist.

He once had a red and brown stain on his fingers.

He commented on the painting she hung on the wall.

6. The man was interested in her.

He began to chat with her when he came in.

Evaluation: Students should be able to come up with at least three assumptions that Miss Martha made. I would require them to turn in their list as a writing outline along with their written response.

SELECTION 3: Fear the College Years Answer with T (true) or F (false).

Comprehension Quiz F

1. John Corcoran was the first person in his family to go to college.

F

2. John Corcoran wasn’t concerned about his inability to read until he went to college.

T

3. Some people who were very close to John didn’t realize he couldn’t read.

F

4. When John was in college and took a date out to eat, he asked her to read the menu to him.

T

5. John broke into the offices of his professors to steal copies of tests more than once.

F

6. John’s inability to read was finally detected when he cheated on an essay test.

T

7. The reader can infer that even though John couldn’t read, he was a very smart person.

F

8. John attended college on an academic scholarship.

F

9. John finally began to learn to read when a college teacher offered to help him.

F

10. John has never told his story of illiteracy to anyone; he wrote this selection anonymously.

Vocabulary Quiz F _______ 11. A program designed for illiterates would mainly give advice about balancing budgets. T _______ 12. A career burglar probably has a detailed ploy in mind before each robbery. F _______ 13. A person’s covert actions would be easy for everyone to see. F _______ 14. If you are exercising intermittently, then you are exercising on a regular basis. T _______ 15. If a scar is inconspicuous, then it isn’t

very noticeable. F _______ 16. A person capable of a masquerade has no secrets. T _______ 17. Someone who consistently gets away with cheating is skilled at subterfuge. F _______ 18. If a person is adept at playing tennis, then he or she is not a good player. T _______ 19. To play a sport with a high level of competence would be to play well. T _______ 20. It would take cunning for a thief to steal a valuable work of art from a highly guarded museum.

SELECTION 3: Fear the College Years Vocabulary in Context Select the word from the following list that best completes each sentence. intermittently competence masquerade illiterates adept covert cunning ploy subterfuge inconspicuous 1 Mackenzie worked with complete ________________ in what she was doing because she had been well trained.

2 Jennifer wanted to believe that Joey was sincere, but she was afraid that it was just a __________ to get her back.

3 It is amazing that there are so many _______________ in the United States because this is a country that puts an emphasis on education.

4 The young girl’s father didn’t want his daughter to recognize him and realize he was following her, so he tried to make himself ________________ as he attempted to blend into the crowd of people.

5 Although it was only raining ____________________, it was enough for the plans for the afternoon picnic to be changed.

6 After years of practice, Christina was very ___________ at ice skating.

7 Because of the ____________ nature of the assignment, the FBI agent could not let his family know the true details of what he was doing.

8 At first Lauren believed that the man loved her, but after a few months she realized that he was practicing ________________; he actually wanted to date her younger sister.

9 The plan was a complex one that required a lot of ______________ on the part of the designers.

10 The man was a master of _____________ as he tricked one new customer after another with his false claims.

Answers: 1. competence 2. ploy 3. illiterates 4. inconspicuous 5. intermittently 6. adept 7. covert 8. subterfuge 9. cunning 10. masquerade

SELECTION 3: FEAR THE COLLEGE YEARS Written Response Guidelines: It is hard to believe that someone could graduate from high school, earn a college degree, become a successful high school teacher, and run a profitable business without being able to read. Yet, John Corcoran did all of these things. Why do you think no one recognized that he could not read? Do you admire Corcoran? Why or why not?

Suggestions for students: List the reasons that no one knew John couldn’t read. Then list the reasons that some people would admire John, and the reasons why some would not admire him. Use these notes for your essay.

Reasons no one recognized that John could not read:

He had help from others (such as Mildred, who typed his papers).

He ordered the same thing from a menu as his date.

He sometimes got test questions and answers before taking the test.

He broke into a professor’s office and stole copies of quizzes.

He took a file cabinet out of a faculty office.

He had someone else write his answers to essay questions on a test.

Reasons some people would admire Corcoran: He didn’t want to disappoint his family.

He found unique ways to hide his inability to read.

He was determined to succeed even though he couldn’t read.

He continued to stay in education, even becoming a teacher.

He finally admitted his problem and sought help.

He has shared his story with others so that maybe others in his situation might seek help.

Reasons some people would not admire Corcoran: He purposely deceived his parents, his teachers, and his friends.

He broke the law by breaking and entering his professor’s offices.

Some of his grades were earned in unethical ways.

He involved other people in some of his deceptions.

It wasn’t until he was 48 years old that he decided to do something about his situation.

His story could encourage young people to use unethical means to get good grades.

SELECTION 3: Concept Prep: Political Science Answer with T (true) or F (false).

Quiz T

1. Under the Articles of Confederation, most governmental authority in the union of states rested with each of the individual states.

F

2. The Constitution, signed in 1776, defines our current form of government in the U.S.

F

3. The president’s cabinet members act in an advisory capacity under the leg islative branch of our government.

F

4. Highly populated states like California or New York have more members in the Senate than less populated states like Idaho or Montana.

T

5. “Checks and balances” within the three branches of government ensure that

no one branch has too much power.

T

6. A bill to initiate a government-run health insurance program with a tax increase to cover its costs would probably be proposed to Congress by liber als.

T

7. A bill to reduce corporate tax rates so corporations could provide more jobs in the economy would probably be proposed by Republicans.

T

8. Shortages of goods and services would be less likely to occur in a capitalist economy where the supply of goods is based on the demand for those goods in a free market-place.

F

9. Communism is a transition stage for a Capitalist economy that is moving

toward Socialism.

F _______ 10. Only Capitalism and Socialism allow for private ownership of business.

8

Point of View

Author’s Position Almost everything that is written is affected by the author’s position, or the author’s point of view. Students have probably grown up with the idea that everything they read in an “official” publication, such as a textbook, can be taken as absolute truth. After studying this chapter, students should understand that the author’s position, or point of view, can have a great deal to do with how the facts are interpreted.

Focus Questions for Chapter Eight: Is a textbook influenced by the author’s point of view?

What is the author’s point of view?

What is the reader’s point of view?

What is the difference between a fact and an opinion?

What is the author’s purpose?

What is the author’s tone?

Transparency Masters (or student hand-outs): 8.1 Fact and Opinion 8.2 Author’s Purpose 8.3 You Set the Tone!

8.4 Additional Practice with Tone 8.5 Editorials and Editorial Cartoons 8.6 Vocabulary Quiz 7: Vocabulary Booster #7

Fact and Opinion After discussing with students that a fact is something which is capable of being verified, have them complete Exercise 8.4 on pages 412–414. Go over all of the correct answers to this exercise with students. Then have students go back and re-write all of the statements of opinion (1, 3, 7, 8, 9, 10) so that they are now statements of fact. Examples of possible responses can be displayed with Transparency Master 8.1, Fact and Opinion.

NOTE: To take this assignment one step further, you could ask students to include information that would verify each statement. Example: for statement #1, students could research the names of drugs that have been known to cause death from overdose.

Author’s Purpose After covering the text material on Author’s Purpose (pages 416–419), divide students into groups and assign each group a different topic. Direct students to come up with three introductory paragraphs for an essay on that topic: one that informs, one that argues, and one that entertains.

Possible topics: Thanksgiving Traditions (or use any other holiday with which group members are familiar)Being a Fan of a Professional Football Team (or choose any sport)Attending a Rock Concert (or change to any type of concert)Late Night Television Talk Shows (choose a specific one)Getting Your Driver’s LicenseRaising a Two-Year Old (or select any age of a child)As an example, you can display Transparency Master 8.2, Author’s Purpose

Author’s Tone Refer students to the paragraph below on page 421 in their books: Try being an author yourself. Imagine that you have been waiting a half-hour for one of your friends to show up for a meeting, and you can wait no longer. You decide to leave a note. On your paper, write your friend three different notes—one in a sympathetic tone, one in an angry tone, and one in a sarcastic tone. Notice in doing this how your tone reflects your purpose. Which note would you really leave and to which friend?

After students have had an opportunity to respond, you could display Transparency Master 8.3: You Set the Tone! for students to compare their responses with the example. Discuss with students. Be sure to have students discuss: Which one would you really leave and to which friend? What results would each note likely have?

Additional Practice Writing in Different Tones If the above activity with tone was done as an in-class activity, you might want to assign an out-ofclass writing activity on tone so students can get individual practice. See Transparency Master 8.4: Additional Practice with Tone. You could display Transparency Master 8.4, or make copies to give to students. Students should finish their writing activity by answering these questions: Which email would you really send a teacher in a situation like this one? What results are you likely to have?

Political Cartoons and Editorials

Political cartoons and editorials offer a rich source of current and controversial material for teaching point of view. This study is another good opportunity for students to see how important schemata is. If your college publishes a school newspaper, start by furnishing students with a copy of the editorial page of the school newspaper. If your college does not publish a school newspaper, then obtain multiple copies of a neighborhood newspaper or the newspaper of the nearest major city to your college.

You can display Transparency Master 8.5: Editorials and Editorial Cartoons, or simply write the questions from Transparency Master 8.5 on the board.

Vocabulary Booster #7 See Transparency Master 8.6, Vocabulary Quiz 7: Vocabulary Booster #7 Transparency Master 8.1

Fact and Opinion 1. Opinion: Regarding the drugs that can cause death from overdose, the dangers have been blown wildly out of proportion.

Re-written as fact: There are drugs that can cause death from overdose.

3. Opinion: The most controversial tax is a general sales tax, which is levied by all but a few states on the sale of most goods, sometimes exempting food and drugs.

Re-written as fact: A general sales tax is levied by all but a few states on the sale of most goods, sometimes exempting food and drugs.

7. Opinion: Convicted juveniles, like adult offenders, often gain early and undeserved release from jail.

Re-written as fact: Convicted juveniles, like adult offenders, often gain early release from jail.

8. Opinion: Repairing the meetinghouse, building a school, aiding a widowed neighbor—such were the proper uses of wealth.

Re-written as fact: Wealth was sometimes used to repair the meetinghouse, build a school, or aid a widowed neighbor.

2 Opinion: Although there are a large number of Web browsers, some developed by Internet giants such as Microsoft, the dominant Web browser is Google, which has gained dominance by offering the most efficient search engine on the Web. Re-written as fact: There are a large number of Web browsers, some developed by Microsoft. The dominant Web browser is Google.

10. Opinion: Americans are poorly informed about politics.

Re-written as fact: Some Americans are poorly informed about politics.

Transparency Master 8.2

Author’s Purpose Choose a topic and then write three introductory paragraphs to an essay on that topic with three different purposes: to inform, to argue, and to entertain.

Topic: Family Vacations Paragraph 1: To inform Many families in the United States set aside one or two weeks every year to take a family vacation. Two of the popular destination spots are the River Walk in San Antonio, Texas, and Walt Disney World in Orlando, Florida. Families planning on vacationing in one of these popular destinations usually plan in advance for reservations for airlines tickets, hotel rooms, and tickets to the different attractions they want to see. Going through a travel agent or planning through an online resource is another option to making all of the reservations yourself.

Paragraph 2: To Argue Many families choose to spend their one or two weeks of vacation time each year in a popular vacation destination such as the River Walk in San Antonio, Texas, or Walt Disney World in Orlando, Florida. However, many other families choose to spend their vacation time each year in places close to their homes where they will be able to just relax and enjoy having time together.

These types of vacations include taking fishing trips that are within driving distance of their homes, or visiting places of interest nearby that they usually don’t have time to visit. Using your vacation time to enjoy and explore places close to home makes a lot more sense. Not only will you save time and money, you will also save the stress of making travel reservations and the traveling itself.

Paragraph 3: To Entertain Family vacations, what’s not to enjoy? Let’s see: we’ll take two parents and three children, remove them from their normal routines for a week or two, and see how much fun that is! By the time reservations for air travel, hotels, and tourist attractions are booked, parents are ready to begin the fun part: packing the essentials for themselves and three children. How hard could that be? And going through screening at the airport is just a prelude to the fun of the actual airplane ride. Junior is crying? That couldn’t possibly bother other passengers: it should make them glad that it isn’t their own children or grandchildren causing the ruckus. Lost luggage when you finally reach that vacation destination? Just part of the fun!

Transparency Master 8.3

You Set the Tone!

Note in a sympathetic tone: Dear Sam, I have been waiting for you for at least 30 minutes now. I know that you must be really held up somewhere or you would be here. I tried calling your cell phone, but I just get your recording. I’m worried about you! I’m thinking that perhaps you were asked to work late and you left your cell phone at home and couldn’t call me? I know that your boss doesn’t allow employees to use the phone at work, so I understand if this is what happened. Call me when you get a chance! Sorry that we weren’t able to meet today.

Cindy Note in an angry tone: Sam,

I’ve been waiting for you for over 30 minutes now. You are the one who suggested that we meet at noon today, so where are you? I have now wasted 30 minutes of my one hour of lunch time just sitting here waiting on you. Now I’ll barely have time to grab a burger before I have to head back to work. I know that you are never without your cell phone, so why didn’t you at least call me? I tried to call you but it just goes straight to your recorder. Don’t bother to call me later; I’ll be busy.

Cindy Note in a sarcastic tone: Sam, Well, I’ve been waiting for you for half an hour now. Just sitting here wasting all of this time is exactly what I needed today. With my job, my college classes, and my son to take care of, you know that I had nothing better to do. Just thought I’d leave you this note and let you know how thrilled I am that I’m obviously so important to you. How unfortunate cell phones haven’t been invented yet; otherwise, I’m sure you would have called me. Thanks for making my day.

Cindy Transparency Master 8.4

Additional Practice with Tone Imagine that you stayed up all night studying for your final exam in your 8:00 a.m. English 1301 class. At 5:00 a.m. you put your head down on the kitchen table where you’ve been studying. Suddenly, you look at the clock and see that it is 8:30 a.m.! It will take you at least an hour to at least brush your teeth, pull on your jeans and sweatshirt, comb your hair, and drive to the campus. You realize that your class will be almost over by the time you could get there. You have never missed even one class the entire semester, and you have turned in all of your assignments on time. Your teacher seems like a reasonable person, so you decide to email him, explaining your situation. On your paper, write three different emails you could send your teacher for missing the exam.

Write one in a depressed tone, one in a distressed tone, and one in a sincere tone.

Transparency Master 8.5

Editorials and Editorial Cartoons Have students read the editorial in the newspaper you have chosen, and answer the following: 1 2 3 4 5

What is the general topic?

What facts are included?

What opinions are included?

What schema is needed to understand this editorial?

What is the main point the editorialist is trying to convey?

6 7 8 9

What is the editorialist’s purpose?

What is the tone of the editorial?

What is the editorialist’s point of view or position on the issue?

Do you agree or disagree with the editorialist’s position? Explain.

Now have students read an editorial cartoon from the same newspaper, and answer the following: 1 2 3 4 5 6 7 8

What is the general topic?

Who or what does the major character represent?

What schema is needed to understand the cartoon?

What is the main point the cartoonist is trying to convey?

What is the cartoonist’s purpose?

What is the tone of the cartoon?

What is the cartoonist’s point of view or position on the issue?

Do you agree or disagree with the cartoonist’s position? Explain.

Transparency Master 8.6

Vocabulary Quiz 7: Vocabulary Booster #7 Say, What?

Use your knowledge of word parts to select the best response to fill in the blanks or to substitute for the underlined words.

C A

D

D

A

B

D

1. The literal meaning of the word part loqui-is _______________. A. picture B. study C. speak D. write 2. Marta contradicted her parents’ statement on the facts of the accident. A. said the opposite B. questioned C. did not hear D. agreed with 3. Being a loquacious person, Jessie liked to ____________________. A. be inactive exercise regularly D. talk a lot

B. be quiet

4. Years ago, elocution was a common elementary and high school subject. A. typing C. government D. public speaking

C.

B. health

5. Speaking indirectly and taking a long time to get to the point is called ____________. A. circumlocution B. circumnavigating C. circumcision D. circumscribing 6. To be eloquent is to _________________. A. be truthful speak well C. act bravely

B. D. be intelligent

7. The word sublingual means ______________. A. below average B. under the table C. under the water

D. below the tongue

A 8. Maria worked very hard to improve her diction. A. clarity of speech B. manners C. ability to think D. ability to follow directions C 9. A colloquialism is a/an________________. A. form of writing B. strong belief C. informal way of speaking D. untrue statement B

10. The high school wanted to hire a teacher who was multilingual. A. famous B. able to speak several languages C. a good speaker D. multi-talented

SELECTION 1: Decision Answer with T (true) or F (false).

Comprehension Quiz F

1. The author states that, if we work to control it, our mind will always work like a machine.

T

2. Indecision can cause a lot of stress.

F

3. In the three-step process, the last step is to celebrate the decision that was made.

T

4. The author informs the reader that fear can be a roadblock to making the right decision.

T

5. According to the selection, courage can build with practice.

F

6. The author says that making a list of pros and cons about a decision is a waste of time.

T

7. Antonio Domasio says that emotions can be a good thing when it comes to making decisions.

F

8. Visualizing yourself doing an action is, according to the author, usually a waste of time.

F

9. Delancy Street is a community college that had students participating in roleplaying.

T

10. The author says that role-playing is a good thing: by playing the role we can become the role.

Vocabulary Quiz F _______ 11. If you vacillate on an issue, then you have firmly made up your mind.T _______ 12. If you are given alternatives, then you have been given other choices.T _______ 13. Candidates for political office like to project the outcome of an election.F _______ 14. If someone is stymied by another, this means that a person has received anoth er’s help. F _______ 15. Having an obstacle will help speed up the process of reaching a goal. F _______ 16. Through his obeisance, the man showed the others that he was in total con trol of them. T _______ 17. Candidates for political office sometimes have mantras that are repeated in their campaigns. F _______ 18. If you facilitate an event, then you are making it more difficult. T _______ 19. One who studies architecture understands the importance of a good foundation. F _______ 20. Prison officials would be happy if the recidivism rate for their prison was high.

Copyright © 2003, 2005, 2008, 2011 Pearson Education, Inc.

SELECTION 1: Decision Vocabulary in Context Select the word from the following list that best completes each sentence. vacillate alternatives project stymied obstacle obeisance mantras facilitate architecture recidivism 1 Fortune tellers advertise that they can ____________ or predict the future.

2 When a difficult decision has to be made, there is often a major __________ to deal with.

3 To have at least the appearance of being a strong leader, one should not _________ when making a decision, but make a firm decision and then stick with it.

4 Prison officials try to cut down on the _____________ rate; they don’t want the inmates committing more crimes once they are released.

5 A weak person would probably exhibit ____________ rather than strength when confronted by a bully.

6 Sometimes candidates have _____________ or slogans that are repeated throughout their campaigns.

7 Usually when an important decision has to be made, there are several possible _______________.

8 A lack of funding has _____________ the forward movement of many candidates for political office.

9 Writing a piece of major legislation can be thought of as a type of ______________ that has similarities to building a physical structure.

10 A good department leader in a company will _______________ other employees when they need assistance.

Answers: 1. project 2. obstacle 3. vacillate 4. recidivism 5. obeisance

6. mantras 7. alternatives 8. stymied 9. architecture 10. facilitate

Written Response Guidelines “It is our choices, Harry, that show what we truly are, far more than our abilities.” Professor Dumbledore said this in J. K. Rowling’s book, Harry Potter and the Chamber of Secrets. What is your point of view on this statement?

Response suggestion: List at least five important decisions that have shaped your life—in which a different choice would have made a big difference in who you are today.

Students might have a difficult time individually coming up with five important decisions that have impacted their lives. This would be a good activity for students to work on as a group. While students would only write about their own experiences, hearing others discuss some of the decisions they have made could trigger students’ memories.

To develop this activity into an essay, I suggest that you have students select only one (or a maximum of two) of the five decisions they listed and use a version of the chart on page 434 to help them come up with details for their essays. After making the list of pros and cons, students would use this information in their essays.

Example: An important decision I made: Dropped out of high school at age 16

PROS: CONS: Began making money right away Was only making minimum wage Didn’t have to ask parents for spending money Didn’t make enough to live on my own Didn’t have to take math course I dreaded Had difficulty later passing GED math section Didn’t have to study or do homework Was sad to see former classmates graduate Felt mature and grown-up Realized that I had no real future Evaluation Guidelines: Students should have at least three pros and three cons. Their essay should also elaborate on whether they now think the decision they made was the right one, and why or why not.

SELECTION 2: The Role of Humans in Global Warming Answer with T (true) or F (false).

Comprehension Quiz F

1. According to the selection, human activities do not have a direct impact on global warming.

T

2. Fossil fuel comes from the buried remains of plants and animals.

T

3. Humans are responsible for increasing the amount of carbon dioxide in the

atmosphere.

T

4. When forests are cut and burned, this contributes to the amount of carbon released into the atmosphere.

F

5. The average global temperature has decreased since 1860.

T

6. Scientists have evidence that warming trends have affected weather patterns.

F

7. The number of glaciers in Glacier National Park is not expected to change for at least 30 years.

T

8. Poor nations would suffer the most from agricultural disruptions caused by weather changes.

F

9. The authors of this selection tell the reader that the exact results of global

warming are easy to predict.

T _______ 10. With rising global sea levels, there is a possibility that some islands will be completely flooded.

Vocabulary Quiz F _______ 11. Human intervention never upsets ecosystems.F _______ 12. Prodigious consumption of fast food will most likely result in weight loss.F _______ 13. Deforestation will slow down the effects of global warming.F _______ 14. Agricultural land which is seen as marginal is easily cultivated.T _______ 15. If a person’s intake of calories is curtailed, this should result in some weight loss. T _______ 16. Permafrost is common in parts of Alaska, but not in Florida. T _______ 17. Punishment is sometimes given to children to change their behavior for the better, but, perversely, some children continue to misbehave. F _______ 18. A bog can be expected to be dusty and dry. F _______ 19. Ecologists would mainly be concerned with the construction of highways. F _______ 20. Extreme weather conditions are mostly found in temperate regions.

SELECTION 2: The Role of Humans in Global Warming Vocabulary in Context Select the word from the following list that best completes each sentence. ecosystems prodigious deforestation marginal curtailed permafrost perversely bog ecologists temperate 1 2

The cutting down of large numbers of trees, or __________________, has a direct impact on global warming.

When the frozen ______________ in Alaska began to thaw, it resulted in huge amounts of mud flowing into

rivers.

3 Many senior citizens move to Florida because of the ______________ climate.

4 __________________ usually function naturally until they are upset by humans.

5 Having a bad hangover has _______________ excessive drinking of alcohol in many people.

6 You would be more likely to find a swamp and a ____________ in Louisiana than in Arizona.

7 Fertile farm land would be better for a farmer to purchase than land that is agriculturally _____________.

8 The Environmental Protection Agency employs many ______________ who are concerned about conservation of our natural resources.

9 If a person receives a _______________ amount of traffic tickets, then his or her driver’s license might be taken away.

10 Having an older brother who is a good role model should have a positive effect, but unfortunately, some younger siblings act out _________________.

Answers: 1. deforestation 2. permafrost 3. temperate 4. ecosystems 5. curtailed 6. bog 7. marginal 8. ecologists 9. prodigious 10. perversely

Written Response Guidelines How can the behavior of individuals reverse a problem as large as global warming?

Response suggestion: Brainstorm the ways in which your everyday activities contribute to global warming, and list them in one column. Next to each item, write one way you can reduce that impact on the environment.

How I Contribute to Global Warming

How I Can Improve

1. Driving a car that gets poor gas mileage

buying a more fuel-efficient car

2. Using old appliances that aren’t energy efficient

selecting more energy efficient ones

3. Making unnecessary trips

consolidating errands so I drive less

4. Using old-style light bulbs

replacing bulbs with energy-saving ones

5. Cutting down trees

planting a tree, or several!

6. Being uninformed

being part of the solution, not the problem

NOTE: The suggestions above are ones students might come up with on their own. You can easily expand this writing assignment by having students research other ideas.

SKILL DEVELOPMENT:EXPLORE POINT OF VIEW (to go along with questions on page 445): A. The authors of this selection clearly believe that human activity has contributed to global warming. Have students list the examples of this position from the article. Then have students research what those in the scientific community who disagree with this idea have to say.

Using the two lists (described above), students should then decide which side they find most convincing, and why.

B. Students could be assigned to research what is being done on their campus to protect the environment. Who, if anyone, is in charge of this for your college? Is there a student group on campus dedicated to conserving the environment? What can students do as individuals on their campus to make it “greener”?

SELECTION 3: Steroids Answer with T (true) or F (false).

Comprehension Quiz T

1. Steroids promote muscle growth and strength.

F

2. Most steroids are obtained over-the-counter at local pharmacies.

F

3. At the college level, more steroids than ever are being used.

T

4. Steroid abuse is higher among males than among females.

T

5. When steroid users stop, they can experience severe depression.

F

6. Because of hormones, “roid rage” only occurs in men.

T

7. When taken by healthy males, steroids shut down the body’s production of testosterone, which causes men’s breasts to grow.

T

8. It is a criminal act to possess, prescribe, or distribute steroids for any other use than the treatment of specific diseases.

F

9. Slugger Mark McGwire was banned from baseball for taking steroids.

T _______ 10. There are OTC drugs that enhance performance and can be purchased legally by athletes.

Vocabulary Quiz T _______ 11. A heightened awareness of an uneven sidewalk would tend to make a walker more cautious. T _______ 12. A sales bonus system would be a technique to promote a new product for sales representatives. T _______ 13. A parent is willing to go to a great extent to provide safety for a child.

