MODULE

Textual Reading

Compiled by:
Bambang Irawan S.S., [Link]

TEXTUAL READING 1
 = = = Knowledge is Power = = =
Francis Bacon

= = = Success is the sum of small efforts,

repeated day in and day out = = =
Robert Collier

= = = Success is no accident. It is hard work,

perseverance, learning, studying, sacrifice and
most of all, love what you are doing and learning
to do = = =
Pele

= = = Try not to become a person of success, but

rather try to become a person of value = = =
Albert Einstein

= = = The most complete gift of God is a life

based on knowledge = = =
Ali ibn Abu Talib

TEXTUAL READING 2
 TABLE OF CONTENTS

COVER .............................................................................................................................. 1

MOTIVATIONAL QUOTES ............................................................................................ 2

TABLE OF CONTENT .................................................................................................... 3

MEETING 1: Diagnosing Reading Skills .......................................................................... 4

MEETING 2: Previewing .................................................................................................. 15

MEETING 3: Predicting .................................................................................................... 28

MEETING 4: Scanning ..................................................................................................... 36

MEETING 5: Skimming .................................................................................................... 44

MEETING 6: Topic ........................................................................................................... 53

MEETING 7: Main Idea, The Author’s Purpose and Tone ............................................... 60

MEETING 8: Guessing Word Meaning ............................................................................ 72

MEETING 9: Making Inference ....................................................................................... 84

MEETING 10: Pronoun Reference ................................................................................... 94

MEETING 11: Transition Signals ..................................................................................... 104

MEETING 12: Patterns of Organization ........................................................................... 115

MEETING 13: SQ3R ......................................................................................................... 126

MEETING 14: Implementing Multiple Reading Skills ..................................................... 141

TEXTUAL READING 3
 MEETING 1

DIAGNOSING READING SKILLS

A. LEARNING OBJECTIVES
In this chapter, the students will have a pre-test to diagnose their reading skills
before they have Textual Reading lecture. By the end of the course, the students are
expected to be able to:
1. Understand the definition of reading comprehension.
2. Understand the purpose of reading comprehension.
3. Answer the questions to measure their reading ability.

B. MATERIAL DESCRIPTION

What is reading? You might think that it is a foolish question because you have
been a reader since you were kid. You were taught how to read when you were at
kindergarten. In simple way, reading is defines as the process of translating symbol to get
meaning. What about reading comprehension? Does it have its own definition? According
to Wooley (2011), reading comprehension is the process of making meaning from text. The
goal, therefore, is to gain an overall understanding of what is described in the text rather
than to obtain meaning from isolated words or sentence. So, the purpose of reading is to
connect the ideas on the page to what you alreadyknow. Ifyou don't know anything about
a subject, then pouring words of text intoyour mind islike pouring water into your hand.
You don't retain much.
The reading process involves three stages:
a. Pre-reading stage allows the reader to activate background knowledge, previewthe
text,and develop a purpose for reading. For example, look at the title of theselection
and list allthe information that comes to mind about the title.
b. During reading, reader makes predictions as they read and then confirm or
revisethepredictions. For example, double-entry journal enable the reader to write the
textfrom thereading on one side and on the other side write the reaction to the text.

TEXTUAL READING 4
 c. After reading stage allows the reader to retell the story, discuss the elements of
astory,answer questions and/or compare it to another text. For example, summary
allowsthe readerto take a huge selection and reduce it to its main points for more
conciseunderstanding.
While comprehension is an intentional, active, and interactive process that occursbefore,
during and after a person reads a particular piece of writing.

C. EXERCISE
[Link] Context Clues to Find out the Meaning
Directions: Use context clues to figure out what the bold word means. Cross the correct
option.
1. Having the forms filled out ahead of time will expedite the process.
a. Explain in detail
b. Speed up; make easier
c. Neither
2. The teacher was suspicious when she noticed the party of the two friends’ report.
a. Similarity; resemblance
b. Spelling errors
c. Neither
3. The warrior carried a shield and saber.
a. Gun
b. Cannon
c. Neither
4. After the horse show, Donna carefully put all the horse’s tack away.
a. Hay and feed
b. Riding equipment
c. Neither
5. Good news is cause for jubilation.
a. Concern
b. Joy and celebration
c. Neither

TEXTUAL READING 5
 6. When Josh’s pet rabbit died, his friend Dave was unable to console him.
a. Reach by phone
b. Comfort; cheer up
c. Neither
7. The rain forest was lush with flowers, birds, and insect.
a. Heavily filled
b. Wet
c. Neither
8. When Cynthia connected on a map her city with New York and Chicago, they
formed as isosceles triangle.
a. Cold; frigid
b. Having two equal-length sides
c. Neither
9. The mules were laden with packs.
a. Laying down
b. Scoop for liquids
c. Neither
10. The story of the sinking of the Titanic will be presented in three episodes.
a. Parts in a series
b. Events or occurrences
c. Neither
11. Nothing could compel Kris to believe the stories about UFO’s.
a. Turn away from
b. Convince, persuade
c. Neither
12. The man only confessed under duress.
a. Threat of force
b. Bright lights
c. Neither

TEXTUAL READING 6
 [Link], False, or Unknown
Directions: Read the following passage and statements. Decide if each statement
is true, false, or can’t be determined from the information given. Write TRUE,
FALSE, or UNKNOWN.
The Pangolin

In parts of southeastern Asia, Indonesia, and areas of Africa below the Sahara desert,
lives a relic of prehistory. The pangolin is a creature that looks something like a cross
between an anteater and an armadillo. It is classified in the spiny anteater family, but
instead of the coarse hair found on Central or South American anteaters, the pangolin
have coats of mail formed by overlapping scales. Like their Central or South American
cousins, pangolins have long tails, long, narrow snouts, and a sticky flypaper-like
tongues, which they can thrust out to catch their meals. Pangolins have an effective
means of defense. In addition to being protected by their scales, they also can roll up
into a tight ball. Most enemies are deterred, but people in some areas of their range
consider pangolin meat a delicacy.

1. No pangolins live in North America …………….

2. Pigs and pangolins have similar snouts …………….
3. Pangolins eat ants …………….
4. Some people eat pangolins …………….
5. Pangolins can be 3-5 feet long …………….
6. The Sahara desert is in Africa …………….
7. Pangolins have coarse hair …………….
8. Armadillos have coarse hair …………….
9. The pangolin is a type of armadillo …………….
10. Deterred means encouraged …………….
11. One meaning of mail is flexible armor …………….
12. Central or South American anteaters have soft, pliable hair …………….
13. A relic is something preserved from the past …………….
14. American anteaters have sticky tongues …………….