F _______ 14. To be in a state of euphoria is to be greatly depressed. F _______ 15. Doctors hope their patients have adverse reactions to the drugs they prescribe. T _______ 16.

Atrophy suggests a loss rather than a gain. T _______ 17.

Having many choices means about the same as having many alternatives. F _______ 18. It is illegal to buy OTC drugs before you are 18 years old. T _______ 19. To disclose a secret is to reveal it to others. F _______ 20. Alleged

violence is an allegation that has been proven in court.

SELECTION 3: Steroids Vocabulary in Context Select the word from the following list that best completes each sentence. adverse alleged alternatives atrophy disclose euphoria extent heightened OTC promote 1 After being accepted into his top two graduate school choices, Lester was in a happy state of _________________ all day.

2 Rachel tells her best friend confidential information because she knows Samantha would never __________________ it to anyone.

3 When Leanne told the waiter she did not eat meat, the waiter offered her many ________________ for dinner.

4 To __________________ the new car, the automobile company decided to advertise on television and radio, in addition to placing ads in magazines.

5 Dr. Torres carefully monitored her patient so there would be no ________________ reactions after the surgery.

6 The _______________ perpetrator of the crime was positively identified by the victim in the police lineup.

7 When muscles are not used, they begin to ___________________.

8 After reading many articles on diabetes, Roberto has a ____________________ awareness of the disease.

9 The prosecuting attorney wanted to charge the suspected criminal to the fullest ________________ of the law.

10 When the government changes a medicine from prescription to nonprescription, people can then purchase it as an __________________ item.

Answers: 1. euphoria 2. disclose 3. alternatives 4. promote 5. adverse 6. alleged 7. atrophy 8. heightened 9. extent 10. OTC

Written Response Evaluation Guidelines I. Words to look up in a dictionary:

Estrogen Testosterone

Students should be able to define these terms in their own words.

II. Describe the effects and dangers of steroids and the newer performance-enhancing alternatives.

Provide students with a template like the one below to encourage cohesive thinking.

Dangers

Dangers Name of Drug

Name of Drug

Name of Drug

Effects

Effects Name of Drug

Name of Drug

Name of Drug

9

Critical Thinking

The Importance of Becoming a Critical Thinker Having computer skills and being able to access information quickly is a prerequisite for many jobs today.

Information on almost every subject imaginable is quickly available online to those who know how to find it. But it is having the abilities to think critically, to be creative, and to problem solve that are in the highest demand today.

Teachers today must not get caught up in focusing on a body of information that students will be required to just memorize and then give back to them. Teachers must lead students to be not only informed in various subjects, but thoughtful, reflective, and questioning human beings. Chapter 9 presents a wide range of activities that will help students learn to identify issues and weigh the evidence given for positions on both sides of the issues, so that they can learn to make independent and enlightened decisions.

Focus Questions for Chapter Nine: What is thinking?

What is critical thinking?

What are the characteristics of critical thinkers?

What are the barriers to critical thinking?

How do critical thinkers analyze an argument?

What is the difference between inductive and deductive reasoning?

What does creative thinking add to critical thinking?

Transparency Masters (or student hand-outs): 9.1 Reader’s Tip: Four Habits of Effective Critical Thinkers 9.2 The Four Steps of Critical Thinking 9.3 Examining the Four Steps of Critical Thinking 9.4 Vocabulary Quiz 8: Vocabulary Booster #8

Becoming a Critical Thinker: Start Now! College students often do not see the connection between “real life” thinking and what they learn in college. Many students, unfortunately, come to college with the idea that college consists of taking notes from lectures and textbooks, and taking tests where they will be expected to answer questions based mainly on what they have “memorized.” Exercise 9.1, pages 462–463, will set the stage for what this chapter is really about: critical thinking skills are essential in today’s world, and there are steps you can follow to improve your ability to think critically.

After students have had an opportunity to work through Exercise 9.1 with a partner or as part of a small group, display Transparency Master 9.1, Reader’s Tip: Four Habits of Effective Critical Thinkers.

Applying the Four Steps of Critical Thinking Before covering pages 468–478, display Transparency Master 9.2, The Four Steps of Critical Thinking, so students will have an overview of the whole process of critical thinking. Then use Transparency Master 9.3, Examining the Four Steps of Critical Thinking, as you cover each individual step on pages 468–478, uncovering information one step at a time as you cover it.

Suggested Assignment: Students should be familiar with editorials from their inclusion and coverage in Chapter 8. Ask students to bring in a current editorial, or supply students with copies of recent editorials from your college newspaper, a local community newspaper, or a major newspaper or magazine.

Instruct students to follow the Four Steps of Critical Thinking as they critically analyze the editorial: 1 2 3 4

What is the author’s position on the issue?

What support is given?

Is the support given valid?

Evaluate the argument: Are the reasons given strong, relevant, believable, and consistent?

Transparency Master 9.1

Reader’s

Tip

Four Habits of Effective Critical Thinkers

Be willing to plan. Think first and write later. Don’t be impulsive. Develop a habit of planning.

Be flexible. Be open to new ideas. Consider new solutions for old problems.

Be persistent. Continue to work even when you are tired and discouraged. Good thinking is hard work.

Be willing to self-correct. Don’t be defensive about errors. Figure out what went wrong, and learn from your mistakes.

Transparency Master 9.2

The Four Steps of Critical Thinking 1.Identify the Position on the Issue: What is the author’s point about the issue?

1 Identify the Support in the Argument: What reasons are given by the author?

2 Evaluate the Support: Is the support given valid?

3

Evaluate the Argument: Are the reasons given strong, relevant, believable, and consistent?

Transparency Master 9.3

Examining the Four Steps of Critical Thinking 1. Identify the Position on the Issue: What is the author’s point about the issue?

Look for signal words such as: As a result finally in summary therefore Consequently for these reasons it follows that thus, should

2. Identify the Support in the Argument: What reasons are given by the author?

Look for signal words such as:Because if assuming thatSince first, second, finally given that

3. Evaluate the Support: Is the support given valid?

Look for these types of support and evaluate them: facts examples analogies authority causal relationship common knowledge claim statistics personal experiences

4. Evaluate the Argument Look for strong, relevant, believable, and consistent reasons: a. Unrelated reasons give no support b. A few weak reasons do not adequately support c. Many weak reasons can support d. Strong related reasons provide support

Transparency Master 9.4

Vocabulary Quiz 8: Vocabulary Booster #8 Lights, Camera, Action!

Use your knowledge of word parts in the underlined words to select the best response to the following: D _______ 1. Johanna gave an especially lucid argument to support her request for a raise.

A. hurried B. foolish C. strong D. clear A _______ 2. Carolos suffers from photosensitivity.

A. abnormal reaction to light B. a psychological disorder C. food allergies D. bad reaction to odors A _______ 3. Photography, when literally translated, means __________________.

A. light writing B. recording on film C. a realistic drawing D. artistic interpretation B _______ 4. Jason and Tim found they were very successful when they created an agenda.

A. study group B. list of things to be done C. an Internet business D. working team C _______ 5. Members of the group repeatedly asked Joseph to elucidate his point during the meeting.

A. withdraw B. repeat C. shed light on D. write down D 6. We were amazed by the luminescent plant life in the water of the tropical

lagoon.

A. gracefully moving A

C

B. bright green

C. mysterious

D. glowing

7. An agent is literally a person who ___________________.

A. acts on behalf of another

B. sells something

C. produces movies

D. arranges trips

8. A lumen is a measure of ____________.

A. strength

B. distance

C. light

D. wind speed

B _______ 9. The discoloration and wrinkles on my grandfather’s face were signs of photoaging.

A. a skin disease B. long-term exposure to the sun C. poor skin care D. old age C _______ 10. Photism is a hallucination or imagined vision of ___________.

A. smoke B. an event in the past C. light D. a darkened image

SELECTION 1: The Importance of Being Beautiful Answer with T (true) or F (false).

Comprehension Quiz F

1. The selection is based on information from a single study.

T

2. According to researchers quoted in the selection, people want to think that success depends on talent and intelligence.

F

3. The halo effect assumes that beautiful people are not to be trusted.

F

4. The study that involved misbehaving seven-year-olds does not support the halo/horns effect.

F

5. In the misbehavior study of seven-year-olds, adult evaluators judged beautiful and unbeautiful children equally.

T

6. In the case of the missing ten thousand dollars worth of merchandise, we can assume that the gorgeous twenty-four-year-old woman was given a lie detec tor test.

T

7. Research presented in the article shows that even sentencing in traffic court is affected by physical attractiveness.

T

8. According to a study by the Wall Street Journal, men who are six-foot-two or taller earn more than those under six feet.

T

9. The author suggests that it is easier to get a check cashed if you are attractive.

F

10. Research suggests that medical providers such as doctors are not influenced by patients’ appearances.

Guidelines for Written Responses over Selection 1 How do you plan to use the ideas from this selection to your benefit and apply the author’s documented awareness of discrimination according to looks?

Suggest to students that they make it a point to notice how other people are treated in public over the period of one week. They should carry a note pad with them and write down their observations. For example: when students are in line at the grocery store, does the checker seem to be more friendly to attractive people than those not quite so attractive? Do teachers seem to be more friendly and helpful to the more attractive students? What about librarians?

Cafeteria workers? What about student interactions with other students?

Use your findings to write a personal essay: Did your informal observations over a one-week period concur with the findings discussed in the selection? What do you conclude from your brief, informal “experiment”?

NOTE: Students should be instructed to turn in their observation notes with their essays.

Additional Writing Suggestion After students complete the Skill Development: Think Critically activity on pages 491–492, instruct them to use the information they wrote down as an outline for an essay that discusses the selection’s thesis: Physically attractive people are treated better than physically unattractive people.

NOTE: Students should be required to hand in their outline (the answers to the Skill Development activity) along with their essays.

SELECTION 2: Study Links Cell Phones to Brain Damage Answer with T (true) or F (false).

Comprehension Quiz F

1. Leif Salford works for a cell phone company and did his research on behalf of this company.

F

2. Salford conducted his cell phone research at a university in New York.

T

3. According to the article, no consensus presently exists on the effect of longterm, low-level radiation on the brain.

F

4. In the study with rats, small cell phones were attached to the sides of the rats’ heads to determine the effects of the radiation.

F

5. Salford exposed the rats in his study to a hundred days of two-hour radiation intervals each day.

T

6. Salford warns that if human brains react to cell phones in a way similar to how rats’ brains reacted, we have much about which to be concerned.

F

7. All studies that have been conducted on the effects of cell phone use on humans have concluded that extensive use of a cell phone will cause brain loss in humans.

F

8. The cell phone industry agrees with the findings of Salford’s study.

F

9. Salford said that he believes there is no good reason for a person to own a cell

phone.

T _______ 10. Using hands-free headsets will reduce radiation exposure to the brain.

Guidelines for Written Responses over Selection 2 In addition to the writing suggestion on page 498, you might consider the following: After students complete the Skill Development: Think Critically activity on pages 497–498, instruct them to use the information they wrote down as an outline for an essay that discusses the selection’s thesis: We should be concerned about the effects of long-term cell phone use.

NOTE: Students should be required to hand in their outline (the answers to the Skill Development activity) along with their essays.

SELECTION 3: How Boys Become Men Answer with T (true) or F (false).

Comprehension Quiz T

1. According to the passage, one of the central ethics of the male culture is to experience pain rather than show fear.

T

2. This selection is clearly written from the perspective of a male.

F

3. Activities such as reading, befriending girls, or just thinking are considered acceptable endeavors for boys according to the author.

T

4. The author implies that it is perhaps difficult for men to show mercy because they remember receiving almost none themselves when they were boys.

T

5. One of the rules of conduct for boys is not to intervene when they see other boys in trouble.

T

6. The author implies that men are torn between being the more sensitive indi viduals women seem to want them to be, and the way they have been brought up to believe they should be.

F

7. According to the author, most young boys don’t mind being considered weird.

T

8. We can infer from the author’s story of himself as a fifth grader that he real izes how serious these early male conflicts are for boys.

T

9. The author believes that hiding how you really feel is something boys learn at

an early age.

T _______ 10. The last example in the selection that describes how the author, as an adult, witnessed a young boy being bullied, is included to show the reader how some things have not changed much over the years.

Guidelines for Written Responses over Selection 3 In addition to the suggested writing assignment on page 505, you might consider the following: After students complete the Skill Development: Think Critically activity on pages 504–505, instruct them to use the information they wrote down as an outline for an essay that discusses the selection’s thesis: The code of conduct that boys grow up abiding by affects the kinds of men they become.

NOTE: Students should be required to hand in their outline (their answers to the Skill Development activity) along with their essays.

GraphicIllustrations 10

The Importance of Graphic Illustrations When you begin this chapter, it will be important to explain to students that obtaining information from graphic illustrations requires a different set of reading skills than the ones previously studied this semester. Some students will probably be surprised that getting information from graphic illustrations is a form of reading. It is a form of reading that includes being able to analyze, interpret, and evaluate information presented in a brief form.

Most students, upon questioning, will probably tell you that they have no problems reading graphic material.

However, after working with some of the exercises in this chapter, they will no doubt discover that successfully gaining the appropriate information from many graphic illustrations is more difficult than they may have first assumed. Being able to successfully analyze, interpret, and evaluate graphic information requires what all other higher-level reading requires: thinking.

Focus Questions for Chapter Ten: What do graphics do?

What is a diagram?

What does a table do?

What is most helpful on a typical map?

What does a pie graph represent?

How do you read a bar graph?

What is a line graph?

What information does a flowchart convey?

Transparency Masters (or student hand-outs): 10.1 Why Use Graphic Illustrations?

10.2 Five Kinds of Graphic Illustrations 10.3 Reader’s Tip: How to Read Graphic Material 10.4 Pie Graph of a Monthly Budget 10.5 Vocabulary Quiz 9: Vocabulary Booster #9 As part of the introduction of this chapter, display Transparency Master 10.1, Why Use Graph-ic Illustrations?

Discuss each of the three reasons graphic illustrations are used: to condense, to clarify, and to convince.

As an overview of the chapter, display Transparency Master 10.2, Five Kinds of Graphic Illustrations, and explain to students that this chapter will cover the five kinds of graphic illustrations by giving them opportunities to practice reading and working with each of the five types.

Have students look in their books at the examples of each of the five types as you quickly introduce each one; the page numbers of the text examples are on Transparency Master 10.2.

Now have students look at Transparency Master 10.3, Reader’s Tip: How to Read Graph-ic Material, or in their books on page 514. If you have students work on the exercises in this chapter in class, be sure to remind them of these steps each time they begin a new exercise.

Suggestions for Additional Practice in Reading Graphic Illustrations: A. As a way of impressing upon students the concept that graphic illustrations are just a different way of presenting information than writing it out in paragraph form, have students write a paragraph summary of each of the graphic illustrations in this chapter.

B. Instruct students to bring in examples of each of the five types of graphic illustrations, writing a summary statement for each one. Good sources of graphic illustrations are the newspaper U.S.A. Today, Newsweek magazine, and Time magazine. Once they begin looking, students may be surprised to find how prevalent graphic illustrations are in all types of newspapers and magazines.

C. Have students figure up the percentages and make a pie graph from an imaginary monthly budget for a family of four with only one parent working: Total take-home salary (after medical insurance deductions, income tax, and retirement contribution): $4,000.

Have students look at the list of estimated expenses, which total $3,430, leaving $570. Ask students to see if they think the estimates are reasonable. If they don’t believe they are, tell them to change the numbers before they make their pie graph. Also: What other expenses might this family of four have? If there are expenses not listed that students believe are realistic ones, then these should be added before students make their pie graphs.

If desired, you can display Transparency Master 10.4, Pie Graph of a Monthly Budget.

NOTE: If students are working and paying their own bills, they might prefer to use their own personal budget for this assignment. However, some students will not want to divulge such personal information, so this should definitely be given only as an option (some students might find it enlightening to see where their money is going).

Mortgage

$1200.00

Electric Bill

$150.00

Phone bill/internet

$150.00

Cable Bill

$25.00

Car Insurance

$150.00

Gasoline

$75.00

Water and garbage

$80.00

Food

$600.00

Eating out/entertainment

$400.00

Medical/dental expenses

$200.00

Church/charity donations

$100.00

Lawn maintenance/home repairs

$100.00

Clothing

$200.00

Miscellaneous?

Savings?

Vocabulary Booster #9 See Transparency Master 10.5, Vocabulary Quiz 9: Vocabulary Booster #9 Copyright © 2003, 2005, 2008, 2011 Pearson Education, Inc.

Transparency Master 10.1

Why Use Graphic Illustrations?

1. To Condense: Pages of repetitious, detailed information can be organized into one design.

Look at the table, Finding Your Life Stress Score, in Chapter Six on pages 318–319.

Think about how many pages it would take to present this same information in paragraph form.

2. To Clarify: Processes and interrelationships can be more clearly defined through visual representations.

Look at the graphic representation of the three stages of reading in Chapter Three on page 95. It is easier to understand that reading is a process that should be approached in a systematic way through stages when looking at this graphic illustration.

3. To Convince: Developing trends and gross inequities can be forcefully dramatized by use of a visual representation.

Look at the line graph, Global Warming Parallels CO2 Increases, in Chapter Eight on page 443. It is much easier to understand that the CO 2 concentration of the atmosphere and the average global temperatures have had a parallel increase when the two are compared in this graphic form.

Transparency Master 10.2

Five Kinds of Graphic Illustrations 1 515

Diagram: outline drawing or picture of an object or processExample of a diagram: page

2 Table: a listing of facts and figures in columns and rowsExample of a table: page 517 3 Map: can show the location of cities, waterways, sites, roads, and the differences in physical terrains of areas; can also highlight special characteristics or population distribution of an area. Examples of maps: pages 518 and 519 4 Graph: Pie graphs: a circle divided into wedge-shaped slices; the complete pie represents a total, or 100 percent. Examples of a pie graph: page 520 Bar graphs: a series of horizontal or vertical bars representing a particular amount or number.

Examples of bar graphs: pages 522 and 523 Line graphs: has numbers plotted in an unbroken line Example of a line graph: page 524 5. Flowchart: shows the sequence of a set of elements and relationships among them.

Example of a flowchart: page 526 Transparency Master 10.3

Reader’s

Tip

How to Read Graphic Material Read the title to get an overview. What is it about?

Look for footnotes and read introductory material.

Identify the who, where, and how.

How and when were the data collected?

Who collected the data?

How many persons were included in the survey?

Do the researchers seem to have been objective or biased?

Taking all this information into account, does the study seem valid?

• Read the labels.

What do the vertical columns and the horizontal rows represent?

Are the numbers in thousands or millions?

What does the legend represent?

• Notice the trends and find the extremes.

What are the highest and lowest rates?

What is the average rate?

How do the extremes compare with the total?

What is the percentage of increase or decrease?

• Draw conclusions and formulate future exam questions.

What does the information mean?

What purpose does the information serve?

What wasn’t included?

What else is there to know about the subject?

Transparency Master 10.4

Pie Graph of a Monthly Budget Total take-home salary (after medical insurance deductions, income tax, and retirement contribution) for a family of four: $4,000.

Look at the list of estimated expenses for a family of four, which total $3300, leaving $700.

Do you think the estimates are reasonable? If you don’t believe they are, change the numbers before you begin.

Use the numbers for each expense item (use the ones given or change them if you so desire), figure out the percentages, and make your pie graph.

To think about before you begin: What other expenses might this family of four have? If there are expenses not listed that you believe are realistic ones, then these should be added before you make your pie graph.

Mortgage

$1200.00

Electric Bill

$20.00

Phone bill/internet

$150.00

Cable Bill

$25.00

Car Insurance

$150.00

Gasoline

$75.00

Water and garbage

$80.00

Food

$600.00

Eating out/entertainment

$400.00

Medical/dental expenses

$200.00

Church/charity donations

$100.00

Lawn maintenance/home repairs

$100.00

Clothing

$200.00

Miscellaneous?

Savings?

Transparency Master 10.5

Vocabulary Quiz 9: Vocabulary Booster #9 Play It Again, Sam Use your knowledge of word parts to select the best response to fill in the blank or to substitute for the underlined word.

D _______ 1. A prelude is music ___________ before another event.

A. planned B. composed C. danced to D. played B _______ 2. To be sure that his employee understood the directions, Mr. Jones ____________ them.

A. tested B. repeated C. illustrated D. wrote C _______ 3. Once in a while, the coach would allude to his days as a football player.

A. exaggerate about B. write about C. refer to casually D. cry about A 4. The news media reported thoroughly on the repercussions of the president’s

speech.

A. after-effects A

B. versions

D. interpretations

5. After the drama teacher’s speech, the actors were rejuvenated.

A. made to feel new again

B

C. opinions

B. made to feel hopeless

C. happy

D. sad

6. Shawna’s boss and co-workers believed that her idea was ludicrous.

A. workable

B. laughable

C. respectable

D. copied

B _______ 7. Everyone enjoyed the entertaining interlude at the otherwise serious event.

A. ending B. performance between events C. opening D. dramatic presentation D _______ 8. Daniel felt an obligation to recompense his friend’s generosity.

A. explain B. advertise C. turn down D. pay back

C _______ 9. When the negotiations were finished, Brad retracted his statements to the press.

A. made clear B. submitted C. took back D. emphasized D _______ 10. Luke suddenly realized his dad was going to renege on his promise.

A. keep it B. talk about it C. ask questions about it D. go back on his word

SELECTION 1: Little Income, Big Debt: Managing Money in College Answer with T (true) or F (false).

Comprehension Quiz F

1. The author wrote this selection to share tips on how to manage your money that he successfully followed when he was a college student.

F

2. At the time he wrote this selection, the author had completely paid off his stu dent loan debt.

F

3. If he could do it again, the author would do the exact things he did when he was in college.

T

4. The author says that making better grades is more important than having a second job.

T

5. The author says that getting involved in meaningful campus activities will help you in the future.

F

6. The author says that it’s important to dress well as a college student, so don’t be afraid to spend part of your student loan money on dressing well.

F

7. The author says that there is absolutely no reason to ever use a credit card.

T

8. According to the author, most people work while they are in college.

F

9. The author says that it is more important to find a job while you’re in college making more money than it is to work in an area that is related to your future.

T

10. The author of this selection speaks from personal experience.

Vocabulary Quiz T _______ 11. If you have personal hindsight, then you will go into the next life challenge more informed. T _______ 12. An apprentice would know more about a job than someone who had never worked in the field. F _______ 13. If a person undermines an effort or cause, then he

or she strengthens it. T _______ 14. Meaningful work experience will help your resume. F _______ 15. To preclude something is to cause it to happen. F _______ 16. To be superficially responsible for something means that you are truly the responsible party. F _______ 17. A building teeming with roaches would be totally free of them. T _______ 18. A golden opportunity would be a very valuable one. T _______ 19. To minimize your risk would be to lessen it. F _______ 20.

To be grabbing something by the horns means you are admitting defeat.

Copyright © 2003, 2005, 2008, 2011 Pearson Education, Inc.

SELECTION 1: Little Income, Big Debt: Managing Money in College Vocabulary in Context Select the word from the following list that best completes each sentence. hindsight apprentice undermine resume preclude superficially teeming golden minimize grab them by the horns 1 The student should have realized that being disrespectful to the professor would ______________ her chances of getting the job as a student assistant.

2 The professor could tell that the students were ____________ with anger over their essay grades by the scowls on their faces as the papers were returned.

3 Working hard while you are in college should not totally ___________ having some fun once in a while; everyone needs a little break from work once in a while.

4 Blanca didn’t think that her friends purposely set out to embarrass her, but she did believe that they were at least ____________ involved.

5 When opportunities for advancement come your way in life, you can’t stand back and hesitate: you must be ready to _____________________.

6 If we always had the luxury of _____________, then making decisions ahead of time would be a lot easier.

7 To ______________ the possibility you will be seriously affected by the flu, you should get a flu shot.

8 It isn’t enough to have a good education and good work experience; it is important to have this information in a well-written ____________.

9 Having experts in your field who will write positive recommendations for you is _______________.

10 If you have worked as a medical radiologist’s _________________, then this will be a strong point in your favor when you apply for a job in that field.

Answers: 1. undermine 2. teeming

3. preclude

4. superficially 5. grab them by the horns

6. hindsight 7. minimize 8. resume 9. golden 10. apprentice

SELECTION 2: Effects of Earthquakes

Answer with T (true) or F (false).

Comprehension Quiz T

1. In a larger quake, a person can actually see the ground moving.

F

2. Most people injured or killed in an earthquake are caught in fires.

T

3. The author implies that lives can be saved if building codes are followed and enforced.

F

4. Buildings built on hard rock are damaged more than buildings built on soft sediment.

F

5. The danger of fires after earthquakes in large cities has been eliminated.

T

6. Landslides can be triggered by an earthquake.

T

7. Liquefaction is when water-saturated soil turns from solid to liquid after an earthquake.

T

8. It is possible to have permanent displacement of land after an earthquake.

T

9. Aftershocks are small earthquakes that follow the main shock.

T _______ 10. Flooding and drowning can result from an earthquake.

Vocabulary Quiz F _______ 11. To topple a statue is to raise it to a pedestal for show.T _______ 12. When a building is bombed, debris litters the ground.T _______ 13. The sediment in water will fall to the bottom of the bucket.T _______ 14. If a contestant is eliminated, he or she has no chance of victory.T _______ 15. An error on tax returns can trigger an audit.F _______ 16. Loess is iron sediment found in caves.T _______ 17. The displacement of wildlife is a result of expanding urban development.F _______ 18. Sudden subsidence often occurs when large trucks use dirt roads.F _______ 19. An unsettling business argument usually leaves no regrets or concerns.T _______ 20. The appearance of the groom at a wedding usually will precede the arrival of the bride.