TEXTUAL READING 7
 15. In this story’s context, delicacy means fragile beauty …………….

[Link] the Best Meaning or Synonym

How Dictionaries Are Made

By: S. I. Hayakawa

It is widely believed that every word has a correct meaning, that we learn these
meanings principallyfrom teachers and grammarians (except that most of the time we
don't bother to,so that weordinarily speak "sloppy English"), and that dictionaries and
grammars are the supreme authority inmatters of meaning and [Link] people ask
by what authority the writersof dictionaries andgrammars say what they say.
Let us see how dictionaries are made andhow the editors arrive at definitions.
What follows applies,incidentally, only to thosedictionary offices where first-hand,
original research goes on—not those in whicheditorssimply copy existing dictionaries.
The task of writing a dictionary begins with the reading ofvastamounts of the literature
of the period or subject that the dictionary is to cover. As theeditors read, theycopy on
cards every interesting or rare word, every unusual or peculiaroccurrence of a common
word, a largenumber of common words in their ordinary uses, andalso the sentences
in which each of these wordsappears, thus:
That is to say, the context of each word is collected, along with the word itself.
For a really bigjob of dictionary writing, such as the Oxford English Dictionary
(usually bound in abouttwenty-fivevolumes) millions of such cards are collected, and
the task of editing occupiesdecades. As the cardsare collected, they are alphabetized
and sorted. When the sorting iscompleted, there will be for eachword anywhere from
two to three to several hundredillustrative quotations, each on its card.
To define a word, then, the dictionary editor placesbefore him the stack of cards
illustrating thatword; each of the cards represents an actualuse of the word by a writer
of some literary or historicalimportance. He reads the cardscarefully, discards some,
rereads the rest, and divides up the stackaccording to what hethinks are the several

TEXTUAL READING 8
 senses of the word. Finally, he writes his definitions,following thehard-and-fast rule
that each definition must be based on what the quotations in front ofhimreveal about
the meaning of the word. The editor cannot be influenced by what he thinks
agivenword ought to mean. He must work according to the cards or not at all.
The writing of adictionary, therefore, is not a task of setting up authoritative
statements aboutthe "truemeanings" of words, but a task of recording, to the best of
one's ability, what various wordshave meant to authors in the distant or immediate
past. The writer of a dictionary is ahistorian, not alawgiver. To regard the dictionary
as an "authority," therefore, is tocredit the dictionary writerwith gifts of prophecy
which neither he nor anyone elsepossesses. In choosing our words when wespeak or
write, we can be guided by the historicalrecord afforded' us by the dictionary, but we
cannotbe bound by it, because new situations,new experiences, new inventions, new
feelings, are alwayscompelling us to give new usesto old words.

Directions: The following sentences are taken from the text above. Working with
another student, read each sentence and then circle the best meaning or synonym
for the underlined word as it is used in the sentence.
1. It is widely believed that every word has a correct meaning that we learn these
meanings principally from teachers and grammarians.
a. Easily
b. Mainly
c. Only
2. Few people ask by what authority the writers of dictionaries and grammars say what
they say.
a. Unusual ability
b. Power
c. Opinion
3. What follows applies, incidentally, only to those dictionary offices where first-
hand, original research goes on.
a. Points to

TEXTUAL READING 9
 b. Belongs to
c. Relates to
4. What follows applies, incidentally, only to those dictionary offices where first-
hand, original research goes on.
a. In that case
b. In particular
c. By the way
5. What follows applies, incidentally, only to those dictionary offices where first-
hand, original research goes on.
a. New
b. Language
c. Informal
6. As the editor read, they copy on card every interesting or rare word, every unusual
or peculiar occurrence of a common word, a large number of common words in
their ordinary uses, and also the sentences in which each of these words appears,
thus.
a. At the same time
b. In some cases
c. In this way
7. The task of writing a dictionary begins with the reading of vast amounts of the
literature of the period or subject that the dictionary is to cover.
a. Idea
b. Job
c. Organization
8. The task of writing a dictionary begins with the reading of vast amounts of the
literature of the period or subject that the dictionary is to cover.
a. Time
b. Language
c. Type
9. As the editor read, they copy on card every interesting or rare word, every unusual
or peculiar occurrence of a common word, a large number of common words in

TEXTUAL READING 10
 their ordinary uses, and also the sentences in which each of these words appears,
thus.
a. Spelling
b. Example
c. Lesson
10. That is to say, the context of each word is collected, along with the word itself.
a. Sentence
b. Grammar
c. Meaning
11. For a really big job of dictionary writing, such as the Oxford English Dictionary
(usually bound in about twenty-five volumes) millions of such cards are collected,
and the task of editing occupies decades.
a. Many years
b. Many editors
c. Many desks
12. When the sorting is completed, there will be for each word anywhere from two to
three to several hundred illustrative quotations, each on its card.
a. Colorful
b. Explanatory
c. Unusual
13. The editor cannot be influenced by what he thinks a given word ought to mean. He
must work according to the cards or not at all.
a. Measured by
b. Interested in
c. Affected by
14. To regard the dictionary as an “authority” therefore, is to credit the dictionary writer
with gifts or prophecy with neither he nor anyone else possesses.
a. Believe
b. Hope
c. Understand

TEXTUAL READING 11
 15. In choosing our words when we speak or write, we can be guided by the historical
second afforded us by the dictionary, but we cannot be bound by it.
a. Led to
b. Free from
c. Tied to
16. Finally, he writes his definitions, following the hard-and-fast rule that each
definition must be based on what the quotations in front of him reveal about the
meaning of the word.
a. Prove
b. Show
c. Decide

[Link] Analogies
Directions: These analogies are synonyms (same meaning) or antonyms (opposite
meanings). First determine which each is. Then choose the correct answer. Think
carefully! These can be tricky.
1. Laboris to work as story is to …………..
a. Character
b. Words
c. Tale
2. Often is toseldomas same is to …………..
a. Similar
b. Different
c. Frequently
3. Aid is to help as depart is to …………..
a. Leave
b. Schedule
c. Finish
4. Found is tolost as create is to …………..
a. Make
b. Find

TEXTUAL READING 12
 c. Destroy
5. Sob is to cry as giggle is to …………..
a. Funny
b. Laugh
c. Joke
6. Seize is to grab as attempt is to …………..
a. Convince
b. Try
c. Hold
7. Cruel is to kind as together is to …………..
a. Apart
b. Friends
c. Joined
8. Response is to answer as walk is to …………..
a. Reply
b. Stroll
c. Run
9. Different is to varied as required is to …………..
a. Unnecessary
b. Unique
c. Needed
10. Never is to always as none is to …………..
a. Nothing
b. All
c. Few
11. Noise is to silence as follow is to …………..
a. Leader
b. Directions
c. Lead
12. Single is to one as difficult is to …………..
a. Hard

TEXTUAL READING 13
 b. Unit
c. Easy

D. REFERENCES
Edge, T. (2002). Reading Comprehension Skills and Strategies Level 8. California:
Saddleback Educational Publishing.
Engelhardt, D. (2013). Advanced English Reading and Comprehension. New York:
McGraw Hill Education.
Mikukecky, B.S & Linda, J. (2007).Advanced Reading Power. US: Longman
Wooley, G. (2011). Reading Comprehension: Assisting Children with Learning
Difficulties, Spring Science + Business Media.