SELECTION 2: Effects of Earthquakes Vocabulary in Context Select the word from the following list that best completes each sentence. topple debris sediment eliminated triggered loess displacement subsidence unsettling precede

1 The _______________ of water occurred when I put ice in the full glass.

2 Marcia ordered an appetizer to __________________ her meal.

3 The scent of baking cookies __________________ memories of my grandmother.

4 If the child piles the building blocks too high, they will _________________ on the floor.

5 Using a water filter on the kitchen faucet will decrease __________________ in the water.

6 The __________________ from the sink hole was deeper and more dangerous than inspectors first imagined.

7 We thought the mountain was made of rock but as we approached, we saw patches of ______________________.

8 Al found it ___________________ to hear a rumor that he might be fired from his job.

9 The contestants were _________________ from American Idol based on viewer voting.

10 After the flood, the water receded and __________________ was left on the road.

Answers: 1. displacement 2. precede 3. triggered 4. topple 5. sediment 6. subsidence 7. loess 8. unsettling 9. eliminated 10. debris

Written Response Evaluation Guidelines What are the effects of an earthquake?

List and explain how damage occurs.

1 EFFECT 1: Fire caused by broken gas and water mains and fallen electrical wires Damage: usual damage caused by fire 2 EFFECT 2: Landslides Damage: solid, rock, mud covering villages and burying people 3 EFFECT 3: Liquefaction Damage: buildings sink; underground tanks float 4 EFFECT 4: Permanent displacement of land surface Damage: tear apart buildings, roads and pipelines; flooding and drowning 5 EFFECT 5: Aftershocks Damage: cause damage to structures previously weakened by main shock; unsettling to people who have lived through the main shock

SELECTION 3: Technology and the Environment Answer with T (true) or F (false).

Comprehension Quiz T

1. With the Industrial Revolution, societies changed the environment by con suming energy resources and releasing pollutants into the atmosphere.

T

2. By using more powerful technology to improve living standards, people put the lives of future generations at risk.

F

3. The most rapid population growth is occurring in the most developed regions of the world.

T

4. If people around the world lived at the level of people in the United States, the natural environment would soon collapse.

T

5. According to the passage, the United States is a throw-away society.

T

6. Because of the sheer volume of waste produced, the United States is shipping trash to other countries.

F

7. In much of Asia, people capture rainfall for their primary water supply.

T

8. Nowhere is water supply a bigger problem than in the Middle East.

T

9. The reality is that water is a finite resource.

T _______ 10. Farming consumes nearly ⁄3 of the world’s water supply.

2

Vocabulary Quiz T _______ 11. Bird migration occurs when birds fly south for the winter. T _______ 12. A business would rather show a profit than a deficit. T _______ 13. A predictable bus schedule adds to the efficiency of public transportation. F _______ 14. A surging crowd patiently waits to enter opening doors. T _______ 15. A business with many affluent customers might reasonably expect profits. F _______ 16. An abundance of flowers makes a sparse bouquet. T _______ 17. Paper cups and plastic spoons are disposable items. T _______ 18. If a dead bird is left to decompose, it will emit a foul odor.F _______ 19. The jungle is arid and filled with vegetation. T _______ 20. A project that lasts 24 hours has a finite time limit.

SELECTION 3: Technology and the Environment Vocabulary in Context Select the word from the following list that best completes each sentence. migration deficit predictable surging affluent abundance disposable decompose arid finite 1 If food is left too long in the refrigerator, it will _________________.

2 __________________ diapers are popular because mothers do not have the time or desire to wash reusable diapers.

3 _________________ people are able to purchase expensive cars, clothing, jewelry, and homes.

4 A government __________________ can be overcome by cutbacks and budgeting for the next year.

5 Rapidly ______________________ waves during a storm can cause flooded roads and bridges.

6 If an area is _______________________, it does not receive a lot of rainfall.

7 This year, the grapefruit tree produced an _________________ of fruit; last year there was hardly a single fruit.

8 Because there is a _______________ number of parking spaces in the reception hall lot, guests were asked to carpool.

9 If choosing the correct lottery numbers was __________________, more people would win.

10 The ________________ of early humans depended on the availability of food and water.

Answers:

1. decompose 2. disposable 3. affluent 4. deficit 5. surging 6. arid 7. abundance 8. finite 9. predictable 10. migration

Written Response Evaluation Guidelines How are humans changing the planet, and what are the consequences?

1. Consuming energy resources U.S. = 100X more energy each year than average person in world’s poorest nations Put future generations at risk U.S. = each person 50 tons of waste per year 1 Releasing pollutants into the atmosphere, soil Materials in landfills contaminate water Many waste products do not decompose 2 TechnologyOverpopulating the planetCan’t sustain numbers, water supply running lowFarmers using ⁄3 of the world’s water supply 2

Rate Flexibility 11

Why is Rate Important?

College students are often concerned about their reading rate and sometimes ask throughout the semester: How many words a minute should I be able to read?

While students need to be constantly reminded that comprehension is much more important than reading rate, an extremely slow reading rate can have several negative results for students, including: (1) difficulty maintaining concentration; (2) running out of time when there is limited time during in-class testing situations; and (3) being faced with extensive out-of-class reading assignments in several different classes in the same time period.

Focus Questions for Chapter Eleven: What is your reading rate?

How fast should you read?

How do faster readers maintain a better reading rate?

What are some techniques for faster reading?

What happens during regression?

Why skim?

What is scanning?

Transparency Masters (or student hand-outs):

11.1 Techniques for Faster Reading 11.2 Reader’s Tip: Techniques for Skimming 11.3 Reader’s Tip: Techniques for Scanning 11.4 Vocabulary Quiz 10: Vocabulary Booster #10 The emphasis for this chapter is not on speed-reading a textbook, but on making students aware of their own rate of reading and informing them of some specific things they can do to work on increasing their reading rate while still focusing on comprehension.

Importance of Schemata This chapter offers another opportunity to impress upon students the important role that their schemata or prior knowledge plays in reading. The more students already know about a subject, the faster they will be able to read with understanding about that topic.

Varying Reading Rate Make sure that students understand that their reading rate should vary with not only the difficulty of what they are reading, but with the purpose for which they are reading. For example, if a student picked up a magazine and began reading an article about a subject of which he or she has prior knowledge and about which the student is interested, then the student would be able to read at his or her maximum reading rate. But if the same student was assigned the same magazine article to be read as part of material that was to be included on a test, the student would have to slow down his or her rate of reading, as details would now be of more importance to remember.

Techniques for Faster Reading Display Transparency Master 11.1, Techniques for Faster Reading as an overview of the seven suggestions listed on pages 564–570. Then display each of the suggestions separately as you discuss each one. Students can follow in their texts.

Skimming Display Transparency Master 11.2, Reader’s Tip: Techniques for Skimming, or have students follow along in their books on page 571 as you go over the technique of skimming with them.

Skimming Activity Suggestion: Bring a classroom set of the front page of a newspaper to class: possibilities are your own college newspaper, or a local community paper, which often are free publications. Put a list of the titles of the articles on the board or listed somewhere so that they are easily visible to students, and ask students to skim each article, writing down one sentence about each. Time students for approximately five minutes, and see how many articles they are able to skim and write about in that time period. Discuss the main gist of each article with them. *Do this activity yourself before assigning it to your students to get a good idea of how many of the articles they should be able to skim in the time given.

Scanning Display Transparency Master 11.3, Reader’s Tip: Techniques for Scanning, or have students follow along in their books on page 572 as you go over the technique of scanning with them.

Scanning Activity Suggestion: Bring a classroom set of a couple of pages of want ads from a newspaper to class. Hand out to students a list of questions that can be answered by scanning the want ads for information. Time students to see how many questions they can correctly answer in the time (approximately 10 minutes) you give them.

Transparency Master 11.1

Techniques for Faster Reading Concentrate Stop Regressing Expand Fixations Stop Vocalizing Preview Use Your Pen as a Pacer Push and Pace: Set a Time Goal Transparency Master 11.2

Reader’s

Tip

Techniques for Skimming Read the title and subheadings as well as words in italics and boldface print to get an idea of what the material is about.

Try to get an insight into the organization of the material, as discussed in Chapter 5, to help you anticipate where the important points will be located. Look for certain organizational patterns and understand their functions: Simple listing: explains items of equal value.

Definition: defines a term and gives examples to help the reader understand the term. Time order or sequence: presents items in chronological order. Comparison-contrast: compares similarities and differences of items. Description: explains characteristics of an item. Cause and effect: shows how one item has produced another. Addition: provides more information.

Classification: divides items into groups or categories. Generalization and example: explains with examples to illustrate. Location or spatial order: identifies the whereabouts of objects. Summary: condenses major points.

If the first paragraph is introductory, read it. If not, skip to a paragraph that seems to introduce the topic.

Move rapidly, letting your eyes float over the words. Try to grasp the main ideas and the significant supporting details.

Notice first sentences in paragraphs, and read them if they seem to be summary statements.

Skip words that seem to have little meaning, like a, an, and the.

Skip sentences or sections that seem to contain the following: Familiar ideas Unnecessary details Superfluous examples Restatements or unneeded summaries Material irrelevant to your purpose If the last paragraph of a section is a summary, read it if you need to check your understanding.

Transparency Master 11.3

Reader’s

Tip

Techniques for Scanning Figure out the organization of the material. Get an overview of which section will probably contain the information you are looking for.

Know specifically what you are looking for. Decide on a keyexpression that will signal your information, but be ready to switch to a related idea if that doesn’t work.

Repeat the phrase and hold the image in your mind. Concentrate on the image so that you will recognize it when it comes into view.

Move quickly and aggressively. Remember, you are scanning, not reading.

Verify through careful reading. After locating your information, read carefully to make sure you have really found it.

Transparency Master 11.4

Vocabulary Quiz 10: Vocabulary Booster #10 Foreign Terms For this quiz, you will need to know the meanings of some often-used foreign terms. Word structure will be of little or no help.

For statements 1–10, write A if the underlined term is used correctly, and B if it is not used correctly.

A _______ 1. Dining al fresco is one of my favorite spring and summer activities.

A _______ 2. Avant-garde artists experiment with new methods of self-expression.

B _______ 3. The police determined that the murder weapon used in the crime was a vendetta.

B _______ 4. As the cruise ship departed, we wished our friends bon vivant.

A _______ 5. The joke offended some of our co-workers because of its double entendre.

A _______ 6. The dictator took control of the government after a coup d’etat.

B _______ 7. The man in the picture was the new democratically elected junta.

B _______ 8. David’s nouveau riche family established our town 200 years ago with the money from their successful Southern cotton plantation; they still fund many projects and activities in town.

A _______ 9. Everyone enjoyed being around Sherry because of her irrepressible joie de vivre.

B _______ 10. As his first novel, the author’s magnum opus was not as mature and well-developed as his later, better work.

Answer each numbered item with the letter of the term that is its synonym.

Set 1: A. déjà vu B. fait accompli C. faux pas D. potpourri E. sotto voce C _______ 11. mistakeD _______ 12. mixtureB _______ 13. completed actionE _______ 14. whisperA _______ 15. already seen Set 2: A. carte blanche B. nom de plume C. de rigueur D. esprit de corps E. raison d’etre C _______ 16. formal, in good tasteA _______ 17. unlimited authorityB _______ 18. pen nameD _______ 19. group spiritE _______ 20. purpose for existence

190 Copyright © 2003, 2005, 2008, 2011 Pearson Education, Inc.

12

Test Taking

Why is it important to discuss test-taking strategies with college students?

Whether you personally agree with testing or not, test performance determines success or failure for your college students. Although mastery of the material certainly should be the most important factor in passing a test, sometimes student performance does not adequately reflect student knowledge because of a lack of sophistication in taking tests.

Focus Questions for Chapter Twelve: Can being testwise improve your score?

How should you prepare before a test?

What should you notice during a test?

What strategies should you use to read a comprehension passage?

What are the major question types?

How do you answer an essay question?

Transparency Masters (or student hand-outs): 12.1 Strategies for Mental and Physical Preparation 12.2 Reader’s Tip: Key Words in Essay Questions 12.3 Answering Essay Questions about Catherine the Great

Taking a Test: The Importance of Being Mentally and Physically Prepared I worked several times as an administrator of college entrance tests where students from all over a large metropolitan area came together to take a standardized test. I often saw students who were almost late, and unsure of what building and room the test was housed in. Many students appeared tired to the point of looking exhausted. Most were extremely nervous, some to the point of being literally in tears. Some students perspired profusely, even when others were wearing jackets because of the air-conditioning. I saw a few students actually throw up in the testing room. While some students would nervously shift in their desks prior to the beginning of the test, others would sit, unmoving, and stare blankly ahead.

Test-taking is a nerve-wracking event for many students. Taking a little time to try to help students become better test takers is an important job.

Display Transparency 12.1, Strategies for Mental and Physical Preparation, and discuss these simple suggestions for students to think about before, during, and after a test. Students can follow along as you talk about each item on pages 578–581.

Recognizing the Major Question Types If you are covering this chapter toward the end of the semester, then students should be familiar with the major types of questions found on reading comprehension tests, as these are labeled in the text for all of the comprehension questions over the chapter selections. If you have decided to cover this chapter early in the semester, point this out to students: each selection in the textbook has examples of the major types of comprehension questions, and they are labeled: Main Idea Details Implied Meaning Purpose Vocabulary Explain to students that, even when they are answering comprehension questions that aren’t labeled for them, they still should be able to determine the types of questions, and use the thinking strategy required for that type of question (as explained on pages 584-587).

Answering Essay Questions Essay questions are the most challenging type of question for most college students.

Students should jot down any ideas they have about answering an essay question on a scratch sheet of paper as soon as they read the question so they won’t forget any first ideas that come to them. Then they should briefly outline their ideas before beginning to write their actual essay answer.

The VERB used in the essay question is the word that should signal students how to organize their answer.

Display Transparency Master 12.2, Reader’s Tip: Key Words in Essay Ques-tions, or have students look in their texts on page 593 as you go over these terms with them.

Suggested Activity to Practice Writing Essay Answers

Show students how several different types of essay questions can be asked over the same selection, with each question requiring a different response. Divide students into five groups and display Transparency 12.3, Answering Essay Questions about Catherine the Great. Assign each group a different essay question. After students have had time to complete their answers, ask a student to serve as a reporter and read his or her group’s essay to the class. Students may be surprised at how many different angles can be covered over one short selection through different essay questions.

Transparency Master 12.1

Strategies for Mental and Physical Preparation Before Taking a Test: Get plenty of Sleep the Night Before Arrive 5 or 10 Minutes Early and Get Settled Know What to Expect on the Test Have Confidence in Your Abilities Know How the Test Will Be Scored Plan Your Attack During the Test: ConcentrateRead and follow DirectionsSchedule your TimeWork RapidlyThinkIgnore Students who Finish Early After the Test: Analyze your Preparation Analyze the Test Analyze your Performance Transparency Master 12.2

Reader’s

Tip

Key Words in Essay Questions Compare: List the similarities between things.

Contrast: Note the differences between things.

Criticize: State your opinion and stress the weaknesses.

Define: State the meaning so that the term is understood, and use examples.

Describe: State the characteristics so that the image is vivid.

Diagram: Make a drawing that demonstrates relationships.

Discuss: Define the issue and elaborate on the advantages and disadvantages.

Evaluate: State positive and negative views and make a judgment.

Explain: Show cause and effect and give reasons.

Illustrate: Provide examples.

Interpret: Explain your own understanding of a topic that includes your opinions.

Justify: Give proof or reasons to support an opinion.

List: Record a series of numbered items.

Outline: Sketch out the main points with their significantsupporting details.

Prove: Use facts as evidence in support of an opinion.

Relate: Connect items and show how one influences another.

Review: Write an overview with a summary.

Summarize: Retell the main points.

Trace: Move sequentially from one event to another.

Transparency Master 12.3

Answering Essay Questions about Catherine the Great 1 Compare Sophia, the young German princess, with the woman she became: Catherine the Great.

2 Contrast Catherine’s talk of being an enlightened leader with her actions.

3 Evaluate Catherine’s leadership: state the positive and negative and then make a judgment: Was she a good leader?

4 Illustrate through examples how Catherine won over the Russian people.

5 Were the actions Catherine took against the serfs justified? Give proof or reasons to support your answer.

Appendix 1 ESL: Making Sense of Figurative Language and Idioms To sensitize students to the complexities of the English language, five lessons on figurative language and idioms are included in Appendix 1. Each lesson presents ten figurative words or phrases for students to use in context.

Assign these lessons over a time period to fit the needs of your students and the curriculum. Two quizzes are included in this Instructor’s Manual to monitor student progress in recognizing and understanding figurative language and idioms.

Figurative Language Quiz Read the dialogue and use context clues to match the number of the boldfaced figure of speech with the letter of the appropriate definition. To narrow your choices, the answers to 1–5 are listed within a–e and the answers to 6–10 are listed within f–j.

Ramone: Wow! You’re an (1)eager beaver. We don’t leave for an hour and you already have the car packed. Delilah: I’m (2)champing at the bit to get going.

You know the beach is (3)in my blood. Ramone: I know, I know. You’re (4)a fish out of water when you’re not at the beach. Delilah: That (5)bolt out of the blue decision to (6)fly the coop this weekend was all it took to get me (7)into high gear. Ramone: I’ll say. I’d better (8)rev it up if I’m going to keep up with you.

Delilah: Before we (9)go overboard on what we’re taking, let’s (10)get this show on the road. ______ 1. eager beaver a. anxious or impatient ______ 2. champing at the bit b. in a strange, uncomfortable environment ______ 3. in my blood c. instantaneous and unexpected ______ 4. a fish out of water d. an enthusiastic hard worker ______ 5. bolt out of the blue e. to have a natural or inborn desire for ______ 6. fly the coop f. a state of maximum speed and efficiency ______ 7. into high gear g. leave suddenly, run away ______ 8. rev it up h. go to extremes ______ 9. go overboard i. get started on something ______ 10. get this show on the road j. speed it up

Answers: 1. d

2. a

3. e

4. b

5. c

6. g

7. f

8. j

9. h

10. i

Common English Idioms Quiz Use context clues to select one of the three idioms that best completes each sentence. Write a, b, or c in the blank.

1 Simone was so upset that she totally ______ when she found out that her boyfriend had been injured in a car crash.

2 I had to pay ______ to get my car out of the repair shop.

3 Roger was so angry that he ______ when he found out that his girlfriend was cheating on him.

4 Do you think that the candidates will remain positive and avoid any ______ in the upcoming Student Government election?

5 It made me ______ when I accidentally made an insensitive remark about disabled persons in front of the guy in the wheelchair.

6 When it comes to having elegance and grace, she is ______ above the rest of the dancers in the company.

7 You need to ______ tonight so you will make a good first impression on your blind date.

8 Jorge tends to ______ and doesn’t get much accomplished when he is working on a detailed project.

9 We all thought Marion had ______ when he gave away his winning Lottery ticket.

10 Are you tired enough to ______ for tonight even though we haven’t finished studying? a. hit it off b. lost it c. blew it a. an arm and a leg b. a chip off my shoulder c. an earful a. lost his shirt b. made a killing c. hit the ceiling a. mudslinging b. clock watching c. penny pinching a. bide my time b. break the news c. feel like two cents a. out on a limb b. head and shoulders c. eye-to-eye a. pull a fast one b. put your best foot forward c. play the field a. run around in circles b. turn the tables c. kick the bucket a. buckled down b. beat the rap c. lost his marbles a. call it quits b. crack down c. chalk it up Answers: 1. b

2. a

3. c

4. a

Appendix 2

5. c

6. b

7. b

8. a

9. c

10. a

The Reading Workshop: Additional Topics and Formats for Book Discussions Appendix 2 offers suggestions for conducting book discussions that require higher-level thinking. It also includes additional suggestions for students to report what they have read. A few more suggestions are included in this Instructor’s Manual to give you more ideas and options as you decide on the most appropriate ways for your students to report on their reading. You might want to select several that you think are suitable for students, and then let them choose from a short list.

THE READING WORKSHOP: SUGGESTIONS FOR STUDENT BOOK REPORTS

1 Write a brief summary of the main plot, and then write a sequel. What do you think happened next?

2 Make a chart listing the characters, their relationships, and a few biographical facts about each.

3 Make a Power Point presentation over your book which includes appropriately chosen music and narration as you give a multi-media presentation.

4 Write at least five entries in two diaries: one from the viewpoint of the protagonist, and one from the viewpoint of the antagonist.

5 Write a letter to the author of the book, telling him or her about your favorite part of the book, and what, if anything, you would have changed if you had written the book. You might include suggestions for a sequel.

6 Write a letter to the book’s protagonist as if he or she was a close friend. What advice would you give to your friend regarding the problems he or she encountered in the story?

7 Imagine that you are a book reviewer for a major newspaper. Write a critical review of the book. To get started on this assignment, look at some actual book reviews in a major newspaper.

8 Write a newspaper article which reports on a major event from the book. Be sure to include the 5 W’s: who, what, when, where, and why in your article.

9 Use information from the book and write a biography of the major character.

10 If a movie has been made from your book, compare the movie version to the book. What differences did you notice? Did you like the book or the movie best? Why?

Chapter 1 Active Learning Test A Name ________________________________________________________

Answer the multiple-choice questions based on the content of the chapter.

1) Cognitive psychologists A) study how the mind works. B) study about the connection between grammar and comprehension. C) believe that cognitive processes are visible.

2) For more than 30 years, an analogy has been made between how the brain works and A) how the engine in an automobile keeps the automobile running. B) how the recorder on a telephone can receive messages when the phone isn’t answered. C) the workings of the central processing unit of a computer.

3) Chapter One includes the discussion about divided attention so that readers will understand A) that it is possible to do more than one thing at a time. B) that they can expect to successfully read college assignments while they watch television. C) that reading college-level material should not be done at the same time as another activity.

4)One automatic aspect of reading isA) recognition of technical vocabulary.B) common word recognition.C) comprehension of the intended message.

5) Knowledge of their cognitive style preferences will enable students to A) focus on detailed information. B) recognize that there is a right way to do something. C) build on their strengths.

6) The results of the Myers-Briggs Type Indicator (MBTI) can be useful to students in several areas, including A) determining their learning styles and in career planning. B) deciding on the limits of their physical stamina and endurance. C) measuring their visual perception and acuity.

7) The Keirsey Temperament Sorter II can be taken online. However, A) you will need an expert to help you take it and to explain the results to you. B) you will need your professor's written permission to take it. C) experts do not consider it to be as valid or reliable as the MBTI. 205

8) If it helps you remember a new acquaintance’s name by seeing it in writing, you are probably A) an auditory learner. B) a visual learner. C) a tactile-kinesthetic learner.

9) Reading class notes out loud when studying would probably be most helpful for A) a visual learner. B) an auditory learner. C) a tactile-kinesthetic learner.

10) Re-writing notes or typing them on a computer would probably be most helpful for A) a visual learner. B) an auditory learner. C) a tactile-kinesthetic learner.

11)Thanks to Howard Gardner, most people now believe thatA) being smart or gifted means that you excel in languages and/or math.B) there are at least eight different ways of being intelligent.C) intelligence can be determined by a simple online computer test.

12)External distractions include all of the following exceptA) an argument in the apartment next door to yours.B) a cluttered desk area.C) worries about money.

13)To reduce internal distractions, students canA) make a list of minor concerns and take action if necessary.B) study only in the college library in the evening.C) take many long breaks that include snacks while studying.

14)To improve your self-concept, it is suggested that youA) be concerned about how others view you.B) change a negative feeling into a positive one.C) make a list of things you have not yet accomplished.

15)To reduce anxiety, you could A) think about how failing one test can set you back for the whole semester.B)

stop and take several deep breaths and visualize yourself calm and relaxed.C) stop and think about how disappointed your family will be if you fail.

16)Strategies to spark interest in reading material include all of the following except A) stimulating your curiosity by asking questions about the topic. B) setting a short-term goal. C) completing an assignment in another subject area first.

17)According to the text, predicting exam questionsA) is a waste of study time.B) boosts self-confidence.C) impresses the professor.

18) Research has shown that forming study groups A) is a form of cheating. B) is a wise use of available resources. C) is a risky thing because you never really know people from just being in class with them.

19) Among the academic behaviors that your author says can lead to success is: A) copy another student’s paper if you think it’s good. B) wait until the night before a test to study so that the material will be fresh in your mind. C) find an A paper to read after a test so you can actually see what an excellent paper is like.

20) Out of the items listed, the most important information given in a syllabus is A) the hours of operation of the campus library. B) how to drop the course if you feel that you aren’t up to the challenge. C) the goals, objectives, and assignments for an entire course.