TEXTUAL READING 14
 MEETING 2

PREVIEWING

A. LEARNING OBJECTIVES
In this chapter, the students will learn about previewing. By the end of the course, the
students are expected to be able to:
[Link] and describe the definition of previewing.
[Link] previewing in reading a passage.
[Link] previewing in reading a book.

B. MATERIAL DESCRIPTION
[Link]
When you travel to the first place that you have no idea about at all, the first thing
you do is looking at the map. By looking at the map, you can get general information
about that place and you know what to expect as our travel. That is actually what you
call as “previewing” and it is also applied in reading.
In simple way, previewing can be described as to look before. It means you look
for general information before you read a text or book comprehensively. Engelhard
(2013: 75) states that previewing is a rapid kind of reading that allows you to get a
general sense of what a passage, article, or book is about and how it is organized. Your
eyes scan quickly over the page looking for answers to general questions about the
material.
Some common general questions which are usually used in previewing are:
a. What is the title?
b. What is it about?
c. Do I know about this?
d. Is it divided into parts?
e. How is it organized?
f. Are there any pictures, tables, graphs, names, italicized words, maps, or numbers?

TEXTUAL READING 15
 g. Etc.

Previewing is one of the most important reading skills that you need to master well.
It is much better to preview before you read because previewing can help you to
understand more about what you read.

[Link] a passage
There are several ways to preview a passage, as follows:
a. Read the title of the passage if it is provided.
b. Look at the pictures if there are any.
c. Read the first few sentences in the first paragraph.
d. Read the first sentence of other paragraphs.
e. Read the last sentence of the last paragraph.
f. Pay attention to names, numbers, and dates if there are any.

Example 1

Directions: Preview the following incomplete passage! It will help you how to
preview. Then answer the questions that follow the passage to check how
well you get the general sense of the passage after previewing it.

NEAR-DEATH EXPERIENCE

I was crossing the street, when suddenly this car came toward me and there was a
loud crashand I lew through the air. It all happened so fast. I must have landed on the
ground, becauseIfelt this terrible pain, but then I could feel myself rising up, and when
I looked down, therewere people trying to help me. It was like I was loating and I could
see them attach tubes andstuf to me and carry me to an ambulance.
Then I looked up, where I could see this light—a bright, shining, white light all
around me,and it was like something was lifting me up into the light. At the end of the
light, there wasthis beautiful, peaceful place, sort of like a meadow with mountains in
the background. Icouldhear a voice, a soft voice calling me, and I recognized the voice
of my grandmother,who diedlast summer.

TEXTUAL READING 16
 When she held out her hand, I ran to her, but I wasn’t really running—I was loating,
like inslow motion or in water. She held out her arms to hug me, and I started to cry, I
was so happyto see her. Then she said that she loved me and was glad to see me, but
that I had to go back.I wanted to stay with her in that peaceful place, but she said it
wasn’t my time, and that myparents were very sad and worried and I had to go back to
them.
(Source: Engelhardt, D. (2013). Advanced English Reading and Comprehension.
New York: Mc Graw Hill Education, p.40)

Questions:
1. What is the passage about?
2. What happened to the writer?
3. Can you get whom the writer talked with?

Now, read the complete passage and check if your answers are correct or not!

Near-Death Experiences

I was crossing the street, when suddenly this car came toward me and there was a
loud crashand I lew through the air. It all happened so fast. I must have landed on the
ground, becauseIfelt this terrible pain, but then I could feel myself rising up, and when
I looked down, therewere people trying to help me. It was like I was loating and I could
see them attach tubes andstuf to me and carry me to an ambulance.
Then I looked up, where I could see this light—a bright, shining, white light all
around me,and it was like something was lifting me up into the light. At the end of the
light, there wasthis beautiful, peaceful place, sort of like a meadow with mountains in
the background. Icouldhear a voice, a soft voice calling me, and I recognized the voice
of my grandmother,who diedlast summer.
When she held out her hand, I ran to her, but I wasn’t really running—I was loating,
like inslow motion or in water. She held out her arms to hug me, and I started to cry, I
was so happyto see her. Then she said that she loved me and was glad to see me, but
that I had to go back.I wanted to stay with her in that peaceful place, but she said it

TEXTUAL READING 17
 wasn’t my time, and that myparents were very sad and worried and I had to go back to
them.
(Source: Engelhardt, D. (2013). Advanced English Reading and Comprehension.
New York: Mc Graw Hill Education, p.40)

Example 2
Directions: Preview the following passage by reading only the underlined
sentences. Then answer the questions.

LANGUAGE LEARNING IN THE UNITED STATES

Most people in the United States speak only one language: English. They do
not learn to speak a second language. High schools teach languages but very few
students learn to speak well. Why don’t Americans speak other languages?
First, most Americans never travel to other countries. The United States is a
very large country. Americans can travel along distance and not leave the United
States. They do not need to learn a second language.
Second, one of the countries next to the United States is Canada. Most people
in Canada speak English. Some Americans live near Canada. They travel there
often but they do not need to learn a new language.
Third, many people in other parts of the world speak English. If Americans
travel to other countries, they can speak English there, too.
Some Americans think that it is a mistake to speak only English. They believe
it is very important to learn a second language. Maybe someday other Americans
will agree. Then more people will speak a second language in the United States.
(Source: Mikulecki, B.S. & Linda. J. (1986). Reading Power. US: Addison-
Wesley Publishing Company, p. 25)

Questions:
1. What is the passage about?

TEXTUAL READING 18
 2. Why don’t Americans speak a second language?
3. If Americans travel to other countries, what language do they speak for
communication there?
4. Do Americans need to learn a second language? Why?