Chapter 1 Active Learning Test B Name ________________________________________________________

Answer the true-false questions based on the content of the chapter. 1) You as a learner are an important component of active learning. ___________ 2) Neuroscience is providing more information about biological aspects of learning. ___________ 3) According to the text, correct grammar, spelling, and punctuation are not necessary to use in an email. ___________ 4) It is crucial to attend class the class day before a major test since that is the day an instructor usually reviews what to study for the test. ___________ 5) Being informed about your cognitive style preferences is interesting, but not really helpful to you as a learner. ___________ 6) Predicting test questions is an efficient way to study for an exam. ___________ 7) A visual learner would learn best by reading his or her notes out loud. ___________ 8) According to Multiple Intelligence theory, a person with a high level of intrapersonal intelligence would make a good negotiator. ___________ 9) A syllabus usually includes an explanation of the professor’s grading system. ___________ 10) The idea of what it means to be intelligent has changed over the years. ___________

Chapter 1 Active Learning Test C Name ________________________________________________________

Match items based on the chapter section about Multiple Intelligences. _____ 1. Schoolhouse giftedness A. self-employed businesspeople _____ 2. People-smart B. landscape architects _____ 3. Music-smart C. artists _____ 4.

Word-smart D. teachers _____ 5. Self-smart E. accountants _____ 6. Logical-smart F. traditional academic skills (math and language) _____ 7. Body-smart G. score on a traditional intelligence test _____ 8. Picture-smart H. symphony conductors ______ 9. Nature-smart I. athletes _____ 10. IQ J. journalists

Chapter 1 Active Learning Test A Name ________________________________________________________

Reflecting in Writing Think about the concepts you learned in Chapter 1 and respond to the following as thoroughly as you can: 1 Compare and contrast an active learner from a passive learner. What are some of the things that an active learner does that a passive learner probably wouldn’t do?

2 A. What is the connection between cognitive psychology and college reading?

B. What is the connection between neuroscience and college reading?

3. Choose one of the following and explain what your personal strengths are in this area and how that will affect decisions you make in the future.

A. Sensory Learning Styles B. Multiple Intelligences 1 2 3

What are external and internal distractions? Give at least two examples of each.

Describe at least five academic behaviors that can lead to college success.

What are at least three important things found in most syllabi?

Chapter 2 Vocabulary Test A Name ________________________________________________________

Answer the multiple-choice questions based on the content of the chapter.

1)Writing down words and definitions and then memorizing themA) is recommended as a strategy for unlocking the meaning of unknown words.B) works only for learning new vocabulary.C) does not produce long-term results in regard to memory.

2)Learning words in isolationA) is a poor method for aiding memory.B) changes the meaning of the word.C) is a good technique for remembering definitions.

3) Remembering the meanings of new words usually includes all of the following strategies except A) creating concept cards.B) looking up the pronunciation of the word.C) learning prefixes, roots, and suffixes.

4)Using context cluesA) allows the reader to approximate the meaning of an unknown word.B) always generates complete definitions of unknown words.C) is an uncommon method of unlocking meanings of unknown words.

5) Which of the following context clues involves directly stating the meaning of an unknown word in a sentence or paragraph? A) elaborating details B) definition C) example 6)The context clue contrast is characterized byA) a graphic illustration.B) elaborate details.C) two or more different items or concepts.

7)Which of the following is not added to the basic part of a word?A) prefixB) rootC) suffix 8)Word structure encompasses all of the following exceptA) prefixes.B) roots.C) contexts.

9)Which of the following is a true acronym?A) SWATB) MRLC) OE 10) In unlocking the meaning of an unknown word, knowing its antonym may be helpful. An antonym is a word that has A) a hidden meaning. B) the opposite meaning. C) the same meaning.

11)Adding a prefix to a rootA) merely makes the word longer.B) does not affect the root.C) changes the meaning of the word.

12)In the dictionary, spellings are given forA) plural forms of words.B) origins of words.C) only foreign words.

13)Word origins are also calledA) etymologies.B) guide words.C) entries.

14)The glossary of a textbook contains words that areA) gathered from several of Webster’s dictionaries.B) unique to the subject matter.C) commonly known.

15)Each college subject has a language of its own. Another word for this language isA) vocational.B) jargon.C) slang.

16)A thesaurus most likely will not help a writer findA) antonyms for a word.B) origins of a word.C) synonyms for a word.

17)An analogy measures your ability to seeA) relationships.B) definitions.C) examples.

18) An acronym is A) similar to an antonym. B) catchy but holds no meaning. C) invented in order to simplify.

19) Transition words indicate A) the main idea of a passage. B) the direction of a writer’s thoughts. C) that no change or continuation in thought is imminent.

20) Words/phrases such as “consequently,” “in addition,” and “however” are referred to as A) transition words.

B) guide words. C) acronyms.

Chapter 2 Vocabulary Test B Name ________________________________________________________

The questions below are based on Figure 2–1. Choose the multiple-choice option which best answers the question.

(Guralnik, p. 1159) Figure 2–1 1) In Figure 1, what does the abbreviation Q.T. stand for? A) quotient B) slang C) quiet 2)The word “qintar” is a(n)A) noun.B) verb.C) adjective.

3) According to Figure 1, how is the plural for the abbreviation for “quarters” spelled? A) qrs. B) quarters C) q.r.s.

4)What is the origin of the word “qiviut”?A) LatinB) EnglishC) Eskimo 5)What is found at the bottom of the page of the “Q” section in the dictionary?A) a word-derivation chartB) a pronunciation keyC) guide words

The questions below are based on Figure 2–2. Choose the multiple-choice option which best answers the question.

Figure 2–2 6) In Figure 2, the word “laser” is a(n) A) transition word that signals a writer’s direction of thought. B) acronym that has become a common word. C) etymological entry which explains the history of light amplification.

7)This glossary was probably taken from the back of aA) medical journal.B) business manual.C) physics textbook.

8)Molecules are made up ofA) other molecules.B) atoms.C) no one knows.

9)A magnetic field is mainly locatedA) between the opposite poles of a magnet.B) in a cluster of atoms.C) in space.

10) In the phrase “MHD power,” what is MHD? A) an analogy B) an abbreviation C) a guide word

Chapter 2 Vocabulary Test C Name ________________________________________________________

Demonstrate your ability to use context clues by reading the following passage and then determining the meaning of the underlined words through the context.

The use of what my very proper Southern grandmother would have called “inappropriate” language has

become commonplace, indeed almost (1) ubiquitous, today.

In my grandmother’s time, you could (2) gauge a person’s upbringing by the language he or she used. If my grandmother had visitors stop by while my brother and I were at her house, we knew to be (3) cordial to them.

My grandmother expected more than just a (4) modicum of (5) civility. She expected first-class “Sunday best” behavior and speech.

My father occasionally did repair work at my grandmother’s house, and he was known to let out an (6) expletive or two once in a while if something didn’t go right with the repairs. He, as another grown-up, and not just a (7) fledgling, could get away with this.

But if my brother or I were ever caught using an unacceptable word, my grandmother had the ability to (8) beckon us to her side with just one stern look. Using that famous (9) scowl of hers, she had a talent for making my brother and me feel like (10) peons.

Strange, but the other day I felt myself using that exact scowl on my grandson. My grandmother would have been proud.

1. ubiquitous A. impolite B. seeming to exist everywhere

C. unexpected

2. gauge A. standard to measure by B. like a guessing game C. a goal or objective 3. cordial A. behaving in a negative way B. behaving in a friendly way C. not questioning 4. modicum A. a large amount B. a low or moderate amount C. none at all 5. civility A. disrespectful behavior

B. warlike behavior

C. civilized behavior

6. expletive A. word of praise B. word of guilt C. crude language, such as curse words 7. fledgling A. young, inexperienced person B. important person C. uneducated person 8. beckon A. send away

B. call or summon

9. scowl A. smiling face

B. disapproving look

C. wave C. questioning look

10. peons A. wealthy people B. people in important positions C. people of low social status

Chapter 3 Strategic Reading and Study Test A Name ________________________________________________________

Answer the multiple-choice questions based on the content of the chapter.

1)The process of previewing a text does not involveA) asking questions.B) establishing a purpose for reading.C) reacting to the ideas presented.

2)When previewing a textbook, a student would not usually look atA) the table of contents.B) the glossary.C) chapter subheadings.

3)A schema isA) the existing knowledge or background a student has of a subject.B) a plan the student created for studying.C) a strategy for previewing difficult text material.

4)During the reading process, prior knowledge of a subjectA) is not usually utilized.B) aids the reader.C) is an obstacle to comprehension.

5)Some experts say thatA) the junior year of college is the most difficult.B) there is no significant difference in difficulty levels in college.C) the freshman year of college is the most difficult.

6)Good readers do all of the following exceptA) predict what is ahead in the reading.B) continue reading even if confused.C) visualize the material.

7)The ability to know, control, and “think beyond” is referred to asA) metacognition.B) schema.C) SQ3R. 8) An example of a metacognitive process would be A) speaking French in the language laboratory. B) writing in Arabic to your pen pal. C) realizing that the instructions for your new DVD player were in Spanish.

9) The stage of reading called “recall” is crucial because students A) are memorizing the material for an upcoming exam. B) improve their technical vocabulary. C) seek to sort through ideas and connect them with existing information.

10) In regard to the process of recall, “text-to-world” refers to linking A) new text to other textbooks the student has read.

B) information the student is reading to bigger issues or events.

C) material the student is reading to his or her personal experience.

Chapter 3 Strategic Reading and Study Test B Name ________________________________________________________

Answer the true-false questions based on the content of the chapter.

1)

Strategic reading is knowing and using techniques for understanding, studying, and learning.

1) ______

2)

The author explains that reading is a passive process.

2) ______

3)

During the self-testing stage, students recap what they have learned.

3) ______

4)

In the previewing stage, the student selects the most important points and studies them.

4) ______

5)

Activating your schema is usually done after the material is read.

5) ______

6)

The three stages of reading are previewing, reading, and recall.

6) ______

7)

To be a successful reader, a student should establish relationships to prior knowledge.

7) ______

8)

Monitoring understanding while reading is not part of the reading process.

8) ______

9)

Previewing introductory material is not a good strategy.

9) ______

10)

The author of your textbook likens the brain to a computer file.

10) ______

Chapter 3 Strategic Reading and Study Test C Name ________________________________________________________

Reflecting on Your Reading In the selection Unity in Diversity, you read about customs and how they can differ among different cultures. For this part of the test, you are going to write about customs and cultures, including giving some of the customs in your own culture. Use the following structure to organize your paper: A. Think about how the selection related that Eskimo men offer their wives to guests as a gesture of hospitality. Write about your culture’s customs regarding hospitality. Be sure to give examples and support for what you write.

B. Think about how the selection related that young boys in the Yanomamo tribe are applauded for striking their mothers and fathers in the face. Write about what expectations parents have in your culture about raising children. Be sure to give examples and support for what you write.

C. Conclude your paper with what you learned about customs and culture from the selection Unity in Diversity.

Chapter 3 Strategic Reading and Study Test D Name ________________________________________________________

Think about the selection On the Front Lines of the Service Sector from Chapter 3 and complete the Recall Diagram below over this selection.

As you begin to recall the significant details of the selection, remember that the selection focused on the

negative working conditions and treatment of fast food and grocery workers.

Recall Diagram On the Front Lines of the Service Sector

Topic: ________________________________________________________

Significant Details: _______________________________________________________________________

Relate: _______________________________________________________________________

React: _______________________________________________________________________

Chapter 4 Main Idea Test A Name ________________________________________________________

Answer the multiple-choice questions based on the content of the chapter.

1)In some instances it is possible to determine the topic fromA) a detail.B) the title of the passage.C) the second sentence of the first paragraph.

2)Which of the following words is not another way to express the main idea?A) gistB) central focusC) single meaning 3)According to the author, a main idea statement is much likeA) a thesis statement.B) detailed information.C) connotation.

4)Many experts agree that understanding the main ideaA) does not affect reading comprehension to a great degree.B) is the most important reading skill.C) may complicate the understanding of supporting details.

5)Specific details can include all of the following exceptA) main ideas.B) examples.C) reasons.

6) Until you build prior knowledge for particular courses, understanding the main idea is likely to be A) an automatic response. B) impossible. C) a conscious effort.

7)The main idea should be stated inA) one or two words.B) a short, meaningful phrase.C) a complete sentence.

8)A knowledgeable reader knows to determine the main ideaA) before deciding on the topic.B) before deciding on the major details.C) after deciding on the major details.

9)Research shows that a passage is easier to read if the main idea isA) implied.B) at the end of the passage.C) directly stated.

10) A summary A) demonstrates a synthesis of the material read. B) reveals the opinions of the reader. C) should be written in preparation for a multiple-choice examination.

Chapter 4 Main Idea Test B Name ________________________________________________________

Answer the multiple-choice, main idea questions based on the content of the paragraphs.

1) He never bit anyone more than once at a time. Mother always mentioned that as an argument in his favor; she said he had a quick temper but that he didn’t hold a grudge. She was forever defending him. I think she liked him because he wasn’t well. “He’s not strong,” she would say, pityingly, but that was inaccurate; he may not have been well but he was terribly strong.

One time my mother went to the Chittenden Hotel to call on a woman mental healer who was lecturing in Columbus on the subject of “Harmonious Vibrations.” She wanted to find out if it was possible to get harmonious vibrations into a dog. “He’s a large tan-colored Airedale,” mother explained. The woman said that she had never treated a dog, but she advised my mother to hold the thought that he did not bite and would not bite. Mother was holding that thought the very next morning when Muggs got the iceman, but she blamed that slip-up on the iceman. “If you didn’t think he would bite you, he wouldn’t,” mother told him. He stomped out of the house in a terrible jangle of vibrations. (Thurber, p. 5) A good title for this excerpt would be A) Muggs, the Terror of the Neighborhood.B) Me and My Mother.C) Muggs and the Mental Healer.

2) The Cold War mentality left its imprint on politics and culture during the late 1940s and early 1950s. A certain paranoia permeated the early Cold War years. The nature of the fight against Communism contributed to the paranoia. Politicians warned Americans that Communism silently and secretly destroyed a country from within. Although allegedly directed from Moscow, its aim was subversion through the slow destruction of a country’s moral fiber. No one knew which institution it would next attack, or when. The politicians told Americans to watch for the unexpected, to suspect everyone and everything. As a result, between 1945 and 1955 a broad spectrum of institutions, organizations, and individuals came under suspicion. (Martin, J. K., 1997, p. 924) The central focus of the passage is that A) Cold War strategies were based in Moscow. B) Americans should always watch for the unexpected, to suspect everyone and everything. C) the Cold War mentality left its imprint on politics and culture during the late 1940s and early 1950s in the form of paranoia.

3) Legal searches of premises include those authorized by search warrants, consent, and urgent circumstances.

The Supreme Court has given considerable latitude to police in the areas of person and vehicle searches, but has been reluctant to relax the search of premises. One of the rules of the legal search of premises is that only the person in legal control can give consent. If the property is held in common by more than one holder, then any owner can give consent. If police deceive a person by telling him or her they have a search warrant when they do not, then the search is illegal because it was done by trickery rather than by consent. Perhaps the Supreme Court has been reluctant to give police total authority to search premises because of the traditional belief that “a person’s home is his or her castle.” (Bartollas & Hahn, p.149) The gist of the paragraph is that A) the police can search virtually anyone, any place, any time without authorization. B) the Supreme Court has given latitude to police for vehicle and person searches but is reluctant in regard to searching premises. C) a person’s home is his or her castle.

4) In the early 1900s, a few theorists studied European kings and members of royal families who ruled several centuries ago, and suggested that great (i.e., wealthy, high status) men become leaders. Such individuals, they suggested, possess superior traits that foster their emergence into leadership positions. Those born to privilege, to private tutelage, to great wealth, and in countries espousing the divine rights of kings emerge as “leaders” or at least heads of countries. However, as we have discussed, headship is not leadership—holding a position and leading people toward mutually desirable goals are two very different activities. This “great men as leaders” theory failed to take into account the rise of the educated masses and the movement of nonaristocrats, as well as women, into leadership positions. (It is interesting to note that despite the great influence on nations by women such as Joan of Arc, Queen Elizabeth I, and Catherine the Great, the reigns or influence of women were not studied.) Such was the case as the effects of the Industrial Revolution were being felt, and upward mobility in organizations, such as factories, was not based on social position but on ability and hard work. The focus on the great man theories is only on the leader, not on interaction with others; indeed, not on any dimension relating to followers. As scholars pondered the notion of great men as leaders, some began to realize that leadership existed in places other than castles, especially in those democratic societies that were becoming increasingly influential in the socioeconomic/political map of the world. (Witherspoon, pp.10–11) The primary thesis of the passage is that A) scholars have come to realize that leadership has existed in places other than castles and among the privileged. B) the leaders of the Industrial Revolution were more competent than European kings. C) only great men, wealthy with high status, have been great leaders.

5) The spleen is a fist-shaped organ located on the left side of the body just under the diaphragm. You might think that the spleen, like the appendix, was relatively useless since we tend to remove it whenever it is ruptured.

While it is true that an individual can live quite well without a spleen, s/he tends to be much more susceptible to blood infections. It would appear that the spleen is a filtering site for bacteria and other invading cells.

There is a high concentration of both T-cells and B-lymphocytes in the spleen that detect any non-resident cells, match them against known invaders, and produce antibodies if appropriate. The spleen also will remove dead cells and other debris from the blood. If the spleen is removed, the individual is up to 50 times more susceptible to infection, particularly diseases such as pneumonia and malaria. (Atkinson, p. 27) The best title for this paragraph is A) “New Research Shows the Spleen’s High Concentration of T-cells.”B) “The Spleen: As Useless as the Appendix.”C) “The Spleen: More Crucial to Your Well-Being Than You Think.”

6) The Chesapeake colonists experienced shorter, less fertile lives than their New England counterparts. In 1640, for example, Chesapeake migrants had no more than a 50 percent chance of surviving their first year in America. Hot, steamy summers fostered repeated outbreaks of malaria and typhoid fever, which along with dysentery and poisoning from brackish drinking water, killed thousands. New England’s drinking water was safe, although Puritans generally preferred home-brewed beer, and the harsher winter climate helped kill off

deadly germs. As a result, the Puritans enjoyed longer, healthier lives. In New England, 20 percent of all Puritan males who survived infancy lived into their seventies, and even with the hazards of childbirth, Puritan women lived almost as long. (Martin et al., p. 59) What is the controlling idea of the paragraph?

A) Chesapeake colonists had a low death rate during their first year in America. B) Chesapeake colonists experienced shorter, less healthy lives than the New England Puritans. C) Puritans preferred home-brewed beer to drinking water.

7) A widespread custom throughout Peru among the Inca was to bury the bodies of dead males with all of their most prized possessions and with their most beautiful and best-loved women. They believed in the immortality of the soul; it was common to find magnificent tombs where dead men were buried with their possessions, women and servants, and a great quantity of food and wine, along with their weapons and ornaments. It was customary to bury the dead in a sitting position. In the vicinity of Machu Picchu, the dead were buried seated upon a magnificent stool, fully adorned. Cadavers were placed on a large carved stone in a ceremonial burial spot and mourned for a time before burial. In some provinces the dead might be sewn into fresh llama-hide and kept in their relative’s house. Families of the deceased would stay in small, private caves and, for a time, mourn the departed loved one. When a chief died, the Peruvians buried him with his greatest treasures, living women and boys, and others who had been good friends of his, believing that they would be reunited in the afterlife where they could enjoy their food and drink together. The sacrificial victims were convinced by the priests that they were going to serve the god whom they loved. They were given a lot of chicha (wine) to drink in goblets made of gold, while songs relating their virtue in giving up their lives to serve their gods were chanted by the priests. They were then strangled by the priest and buried near the shrine in their graves. These people were highly honored among the Inca. (Shasta, p. 2) Which of the following best reflects the topic of the passage?

A) An overview of the burial customs for Incan malesB) The Inca: a barbaric tribeC) Incas and their belief in the immortality of the soul 8) A critic once called James Thomson Callender “the most outrageous and wretched scandalmonger.”

Callender, a pioneering journalist, during the 1790s published vicious attacks on George Washington, John Adams, Alexander Hamilton, and other leading political figures. Today, Callender is best known as the journalist who first published the story that Thomas Jefferson had a decades-long affair with one of his slaves.

Born in Scotland in 1758, Callender became a clerk and writer and an early proponent of Scottish independence from Britain. Indicted for sedition in 1793, he fled to Philadelphia, where he made a living as a congressional reporter.

Profoundly suspicious of Alexander Hamilton’s financial program and his pro-British views on foreign affairs, Callender used his pen to discredit Hamilton. In 1797 he published evidence—probably provided by supporters of Thomas Jefferson—that Hamilton had an adulterous extramarital affair with a woman named Maria Reynolds. Callender also accused Hamilton of involvement in illegal financial speculations with Reynolds’ husband, an unsavory character who had been convicted of fraud and dealing in stolen goods. Hamilton acknowledged the affair, but denied the corruption charges, claiming that he was a victim of blackmail. Nevertheless, Hamilton’s public reputation was hurt, and he never held public office again. (Martin et al., p. 218) Which of the following best states the main idea of the passage?

A) James Callender was the most outrageous and wretched scandalmonger.B) Both Jefferson and Hamilton had extramarital affairs.C) James Callender published vicious attacks on prominent 1790s political leaders, even ruining the reputations of some.

9) There are millions of people who are in love and in pain because their love is not returned. Chances are, several people you know are going through the painful process of falling out of love. Falling out of love is usually a natural, although painful, process. Most people can and do fall out of love without help. Time heals, they meet other people, and their lives go on. On the other hand, for some of us the loss of a love can be almost overwhelming—an obsession, an intense, enduring, immobilizing pain.

In order to “fall out of love,” first and foremost, we need to realize that “falling in love” is not a rational process. It’s not planned or reasoned. It is an intense emotional and intuitive experience. A lot of it is magic and chemistry. Because falling in love is emotionally learned, it has to be emotionally unlearned if you are going to fall out of love. That is why insights, rational thinking, and exploring the reasons you fell in love are all inefficient and ineffective. The whys of your love can be intriguing, but it is unlikely that knowing them will help you stop the pain of being in love with someone who does not love you. You need to ask yourself if you want to stop the pain, and the way you stop that pain is not by talking about it or by looking for insights.

It is by dealing with that pain in a direct, systematic way. (Phillips, pp.19; 24) The central thought of this paragraph is that A) everyone naturally heals from the loss of love.B) love is not a rational feeling; it is emotionally learned and therefore must beemotionally unlearned.C) for those whose love is not returned, there is no healing process.

10) The greatest artist of romantic protest was the Spanish painter Francisco Goya (1746–1828), whose paintings and drawings depicted the senseless brutality of war and oppression. In 1808 Goya was court painter in Madrid when Napoleon’s army invaded Spain to overthrow the weakened Spanish monarchy. Spanish citizens rose in sporadic but violent resistance to the French army, fighting the first guerrilla war. The uprising generated mutual reprisals of extreme brutality, which Goya sketched in a horrifying series called The Disasters of War. Goya’s protest is best captured in the painting Executions of the Third of May, 1808. The picture portrays the execution of Spanish insurgents in Madrid by a French firing squad. The scene is presented with such a raw truthfulness that the picture has been called the “explosion of modern painting.”

(Bishop, p. 326) The primary thesis of the passage is that A) Goya’s most famous painting was the Disasters of War, which depicted Napoleon’s brutality. B) Goya protested the senseless brutality of war and oppression through his paintings and drawings. C) Francisco Goya was a great artist who participated in the first guerilla war against the French army.

Chapter 4 Main Idea Test C Name ________________________________________________________

Based on the content of the chapter, answer the following questions. Write “T” if the statement is true, and “F” if the statement is false.

1)

When writing summaries, it is acceptable to copy most of the author’s words.

1) ______

2)

The ability to summarize is a requisite for writing papers.

2) ______

3)

Recognizing the main idea is considered a secondary reading skill.

3) ______

4)

The main idea of a passage is the central message that the author is trying to convey.

4) ______

5)

Personal opinions should always be included as part of a summary.

5) ______

6)

Specific details may include incidents, facts, steps, and/or definitions.

6) ______

7)

Expert readers use the same strategies to determine the main idea of familiar as well as unfamiliar materials.

7) ______

8)

Already knowing something about the topic at hand is the key to easy reading.

8) ______

9)

Main ideas are always directly stated.

9) ______

10)

In longer reading selections, several major ideas may contribute to developing

the overall main idea. 10) ______

Chapter 4 Main Idea Test D Name ________________________________________________________

Write an appropriate title for the paragraphs below based on their content.

1) By 1350 Europe was bulging at the seams with people, but the knowledge and technology were not yet in place to facilitate the movement of people to distant regions to relieve overpopulation. Then, suddenly, a frightening disaster relieved the population pressure. Italian merchant ships trading in Muslim ports in the eastern Mediterranean hauled rats as well as cargoes back to their home ports. These rats carried fleas infested with microbes that caused bubonic plague. The plague, or “Black Death,” spread mercilessly through a populace already suffering because of inadequate diet and unclean personal hygiene. When the plague struck the Italian city of Florence in 1348, for example, between half and two-thirds of the population of 85,000 died. (Martin et al., p. 12) Title for this paragraph:

2) Americans are often casual about apologies. “Sorry about that” and “Excuse me” slip easily from our lips. It is not this way for the Chinese and Japanese. For them, to make an apology means to lose face. This is a

serious matter, hitting at their sense of identity and understandings about relationships. Apologies are not taken lightly. In China and Japan, apologies require just the right words, spoken in a precise tone of voice.

They even require the right clothing. When the United States mistakenly took the Chinese embassy in Belgrade for a terrorist center and bombed it, President Clinton apologized on television. Chinese officials were outraged at Clinton, and the Chinese media refused to broadcast the tape. Why? It was too casual to be a “real” apology. When Clinton made his statement, he was outdoors and wearing a polo shirt. (Henslin, p. 42) Title for this paragraph: 3) Suppose for a bitter moment that you are homeless and have to live on the streets. You have no money, no place to sleep, no bathroom. You do not know if you are going to eat, much less where. You have no friends or anyone you can trust, and you live in constant fear of rape and violence. Do you think this might be enough to drive you over the edge? No one will talk to you, and you withdraw more and more into yourself.