[Link] a book
Previewing is also important in reading a book. So, before you read the whole of
the book, it is much better to preview the book. The purpose is same as previewing a
passage which is to get general information about the book so that when you read the
book, you will get better understanding. The steps to preview a book are:
a. Read the title of the book.
b. Read table of contents of the book.
c. Read outline of a chapter (if it is provided) to find out the content of the chapter.
d. Pay attention to the names, pictures, number, dates, tables, or graphs (if there are
any).
e. Preview the text in each chapter before you read it.

Look at the following examples!

Example 1

Directions: Read the following table of contents of a book. Then answer the questions
that follow.

Society: The Basics

Brief Contents
1 Sociology: Perspective, Theory, and Method 1
2 Culture 29
3 Socialization 57
4 Social Interaction in Everyday Life 81
5 Groups and Organizations 103
6 Sexuality and Society 127
7 Deviance 155
8 Social Stratification 189
9 Global Stratification 213
10 Gender Stratification 239
11 Race and Ethnicity 265

TEXTUAL READING 19
 12 The Economy and Politics 299
13 Family and Religion 333
14 Education and Medicine 365
15 Population, Urbanization, and the Environment 389
16 Social Change: Traditional, Modern, and Postmodern Societies 411
Glossary 434
Name Index 467
(Source: Macionis, J.J. (1998). Society: the Basics. New Jersey: Prentice Hall)

Questions:

1. What is the book about?

2. How many chapters does the book contain?
3. Which topics are not familiar to you?
4. Which chapter do you think the most interesting?
5. Besides chapter, what other sections are listed?

Example 2

Directions: Read the outline of the chapter and answer the questions that follow!

CHAPTER 3: SOCIALIZATION

The Importance of Social Experience

Human Development: Nature and Nurture
Social Isolation
Understanding Socialization
Sigmund Freud: The Elements of Personality
Jean Piaget: Cognitive Development
Lawrence Kohlberg: Moral Development
Carol Gilligan: The Gender Factor
George Herbert Mead: The Social Self
Agents of Socialization
The Family
The School
The Peer Group
The Mass Media
Socialization and the Life Course
Childhood
Adolescence
Adulthood
Old Age
Death and Dying

TEXTUAL READING 20
 The Life Course: An Overview
Resocialization: Total Institutions
Summary
Key Concepts
Critical-Thinking Questions

(Source: Macionis, J.J. (1998). Society: the Basics. New Jersey: Prentice Hall)

Questions:

1. What is this chapter about?

2. Which topics are familiar with you?
3. Are there any unfamiliar words for you in the outline? List them!
4. Which topics would be most interesting to read for you?
5. Would this chapter be difficult for you to read? Why?

C. EXERCISE
[Link] 1: Previewing
Instructions: Preview from the following passage. Then answer the questions that
follow.

The Importance of Social Experience

On a cold winter day in 1938, a concerned social worker walked anxiously to

the door of a rural' Pennsylvania farmhouse. Investigating a case of possible child
abuse, the social worker soon discovered a five-year-old girl hidden in a second-floor
storage room. The child, whose name was Anna, was wedged into an old chair with her
arms tied above her head so she could not move. She was wearing filthy garments, and
her arms and legs were as thin as matchsticks.
Anna's situation can only be described as tragic. She was born in 1932 to an
unmarried mentally impaired woman of twenty-six who lived with her father. Enraged
by his daughter's "illegitimate" motherhood, the grandfather did not even want the child

TEXTUAL READING 21
 in his home. Anna, therefore, spent the early months of her life in the custody of various
welfare agencies. But her mother was unable to pay for this care, so Anna returned to
the home where she was not wanted. Because of her grandfather's hostility and her
mother's indifference, Anna lived alone in a room where she received little attention
and just enough milk to keep her alive. There she stayed—day after day, month after
month, with virtually no human contact—for five years.
Upon learning of the discovery of Anna, sociologist Kingsley Davis traveled
immediately to see the child. He found her in a county home, where local authorities
had taken her. Davis was appalled by the sight of the emaciated child, who could not
laugh, speak, or even smile. Anna was completely apathetic, as if alone in an empty
world.
(Source: J. J. Macionis, Society: The Basics, 4th Edition. Upper Saddle River, NJ:
Prentice Hall, 1998)

QUESTIONS:
1. What is the passage about?
2. Have you ever heard or read about other children like Anna?
3. Is this passage divided into parts?
4. Do you think this passage would be difficult to read or understand?
5. What words, phrases, or numbers do you remember from the preview?

[Link] 2: Previewing
Instructions: Preview from the following passage. Then answer the questions that
follow.

Social Isolation

For obvious ethical reasons, researchers cannot subject human beings to

experimental isolation. But research on the effects of social isolation has been
conducted on nonhuman primates.

TEXTUAL READING 22
 Research with monkeys. Psychologists Harry and Margaret Harlow (1962)
observed rhesus monkeys whose behavior is in some ways surprisingly similar to that
of human beings in various conditions of social isolation. They found that complete
isolation (with adequate nutrition) for a period of even six months was sufficient to
cause developmental disturbances. When reintroduced to others of their kind, these
monkeys were anxious, fearful, and defenseless against aggression.
The Harlows also placed infant rhesus monkeys in cages with an artificial
'mother' constructed of wire mesh and a wooden head and the nipple of a feeding tube
where the breast would be. These monkeys, too, were subsequently unable to interact
with others. But when they covered the artificial 'mother' with soft terry cloth, the infant
monkeys clung to it, thereby deriving some emotional benefit, which reduced
developmental harm. The experiment revealed the profound importance of the simple
act of cradling as part of parent-infant interaction.
Finally, the Harlows discovered that, when socially isolated for shorter periods
of time (about three months), infant monkeys eventually regained normal emotional
patterns after rejoining others. But they concluded that longer-term isolation causes
irreversible emotional and behavioral damage.
Isolated children. The later development of Anna roughly squares with the
Harlows' findings. After her discovery, Anna benefited from extensive social contact
and soon showed some improvement. When Kingsley Davis (1940) revisited her after
ten days, he noted that she was more alert and displayed some human expression, and
even smiled with obvious pleasure. Over the next year, as she experienced the
humanizing effects of socialization, Anna showed more interest in other people and
gradually gained the ability to walk. After a year and a half, she was able to feed herself,
walk alone for short distances, and play with toys.
Consistent with the observations of the Harlows, however, it was apparent that Anna's
five years of social isolation had left her permanently damaged. At age eight her mental
and social development was still below that of a normal two-year-old. Only as she
approached ten did she begin to use language. Of course, since Anna's mother was
mentally retarded, perhaps Anna was similarly disadvantaged. The riddle was never