You begin to build a fantasy life. You talk openly to yourself. People stare, but so what? They stare anyway.

Besides, they are no longer important to you. How long would it take us to exhibit bizarre behaviors if we were homeless—and hopeless? The point is that just being on the streets can cause mental illness—or whatever we want to label socially inappropriate behaviors that we find difficult to classify. Homelessness and mental illness are reciprocal: just as “mental illness” can cause homelessness, so the trials of being homeless, of living on cold, hostile streets, can lead to unusual and unacceptable thinking and behavior.

(Henslin, pp. 238–239) Title for this paragraph:

4) Nguyen Thi Hoan, age 22, thanked her lucky stars. A Vietnamese country girl, she had just arrived in Hanoi to look for work, and while she was still at the bus station a woman offered her a job in a candy factory. It was a trap. The woman took her into the country to “get supplies.” There some men took her to China, which was only 100 miles away. Nguyen was put up for auction, along with a 16-year-old Vietnamese girl. She was traded from one bride dealer to another until she was taken to a Chinese village. There she was introduced to her new husband, who had paid $700 for her. Why are tens of thousands of women kidnapped and sold as brides in China each year? First, parts of China have a centuries-long tradition of bride selling. Second, China has a shortage of women. (Henslin, p. 318) Title for this paragraph:

5) A contemporary example of arranged marriage comes from Japan, where about 25 to 30 percent of all marriages are arranged. A “marriage drought” makes it very difficult for young people to find desirable partners. As a result, professional “go-between services” modeled after the more traditional type of arranged marriage, have arisen. The match between the two persons must be that of equals to avoid embarrassment to either family. The objective criteria for mate selection through an arranged marriage are based on family standing such as reputation, social rank, or lineage and also the selected person’s schooling, salary, or attractiveness. Since the marriage exists primarily to fulfill social and economic needs, concerns such as incompatibility, love, and personal fulfillment are not relevant. Instances in which marriages must be terminated frequently bring a great sense of shame and stigma to the entire family and kin group. As a result, divorce is practically unknown or occurs only infrequently. (Eshleman, p. 255) Title for this paragraph:

Chapter 5 Patterns of Organization Test A

Name ________________________________________________________

Answer the multiple-choice questions based on the content of the chapter.

1)The best way to identify the pattern of organization of a passage is toA) determine the main idea.B) look for transitional words and phrases.C) list the supporting details.

2)Transitional words alert the readerA) to merely review the previous paragraph in order to determine the pattern of organization.B) to the writer’s direction of thought throughout the passage.C) that the pattern of organization is one of contrast.

3)Transitional words and phrasesA) are also called “guide words.”B) are obstacles to better comprehension.C) show the relationship of ideas within a paragraph or among paragraphs.

4)A transitional word/phrase that does not signal time order isA) “previously.”B) “for example.”C) “afterwards.”

5) Words such as “thus,” “accordingly,” “so,” and/or “since,” all indicate the organizational pattern of A) cause and effect. B) addition. C) comparison.

6) The writing of history is usually organized through which of the following patterns of organization? A) description or example B) simple listing or definition C) time order or cause and effect 7)Patterns of organization areA) listings of transitional words.B) formats by which a message is conveyed.C) descriptions of details.

8)With the pattern of organization of definition, a concept is defined initially and thenexpandedA) with examples and restatements.B) with transitional words and phrases.C) by italicizing key words.

9) In a mixed organizational pattern, you may encounter A) a repetition of the same transitional words. B) the name of the pattern of organization directly stated. C) an overall pattern of organization along with paragraphs that follow other patterns.

10) One effective way to recognize a pattern of contrast is to look for words such as A) “in conclusion” or “finally.” B) “unlike” or “on the other hand.” C) “similarly” or “in the same way.”

Chapter 5 Patterns of Organization Test B Name ________________________________________________________

Match the transitional words on the right with their corresponding pattern of organization on the left. 1) contrast A) next to, adjacent to 1) ______ 2) definition B) for instance, for example 2) ______ 3) cause-effect C) can be defined, means 3) ______ 4) summary D) because, therefore 4) ______ 5) comparison E) in addition, furthermore 5) ______ 6) classification F) in conclusion, to sum up 6) ______ 7) time or sequence G) on the other hand, although 7) ______ 8)

example H) divisions, categories 8) ______ 9) addition I) first, next, after 9) ______ 10) location J) likewise, similar 10) ______

Chapter 5 Patterns of Organization Test C Name ________________________________________________________

Answer the multiple-choice questions related to the organizational patterns in the paragraphs about crime and law enforcement below.

1) Crimes are of three general types: crimes against persons, crimes against property, and crimes against public order. Crimes against persons are called violent crimes, because they involve the use of physical force. These crimes include criminal homicide, rape, assault, and robbery. Crimes against property are those in which property is taken unlawfully and misused. Examples include burglary, larceny, arson, and vandalism. Crimes against public order are acts that disrupt the peace in a civil society. Examples of these offenses include drug, liquor, and gambling law violations, disorderly conduct, weapons offenses, and loitering and prostitution violations. (Albanese, p. 61) The patterns of organization used above are A) example and description, and contrast.B) description and classification, and cause and effect.C) classification, definition, and example.

2) What is identify theft? The short answer is that identify theft is a crime. It is a term used to refer to crimes in which someone wrongfully obtains and uses another person’s personal data, typically for economic gain.

Your personal data—especially your Social Security number—your bank account number, credit card number, telephone calling card number, and other valuable identifying data can be used. In the United States and Canada, for example, many people have reported that unauthorized persons have taken funds out of their bank accounts. In the worst cases, these criminals have taken over someone else’s identity altogether, running up vast debts and committing crimes while using the victim’s name. Many people do not realize how easily criminals can obtain information. Even the area near your home or office may not be secure. Some criminals engage in “dumpster diving,” going through your garbage cans or a communal dumpster or trash bin to obtain copies of your checks or credit card or bank statements which bear your name, address, and even your telephone number. Unfortunately, a victim’s losses may include not only out-of-pocket financial losses, but substantial additional financial costs associated with trying to correct erroneous information or restore his or her reputation in the community. (U.S. government, Internet) The authors get their point across through A) contrast and comparison.B) cause and effect, and time order.C) definition and description.

3) Terrorism and hate crimes are criminal acts committed for political or social purposes. They are distinguished from most other forms of crime in that these offenders usually have no personal or financial motive. Instead, they attempt to make a “point” that goes beyond their own self-interest. Their purpose may be the overthrow of the government, or they may wish to publicize an unpopular opinion. Hate crimes always involve prejudice in some form—usually racial or ethnic in nature. Terrorism sometimes entails prejudice, but more often it stems from political motives or causes. (Albanese, p. 130)

What organizational pattern is used?

A) definitionB) cause and effectC) simple listing 4) The primary difference between terrorism and hate crimes is the target: In the case of terrorism, the government is usually the target; in the case of hate crimes, a particular minority group is usually the target.

Hate arises from prejudice against people’s race, ethnicity, religious affiliation or sexual orientation.

(Albanese, p. 130) The author gets his point across by using A) description.B) contrast.C) time order.

5) In an interview with a veteran line police officer in 1997, the officer made several assertions. He contended that policing “gets into the blood and possesses the spirit,” and that once you become a policeman or police woman, “you become the job and the job becomes you.” In addition, it becomes a calling, rather than a set of bureaucratically defined duties. Indeed, it is a calling remaining with officers until the day they die. This policeman also believes that civilians simply do not and cannot understand what it is like to be a police officer. In another part of his interview, he claims that “it is hopeless to attempt to describe what it is like to be a police officer to one who has never experienced it . . . there is a brotherhood and a sisterhood that go beyond words. It is an emotion, a psychic communication, a shared experience that brings officers from hundreds of miles around to offer emotional support for the family of a fallen colleague.” Furthermore, he is convinced that “the vast majority of those willing to become police officers are special people. They are the people who unanimously respond in the affirmative to the question of whether they would sacrifice their lives to save others. They are the men and women of all nationalities who represent the best America has to offer.” (Bartollas & Hahn, pp. 53–54) The pattern of organization used above is A) addition.B) comparison.C) time order.

6) In conclusion, extremists use Information and Communication Technology due to the range of benefits they provide. Five stand out. First, cyberspace allows interconnectivity. An example of this networking may be found on the website of Hezbollah, which publishes a daily diary of the terrorist attacks its members have carried out in southern Lebanon. Second, cyberspace allows covert communication and anonymity.

Anonymity is probably the most noticeable trend in terrorist acts of recent years; because terrorist group communication has been targeted by national security agencies, the use of encryption has increasingly been adopted, easily accomplished through ICTs. A third reason for using the Internet is that it is cheap. For the price of a computer and a modem a would-be terrorist can become a player in national and world events.

Fourth, cyberspace acts as a force-multiplier, enabling extremists to have a reach and influence that were previously reserved for well organized organizations. And last, cyberspace enables terrorists to reach their target audience when other outlets and media are denied them. They are also able to reach new audiences, particularly the young and educated. (Whine, Internet) Which of the following patterns of organization was utilized in the paragraph?

A) contrastB) sequenceC) summary 7) Companies are not blind to insider computer security abuse—nor are they indifferent. Last year midsized and large companies spent in excess of $2 million on average to address computer security. They spent an estimated $1.1 billion in aggregate simply to patch the software “holes” that hackers might use to gain entry to systems. Insiders, of course, already have entry. What to do about them? A survey of 2,500 information security officers and others (conducted by Information Security magazine) found that insider attacks occur more often than external breaches, yet the top priority among those surveyed was securing the “network perimeter” against external threats. (Leibs, Internet)

What organizational pattern is the author utilizing?

A) descriptionB) cause and effectC) statistical analysis 8) Whereas most street crimes are either random or involve very little planning, sophisticated crimes require planning or organization to succeed. Most street crimes take only a few minutes or even seconds to accomplish. Economic and political crimes often take days, weeks, and sometimes months to plan and carry out. Take the case of Royal Caribbean Cruises, the second-largest passenger cruise line in the world.

The company had promoted itself as an environmentally responsible company but pled guilty in 1999 to twenty-one felony charges for dumping waste oil and hazardous chemicals at sea and then lying about it to the U.S. Coast Guard. Royal Caribbean admitted it routinely dumped oil from its ships a year earlier, but continued the conduct while under court supervision. (Albanese, pp. 106–107) The pattern of organization used above is A) contrast and example.B) example and classification.C) simple listing and contrast.

9) Computers may be used to commit various crimes, but they are most often used to steal. The computer manager at King Soopers stores in Colorado was charged with stealing $2 million by manipulating computer records at the stores while he was supposed to be fixing “bugs” in the system. Increasingly, computers and high-quality color printers are used to counterfeit U.S. currency. Of the $40 million in counterfeited money seized in 1998, $16 million was computer generated. In these cases computers were used as an instrument to carry out thefts in the form of embezzlement and fraud. (Albanese, pp. 116–118) Which pattern of organization is the author using to get his point across?

A) exampleB) statistical analysisC) cause and effect 10) For most police officers, acute stress reactions begin at the scene of a traumatic event or within 24 hours after the event. Yet, some officers will have little or no reaction to a traumatic scene. Instead, their delayed stress reaction tends to show up days, weeks, months, and in some extraordinary cases, years after the event. Post-traumatic stress is confusing to the officer who cannot pinpoint the exact incident that caused the reaction. Nonetheless, the reaction is as real and painful as if it occurred at the time of the crisis event. Some of the common warning signs of Post-Traumatic Stress Disorder are: flashbacks, sleep problems, anger, concentration problems, distancing (one of the most common behavioral manifestations; the officer avoids contact with friends and family), infidelity, avoidance of recreation, exaggerated territoriality, and physical abuse (which occurs in the last stages). (Bartollas & Hahn, pp.

213–214) One of the organizational patterns employed above is A) classification.B) simple listing.C) contrast.

Chapter 5 Patterns of Organization Test D Name ________________________________________________________

Using Patterns of Organization in Writing Follow the directions below. You will be using several different patterns of organization as you write your paragraphs. Be sure to use appropriate transition words as you write.

1. Contrast Pattern: choose either A or B A. Discuss the differences between being a high school student and a college student.

B. Discuss the differences between being an only child and having siblings.

2. Cause and Effect Pattern: choose either A or B A. Think about the lowest grade you have ever made on a test since you’ve been in college. With “making a low test grade” being the effect, think of the reasons (causes) this occurred, and explain.

B. Think about the highest grade you have ever made on a test since you’ve been in college. With “making a high test grade” being the effect, think of the reasons (causes) this occurred, and explain.

3. Time Order/Sequence Pattern: choose either A or B A. What steps did you take to study for this test over Chapter 5? Explain your preparation process using a time order pattern.

B. What steps did you follow to register for college this semester? Did you first meet with a counselor?

Did you look in the college catalog? Did someone help you through the process of registering? Did you register online?

4. Comparison Pattern: choose either A or B A. Compare two people you know who share similar traits. Who are they (friends, siblings, cousins, classmates), and in what ways are they similar?

B. Can you think of two teachers you have had who have similar styles of teaching? Maybe they are both high school teachers, or one is a high school teacher and one is a college professor. Maybe they are both college professors! In what ways are they alike?

5. Description Pattern: choose either A or B A. What is a career that sounds interesting to you? Describe this career in detail, including as many aspects of the career as possible. What makes this career appealing to you?

B. What is your favorite vacation place? Describe it to someone who has never been there.

Chapter 6 Organizing Textbook Information Test A Name ________________________________________________________

Answer the multiple-choice questions based on the content of the chapter.

1)In organizing textbook information, a student’s job is toA) read the entire chapter twice.B) memorize everything he or she thinks is important.C) select, organize, and then learn what he or she believes is most important.

2)Textbook reading isA) similar to speed reading.B) understanding a lot of factual information that must be memorized.C) study reading.

3)To understand and remember, you must link new information toA) current events.B) your already existing schemata.C) your number one career choice.

4)When you organize textbook material, you shouldA) seek to understand the material by making connections.B) highlight almost every word.C) always make a map of every section.

5)The textbookA) is usually a waste of students’ money.B) should never be damaged by writing in it.C) is a learning tool.

6)Annotating your text should be doneA) after a unit of thought is viewed as a whole.B) sentence by

sentence.C) after you have read the entire chapter.

7)Note taking is the process ofA) highlighting with a marker to trigger thoughts for self-testing.B) writing paragraph summaries.C) jotting down brief notes or brief sentence summaries.

8) One advantage of using the Cornell Method over other note taking methods is you can easily A) test yourself by covering up the right side and looking at the key words on the left. B) test yourself by covering up the left side and looking at the key words on the right. C) use your notes for study.

9) Outlining is useful because it A) is the only method a student needs to use to study for a test.

B) enables a student to organize major and minor points and see the relationships among ideas.

C) contains a great deal of writing which focuses on detailed information.

10) Mapping is similar to outlining because A) drawing is involved.

B) it makes it easy to see the relationship among ideas.

C) it should be done at the same time you are annotating.

Chapter 6 Organizing Textbook Information Test B Name ________________________________________________________

Answer the true-false questions based on the content of the chapter.

1) Organizing material for study helps with comprehension. 1) ______ 2) Reviewing what you have read is usually enough to adequately remember information. 2) ______ 3) All four study methods should be used for every reading assignment. 3) ______ 4) Highlighting everything is an efficient way to study. 4) ______ 5) When using the Cornell Method, fill in the key words as you read. 5) ______ 6) When using the Cornell Method, the key words are written on the left. 6) ______ 7) When outlining, it is best to use complete sentences. 7) ______ 8) Outlining can help to organize notes from class lectures. 8) ______ 9) Mapping is the process of writing brief paragraph summaries. 9) ______ 10) Textbook reading is study reading. 10) ______ 11) Connecting new information to existing knowledge will aid in retention. 11) ______ 12) New research on studying sees studying as an information-gathering activity. 12) ______ 13) Mapping improves memory by grouping material in a very visual way. 13) ______ 14) Students should pick one study method that is best for them and use only that method. 14) ______ 15) According to your textbook, note taking can result in better test scores. 15) ______ 16) Highlighting everything on the printed page is the mark of a mature reader. 16) ______ 17) It is best to

annotate after reading a passage or section, rather than as you first read. 17) ______ 18) The subject or topic is written inside a circle or box when you use mapping. 18) ______ 19) If you write an outline, there will never be a reason to also make a map. 19) ______ 20) When annotating, anything that makes sense to you is a correct notation. 20) ______

Chapter 6 Organizing Textbook Information Test C Name ________________________________________________________

Read the following selection on “Cross-Cultural Divorce” and then create an outline, using the form on the next page.

1) In Sweden, given the incidence of nonmarital cohabitation, the divorce rate is not a very adequate indicator of marital dissolution. A better measure is one that shows the breakup rate of couples who are either married or living in a consensual union.

As one might suspect, if it is difficult to know how many consensual unions form, it is even more difficult to know how many break up. What does seem clear is that, in Sweden and around the world, nonmarital cohabitation does not have the stability of marital cohabitation. Thus, to add a nonmarital cohabitation dissolution rate to the divorce rate in Sweden (about one-half that of the United States) may give Sweden the highest breakup rate in the industrialized world.

Data by Andersson show that the risk of divorce is lower for women with one child than for childless women and again substantially lower for women with two children than one child. As in the United States, having a young child reduces the divorce risk, suggesting that small children “protect” families against divorce, at least for a time.

Today, divorce cases in China are typically of two types: those where both husband and wife desire divorce and those where only one partner desires it. Procedures for divorce in the first category, referred to as divorce by agreement, are simple and without cost to the applicants. The couple simply goes to the local marriage registration office and completes an application. If no coercion is involved and the couple is able to reach agreement on custody of the children and the division of family property, a divorce certificate is issued. When only one partner wants a divorce, he or she will go the marriage registration office and apply. Application is followed by mediation, attempting reconciliation. If that fails, the case goes to the People’s Court, which decides for or against the divorce and, if there are children, who gets custody.

Have the marriage laws and changes in family size and gender roles led to an upsurge in divorce? In percentage terms, yes, but the numbers involved appear to be very small. For example, an increase from 341,000 divorces in 1980 to 800,000 in 1990 is an increase of 135 percent. But in China, a country of 1.2 billion people, this is equal to 0.8 cases per 1,000 population. Viewed from a global perspective, this rate is very low, particularly when compared with rates of most countries in the industrialized West. Without a doubt, today most marriages in China are stable, most individuals expect to stay married for life, and both the local kinship structure and government policy favor such stability. (Eshleman, pp. 490–491)

Test C continued Name ________________________________________________________

Cross-Cultural Divorce I. ________________________________________________ A. __________________________________________________________________ 1 2

_______________________________________________________________ _______________________________________________________________ B. __________________________________________________________________

1 2

1 1 1 1 1 1

_______________________________________________________________ _______________________________________________________________ II. ________________________________________________ A. __________________________________________________________________ _______________________________________________________________ _______________________________________________________________ B. __________________________________________________________________ _______________________________________________________________ _______________________________________________________________ C. __________________________________________________________________ _______________________________________________________________ _______________________________________________________________

Test C continued Use the information from your outline of “Cross-Cultural Divorce” and make a map.

Chapter 6 Organizing Textbook Information Test D Name ________________________________________________________

Use your knowledge of the content of Chapter 6 to fill in an outline of the chapter.

Chapter 6: Organizing Textbook Information Chapter Outline

I. Study Reading A. __________________________________________________________________ B. __________________________________________________________________ II. Four Methods of Organizing Material for Study A. __________________________________________________________________ 1 2 3

_______________________________________________________________ _______________________________________________________________ _______________________________________________________________ B. __________________________________________________________________

1 2

_______________________________________________________________ _______________________________________________________________ C. __________________________________________________________________

1 2

_______________________________________________________________ _______________________________________________________________ D. __________________________________________________________________

1 2

_______________________________________________________________ _______________________________________________________________

Test C continued Use the information from your outline of Chapter 6 to fill in the map below.

Chapter 7 Inference Test A Name ________________________________________________________

Answer the multiple-choice questions based on the content of the chapter.

1)The literal level of the reading processA) is the “highest” level.B) presents the facts.C) deals with motives, feelings, and judgments.

2)In the reading process, the level of inference requires the reader toA) “read between the lines” to understand the meaning.B) merely memorize factual information.C) pronounce each word clearly in his or her mind.

3)All of the following imply meaning rather than directly state it except A) advertisements. B) jokes. C) almanacs.

4)Connotations areA) emotionalism surrounding a word.B) specific meanings of words.C) synonyms of denotations.

5)For the most part, idioms areA) words that are fresh and unique.B) phrases that have been used for many years.C) used only by cults and gangs.

6)The difference between a simile and a metaphor is that aA) metaphor is indirectly stated.B) simile uses “like” or “as” in the comparison.C) simile is figurative language.

7)Of the following, which would not be categorized as figurative language? A) metaphors B) irony C) connotations 8)

Drawing a conclusion is A) inferential comprehension. B) literal comprehension. C) idiomatic comprehension.

9) Conclusions are best made when using A) only stated ideas. B) only unstated ideas. C) both stated and unstated ideas.

10)

Making an inference entails A) ignoring connotations. B) making a connection with prior knowledge. C) creating a list of facts and remembering them.

Chapter 7 Inference Test B Name ________________________________________________________

Answer the multiple-choice, inference questions based on the content of the passages.

1) Life on a medieval estate centered on the castle—the residence of the lord’s family and refuge for the estate’s population in time of war. After Christian crusaders had studied Byzantine and Turkish castles, noble residences became imposing. Stone fortresses were carefully designed to defend against military siege. For example, King Henry II of England buttressed his castle at Dover in England with stone walls 85 feet high and up to 21 feet thick. Still, no castle was impregnable. Attackers often tunneled underneath the castle walls, battered them with siege weapons, or simply waited for the defenders’ water or food supplies to give out. (Bishop, p. 123) We can infer from the passage above that

A) attackers who besieged a castle were never successful at storming castles.B) King Henry II of England was paranoid.C) Christian crusaders were impressed with Byzantine and Turkish castles.

2) The adult women of classical Athens—whether they were wives, slaves, or prostitutes—were all excluded from the city’s public affairs. Nearly all female citizens were married. Their duties as wives were restricted to organizing the household, supervising slaves, and performing domestic labor. Pericles said that the happiest wife was one about whom nothing was said, either good or bad. Athenian wives lived in quarters separate from the men and customarily did not even share the evening meal with their husbands.

Foreign women could gain a place in Athenian society as a courtesan or prostitute. Some courtesans were highly educated and trained as musicians, and so were favored as companions as well as sexual partners. The courtesans accompanied men to evening banquets and may have been the only women permitted to attend the Greek theater. Courtesans had legal recognition and some apparently accumulated property, a right denied to other female citizens. (Bishop, p. 39) It can be inferred that A) in many ways foreign courtesans were treated better than Athenian wives.B) Pericles had many followers and advocates who were women.C) Athenian women were large landowners.

3) There are two main arguments against advertising—that it is wasteful, and that it can be deceptive. However, let’s consider the following: Advertising is the most effective and the least expensive means of communicating product information to millions of individuals.

Advertising encourages competition and is, in fact, a means of competition. It thus leads to the development of new and improved products, wider product choice, and lower prices.

Advertising revenues support our mass communication media—newspapers, magazines, radio, and television. This means that advertising pays for much of our news coverage and entertainment programming.

Advertising provides job opportunities in fields ranging from sales to film production. (Pride et al., p.

424) The author would probably agree that A) despite criticism, advertising has many long-reaching benefits.B) although there are many arguments for advertising, advertising is wasteful.C) advertising has harmed employment opportunities.

4) There are many different types of headaches. Tension or muscle headaches are experienced as a dull band of pain on both sides of the head. They may be caused by poor posture, eyestrain, or emotional conflicts such as grief or depression. Tension headache is the most common type of headache and is typically treated with over-the-counter medications. A migraine headache tends to produce a throbbing pain, often quite severe, and is generally localized on one side of the head. Often accompanied by nausea, vomiting, and dizziness, migraines affect more than 23 million people in North America. Women are three times more likely than men to have an attack. Migraines are associated with increased blood flow in the arteries and veins which surround the brain. About one-third of migraine sufferers will report the presence of an “aura” between five and 30 minutes before the migraine begins. This aura may involve visual experiences such as wavy lines or flashing lights or visual or auditory hallucinations. The presence of an aura may indicate neurological problems, and you should seek medical attention. (Atkinson, p. 31) The author suggests that

A) men suffer more depression than women and thus have more tension headaches.B) migraine headaches accompanied by an “aura” have the potential to be devastating.C) migraine headaches can be cured by taking over-the-counter medications.

5) A lie detector is a physiological recording device called a polygraph. Typical measures of heightened physical change taken include heart rate, breathing rate, skin temperature, and galvanic skin response. The lie detector does not detect lies at all, but rather records physiological changes in response to questions asked by the examiner. The theory is that someone who is guilty will show a greater physiological response when asked critical questions about a crime, compared to control questions. Surprisingly, the polygraph is not as accurate as you might expect. Many studies indicate that the overall accuracy rate is about 70%. (Atkinson, pp. 74–75) The author of this passage implies that A) the lie detector is not the best criterion to use to establish absolute guilt.B) seventy percent is a high accuracy rate.C) guilty individuals’ responses will increase when asked control questions.