TEXTUAL READING 23
 solved, however, because Anna died at age ten of a blood disorder, possibly related to
her years of abuse (Davis, 1940).
In a more recent case of childhood isolation, a thirteen-year-old California girl
was victimized in a host of ways by her parents from the age of two (Curtiss, 1977;
Pines, 1981; Rymer, 1994). Genie's ordeal included being locked alone in a garage for
extended periods. Upon discovery, her condition was similar to that of Anna. Genie
was emaciated (weighing only fifty-nine pounds) and had the mental development of a
one-year-old. She received intensive treatment by specialists and thrived physically.
Yet even after years of care, her ability to use language remains that of a young child,
and she lives today in a home for developmentally disabled adults.
All the evidence points to the crucial role of social experience in personality
development. Human beings are resilient creatures, sometimes able to recover from
even the crushing experience of prolonged isolation. But there may well be a point—
precisely when is unclear from the small number of cases studied—at which isolation
in infancy results in damage, including a reduced capacity for language, that cannot be
fully repaired.
(Source: J. J. Macionis, Society: The Basics, 4th Edition. Upper Saddle River, NJ:
Prentice Hall, 1998)

QUESTIONS:
1. What is the passage about?
2. Have you ever heard or read about other children like Anna?
3. Is this passage divided into parts?
4. Do you think this passage would be difficult to read or understand?
5. What words, phrases, or numbers do you remember from the preview?

[Link] 3: Vocabulary
Instructions: Circle the best meaning or synonym for the underlined word as it is used
in the sentence.
1. It is widely believed that every word has a correct meaning, that we learn these
meanings principally from teachers and grammarians.

TEXTUAL READING 24
 a. Easily
b. Mainly
c. Only
2. Few people ask by what authority the writers of dictionaries and grammars say
what they say.
a. Unusual ability
b. Power
c. Opinion
3. What follows applies, incidentally, only to those dictionary offices where first-
hand, original research goes on.
a. Points to
b. Belongs to
c. Relates to
4. What follows applies, incidentally, only to those dictionary offices where first-
hand, original research goes on.
a. In that case
b. In particular
c. By the way
5. What follows applies, incidentally, only to those dictionary offices where first-
hand, original research goes on.
a. New
b. Language
c. Informal
6. The task of writing a dictionary begins with the reading of vast amounts of the
literature of the period or subject that the dictionary is to cover.
a. Idea
b. Job
c. Organization
7. The task of writing a dictionary begins with the reading of vast amounts of the
literature of the period or subject that the dictionary is to cover.
a. Time

TEXTUAL READING 25
 b. Language
c. Type
8. As the editors read, they copy on cards every interesting or rare word, every unusual
or peculiar occurrence of a common word, a large number of common words in
their ordinary uses.
a. Spelling
b. Example
c. Lesson
9. That is to say, the context of each word is collected, along with the word itself.
a. Sentence
b. Grammar
c. Meaning
10. For a really big job of dictionary writing, such as the Oxford English Dictionary
(usually bound in about twenty-five volumes) millions of such cards are collected,
and the task of editing occupies decades.
a. Many years
b. Many editors
c. Many desks
11. When the sorting is completed, there will be for each word anywhere from two to
three to several hundred illustrative quotations, each on its card.
a. Colorful
b. Explanatory
c. Unusual
12. The editor cannot be influenced by what he thinks a given word ought to mean. He
must work according to the cards or not at all.
a. Measured by
b. Interested in
c. Affected by
13. To regard the dictionary as an "authority," therefore, is to credit the dictionary
writer with gifts of prophecy which neither he nor anyone else possesses.
a. Believe

TEXTUAL READING 26
 b. Hope
c. Understand
14. In choosing our words when we speak or write, we can be guided by the historical
record afforded us by the dictionary, but we cannot be bound by it.
a. Led to
b. Free from
c. Tied to
15. Finally, he writes his definitions, following the hard-and-fast rule that each
definition must be based on what the quotations in front of him reveal about the
meaning of the word.
a. Prove
b. Show
c. Decide

D. REFERENCES

Edge, T. (2002). Reading Comprehension Skills and Strategies Level 8. California:

Saddleback Educational Publishing.
Engelhardt, D. (2013). Advanced English Reading and Comprehension. New York: Mc
Graw Hill Education
Macionis, J.J. (1998). Society: the Basics. New Jersey: Prentice Hall
Mikulecki, B.S. & Linda. J. (1986). Reading Power. US: Addison-Wesley Publishing
Company
Mikukecky, B.S & Linda, J. (2007). Advanced Reading Power. US: Longman

TEXTUAL READING 27
 MEETING 3

PREDICTING

A. LEARNING OBJECTIVES
In this chapter, the students will learn about predicting. By the end of the course, the
students are expected to be able to:
[Link] and describe the definition of predicting.

B. MATERIAL DESCRIPTION
[Link]
Predicting can be considered as to tell what will happen next. Same as previewing,
predicting is also important to help you to be a better reader because you will get more
understanding about what you read.
Predicting can also help you to know the idea that comes next. Look at the following
example to enhance your understanding!
Example 1:
Yesterday, there was a big a big snowstorm in Boston.
What idea comes next?
a. It was a warm, sunny day
b. It was very cold, but the snow on the trees looked beautiful.
c. Only one inch of snow fell.

The answer (a) is not the correct answer because as you know that it is not warm
and sunny in a snowstorm. The answer (c) is also incorrect because in a big snowstorm,
many inches of snow fall. So, the correct answer is (b) because it is very cold in a
snowstorm.

Example 2:

Tomiko got a cat last week. It’s a pretty little cat, and it follows her everywhere.
What comes next?

TEXTUAL READING 28
 a. Tomika can never find the cat.
b. It even goes out for walks with her in the park.
c. Tomiko’s father doesn’t like cats.
The answer (a) is incorrect because the cat always follows Tomiko. So, it is
impossible if Tomiko can never find the cat. The answer (c) is also incorrect because
the previous sentences do not talk about Tomiko’s father. So there is no idea that
Tomiko’s father does not like cats. The correct answer is (b) because it is related to the
ideas in previous sentences.

Example 3:
Sergio likes to listen to classical music in the evening.
a. Sometime he falls a sleep while he is listening.
b. He works hard all morning and afternoon
c. His favorite kinds of music are pop and country

Now, can you predict what comes next? Give your reason!

C. EXERCISE
[Link] 1
Instructions: Read each sentence below. Then tell which idea comes next.
1. There were many good shows on TV last night. The Smith family stayed home.
a. They turned off the TV and went to bed early.
b. The only interesting show was about traveling by bicycle.
c. They saw a play, a music show, and the news.
2. John and Alice Babson are not happy with the school in their town.
a. Their children love to go to school.
b. The classes are very crowded.
c. It is a beautiful building.
3. The roads were covered with ice and were very dangerous today.
a. Sam drove home very quickly.

TEXTUAL READING 29
 b. Sam took a long time to drive home.
c. Sam enjoyed driving home.
4. Boston is a nice place to live, but New York City is more fun.
a. New York is a very dangerous city.
b. There are many interesting things to do in New York.
c. There are no good restaurants in New York.
5. Fly Happy Time Airlines. Take an exciting trip to Holiday Island.
a. This trip is very expensive.
b. Holiday Island has warm, sunny weather.
c. Happy Times Airlines is never on time.
6. Alex had trouble falling asleep last night. He was awake until 3 a.m.
a. This morning, he feels rested and ready to work.
b. This morning, he is very hungry.
c. This morning, he feels very tired.
7. Dr. Hammond was busy with his patients all day. He did not have time for lunch.
a. He may not be hungry at dinner time.
b. He had a very easy day.
c. He will be very hungry at dinner time.
8. Judy and Alan moved to a new apartment near the university.
a. Now they need a car to drive to class.
b. Now they can walk to class every day.
c. Now they will not be near to the university library.
9. Max works all day in a shoe store. At night, he takes business classes at the
university.
a. Max wants to have his own business someday.
b. Max has lots of free time.
c. Max is not very busy.
10. “Eat at Joe’s Diner! We serve breakfast from 6 to 10!”
a. No one likes the breakfasts at Joe’s!
b. And the breakfast costs only $1.00!
c. The food is cold and the service is slow!

TEXTUAL READING 30
 [Link] 2
Instructions: Read the following passages. Determine what event is likely to occur
next. Explain your answer using textual evidence.
1. Vince Thunder waved to the crowd one more time before he put on his motorcycle
helmet. The crowd cheered uproariously. Vince looked down the ramp and across
the 17 school busses that he was about to attempt to jump. It was a difficult trick
and everything would need to go right for him to nail it. His cape blew in the wind.
As Vince hoped on his motorcycle and started down the ramp, he noticed something
that he had not seen before. There was large oil slick at the end of the ramp. He
attempted to stop the bike, but it was too late. He had already built up too much
momentum.
Questions:
a. What event is most likely to occur next?
b. What evidence from the text supports your prediction?

2. Rex sat at the mouth of the alley and chewed the bone that he had found by the
dumpster. It was a meaty bone that had belonged to a larger animal, perhaps a state
fair prize winning pig. Rex was attracted to the bone by its strong scent. Apparently,
he was not the only one who could smell it. He heard the jangle of tags behind him
and turned to see a larger dog. Rex released the bone and began growling at the
other dog. The other dog began growling at Rex. The two dogs inched toward one
another, maintaining eye contact. Each began growling louder as the other
approached within striking distance.
Questions:
a. What event is most likely to occur next?
b. What evidence from the text supports your prediction?

3. John sat in the classroom and drew pictures of the Tatakai Fighting Warriors in his
notebook while his teacher lectured about biology or something. He didn't really
know for sure. The last thing he remembered her saying was that there would be a

TEXTUAL READING 31
 test tomorrow. His heart jumped. He went home to study for the test, but he was
soon drawn to his Game Box. He played Tatakai Fighting Warriors long into the
night. When his alarm clock rang the next day, he was too tired to hit the snooze
button, so he let it beep for about 20 minutes before he got up and went to school.
As she had promised, the teacher has prepared a test. She reviewed the testing
procedures and directions with the class and then passed out the test. John looked
at his test and scratched his head.
Questions:
a. What event is most likely to occur next?
b. What evidence from the text supports your prediction?

4. Angela threw the bedspread over the bed and fussed with it until it was free of
wrinkles. She dusted her dresser and straightened the knickknacks. As she was
leaving the room, she noticed that a picture frame on the nightstand was slightly
crooked. She went back into the room and straightened the picture frame. She
examined her bedroom one more time and gave it a satisfied nod, and then she went
to vacuum the living room. As she was running the vacuum, her three-year-old son
Jason walked into Angela's bedroom. He was drinking a glass of grape juice and
playing with his cars. Angela's bedspread fell as he raced his cars off the bed. While
hitting an imaginary jump with his cars, he bumped into the nightstand and knocked
over Angela's picture frame. Then, while he lined his cars up at the starting line of
a pretend race, he kicked over the grape juice and it spilled all over Angela's white
carpet. Jason didn't notice. After Angela finished vacuuming the living room, she
tied the cord around the vacuum and went to return it to her bedroom.
Questions:
a. What event is most likely to occur next?
b. What evidence from the text supports your prediction?

5. Lance didn't cook much but he wanted to do something nice for his wife's birthday,
so he decided to make her dinner. He was preparing a meal of steak and potatoes
by following a recipe that he had found on the Internet. He put the steaks on the

TEXTUAL READING 32
 grill on low heat and quartered the potatoes. Then he threw the potatoes in a skillet
with a little bit of oil and cooked them over medium heat. After browning the
potatoes, he grabbed the skillet by the metal handle and put it into the oven at 400
degrees. Twenty minutes later he grabbed the steaks off of the grill and began
preparing the plates. The last thing that he needed to do was take the potatoes out
of the oven. He thought about using a potholder to remove the pan, but didn't want
to bother with getting one out of the drawer. He reached into the hot oven, his hand
nearing the metal handle of the skillet. He wrapped his hand around the handle and
clenched tightly.
Questions:
a. What event is most likely to occur next?
b. What evidence from the text supports your prediction?

[Link] 3: Vocabulary
Instructions: Complete these sentences with the most appropriate word or expression
in bold. In one case, all three options are possible.

1. The contrast / compare / comparison in working conditions between our Denver

department and our department in Chicago is very noticeable, and employees are
now demanding equality in this area.
2. The two engines differentiate / differ / different considerably from each other:
one runs on gasoline, and the other is a gasoline-electric hybrid.
3. It is often difficult to differentiate / differ / contrast between students who are
absent because they are genuinely sick, and those who are just enjoying a day in
bed.
4. The new software program shared some common characters / characterizes /
characteristics with those that were already on the market.
5. There's a clear distinguish / distinctive / distinction between studying at a college
and working from home on a correspondence course.