6) Puritan clergy were sober figures. They looked askance at frivolous behavior. Into this category they lumped sports, games, and amusements played for the pure joy of play. In 1647 the Massachusetts Bay Colony outlawed shuffleboard. A ban against bowling followed in 1650. Football and other sports were similarly treated. Although Puritans outlawed pit sports, they did not oppose all sports and games. They supported such activities as walking, archery, running, wrestling, fencing, hunting, fishing, and hawking—as long as they were engaged in at a proper time and in a proper manner. Puritan leaders were opposed to any Sabbath amusements. Sunday was a day for worship—not work, and certainly not play. Remaining true to the teachings of the Prophet Isaiah, Cotton Mather condemned those who tried to justify Sabbath sports. Those who broke the Sabbath were punished. They were denied food, publicly whipped, or placed in the stocks.

(Martin, pp. 96–97) The reader can conclude that Puritans who followed their faith strictly A) believed it a disgrace to be placed in the stocks.B) never participated in sporting events.C) could participate in sports on Sunday if they gave good justification.

7) Language and culture shape how we interpret and define emotion; that is, emotions are experienced through the lens of culture. For example, the feeling of yugan—roughly, a “moment of oneness”—in Japan, or rasa, a “wordless appreciation” in India, have no exact counterparts in English. A great many Tibetan terms that refer to subtle aspects of meditation have no equivalent in English. Similarly, Tibetan has no word for the English term “emotion.” The Dalai Lama was astounded to hear that many Westerners suffer from feelings of low self-esteem. There is no such concept of self-loathing or self-deprecation—or, as the Dalai Lama puts it, “a lack of compassion for oneself”—in Tibetan culture. (Goleman, p. 184) The author of this passage would probably agree that A) the Dalai Lama is a linguist.B) Tibetans rarely suffer from low self-esteem.C) there are no differences between cultures.

8) The medium through which communication occurs alters the expression of an experience. Today, of course, much of our communication is conducted through key strokes on a computer. Computers are everywhere.

They are both ubiquitous and pervasive in contemporary living. We use them every day to communicate, often without thinking about it. When we slide a bank debit card in an automated teller machine (ATM), use a touch-screen bridal registry, leave a voice mail message, or scan a discount card at the grocery store, we are really communicating with and through a computer. Whether we’re engaged in one-on-one conversations, group work, advertising, public relations, marketing, or democratic processes, if we are using computers, we can classify our activities as forms of computer-mediated communication (CMC).

(Witmer, pp. 2–3) The reader can infer that

A) the author believes computers get in the way of everyday living.B) many Americans are consciously aware that they constantly utilize computers.C) most Americans would experience a setback if CMC were to shut down.

9) Especially important for self-concept is a culture’s attitude about gender roles, about how a man or woman should act. In fact, a popular classification of cultures is in terms of their masculinity and femininity. In a highly “masculine culture” men are viewed as assertive, oriented to material success, and strong; women are viewed as modest, focused on the quality of life, and tender. In a highly “feminine culture,” both men and women are encouraged to be modest, oriented to maintaining the quality of life, and tender. On the basis of Hofstede’s research, the ten countries with the highest masculinity score (beginning with the highest) are: Japan Austria Venezuela Italy Switzerland Mexico Ireland Jamaica Great Britain Germany The ten countries with the highest femininity scores (beginning with the highest) are: Sweden Norway Netherlands Denmark Costa Rica Yugoslavia Finland Chile Portugal Thailand Out of the 53 countries ranked, the United States ranked 15th most masculine. (DeVito, pp. 96–97) It can be concluded from the above that A) more than half of the “feminine” cultures are comprised of Latin American nations.B) gender roles in different cultures has been researched.C) stereotypically, Japan has always been viewed as a “feminine culture.”

10) The largest wide-area-network (WAN) in existence is the Internet. When you hook up a modem to your home computer and use your telephone line to dial up to an Internet Service Provider, you are connecting your computer to a WAN, which in turn is connected to the Internet. The Internet is an amorphous, global network of networks, tens of thousands of them. Because there is no central administration for the Internet, it has been likened to a “wild frontier.” Although we can probably trace its evolution back to 1836 when Cooke and Wheatstone patented the telegraph, the Internet was born in 1969 under the name, ARPANET. The project was originally commissioned by the Department of Defense for research on networking computers, and by 1971, was being used for electronic mail (e-mail). By the mid-1980s, the Internet was widely used in government and educational institutions. Then in 1989, the World Wide Web emerged as an easy retrieval system for information. The Internet and Web have had enormous impact on contemporary business communication and public relations. It is commonplace to see integrated marketing strategies that

include commercial advertisements that invite consumers to visit Web sites, and business cards imprinted with e-mail and Web information. Interactive Web-based chats, bulletin boards, three-dimensional graphics, point-and-click technology, and video and audio capabilities give the Web almost limitless potential for the practice of public relations. (Witmer, p. 12; 15) The paragraph above was probably written by A) an expert on computer information systems.B) personnel from the Department of Defense.C) a student.

Chapter 7 Inference Test C Name ________________________________________________________

There are six types of figurative language listed. Find two examples for each type of figurative language in the sentences below and write the letter of the type of figurative language beside each sentence.

Figurative Language A. Idiom B. Simile

C. Metaphor

D. Hyperbole

E. Personification

F. Verbal Irony _____ l. When Luke broke

his grandmother’s favorite vase, his twin brother said: “Congratulations! This is your lucky day!” _____ 2. She tried to play on Sam’s sympathies, but he was as cold as an arctic winter. _____ 3. The teenagers were just sitting around shooting the breeze. _____ 4. After she waited on him forever, he suddenly broke up with her and married her best friend. _____ 5. Alex was a rock during the dramatic rescue. _____ 6. The book begged to be read. _____ 7. Christina looked at the clock and exclaimed, “It’s after my lunch time. I’m starving!” _____ 8. I just love the way Jennifer looks in those jeans. Too bad the farm girl look isn’t “in” this year._____ 9. We usually agree, but we certainly don’t see eye to eye on how to handle this project._____ 10. As always, Andrew was a clown at the office party._____ 11. The tree branches reached out and grabbed at me as I ran through the forest._____ 12. Maureen acted like a fly on the wall as she tried to eavesdrop on the couple’s private conversation.

Show that you understand the true messages of the sentences on the previous page. Write out the literal meanings of the sentences in the blanks below.

1 2 3 4 5 6 7 8 9 10 11 12

__________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ ___________________________________________________________________________________

Chapter 8 Point of View Test A Name ________________________________________________________

Answer the multiple-choice questions based on the content of the chapter.

1) It is crucial that a reader be able to recognize the author’s point of view since A) the author is the expert on the topic. B) information in texts is free from interpretation. C) point of view affects the presentation of facts and opinions.

2)Bias refers toA) an opinion or position one might have on a subject.B) the concept of open-mindedness.C) ideas others have that are different from your ideas.

3)In recognizing point of viewA) a suspicious nature is an obstacle to comprehension.B) it is necessary to have prior knowledge of the topic.C) the reader must study biographical information on the author.

4)A fact is a(n)A) statement based on actual evidence.B) personal feeling based on experience.C) interpretation based on factual information.

5)An opinionA) can be proved right or wrong.B) is a statement of feeling.C) is not an interpretation.

6)A priest writing a Sunday sermon most likely has a purpose toA) inform.B) entertain.C) inspire.

7)The tone of an author’s writingA) may be detected through the words and phrases s/he uses.B) is the opposite of the tone of a speaker’s voice.C) is always easy to distinguish.

8) The point of view of an author would probably be least obvious in which of the following? A) a cartoon B) a persuasive essay C) a scientific journal 9)Students who let their own viewpoints override an author’s opinionA) are smarter than the author.B) may impede their understanding of the material.C) make higher grades on essay exams.

10) An author’s attitude toward a subject is A) the same as his/her bias. B) always right. C) always difficult to detect.

Chapter 8 Point of View Test B

Name ________________________________________________________

In the paragraphs below you are to designate whether or not the sentence (and the idea the sentence conveys) before the blank is fact or opinion by writing “fact” or “opinion” in the spaces provided.

1) Not long ago divorce was seen as a disaster. It was an issue that was whispered about; not to be spoken about in front of the children. If someone in the family was going through a divorce, it brought shame and embarrassment to the entire family. The divorced person became the skeleton in the closet. a.________________ Today, much of the stigma of divorce is gone. Many public schools offer support groups for children of divorced couples. The number of people who are divorced has increased substantially. In 1970 some four million Americans were divorced. In 1995 the figure was seventeen million. b.________________ Why has this happened? What has contributed to the two hundred and eight-percent increase in the number of persons who have been divorced? c.________________ One factor has already been noted. With more divorced individuals, the stigma has lessened. This is not to say that divorce is completely accepted.

A lifelong marriage is still the ideal. d.________________ However, it has become more acceptable for people to terminate their marriage if they find themselves in unhappy relationships.

Another factor that contributes to the increase in divorce is a more lenient legal system. In the past, it was extremely difficult to get a divorce. Today, in most states, the legal process for obtaining a divorce has been made easier. As a relatively easier process, it is thus more likely that larger numbers of people would be willing to go through the process. It is possible that in the past there were just as many unhappily married people as there are today. e.________________ (Berlage & Egelman, p. 129) 2) Both you and your parents are probably making a financial sacrifice in order for you to attend college. a.________________ This sacrifice includes not only the cost of going to college, but also the loss of income you might have earned if you did not go to college. And the expense of a college education is constantly rising. Colleges, like individuals, are affected by inflation. Just as an individual family may have to pay more for electricity, so too do colleges and universities. These costs are passed along to the students and are reflected by the rising cost of tuition. In the fall 1997 semester, the cost of tuition, room, and board for a student to attend an elite private university such as Harvard was $30,080. b.________________For an out-of-state student to attend a public university such as the University of Connecticut, the cost was $19,222. For an in-state student, the cost was $10,704. c.________________ Obviously, the choice of whether or not one goes to college is based on more than a financial decision. Even if one could earn as much or more after attending a trade school, one might still want to get a college education and become a high school teacher. Rewards other than financial often govern our behavior. d.________________ College may still be more of an option for middle-class children than for working-class children. But, because of changes in federal allocation of funds for education, even middle-class families may have difficulty sending their children to college. e.________________ (Berlage & Egelman, pp. 69–71) 3) Dr. Osamu Tezuka is a legend. He is the “Walt Disney of Japan,” but mere words cannot even begin to describe his work. a.________________ Osamu Tezuka was born in 1926 in Osaka, Japan, the son of a doctor. b.________________ When he was a boy he was heavily influenced by American cartoonists. While studying to enter the medical profession, he published several comics, most notably Mighty Atom. It is the story of a robot boy who is disowned by the man who invents him but eventually finds someone to care for and nurture him.

The story is well written c.________________ and rife with subplots, intrigue, and danger for the little robot.

Mighty Atom was an instant hit in Japan and made Osamu Tezuka’s name a household word. In 1962, Tezuka saw the rapidly expanding technology of television as his future. He decided that his first made-for-TV animation would be based on his number-one-selling comic, Mighty Atom. (When NBC bought the rights for U.S. audiences, this anime became known as Astro Boy.) d.________________ In 1982 he left commercial animation altogether and went to work for himself e.________________, literally changing the face of Japanimation. With a unique love for the medium Tezuka has influenced a new generation of American cartoonists— strange to think about since he himself was influenced by American cartoonists at Disney!

(Cirulnick, Internet)

4) It is believed that foreign Muslims had traded in Indonesia for many centuries. a.________________, a Muslim tombstone in eastern Java, bears a date corresponding to 1082. b.________________ But substantial evidence of Islam in Indonesia begins at the end of the 13th century. The establishment of the first Muslim centers in Indonesia was probably a result of commercial circumstances. c.________________ In the absence of a strong and stable center for the distribution of goods, foreign traders were drawn to the Bay of Bengal, distant from the dangerous pirate lairs. By the 15th century the beachheads of Islam in Indonesia had multiplied with the emergence of several harbor kingdoms, ruled by local Muslim princes. Muslim traders and teachers were probably associated with Indonesia’s kingdoms from the beginning and were bound to introduce the religious institutions that made foreign Muslims feel at home. d.________________ For the first time in Indonesian history, the possibility existed that the inhabitants of formerly peripheral regions would begin to influence the course of events. e.________________ This influence was inspired by Islam’s assertion of the equality of all believers and supported by very profitable communications with the Muslim world throughout Asia.

(Network Indonesia, Internet)

Chapter 8 Point of View Test C Name ________________________________________________________

Read the following excerpts from selections you have read this semester and decide what the author’s main purpose was in each excerpt.

NOTE: Don’t think about the overall purpose of the selection; focus on just the excerpt given.

1. From Chapter 1: “Can You Stand the Pressure? To Succeed, You Must Understand Pressure” There is no day like today to initiate the process of re-creating and transforming yourself. One thing is certain: If you want the same results, just continue to do the same thing.

A. to shock B. to ridicule C. to persuade 2. From Chapter 1: “Volunteers Help Protect the Environment” Peace Corps Volunteers are leaders in grassroots efforts to protect the environment, working on projects such as establishing forest conservation plans and developing alternatives to wood as a fuel source.

A. to inform B. to argue C. to entertain 3. From Chapter 3: “Madame C. J. Walker” I am a woman who came from the cotton fields of the South. I was promoted from there to the washtub.

Then I was promoted to the cook kitchen, and from there I promoted myself into the business of manufacturing hair goods and preparations.

A. to condemn B. to inspire C. to argue 4. From Chapter 3: “Unity in Diversity” Eskimo men offer their wives to guests and friends as a gesture of hospitality; both husband and wife feel extremely offended if the guest declines. The Banaro of New Guinea believe it would be disastrous for a

woman to conceive her first child by her husband and not by one of her father’s close friends, as is their custom.

A. to inspire B. to shock C. to argue 5. From Chapter 4: “On the Sidewalk, Bleeding” He had left the jump to get a package of cigarettes. He had told her he would be back in a few minutes, and then he had gone downstairs and found the candy store closed. He knew that Alfredo’s on the next block would be open until at least two, and he had started through the alley, and that was when he had been ambushed.

A. to educate B. to argue C. to narrate 6. From Chapter 4: “Female Police Officers” These perceptions of female officers are often based on gender stereotypes and are incorrect. Nonetheless, policewomen are frequently caught in the classic “catch 22” dilemma. If they are physically weak, male partners view them as a risk in street confrontations. If they are actually more powerful and aggressive than their male partners, they are regarded as an affront to the policeman’s manhood.

A. to shock B. to explain C. to entertain 7. From Chapter 5: “Women in History” (Abolitionist and former slave, Sojourner Truth, speaking): The man over there says women need to be helped into carriages and lifted over ditches, and to have the best place everywhere. Nobody ever helps me into carriages or over puddles, or gives me the best place—and ain’t I a woman?

A. to inspire B. to investigate C. to entertain 8. From Chapter 5: “Women in History” Women took part in crucial relief efforts. The Sanitary Commission, the Union’s volunteer nursing program and a forerunner of the Red Cross, owed much of its success to women. They raised millions of dollars for medicine, bandages, food, hospitals, relief camps, and convalescent homes.

A. to persuade B. to shock C. to inform 9. From Chapter 6: “Nutrition, Health, and Stress” The next time you feel tired, try drinking a glass of water. Dehydration causes fatigue and irritability. Thirst is not an adequate indicator of dehydration; you become dehydrated before you get thirsty.

A. to shock B. to persuade C. to argue 10. From Chapter 7: “A Dip in the Poole” After all, Andrew J. Stuyvesant had been my mark from the moment I first noticed him entering the Hotel Poole that morning—and after a three-hour vigil I had been within fifteen seconds of dipping him myself when she appeared virtually out of nowhere. Wouldn’t you say I was entitled to the swag?

A. to condemn B. to praise C. to entertain

Chapter 9 Critical Thinking Test A Name ________________________________________________________

Answer the multiple-choice questions based on the content of the chapter.

1)Critical thinking as a process involves all of the following exceptA) assessing the value of old and new information.B) listing facts.C) evaluating evidence.

2)Critical thinking isA) a skill that was developed due to technological advances.B) unrelated to other reading skills and strategies.C) based on logic and the evaluation of facts.

3) The interpretation of new experiences according to what we already believe is called A) frame of reference. B) wishful thinking. C) labeling.

4)When we make hasty moral judgments, weA) are thinking critically.B) create a barrier to critical thinking.C) talk ourselves into believing things we know are not true.

5)Critical and creative thinkingA) are essentially the same thing.B) examine solutions C) are essential for good problem solving.

6)Reliance on authorityA) may block our ability to think for ourselves.B) may enhance critical thinking skills.C) has no effect on our ability to reason.

7)Good critical thinkersA) are persistent in seeking solutions.B) can oversimplify and distort the truth.C) practice “wishful thinking.”

8)An argumentative statement usually does notA) trigger extensive thought.B) inform.C) lead to analysis.

9)To read critically, the student must firstA) make hasty moral judgments.B) ignore all emotional language.C) identify the author’s position on the issue.

10)Creative thinking does not necessarily includeA) literal thinking.B) vertical thinking.C) lateral thinking.

11)A reader can best identify the author’s position on an issue by all of the following strategies except A) recognizing signal words. B) stating the thesis or main point. C) noting supporting details.

12)Words/phrases such as “if,” “given that,” “first,” and “since” areA) analogies.B) signal words.C) connotations.

13) A fallacy is A) a reasonable inference at first glance but, when examined, actually unreliable. B) a well-grounded inferential statement and easily recognizable. C) the same as an analogy.

14) The “bandwagon” fallacy A) presents two things or ideas as similar when really they are not. B) uses testimonials from experts or famous people. C) lures individuals to join the crowd, encouraging them to act like everyone else.

15)The “card-stacking” strategyA) gives all the facts regarding the pros and cons of an issue.B) attacks a person rather than an issue.C) omits facts which would support the other side’s view.

16)Highly charged language is apparent in which fallacy?A) questionable authorityB) appeals to emotionC) transfer 17)Reduction of an issue to two simple choices is calledA) misinterpretation.B) oversimplification.C) overgeneralization.

18) Inductive reasoners A) start with a previous conclusion and apply it to a new situation. B) look for the main idea. C) gather data, then draw a conclusion.

19) Deductive reasoners A) follow the same thinking process as inductive reasoners. B) start with a previously drawn conclusion and apply it to a new situation. C) gather data, then draw conclusions.

20) Most readers utilize A) inductive reasoning techniques. B) deductive reasoning skills. C) both inductive and deductive reasoning processes.

Chapter 9 Critical Thinking Test B Name ________________________________________________________

Read the passage about Japanese suicide bombers during World War II. Then, using critical thinking skills explained in your textbook (e.g., inductive reasoning), answer the question below by writing a comparative analysis in essay form. To get you started, a worksheet is provided.

1) On October 19, 1944, Vice Admiral Takijiro Onishi, commander of Japan’s First Air Fleet, announced a shocking plan during a staff meeting on Luzon. “As you know, the war situation is grave,” he said. “There is only one way of assuring that our meager strength will be effective to a maximum degree. That is to organize suicide attack units composed of Zero fighters armed with 550-pound bombs, each plane crash-diving into an enemy carrier.” The admiral made his proposal knowing that single-suicide planes often did more damage than a whole squadron flown by men intent on surviving to fight again. Earlier, several pilots had wrapped white scarves about their necks and impulsively crash-dived into enemy ships with devastating effect. What shocked the admiral’s officers during the staff meeting was the idea of making such attacks an official operation.

Nevertheless, a suicide air corps was formed that night. It was named Kamikaze, or Divine Wind, after the legendary typhoon that saved Japan from a Mongol invasion in the 13th century. This suicide air corps quickly attracted an excess of volunteers, two or three times more men than planes available. Some men showed their eagerness to join by writing their applications in blood. As a rule, expert fliers were rejected since they were needed as teachers and escort pilots; generally, the volunteers were inexperienced youths—university students in their early twenties who had been drafted when their deferments were revoked. They tended to be students of the humanities (engineering and science students were permitted to remain in school). Most were thoughtful young men who had calmly decided to sacrifice their lives for their country. (adapted from Wiesenthal/ Time-Life Books, Inc.) Are the suicide bombers of Japan different from or the same as the suicide bombers of twenty-first century terrorism? Give support for your answer.

WORKSHEET THESIS:

____ Yes, they are the same. ____ No, they are not the same. ____ Yes and No SUPPORT FOR THESIS

The Japanese

Twenty-first Century Terrorists

Similarities:

Similarities:

Differences:

Differences:

Consider:

Consider:

Japanese ways of thinking

Terrorist ways of thinking

Japanese behavior

Terrorist behavior

Outcomes

Outcomes

ESSAY

Chapter 9 Critical Thinking Test C Name ________________________________________________________

Answer the true/false questions based on the content of the chapter. 1) Critical thinkers never have to deal with controversial issues. _________ 2) Successful critical thinkers tend to be impulsive. _________ 3) We should listen to respected authority figures, but maintain the power to think for ourselves. _________ 4) An author’s position on an issue will be his or her main point or thesis. _________ 5) When reading an argument, you must be aware of the author’s biases, but not your own. _________ 6) Important decisions are usually made quickly and easily. _________ 7) Critical

thinking and creative thinking are essentially the same thing. _________ 8) Critical thinking and creative thinking are both necessary for good problem solving. _________ 9) With inductive reasoning, data are gathered before a conclusion is drawn. _________ 10) Wishful thinking is always helpful to successful critical thinking. _________

Chapter 10 Graphic Illustrations Test A Name ________________________________________________________

Answer the multiple-choice questions based on the content of the chapter.

1)Graphic illustrations such as maps, tables, and charts help studentsA) comprehend the gist of a passage.B) visualize how everything fits together.C) plod through repetitious data.

2)Graphic illustrations are generally used for all of the following reasons except A) to convince. B) to clarify. C) to expand.

3)The choice of which graphic illustration is best to use depends onA) the type of material presented.B) which one the publisher likes best.C) the author’s field of study.

4)A table is presentedA) when a drawing of an object is needed.B) to show the location or physical terrain of specific areas.C) for quick and easy reference.

5)Which of the following is not considered a graphic illustration?A) pie graphsB) bold-faced headingsC) flowcharts 6)In a line graph, the horizontal and vertical lines measureA) the same aspects.B) different aspects.C) years in increments of decades.

7)Each slice in a pie graph representsA) a percentage or fraction of the total.B) at least 50 percent of the total.C) the opinion of the writer.

8)

Graphic illustrations are A) always repetitious. B) most often too difficult to analyze. C) simplified forms expressing complex interrelationships.

9) What is most helpful on a typical map? A) the illustrator’s name B) the legend C) the date of publication 10) The title ascribed to graphic material gives the reader A) an overview. B) a supporting detail. C) statistical data.

Chapter 10 Graphic Illustrations Test B Name ________________________________________________________

Answer the following questions, basing your decisions on the flowchart.

Figure 10–3

1)

2)

According to the flowchart, how many children did Henry VIII have?

Who was Henry VIII’s mother? Copyright © 2003, 2005, 2008, 2011 Pearson Education, Inc.

1)

2) 293

3)

How many of Henry VIII’s sons are listed on the flowchart?

3)

4)

How many of Henry VIII’s daughters are listed on the flowchart?

4)

5)

According to the flowchart, how many years did Elizabeth I reign?

5)

6)

Who was Elizabeth I’s mother?

6)

7)

Who were Mary I’s parents?

7)

8)

Even though Henry VIII had six wives, the flowchart only shows how many?

8)

9)

Who was Edward VI’s mother?

9)

10)

From the flowchart, the reader can infer that Elizabeth I was named after what relative?

Chapter 10 Graphic Illustrations Test C Name ________________________________________________________

Answer the following questions, basing your decisions on the map provided.

10)

Removals of Native Americans Figure 10–4 Write “True” or “False,” basing your answers on the map. According to the map: 1) Texas was considered Indian Territory at the time the Native Americans were being moved. 1) ________ 2)

No Native Americans were removed from Kentucky, Virginia, or Texas.

3)

The Native Americans who were removed were removed to Indian Territory north of Texas.

4)

2)

3)

At the time of the removal, there were three different tribes living in the state of Georgia.

4)

5)

Most of the Choctaw lived in the state of Tennessee.

5)

6)

The Trail of Tears started in Tennessee.

6)

7)

All of the tribes of Native Americans shown on the map were moved from their homeland.

7)

8)

Some Native Americans traveled through Illinois.

8)

9)

Some Native Americans traveled through Louisiana.

9)

10)

Oklahoma was not an official state at the time of the movement of Native Americans.

10)

Chapter 11 Rate Flexibility Test A Name ________________________________________________________

Answer the multiple-choice questions based on the content of the chapter.

1) For college readers, the average reading rate with 70 percent comprehension is A) 250 words per minute.

B) 1,000 words per minute. C) 300 words per minute.

2)For an efficient reader,A) 500 words per minute is the most efficient reading rate.B) rates vary according to the purpose for reading.C) one reading rate serves for all materials.

3) One reason textbooks usually require a slower reading rate is because the A) language is more formal and the vocabulary and ideas are new. B) language is informal and simplistic. C) sentences are shorter and the number of syllables per word is higher.

4)Before reading, a student needs to decideA) to read slowly.B) how many comprehension questions s/he must answer.C) the purpose for reading.

5)An example of an external distraction would beA) visualizing during the reading process.B) a telephone call.C) worrying about your roommate’s most recent problem.

6)Regression isA) backtracking because your mind wandered during reading.B) re-reading to monitor yourself.C) the same as speed reading.

7)Reading speed can be increased byA) reading more words per fixation.B) vocalizing.C) reading word-for-word.

8)

Subvocalization is A) moving your lips as you read. B) pronouncing out loud as you read. C) hearing the little voice in your head that reads for you.

9) According to the chapter, an effective technique for improving reading speed is A) to read passively. B) to use a pen as a pacer. C) underlining details as you read.

10)

The difference between skimming and scanning is that a student skims A) to locate detailed information and scans for the main idea. B) for the main idea and scans for detailed information. C) for a telephone number and scans for an overview.

Chapter 11 Rate Flexibility Test B Name ________________________________________________________

TIMED READING Your professor will time you. She or he will write the times (in 10-second increments) on the board as you read. Read the passage below about women and drugs. When you finish the selection, look up to see the last time recorded on the board and write your time in the space provided at the end of the selection. Then go back to the comprehension questions.

There are presently around five million Americans who have serious problems with severe drugs.

Approximately one-third of them are women. In the drug war, women’s concerns have historically been ignored or dismissed. In the late 19th century, for example, one of America’s first “drug panics” occurred when cocaine, heroin, and opium were obtainable without a prescription. Women in particular were seen as gullible victims of unscrupulous patent-medicine salesmen. The fear that people would overdose on these so-called “remedies” was a sensible reaction. Far less sensible was the conviction that mothers and wives were being diverted from their responsibilities at home by their drug-induced stupors. Indeed, it was “opium drunkenness” among women that led to the push for the labeling of drugs and passage of the Pure Food and Drug Act in 1906.

“Female addicts are seen as doubly deviant,” explains the director of the Center for Substance Abuse Studies, Sheila Murphy. “A drunk man is one thing, but a drunken woman is considered disgusting.” Murphy theorizes that the traditional expectation that a woman will take care of others is destroyed by a woman doing something selfish, like using a substance for her own pleasure. “It really rocks the boat,” says Murphy, adding that this is one reason why our response to addicted women tends to be even more punitive than our treatment of male addicts.

Profitable as the drug trade may be to some, women are rarely among the beneficiaries. Serena Nunn, 28, is serving fourteen years for her involvement in her boyfriend’s cocaine business. Serena’s role was little more than secretarial: she drove her boyfriend to the sites of drug deals and confirmed details on the phone; there is no evidence that she engaged in violence.

A male partner in the same business, however, who made millions from the operation and had been previously convicted of manslaughter and rape, received a sentence only half as long as Serena’s—just seven years. His sentence was reduced because he helped convict Serena’s boyfriend. Serena’s refusal to testify against her boyfriend cost her dearly. And her case is typical.

Women often incur long sentences precisely because they refuse, or are unable, to give prosecutors evidence about their husband’s or boyfriend’s crimes and connections. Indeed, a 1997 review of over 60,000 federal drug cases by the Minneapolis Star Tribune shows that men are more likely to sell out their women to get a shorter sentence than vice versa. (Szalavitz, pp. 2–3) Time: ________ Words Per Minute (WPM): ________ Answer the following comprehension questions based on what you read. Then check the Time-Rate Conversion Chart provided by your instructor and write the Words Per Minute (WPM) it took you to read the passage.

1) Currently, about how many Americans have serious problems with severe drugs? A) fifteen million B) five million C) five billion 2) Of these Americans, what percent are women? A) one-third B) one-half C) one-fourth 3) Historically, concerns over drug use among women have A) been ignored. B) been at the forefront of political issues. C) decreased.

4) Drug use among women first became a public issue in American society around A) the 21st century. B) the mid-1900s. C) the late 1800s.

5) Previously, women who used drugs were seen as selfish because they A) began to have affairs with patent-medicine salesmen in order to obtain drugs. B) were not focused on their wifely or motherly duties. C) usually divorced their husbands because they didn’t want the responsibility of running a household.

For questions 6–10, answer True or False.

6)

Men who deal in drug trafficking receive harsher sentences than women.

6)

7)

Serena Nunn often engaged in violence due to her drug habit.

7)

8)

Women usually won’t testify against boyfriends or husbands.

8)

9)

The Chicago Tribune conducted a study of federal drug cases.

9)

10) The newspaper reviewed over 60,000 federal drug cases.

10)

Chapter 11 Rate Flexibility Test C Name ________________________________________________________

TIMED READING Your professor will time you. She or he will write the times (in 10-second increments) on the board as you read.

Read the passage below about the Salem Witch trials. When you finish the selection, look up to see the last time recorded on the board and write your time in the space provided at the end of the selection. Then go back to the comprehension questions in your book.

Some New England towns seemed doomed to serious discord. Salem Village provides a singular example.

In 1666, families living in the rural outback of the thriving town of Salem petitioned the General Court for the right to establish their own church. For political and economic reasons this was a questionable move, but in 1672 the General Court authorized the establishment of a separate parish. In so doing the Court put the 600-odd inhabitants of the village on their own politically as well.

Over the next 15 years three preachers came and went before, in 1689, one Samuel Parris became minister.

Accompanying him were his wife; a daughter, Betty; a niece, Abigail; and the family’s West Indian slave, Tituba,

who told fortunes and practiced magic on the side.

In January 1692 Betty and Abigail, now 9 and 11, along with Ann Putnam, a 12-year-old, started “uttering foolish, ridiculous speeches which neither they themselves nor any others could make sense of.” A doctor diagnosed the girls’ ravings as the work of the “Evil Hand” and declared them bewitched.

But who had done the bewitching? The first persons accused were three women whose unsavory reputations and frightening appearances made them likely candidates. Sarah Good, a pauper with a nasty tongue; Sarah Osborne, a bedridden widow; and the slave Tituba, who had brought suspicion on herself by volunteering to bake a “witch cake,” made of rye meal and the girls’ urine.

As each was questioned by the Court, the bewitched girls went into contortions: “their arms, necks and backs turned this way and that way. . . . their mouths stopped, their throats choaked, their limbs wracked and tormented.” Tituba, likely impressed by the powers ascribed to her, promptly confessed to being a witch.

These proceedings triggered new accusations. By May the hunt had extended to Boston and up the social ladder to some of the colony’s most prominent citizens, including Lady Mary Phips, whose husband, William, had just been appointed governor.

When Governor Phips convened a special court, more than 150 persons (Lady Phips no longer among them) stood formally charged with practicing witchcraft. The husband of a convicted witch refused to enter a plea when charged with being a “wizard.” He was executed by having stones piled on him until he suffocated.

Finally, at the urging of the leading ministers of the Commonwealth, Governor Phips adjourned the court and forbade any further executions. (Carnes & Garraty, pp. 67–70) Time: ________ Words Per Minute (WPM): ________ Answer the following comprehension questions based on what you read. Then check the Time-RateConversion Chart provided by your instructor and write the Words Per Minute (WPM) it took you to read the passage.

1)

It can be inferred that Salem Village is near Boston.

2)

The girls were diagnosed as being bewitched because they had drunk a

1)

strange potion.

2)

3)

The authors’ purpose in writing this selection is to inform.

3)

4)

In paragraph one, the overall pattern of organization is example.

4)

5)

Since its establishment, the village of Salem had the same minister, Samuel Parris.

6)

The main idea of the selection is that Governor Phips was willing to listen to the charges of witchcraft.

7)

5)

6)

Accusations of witchcraft were targeted only at women whose reputations and frightening appearances made them likely candidates.

7)

8)

These proceedings (paragraph six) refers to the witch trials.

8)

9)

The tone of the passage is humorous.

9)

10) The word “wizard” (next to last paragraph) most likely means the “male

version of a witch.”

10)

Chapter 11 Rate Flexibility Test D Name ________________________________________________________

TIMED READING: SCANNING You will be scanning a page from a section of a state telephone book which lists departments for a university (on the next page). You will have 2 MINUTES and 30 SECONDS to answer the questions. Your teacher will tell you when to begin and when to put your pencil down.

304

1)

What are the two area codes listed?

1)

2)

What is the FAX number for the Botanical Garden?

2)

3)

What is the number for the campus mail service?

3)

4)

To what department are you referred when looking up Campus Planning?

4)

5)

What is the number for the Department of Cellular Biology?

5)

6)

I want to have an event catered. What number should I call?

6)

7)

Does this university have a bookstore?

7)

8)

What office would you be calling if you wanted information on Calendar Planning for the university?

8)

9)

What is the complete name of the Counseling Center?

9)

10)

What is the name of the state which lists these phone numbers?

10)

Chapter 12 Test Taking Test A Name ________________________________________________________

Answer the multiple-choice questions based on the content of the chapter.

1)Being testwiseA) can lead to improved scores on tests.B) means using test-taking tricks and shortcuts.C) includes cramming before tests.

2)Being well-prepared enhancesA) self-confidence.B) speed reading.C) anxiety.

3)For most tests, you are usually better off if youA) mark “b” or “c.”B) guess rather than leave a question blank.C) leave questions blank if you don’t know the answer.

4)On teacher-made tests, it is suggested that youA) divide your time evenly among sections of the test.B) work on the hard items first.C) spend the most time on the items that yield the most points.

5)After your test is returned, you should analyze your performanceA) to challenge the grade.B) to learn from your errors.C) because the instructor suggested it.

6)It is better not to read test questions first becauseA) it takes too much of the allotted time.B) you will not have a purpose for reading.C) reading becomes fragmented and lacks focus.

7) A strategy for finding the answer to a detail question is to A) use a key word in the question to locate and re-read the sentence in which it appears. B) re-read the first sentence of the passage to determine the topic. C) skim the passage to understand the central theme.

8)It is important to understand the passage as a whole becauseA) on most tests, there are very few questions about supporting details.B) then the rest of the ideas fall into place.C) instructors are interested only in testing for main ideas.

9)Main idea questions are designated by such words/phrases asA) “suggests,” “implies,” and “probably.”B) “it is stated,” “the author asserts,” and “according to the passage.”C) “best title,” “central theme,” and “primarily concerned with.”

10)Read the first and last sentences of the test passage carefully because theyA) are always the ones that are the most interesting.B) may give you an idea of what the main idea is.C) usually state important supporting details.

11)Questions concerning implied meaning may test your ability toA) understand attitudes and feelings.B) locate what is directly stated.C) give dictionary definitions.

12)The purpose of fiction passages is usually toA) objectify.B) explain.C) narrate.

13)In an opinion passage, the author’s purpose is usually toA) persuade.B) describe.C) define.

14)In taking multiple-choice tests, a student shouldA) read no further if s/he believes the first option is correct.B) read all the options, then choose the appropriate response.C) skim the options, then re-read the passage.

15) A good strategy for answering multiple-choice questions is to A) re-read the entire passage for each question. B) anticipate the answer and look for an option that corroborates your thinking. C) choose the shortest option.

16)“100 percent” words would not includeA) “all,” “never,” or “always.”B) “most,” “only,” or “none.”C) “almost,” “nearly,” or “about.”

17) Adding an incorrect “and,” “but,” or “because” phrase to a true statement makes it A) false. B) true. C) partially true, therefore true.

18) If two test-question options are synonymous, A) choose the more important one. B) eliminate both. C) bring this to the instructor’s attention.

19) In a hastily constructed test, A) information in one question may help you choose an answer to another question. B) knowledge of grammatical structures will not help you. C) you will not find any clues to help you answer other questions because the test is poorly made.

20) A student can better understand an essay question by A) writing a brief summary of the material before writing the essay. B) asking another student for clarification during the test. C) simplifying the question into understandable terms and then breaking it into parts.

Chapter 12 Test Taking

Test B Name ________________________________________________________

The multiple-choice questions below are based on the discussion regarding question types in the chapter. Look at the question stems below, then choose the type of question indicated by the stem.

1)The author states that . . .A) implied meaningB) detailsC) purpose 2)The author is primarily concerned with . . .A) vocabularyB) implied meaningC) main idea 3)As used in the passage, the best definition of academic is . . .A) purposeB) detailC) vocabulary 4)All of the following are true except . . .A) detailsB) purposeC) implied meaning 5)The best statement of the main idea in the first paragraph is . . .A) detailsB) main ideaC) purpose 6)The author believes . . .A) purposeB) main ideaC) implied meaning 7)The author’s aim in the passage is to . . .A) purposeB) detailsC) vocabulary 8)

According to the author . . . A) details B) vocabulary C) purpose

9) It can be concluded from the passage that . . .

A) main idea B) implied meaning C) purpose 10) The best title for this passage is . . . A) purpose B) details C) main idea

Mastery Test I Chapters 1–6 Test A Name ________________________________________________________

This test covers terms that were used in Chapter One through Chapter Six. There are 20 items on this test. Match the term on the left with its appropriate description on the right.

1)

annotating

A)

pattern of organization showing elements as causing a result

1) ______

2) 3)

Myers-Briggs Test prefix

B)

pattern of organization randomly listing items in a series

2) ______ 3) ______

4)

main idea

C)

a dictionary-like book containing synonyms and antonyms

4) ______

5) cause and effect D)a measurement tool based on Jung’s theory 5) ______ of personality types 6) root 6) ______ E) a word structure part added to a root which changes the meaning of a word 7) etymologies 7) ______ F) hints that allow the reader to approximate 8) context clues the meaning of an unknown word 8) ______ 9) simple listing G)stem of a word derived primarily from 9) ______ Greek and Latin 10) thesaurus 10) ______ H) word origins I) central message that the author is trying to convey J) method of highlighting significant details and key terms using a system of notations 11) 12) 13) 14) 15) 16) 17) 18) 19) 20) analogy acronym transition words previewing schema metacognition recall summary details definition pattern 11) ______ 12) ______ 13) ______ 14) ______ 15) ______ 16) ______ 17) ______ 18) ______ 19) ______ 20) ______ A)

a comparison that measures the ability to see relationships

B)

specific information

C)

the first stage of reading

D)

demonstrates a synthesis of the material read

E)

ability to know, control, and “think beyond”

F) reading stage at which reader sorts through ideas and connects them with existing information

G)

word formed from the first letter of a series of words

H)

words that indicate the direction of a writer’s thoughts

I)

existing knowledge of a subject

J)

defines a concept and expands with examples

Mastery Test I Chapters 1–6 Test B Name ________________________________________________________

Read the following selection on the cholera epidemic of the 1800s, then answer the multiple-choice and true-false questions based on the content of the passage. Utilize the concepts and skills you have learned in any way that you feel will aid in your comprehension of the material.

In 1831, newspapers reported with alarm that the disease, cholera, had escaped from its Asian homeland and that it was marching westward across Europe. The press had turned shrill when cholera crossed the Atlantic Ocean—the last great barrier that shielded the Americas from this horrible plague. Cholera struck Canada in June 1832. Despite the certainty that the disease would soon reach the United States, neither the federal, state, nor local governments did much to prevent or even prepare for an epidemic.

Nothing in their inventory of illnesses, not even the ravages of smallpox or malaria, had prepared Americans for the terror that seized them when cholera finally appeared. Their fear is easily understood: Cholera killed

approximately half of those who contracted it, and it struck with unbelievable rapidity.

Cholera’s symptoms, which mimic those of severe arsenic poisoning, are indeed spectacular. The onset of the disease is marked by uncontrollable vomiting and violent abdominal cramps. Within hours, this sudden and massive loss of fluids causes dehydration, and the victim’s extremities feel cold, the face turns blue, and the feet and hands appear dark and swollen. Death can follow within a few hours after the first symptoms appear. Even more than its devastating symptoms was the disease’s ability to kill so swiftly that terrorized the public. “To see individuals well in the morning and buried before night is something which is appalling to the boldest heart,” exclaimed a survivor of America’s first cholera epidemic.

Although dirty hands or raw fruits and vegetables often transmit the disease, most cholera epidemics are spread by polluted drinking water from sewage-contaminated water systems. Unfortunately, America’s cities in 1832 harbored more than enough filth to nurture an epidemic. New York was especially dirty. Residents were required by law to pile their garbage in the gutter in front of their homes for removal by the city, but it seldom got collected. Thanks to this filth, cholera unleashed a great plague of death when it reached New York. Thousands died in the epidemic, producing so many bodies that the undertakers could not keep up with the volume and had to stack corpses in warehouses and public buildings to await burial.

In the midst of their suffering, New Yorkers could not help but wonder why some people contracted the disease while others escaped it. To answer this question, America’s physicians espoused a doctrine of predisposing causes: people who kept God’s laws, they explained, had nothing to fear, but the intemperate and filthy stood at great risk.

Cholera receded from the land almost as quickly as it had come. By the fall of 1832 the epidemic had spent its fury, and by the winter it was gone. When it struck again in 1866, Americans had learned how to battle the disease. They no longer talked about cholera in moral terms as God’s vengeance on the poor and the wicked.

Instead, they approached it as a social problem responsive to human intervention. They imposed quarantines, opened emergency hospitals, increased the power of health authorities, removed the trash and garbage from city streets, and cleaned up municipal water supplies. The contrast between 1832 and 1866 was evident.

(Martin et al., pp. 322–323) 1) The central message of the selection is that A) New Yorkers lived in filth during the 1800s. B) Americans were not prepared for the devastation caused by the first epidemic of cholera. C) cholera killed approximately half of those who contracted it.

2) According to the passage, cholera can be transmitted through which of the following? A) polluted drinking water B) corpses C) arsenic 3) The overall pattern of organization used in paragraph three is A) cause and effect. B) narration. C) description.

4) As used in the passage, appalling is best defined as A) exciting. B) shocking. C) fearful.

5) The selection states that physicians explained the cause of the epidemic by saying that A) God was angry at the poor and wicked and was seeking vengeance. B) America’s cities harbored more than enough filth to nurture an epidemic. C) cholera came from Asia.

Answer questions 6–10 as True or False.

6)

Residents of New York put their garbage in the gutters because everyone else was putting it there.

6) ______

7)

Cholera lingered in the United States for many years from 1832 to 1866.

7) ______

8)

When cholera struck in 1866, Americans were better prepared.

8) ______

9)

A clean water supply is essential for the prevention of cholera.

9) ______

10)

Symptoms of cholera include abdominal cramps and cold, dark, and swollen hands and feet.

10) ______

Mastery Test I Chapters 1–6 Test C Name ________________________________________________________

Read the following selection, then answer the multiple-choice questions based on the content of the passage. Utilize the concepts and skills you have learned in any way that you feel will aid in your comprehension of the material.

Nancy Shippen was a product of Philadelphia’s best lineage. Born in 1763 as a privileged daughter of an upper-class family, her duty was to blossom into a charming woman, admired for her beauty and social graces rather than her intellect. Nancy’s education consisted of the refinement of skills that would please and entertain—dancing, cultivating her voice, playing musical instruments, painting on delicate china, and producing pieces of decorative needlework.

Had Nancy shown any interest in politics, an exclusively masculine preserve, she would have shocked everyone, including her father, William Shippen. Shippen was a noted local physician who espoused independence in 1776, and where he led, his family followed. Indeed, he was a proud father in 1777 when, at his urging, Nancy displayed her patriotic virtue by sewing shirt ruffles for General Washington.

Nancy had two male tyrants in her life. The first was her father. He forced her into marriage with Henry Livingston in 1781. Henry was the son of one of New York’s most powerful and wealthy families. The man she truly loved had only “honorable expectations” of a respectable income. So her father insisted that Nancy wed Livingston. The rejected suitor wanted to know “for what reason in this free country a lady must be married in a hurry and given up to a man whom she dislikes.” None of the Shippens responded. In truth, the answer was that Nancy legally belonged to her father until she became the property of the second tyrant in her life—her husband.

The marriage was a disaster, most likely because Henry was an adulterer. Nancy eventually took her baby daughter and moved back to her family. She wanted full custody of the child, who by law was the property of her husband. Henry made it clear that he would never give up his legal rights to his daughter, should Nancy embarrass him in public by seeking a bill of divorcement. Even if she had defied him, divorce bills were very hard to get because they involved proving adultery or desertion.

To keep actual custody of her daughter, Nancy accepted her entrapment and moved back with Henry. Several years later, however, Henry relented and arranged for a divorce, but by that time, Nancy’s spirit was broken. The former belle of Philadelphia society lived on unhappily in hermitlike fashion until her death in 1841. Having been so favored at birth, her adult years were a personal tragedy, primarily because of her legal dependence on the will of two men. (Martin et al., pp. 184–185) 1) The gist of the selection is that A) Nancy Shippen was a victim of the privileged society of Philadelphia.

B) education of women consisted of the refinement of skills that would please and entertain.

C) during the late 1700s, women were legally dependent on the will of men.

2)The author supports the main idea partly through the use ofA) contrast.B) time order.C) definition.

3) The meaning of suitor most nearly meansA) boyfriend.B) fiancé.C) enemy.

4)Nancy married Livingston, even though she didn’t love him, becauseA) legally she belonged to Livingston.B) legally she had to do what her father said.C) legally she was an independent individual who made her own choice.

5)This passage might have been written by a(n)A) tabloid writer.B) editor of Seventeen magazine.C) feminist.

6) The word tyrants is best defined as “those who wish toA) nurture.”B) dominate.”C) relinquish.”

7) According to the selection, William Shippen was proud of his daughter because A) Philadelphia’s society recognized her as an intellectual. B) she had a baby daughter even though she didn’t love her husband. C) she sewed shirt ruffles for General Washington.

8)The passage states that Nancy would have shocked everyone had sheA) shown an interest in politics.B) not married her true love.C) refined her home-making skills.

9)To keep actual custody of her daughter, NancyA) got a divorce.B) went back to Henry.C) became a hermit.

10) One organizational pattern used in the first paragraph is A) cause and effect. B) comparison. C) simple listing.

Mastery Test I Chapters 1–6 Test D Name ________________________________________________________

Read the following selection, then answer the multiple-choice questions based on the content of the passage. Utilize the concepts and skills you have learned in any way that you feel will aid in your comprehension of the material.

The father/child family, like the mother/child family, is a result of widowhood, divorce, separation, nonmarriage, and, more recently, single-parent adoption. While only 3.9 percent of all children under age eighteen live with their fathers only, that number increased from 748,000 in 1970 to 1.1 million in 1980 to 2.8 million in 1997. This increase is likely to continue as a result of several factors: more divorced fathers who desire to continue parenting, greater economic resources available to fathers than to mothers, and more favorable opinions of single fathers.

Research on fathers as single parents has been relatively infrequent and generally limited. Yet, the question still remains: Can men “mother”?

This question was posed by Barbara Risman, who surveyed fathers about their experiences as homemakers, the nature of the father/child relationship, and their overall role satisfaction. Risman’s major finding was that most men felt comfortable and competent as single parents, regardless of the reason for custody or their financial status. This was true even though four out of five single fathers had no outside housekeeping help, either paid or volunteer. These men felt very close to and very affectionate toward their children, were glad to be fathers, and had little trouble fulfilling the expressive functions of single parenthood. Clearly, successful mothering is not an exclusively female skill. Men can “mother.”

Similar support for men as single parents came from a study that examined whether significant differences exist between children reared in single-mother and single-father families. Factors examined included self-perception, self-esteem, social competencies, and the frequency and severity of reported behavioral problems. The historical assumption that single mothers are more effective parents than single fathers was not supported. In a number of ways, fathers who maintain families alone are better situated than their female counterparts. Single-parent fathers typically have higher levels of education, are in the labor force, and are better situated economically. (Eshleman, p. 218) 1)The overall pattern of organization in paragraph one isA) classification.B) definition.C) cause and effect.

2)The two studies mentioned in the passageA) contradicted each another.B) supported each another.C) were deemed invalid.

3)The central focus of the passage is thatA) research on fathers as single parents has been relatively infrequent.B) the father/child family, like the mother/child family, is a result of widowhood and

divorce. C) the historical assumption that single mothers are more effective parents than single fathers is not supported by research.

4)According to the passage, most single fathersA) hire housekeepers on an infrequent basis.B) are emotionally distant from their children.C) believe mothering is an impossible task for them.

5) The word factors, as underlined in the passage, refers toA) single mothers.B) significant differences.C) things examined by one study.

6)We can infer from the passage that single fathersA) do not want custody, they just do not want to pay child support.B) will, more and more frequently, ask for custody.C) will rarely receive custody in the future.

7)It is stated in the passage that single fathers on the averageA) are smarter than single mothers.B) have more money than single mothers.C) know more about children than single mothers.

8) From the information in paragraph one, we understand that the number of single fathers has A) increased since 1970. B) decreased since 1970. C) remained the same since 1970.

9)The best title for this passage would beA) Men—Too Macho to “Mother”?B) Men Are More Powerful Than Women.C) Proof That Men Can “Mother”!

10) The predominant pattern of organization of the last paragraph is A) example. B) contrast. C) description.

Mastery Test I Chapters 1–6 Test E Name ________________________________________________________

Read the following selection, then answer the multiple-choice vocabulary questions using context clues and word structure clues. Utilize the concepts and skills you have learned in any way that you feel will aid in your comprehension of the material.

Around 2000, a new wave of international terrorism built on some of the nationalist, subnationalist, and religious currents in various parts of the world. Terrorists used secret military operations to counter the power of regular military forces, often targeting civilians. Terrorism was not new: bombing and assassination attempts had dotted the later 1800s, for example in Russia, directed against political regimes the terrorists viewed as oppressive. It was a terrorist assassination of an Austrian prince that had launched World War I. By the later 1900s, terrorism usually involved a minority nationalist movement, like the Basque terrorists in northern Spain or a religious cause. Technological advances, including the miniaturization of bombs, expanded the destructive power of terrorist acts and their capacity to sow fear. As governments improved security protections for political leaders, terrorists increasingly turned to more random civilian targets, in hopes of destabilizing a society or a hated political regime.