TEXTUAL READING 33
 6. Compared / Compare / Comparing with 15 years ago, home PCs are cheaper,
faster, and have a much bigger memory.
7. The two courses are different in every way: there's absolutely no compare /
comparison / contrast between them.
8. Our digital photography course is similar to / alike / resemble our traditional
photography course, except that it is obviously more computer-oriented.
9. There were several similarities / similarly / similar to between the two novels,
except one was aimed at a younger market while the other targeted twenty-
somethings.
10. Serious computer hackers can access your personal files and destroy or alter them.
Exactly / In the same way / Just as, they can gain access to your Internet banking
facility and steal your money.
11. The quality of his work is excellent. Likewise / Alike / Likeness, his attitude and
commitment.
12. The TOEFL covers a variety of academic and general English tasks. In contrast to
/ Although / By way of contrast, the TOEIC focuses more on business and
professional issues.
13. Grades have not been good over the last semester. Nevertheless / Even so /
However, the college still has one of the best academic records in the state.
14. There currently seems to be a large discrepancy / discrimination / differential
between the number of people employed in service industries, and those employed
in the primary sector.
15. The Impressionists used light and color to give the general feeling of a scene, unlike
/ whereas / whereby the pre-Raphaelites used a lot of detail and bright colors, and
showed a romanticized view of life.

D. REFERENCES

Edge, T. (2002). Reading Comprehension Skills and Strategies Level 8. California:

Saddleback Educational Publishing.

TEXTUAL READING 34
 Engelhardt, D. (2013). Advanced English Reading and Comprehension. New York: Mc
Graw Hill Education
Macionis, J.J. (1998). Society: the Basics. New Jersey: Prentice Hall
Mikulecki, B.S. & Linda. J. (1986). Reading Power. US: Addison-Wesley Publishing
Company
Mikukecky, B.S & Linda, J. (2007). Advanced Reading Power. US: Longman

TEXTUAL READING 35
 MEETING 4

SCANNING

A. LEARNING OBJECTIVES
In this chapter, the students will learn about scanning. By the end of the course, the
students are expected to be able to:
[Link] and describe the definition of scanning.
[Link] scanning techniques to find the specific facts in the passage.

B. MATERIAL DESCRIPTION
[Link]

Scanning is very-speed reading that you do when you are looking for a
specific piece of information. When you scan, you have a question in mind. You do
not read every word, only key words that will answer your question. Practice in
scanning will help you learn to skip over unimportant words so that you can read faster.
Scanning is another useful tool for speeding up your reading. Unlike
skimming, when scanning, you look only for a specific fact or piece of information
without reading everything. You scan when you look for your favourite show listed in
the cable guide, for your friend’s phone number in a telephone book, and for the sports
scores in the newspaper. For scanning to be successful, you need to understand how
your material is structured as well as comprehend what you read so you can locate the
specific information you need. Scanning also allows you to find details and other
information in a hurry.
Because you already scan many different types of material in your daily life,
learning more details about scanning will be easy. Establishing your purpose, locating
the appropriate material, and knowing how the information is structured before you
start scanning is essential.
The material you scan is typically arranged in the following ways: alphabetically,
chronologically, non-alphabetically, by category, or textually. Alphabetical

TEXTUAL READING 36
 information is arranged in order from A to Z, while chronological information is
arranged in time or numerical order.
Information can be also be arranged in non- alphabetical order, such as a
television listing, or by category, listings of like items such as an auto parts catalogue.
Sometimes information is located within the written paragraphs of text, also known as
a textual sense, as in an encyclopaedia entry.
Learning to use your hands while scanning is very helpful in locating specific
information. Do you do anything with your hands to locate a word in a dictionary? To
find a meeting time on your calendar? To read a train or bus schedule? Using your
hand or finger is extremely helpful in focusing your attention and keeping your place
while scanning a column of material.

Example 1:
Scan the TV guide to answer the questions that follow.

CHANNEL 4 CHANNEL 7 CHANNEL 9

6:00 : News Today 6:00 : USA in Sports 6:00 : Everybody Loves Ray
In-depth coverage of national News show covering
and international news. competitive team sports at the 6:30 : The Nanny
national level.
6:30 : Kramer vs. Kramer 7:00 : Night Business
(1979) **** 6:30 : Wheel of Fortune Report
Dustin Hoffman, Meryl Report on worldwide
Streep 7:00 : The Associate ** financial market.
A man fights for custody of Whoopi Goldberg, Dianne
his son after his abandons the Wiest. 8:00 : The Apprentice
family. A Wall Street whiz invents a The teams must introduce a
‘PG’ male partner to attract clients new Trump product into the
for fledgling investment marketplace.
8:30 : Europe Today business.

TEXTUAL READING 37
This week, the southern port 9:00 : Ghost (1990) ***
city of Marseille, France is 9:00 : Friends Patrick Swayze, Whoopi
explored. Goldberg.
9:30 : Will & Grace A slain Manhattan man
9:00 : Who Wants To Be a reaches out to his fiancee,
Millionaire? 10:00 : American with a medium as his middle
Soundtrack: Rhythm, Love woman.
10:00 : Twilight Zone and Soul “PG-13”
Love songs of the 1960s and Adult situations, language,
10:30 : I Love Lucy 70s; performers include violence
Aretha Franklin, Mary
11:00 : The Ghost and Mrs. Wilson and Gloria Gaynor. 10:00 : Phone Booth (2002)
Muir *** ***
Gene Tierney, Rex Harrison. 11:00 : Carribean Colin Farrell, Keifer
London Widow loves Adventures Sytherland.
cottage’s sea captain’s ghost. This week, we travel to the A sniper traps a publicist in
“PG” Exuma Islands of Bermuda New York phone booth.“R”

Answer the following questions based on the TV Guide!

See how fast you can find the information.

1. If you are a Whoopi Goldberg fan, can you see both of her movies? If so, on what channel
can you see them?
..........................................................................................................................................
2. If you want to know how the stock market performed today, what show should you watch?
..........................................................................................................................................
3. Which French city is spotlighted on the travel show?
..........................................................................................................................................
4. Amy wants to watch a movie with her younger sister who is still 12 years old. Which movie
or movies would be most appropriate?

TEXTUAL READING 38
 ..........................................................................................................................................
5. How many travel shows are airing today?
..........................................................................................................................................
6. How many game shows are playing tonight? Which one?
..........................................................................................................................................
7. Which movie gets the best rating this evening?
..........................................................................................................................................