The terrorist attacks on the United States on September 11, 2001, raised a set of issues. Clearly, U.S. power was drawing fire from groups concerned both about specific policies in the Middle East and about wider U.S. power or, as they termed it, arrogance. To the Middle Eastern terrorists, the United States interfered with Middle Eastern countries, defiling “sacred ground” by stationing troops in Saudi Arabia and offending further by strongly supporting Israel. The terrorist response, hijacking airliners to crash into buildings symbolic of U.S. financial and military might, killed approximately 3000 people—but the terrorists regarded this as justifiable retaliation against a nation they could not hope to fight by conventional means. Backed by most of the world’s nations, the United States vowed to end terrorism, and successfully toppled the Islamic fundamentalist regime in Afghanistan that had harbored the terrorists behind the September 11th attacks. (Stearns, pp. 1035;1049)

1) As best defined, the word counter meansA) join.B) oppose.C) aid.

2) The underlined word, targeting, most nearly meansA) aiming at.B) saving.C) avoiding.

3) Technological, as used in the passage, meansA) imprecise.B) scientific.C) methodical.

4) As used in the selection, sow, most nearly meansA) scatter.B) reduce.C) spread.

5) As best defined, the word civilian relates toA) government.B) out-of-state.C) resident.

6) The underlined phrase drawing fire most nearly means A) being criticized. B) under military attack. C) gaining allies.

7) Defiling, as used in the passage, meansA) ridiculing.B) violating.C) enhancing.

8) As used in the selection, retaliation most nearly means A) acceptance. B) revenge. C) passive action.

9) As best defined, the word conventional meansA) usual.B) political.C) extraordinary.

10) The underlined word toppled most nearly means A) instituted. B) exalted. C) collapsed.

Mastery Test II Chapters 7–12 Test A Name ________________________________________________________

This test covers terms that were used in Chapter Seven through Chapter Twelve. Match the term on the left with its appropriate description on the right. Write the corresponding letter in the space provided.

1) graphic illustrations A)meaning that is not directly stated but 1) ______ suggested through clues 2) 100% words 2) ______ B) those who gather data, then draw conclusions 3) regression 3) ______ C) understanding of detailed information 4) inference 4) ______ D) phrase that has been used for many years 5) connotations 5) ______ E) ”all,” “never,” “always,”“absolutely” 6) literal comprehension 6) ______ F) figurative language which shows a 7) simile comparison 7) ______ 8) point of view G)a statement based on actual evidence 8) ______ 9) idiom H)an opinion or position one might have on 9) ______ a subject 10) fact 10) ______ I) backtracking while reading 11) inductive reasoners 11) ______ J) emotions surrounding a word 12) metaphor 12) ______ K) maps, charts, tables, and graphs

L) figurative language using “like” or “as” in a comparison 13)

bias

A)

14) 15)

tone critical thinking

B)

technique which uses highly charged language to persuade

C)

an opinion or position on a subject

16)

technique which omits facts that would support the other side’s view

frame of reference

13) ______

14) ______ 15) ______

16) ______ D)

feeling author emits through words and phrases s/he chooses to use

17)

“appeals to emotion”

18)

fallacy

E)

a high-level skill based on logic and evaluation

19) 20)

bandwagon technique card stacking

F)

interpretation of new experiences according to what one already believes

17) ______

18) ______

19) ______ 20) ______

G) a seemingly reasonable inference, but when examined is really unreliable

H)

technique that lures individuals to join the crowd

Mastery Test II Chapters 7–12 Test B Name ________________________________________________________

TIMED READING Your professor will time you. She or he will write the times (in 10-second increments) on the board as you read.

Insert sentence that describes this passage about Mormons. When you finish the selection, look up to see the last time recorded on the board and write your time in the space provided at the end of the selection. Then go back to the comprehension questions.

In the history of religions, few stories are more dramatic than that of the Mormons. It is a story of divine

revelations and of persecution. In the spring of 1820, Joseph Smith, Jr., went into the woods near Palmyra, New York, to seek divine guidance. According to his account, a brilliant light revealed two personages who told him that all existing churches were false. Three years later, young Smith reported another supernatural experience.

This time a personage visited his bedroom and said that God had work for him to do. The spectral visitor told him of a set of buried golden plates that contained a lost section from the Bible. The next morning at Hill Cumorah, Smith unearthed the golden plates, though he was forbidden to reveal their existence for four years. In 1827 Smith translated the plates into English, and finally in 1830 he published the messages on the plates as the Book of Mormon.

Establishing the Church of Jesus Christ of Latter-Day Saints, Smith attracted several thousand followers from rural areas of the North and the frontier Midwest. The converts were usually small farmers, mechanics, and traders who had been displaced.

Because Smith said that he conversed with angels and received direct revelations from God, local authorities threatened to indict him for blasphemy. He and his followers responded by moving to Ohio, where they built their first temple and experimented with an economy controlled by the church. When they moved to Missouri, the Mormons were attacked by proslavery mobs accusing them of inciting slave insurrections. Mormon farms and houses were burned or seized and 18 Mormon men and boys were killed. Fifteen thousand Mormons fled Missouri after the governor proclaimed them enemies who “had to be exterminated, or driven from the state.”

Moving again, this time to Illinois, trouble arose again. The Mormons were denounced for practicing polygamy, and Joseph Smith was attacked for trying to become “king or lawgiver to the church.” Under the protection of the Illinois governor, Smith and his brother were then confined to a jail cell in Carthage. Late in the afternoon of June 27, 1844, a mob broke into Smith’s cell, shot him and his brother, and threw their bodies out of a second-story window.

Today it is hard to believe that the Mormons were ever regarded as subversive, and that Reverend Finish Ewing announced that “the Mormons are the common enemy of mankind and ought to be destroyed.” (Martin et al., pp. 433–435) Time: ________ Words Per Minute (WPM): ________ Answer the following comprehension questions based on what you read. Then check the Time-Rate Conversion Chart provided by your instructor and write the Words Per Minute (WPM) it took you to reach the passage.

1)Joseph Smith found the golden plates inA) 1827.B) 1823.C) 1844.

2) By the time the Mormons had moved to Missouri, the congregation had grown to A) 18. B) 50,000. C) 15,000.

3)Joseph Smith lived during theA) 1700s.B) 1800s.C) 1900s.

4)The purpose of the writer is toA) inform.B) contrast.C) define.

5) It can be inferred from the passage that after Joseph Smith’s murder, the Mormons A) returned to Missouri. B) stayed in Illinois. C) moved again.

6)The word subversive, as used in the last paragraph of the passage, is best defined as A) threatening. B) crazy.

C) submissive.

7)Authorities wanted to indict Joseph Smith because heA) said that he conversed with angels.B) established the Church of Jesus Christ of Latter-Day Saints.C) found the golden plates first.

8)Who gave Smith and his brother protection while in Illinois?A) local authoritiesB) the governorC) Reverend Finish Ewing 9)Smith translated the golden plates into English fromA) the Mormon language.B) Latin.C) there’s not enough information to know.

10)The author’s tone isA) sympathetic.B) angry.C) indifferent.

Mastery Test II Chapters 7–12

Test C Name ________________________________________________________

Read the passage below. Then answer the true-false questions that follow.

During the late 1800s, the establishment of cities made possible many kinds of social and leisure activity.

From 1865 to 1885 the number of breweries in Massachusetts quadrupled. It is only a slight exaggeration to say that in crowded urban centers there was a saloon on every corner; during the last third of the century the number of saloons in the country tripled. Saloons were strictly male working-class institutions, usually decorated with pictures and other mementos of sports heroes, the bar perhaps under the charge of a retired boxer.

For working men the saloon was a kind of club, a place to meet friends, exchange news and gossip, gamble, and eat, as well as to drink beer and whiskey. Saloons also flourished because factory owners and other employers of large numbers of workers tended to forbid the consumption of alcohol on their premises. In addition, there was the gradual reduction of the workday, which left men with more free time.

The postwar era saw the first important development of spectator sports, again because cities provided the concentrations of population necessary to support them. Curious relationships developed between the upper and working classes and between competitive sports as pure enjoyment for players and spectators and sports as something to bet on.

Further, professional boxing offers an example. It was in a sense a hobby of the rich, who sponsored favorite gladiators, offered prizes, and often wagered large sums on the matches. But the audiences were made up overwhelmingly of young working-class males, from whose ranks most of the fighters emerged. The gambling and also the brutality of the bloody, bare-knuckled fights caused many communities to outlaw boxing, a fact that added to the appeal of the sport for some. (Carnes & Garraty, p. 518) 1) The saloon of the late 1800s was more than merely a place to have a drink. 1) ______ 2) It can be inferred that gossip was an important part of news for men. 2) ______ 3) It is stated that all classes of people frequented saloons. 3) ______ 4) It is stated that many communities banned gambling. 4) ______ 5) According to the article, the development of spectator sports was due mainly to the establishment of cities.

5) ______ 6)

The reader can infer that women drank a lot of beer during the late 1800s.

6) ______

7)

The purpose of the selection is to persuade.

7) ______

8)

The word gladiators as underlined refers to “men, in ancient Rome, who fight in an arena with only a sword as a weapon.”

9)

According to the selection, it was a common practice for employers to allow

8) ______

10)

workers to have a drink on the premises before going home.

9) ______

The tone of the passage is one of melancholy.

10) ______

Mastery Test II Chapters 7–12 Test D Name ________________________________________________________

CRITICAL THINKING AND WRITING Evaluate and contrast the points of view expressed in the excepts from “Children of Drugs” and “The Leah Betts Story.” After you read the articles, and before you begin your essay, a) try to distinguish between fact and opinion; b) try to determine the authors’ purposes for writing; c) be sure to pinpoint any persuasive strategies the authors use to get their points across (e.g., card stacking, reliance on authority, and so forth). Then, using the four-step process discussed in Chapter Eight, write your essay. The steps are listed here for your convenience: Step 1. Identify the issue Step 2. Identify the support for the argument Step 3. Evaluate the support Step 4. Evaluate the argument EXCERPT FROM “CHILDREN OF DRUGS” Leah Betts’ death from ecstasy poisoning in 1995 led to the nationwide poster campaign, “Sorted,” spearheaded by her father Paul Betts and stepmother Jan. Paul remembers the night that started as a celebration and ended in tragedy.

“I was really looking forward to the party because it was Leah’s eighteenth.” Paul was a police sergeant at the time and convinced that none of his children would be stupid enough to take drugs. When he saw her looking incredible, wearing a maroon velvet top and long skirt, he didn’t know that she had already taken the tablet that would kill her. Leah’s friend, Sarah, said that when she arrived that night Leah told her she had been able to get hold of some ecstasy.

Leah became increasingly hyperactive under the influence of ecstasy. By 12:30 a.m., she had developed a splitting headache and raging thirst, as her kidneys failed and excess water built up around her brain. She collapsed and started hallucinating. Her father desperately tried to resuscitate her. Leah died five days later when her parents agreed to switch off her life-support machine. (adapted from BBC, 2001) EXCERPT FROM “THE LEAH BETTS STORY” It was not for two weeks that the cause of death of Leah Betts was given as due to drinking too much water.

It was revealed that she had also had several strong alcoholic drinks and had smoked cannabis along with the ecstasy. Later it emerged that Leah had taken ecstasy at least four times before.

To say that a person died from ecstasy is never the full story any more than saying that someone died of drink. Like alcohol, ecstasy can be used without any harmful effect. In both cases, death is due to the indirect effects which can be avoided if you are aware of the dangers and look after yourself. Far from saving young people from harm, much of the so-called drug education has confused users by trying to scare them, rather than explain the dangers and how to avoid them. (Saunders, Internet, 1996) Brainstorming Notes:

ESSAY

Answer Keys for Test Bank

Chapter 1 Active Learning Test A 1) A

2) C

3) C

4) B

5) C

6) A

7) C

8) B

9) B

10) C

11) B

12) C

13) A

14) B

15) B

16) C

17) B

18) B

19) C

20) C

Test B 1) True

2) True

3) False

4) True

5) False

6) True

7) False

8) False

9) True

10) True

Test C 1) F

2) D

3) H

4) J

5) A

6) E

7) I

8) C

9) B

10) G

Reflecting in Writing 1 Answers will vary, but might include: An active learner knows that in addition to himself or herself, other components of learning include the instructor, the textbook, and classmates. Active learners know that true learning isn’t accomplished by sitting with the material in front of them, as a passive learner might do. Learning requires concentration and attention. Active learners know the importance of being mentally involved with the material for study, and how to deal with external and internal distractions, whereas passive learners rarely think about these things. Active learners know their best learning style and study techniques that fit that style. They pay attention to their course syllabus and keep up with their assignments.

2 A. Cognitive psychology and college reading both deal with the importance of thinking. While cognitive psychologists study how we think, college reading requires concentrating, understanding, and remembering.

B. Neuroscience is beginning to provide more information about the biological aspects of learning. If college readers understand what research in neuroscience is telling us about what goes on in the brain during learning, they can improve their study techniques.

1 Answers will vary.

2 External distractions are those things that go on outside a person’s body that distract from concentration.

These are things like people talking and people walking by while you’re studying. Internal distractions are those things that go inside a person’s mind that distract him or her from concentrating. This could be as serious as worrying about an unpaid bill to as minor as thinking about taking clothes out of the washing machine and putting them in the clothes dryer.

3 Academic behaviors that can lead to college success include going to class, being on time, getting off to a good start by passing the first test, networking with other students, and paying attention to the course syllabus.

(Students should then briefly explain why each behavior is important.)

4 At least three important things found in most syllabi are: 1) the goals and objectives of the course; 2) examination dates; and 3) an explanation of the grading system.

Chapter 2

Vocabulary

Test A 1) C

2) A

3) B

4) A

5) B

6) C

7) B

8) C

9) A

10) B

11) C

12) A

13) A

14) B

15) B

16) B

17) A

18) C

19) B

20) A

2) A

3) C

4) C

5) B

6) B

7) C

8) B

9) A

10) B

2) A

3) B

4) B

5) C

6) C

7) A

8) B

9) B

10) C

Test B 1) C

Test C 1) B

Chapter 3 Strategic Reading and Study Test A 1) C 2) B 3) A 4) B 5) C 6) B 7) A 8) C 9) C 10) B

Test B 1) True 2) False 3) True 4) False 5) False 6) True

7) True 8) False 9) False

10) True

Test C Answers will vary, but students’ papers should be organized according to the structure given in the writing directions. Each of the three parts of the paper should be thorough enough to adequately cover the topic.

Test D Answers will vary slightly, but students’ Recall Diagram should be close to the following: Recall Diagram On the Front Lines of the Service Sector Topic:

Working in Fast Food or Grocery Jobs

Significant Details:

Stress Factors Time Factors Customer Interest Conflicts Manager Conflicts Low Status

Relate:

Answers will vary, but students might relate personal experiences working in one of these areas or knowing someone who works in one of these areas.

React:

Answers will vary, but students should tell how they feel about what they read in this selection.

Chapter 4 Main Idea Test A 1) B 2) C 3) A 4) B 5) A 6) C 7) C 8) C 9) C 10) A

Test B 1) C 2) C 3) B 4) A 5) C 6) B 7) A 8) C 9) B 10) B

Test C 1) False 2) True 3) False 4) True 5) False 6) True

7) False 8) True 9) False 10) True

Test D Answers will vary, but possible titles are: 1) Black Death Relieves Population Pressure 2) Apologies: Not the Same Everywhere3) Homelessness and Mental Illness 4) Bride Selling in China 5) Arranged Marriages

Chapter 5

Patterns of Organization

Test A 1) A

2) B

3) C

4) B

5) A

6) C

7) B

8) A

9) C

10) B

2) C

3) D

4) F

5) J

6) H

7) I

8) B

9) E

10) A

2) C

3) A

4) B

5) A

6) C

7) C

8) A

9) A

10) B

Test B 1) G

Test C 1) C

Test D Answers will vary, but should include the appropriate signal words for each pattern.

Chapter 6 Organizing Textbook Information Test A 1) C 2) C 3) B 4) A 5) C 6) A 7) C 8) A 9) B 10) B

Test B 1) True 2) False 3) False 4) False 5) False 6) True 7) False 8) True 9) False 10) True 11) True 12) False 13) True 14) False 15) True 16) False 17) True 18) True 19) False 20) True

Test C Answers on outline will vary, but students should have the two major details correct (Divorce in Sweden and Divorce in China). A suggested outline is provided here:

Cross-Cultural Divorce I. Divorce in Sweden A. Difficulty in obtaining statistics 1 Cohabitation rate high 2 Nonmarital cohabitation not as stable as marriage B. Divorce rate one-half of United States 1 With nonmarital status, Sweden has industrialized world’s highest breakup rate 2 Having young child reduces divorce risk II. Divorce in China A. Divorce by agreement 1 2

Complete application at marriage registration office If parties agree to terms, certificate is issued

B. Only one partner desires divorce 1 Apply at marriage registration office 2 If mediation doesn’t work, goes to court C. Divorce rate low 1 0.8 cases per 1,000 population 2 Most marriages stable Copyright © 2003, 2005, 2008, 2011 Pearson Education, Inc.

Test C, continued Answers will vary, but students’ maps should contain the same information as their outlines.

Cross-cultural Divorce Divorce in Sweden Divorce in China difficulty obtaining

divorce ½ of U.S. divorce by

one partner

divorce rate statistics agreement divorce low

Test D Student answers may vary slightly, but they should have the four methods of organizing material for study correct: annotating, note taking, outlining, and mapping.

Chapter 6: Organizing Textbook Information Chapter Outline I. Study Reading A. Reading to Learn B. Establishing Knowledge Networks II. Four Methods of Organizing Material for Study A. Annotating 1 Why 1 How 1 When B. Note Taking

1 1

Why How C. Outlining Why How D. Mapping Why How

1 1 1 1

Test D, continued Student maps should contain the same information as their outlines.

Chapter 7

Inference

Test A 1) B

2) A

3) C

4) A

5) B

6) B

7) C

8) A

9) C

10) B

2) A

3) A

4) B

5) A

6) A

7) B

8) C

9) B

10) A

Test B 1) C

Test C 1) F 2) B 3) A 4) D 5) C 6) E 7) D 8) F 9) A 10) C 11) E 12) B What is the literal meaning of each of the above? Students’ answers should be close to these: 1 The twin brother was being sarcastic; he really meant that he thought his twin was in trouble.

2 Sam did not seem to be sympathetic at all.

3 They were just chatting without any particular agenda.

4 She had invested a lot of time in this boyfriend.

5 Alex was calm and in control in a crisis situation.

6 The reader was really interested in reading the book.

7 Christina was hungry for lunch; she was ready to eat.

8 Jennifer isn’t really dressing stylishly.

9 We usually agree, but we disagree on this particular project.

10 Andrew made people laugh.

11 I got scratched by the trees as I ran through the forest.

12 Maureen stood very still and listened intently.

Chapter 8 Point of View Test A 1) C 2) A 3) B 4) A 5) B 6) C 7) A 8) C 9) B 10) A

Test B a. Opinion b. Fact a. Opinion b. Fact a. Opinion b. Fact a. Opinion b. Fact

c. Fact d. Opinion e. Opinion c. Fact d. Opinion e. Opinion c. Opinion d. Fact e. Fact c. Opinion d. Opinion e. Opinion

Test C 1. C 2. A 3. B 4. B 5. C 6. B 7. A 8. C 9. B 10. C

Chapter 9

Critical Thinking

Test A 1) B

2) C

3) A

4) B

5) C

6) A

7) A

8) B

9) C

10) A

11) C

12) B

13) A

14) C

15) C

16) B

17) B

18) C

19) B

20) C

Test B Students’ answers will vary.

Copyright © 2003, 2005, 2008, 2011 Pearson Education, Inc.

Test C 1) False 2) False 3) True 4) True 5) False 6) False 7) False 8) True 9) True 10) False

Chapter 10 Graphic Illustrations Test A 1) B 2) C 3) A 4) C 5) B 6) B 7) A 8) C 9) B 10) A

Test B 1) 3

2) Elizabeth of York

8) 3

9) Jane Seymour

3) 1

4) 2

5) 5

6) Anne Boleyn 7) Catherine of Aragon and Henry VIII

10) her grandmother

Test C 1) False 2) True 3) True 4) False 5) False 6) False 7) False 8) True 9) False 10) True

Chapter 11 Rate Flexibility 3) Test A 1) C 2) B

A 4) C 5) B 6) A

7)A

8) C

9) B

10) B

Test B 1) B 2) A

3) A

4) C

5) B

6) False

7) False

8) True

9) False

10) True

Test C 1) True 6) False

2) False 7) False

3) True 8) True

4) True 9) False

5) False 10) True

Test D 1. 706, 770 2.

706-542-3091 3.

706-542-5286

1 2 3 4 5 6 7

University Architects for Facilities Planning 706-542-3310 706-542-6900 Yes Office of University Communications Center for Counseling and Personal Evaluation Georgia Copyright © 2003, 2005, 2008, 2011 Pearson Education, Inc.

Chapter 12 Test Taking Test A 1) A 2) A 3) B 4) C 5) B 6) C 7) A 8) B 9) C 10) B 11) A 12) C 13) A 14) B 15) B 16) C 17) A 18) B 19) A 20) C

Test B 1) B 2) C 3) C 4) A 5) B 6) C 7) A 8) A 9) B 10) C

Mastery Test I

(Chapters 1–6)

Test A 1) J

2) D

3) E

4) I

5) A

6) G

7)H

8) F

9) B

10)C

11) A

12) G

13) H

14) C

15) I

16) E

17) F

18) D

19) B

20) J

2) A

3) C

4) B

8) True

9) True 10) True

2) B

3) A

4) B

Test B 1) B

5) A 6) False 7) False

Test C 1) C

5) C

6) B

7) C

8) A

9) B

10) C

Test D 1) C

2) B

3) C

4) A

5) C

6) B

7) B

8) A

9) C

10) B

2) A

3) B

4) C

5) C

6) A

7) B

8) B

9) A

10) C

Test E 1) B

Mastery Test II (Chapters 7–12) Test A 1) K 2) E 3) I 4) A 5) J 6) C 7) L 8) H 9) D 10) G 11) B 12) F 13) C 14) D 15) E 16) F 17) B 18) G 19) H 20) A

Test B 1) B 2) C 3) B 4) A 5) C 6) A 7) A 8) B 9) C 10) A

Test C 1) True

2) True

3) False

4) False

5) True

6) False

7) False

8) False

9) False

10) False

Test D 1) Answers will vary.

Copyright © 2003, 2005, 2008, 2011 Pearson Education, Inc.

Vocabulary Booster Review Quiz Use your knowledge of word parts to select the best response to fill in the blank or to substitute for the underlined word.

1. There was a surfeit of clothing in his closet. a. variety b. too little c. excessive amount

d. excellent selection

2. Students thought the professor’s comments were ambiguous. a. had several possible meanings b. very clear c. insulting

d. humorous

3. The senior citizens produced a cacophony as they enjoyed singing songs from their youth. a. harsh sound b. melodious sound c. loud sound d. quiet sound 4. After the game, some fans experienced a feeling of euphoria. a. a sad, depressing feeling b. confusion c. anger d. extreme happiness 5. Susanna made a follow-up appointment with the _________ who performed her eye surgery. a. dermatologist b. ophthalmologist c. orthopedist d. cardiologist 6. When the football player took a hard tackle during a game and became partially paralyzed, he was treated by a/an _____________ who was able to help him walk again. a. anesthesiologist b. oncologist c. radiologist d. neurologist 7. My grandfather was known to be an eccentric man. a. serious, scholarly b. humorous c. wise d. out of the ordinary

8. A calorie is a measure of __________. a. fat b. heat c. weight d. protein 9. The meeting was held on December 22nd, the day of the winter solstice. a. when the tides are lowest c. when the moon is farthest from the equator b. when the sun is farthest from the equator d. when the stars are properly aligned 10. A lunation is ______________. a. the time from one new moon to the next c. one rotation of the earth b. one light year d. an eclipse of the sun 11. Graphology is the study of _________________ . a. the earth b. stars c. handwriting d. mathematics 12. Ancient monasteries often had a/an _____________, a special room used for writing. a. solarium b. scriptorium c. natatorium d. auditorium 13. Being a loquacious person, Jessie liked to ________________. a. be inactive b. be quiet c. exercise regularly d. talk a lot 14. The dentist referred to the surface of my tooth that _____________ as the lingual side. a. was damaged b. faced my tongue c. was stained d. was next to my lip 15. Members of the group repeatedly asked Chris to elucidate his point during the meeting. a. withdraw c. shed light on b. restate d. write down 16. The discolorations and wrinkles on my grandfather’s face were signs of photoaging. a. a skin disease c. poor skin care b. long-term exposure to the sun d. old age 17. The students asked their professor if she would reiterate the information in the lecture. a. test on b. say again c. illustrate d. write 18. Shawna’s boss and co-workers believed that her idea was ludicrous. a. workable b. laughable c. respectable d. copied 19. During the spring and summer, the restaurant offered _____________ dining. a. déjà vu b. avant-garde c. vendetta d. alfresco 20. I realized I had made a ____________ when my mother looked at me sternly. a. faux pas b. junta c. raison d’étre d. bon vivant Answers: 1. B 2. A 3. A 4. D 5. B 6. D 7. D 8. B 9. B 10. A 11.C 12. B 13. D 14. B 15. C 16. B 17. B 18. B 19. D 20. A