C. EXERCISE
[Link] 1
Instructions: Scan the Warmer’s schedule and answer the questions that follow!

Mrs. Warner—CERAMICS
Beginners Ceramics $25 material fee
Class Day Time Instructor
C101 T Th 6-9 pm Budling
C102 M W 5-8 pm Budling
C103 Sat 12-3 pm Braun
Intermediate Ceramics $25 material fee
Class Day Time Instructor
C104 T Th 7-9 pm Braun

Mr. Warner—GOLF
Improving Your Golf Game $10 material fee
Class Day Time Instructor
G101 W F 7-8 pm Lerner
G102 Sat 9-10 am Aquinas
G103 Sat 1-2 pm Lerner
Optional Video Study free
Class Day Time Instructor
G100 M 6-7 pm Aquinas

Caroline Warner—JUDO
Introduction to Judo requires proper clothing
Class Day Time Instructor

TEXTUAL READING 39
 J101 (girls) M W 6-7 pm Martin
J102 (boys) M W 7-8 pm Martin
J103 (co-ed) Sat 10-11am Lee
Advanced Judo requires proper clothing
Class Day Time Instructor
J104 (adults) Sat 9-10 am Lee

(Source: Edge, T. (2002). Reading Comprehension Skills and Strategies Level 8. US:
Saddleback Education Publishing, p. 132)

Questions:
1. Mr. Warmer wants to take Improving Your Golf Game class but he is busy on
weekdays. So he wants to take the class on week end after lunch. So, what class
should he take?
………………………………………………………………………………….
2. Caroline, 13, has soccer practice on Saturday mornings. When is the only time she
could take a Judo class?
………………………………………………………………………………….
3. Mr. Warner has decided to take G102 and G100. If Caroline takes J101 in the
building next door, on what day will they be in class at the same time?
………………………………………………………………………………….
4. Mrs. Warner does not get home from work on week days until 6 pm. What are her
options for taking Ceramics?
………………………………………………………………………………….
5. Mrs. Warner took Beginners Ceramics last year and wants to improve her skills.
Is there a class she can take that does not interfere with her work schedule?
………………………………………………………………………………….
6. The Warners want to set aside one weekday evening to spend together. If they
each take the classes they want, what day are all three of them free?
………………………………………………………………………………….

[Link] 2: Vocabulary
Instructions: Complete the following sentences with the appropriate word in bold.

TEXTUAL READING 40
 Example:
action / activity
The police took immediate _______action_____ when they realised the situation was
getting out of hand.
Economic ______activity______ stagnated as the recession took hold.

1. advice / advise
Can you ____________ me on the best course of action to take?
He offered me some excellent ____________ .

2. affect / effect
Cuts in spending will have a serious ____________ on the healthcare services.
The strike will seriously ____________ train services.

3. appreciable / appreciative
There is an ____________ difference between manslaughter and murder.
She was very ____________ of our efforts to help.

4. assumption / presumption
They raised taxes on the ____________ that it would help control spending.
It's sheer ____________ for the government to suggest things have improved since
they came to power.

5. avoid / prevent
Rapid government reforms managed to ____________ a revolution taking place.
He's always trying to ____________ taking a decision if he can help it.

6. beside / besides
The office is just ____________ the railway station.
____________ their regular daytime job, many people do extra work in the
evening.

TEXTUAL READING 41
 7. briefly / shortly
____________ before the conflict began, the army pulled down the border posts.
The senator spoke ____________ about the need for political reform.

8. channel / canal
The television ____________ received a formal complaint about the program.
The Suez ____________ was built in the second half of the nineteenth century.

9. conscientious / conscious
Most people are ____________ of the need to protect the environment.
____________ workers should be rewarded for their hard work.

10. continual / continuous

A ____________ trade embargo has badly affected the economic infrastructure.
The computer has given us ____________ problems ever since we installed it.

11. control / inspect

Environmental health officers regularly ____________ kitchens and other food
preparation areas.
The government plans to ____________ the price of meat to make sure it doesn't
go up too much.

12. criticism(s) / objection(s)

They didn't raise any ____________ when we insisted on inspecting the figures.
The government's plan was met with severe ____________.

13. damage / injury / harm

It was a severe ____________ which needed immediate hospital treatment.
A lot of ____________ was caused to buildings along the coast during the storm.
There's no ____________ in taking a break from your job now and then.

TEXTUAL READING 42
 14. during / for / while
Stores were closed ____________ the duration of the conflict.
____________ the transition from a dictatorship to democracy, the country
experienced severe strikes and riots.
The bomb went off ____________ the President was making his speech.

15. permission / permit

I'm afraid we can't ____________ photography in here.
They received ____________ to attend the sessions as long as they didn't interrupt.

D. REFERENCES

Edge, T. (2002). Reading Comprehension Skills and Strategies Level 8. California:

Saddleback Educational Publishing.
Mikulecki, B.S. & Linda.J. (1986).Reading Power. US: Addison-Wesley Publishing
Company.
Mikukecky, B.S & Linda, J. (2007).Advanced Reading Power. US: Longman.
Osborne, J. (2006). CAHSE on Target. California : University of California Press
Rapoprt, T., Ronit, B & Sarah, F. (2010).Reading Academic [Link] Aviv: The Mofet
Institute.
Yaworski, J. (2006). Getting Ahead: Fundamental of College Reading. New York :
Pearson Longman.

TEXTUAL READING 43
 MEETING 5

SKIMMING

A. LEARNING OBJECTIVES
In this chapter, the students will learn about skimming. By the end of the course, the
students are expected to be able to:
[Link] and describe the definition of skimming.
[Link] skimming techniques to get the general idea of the passage.

B. MATERIAL DESCRIPTION
[Link]
According to Mikulecky & Jeffries (2007: 170), skimming is a form of rapid
reading for finding the general idea—or gist—of a passage or abook. In your daily and
academic life, you probably skim many things: movie reviews, newspaper articles, and
passages and websites that might be useful for a researchpaper.
Skimming is useful in three different situations :
 Pre-Reading
Skimming is more thorough than simple previewing and can give a more accurate
picture of text to be read later.
 Reviewing
Skimming is useful for reviewing text already read.
 Reading
Skimming is most often used for quickly reading material that, for any number of
reasons, does not need more detailed attention.
Skimming is used to quickly identify the most important ideas of a text.
Skimming involves moving your eyes quickly down the page and focusing on any
titles, headings, sub-headings, and text in bold. Here are some ways to determine
what is most important:
1. Glance over the main features of the piece:

TEXTUAL READING 44
 • the title
• the headings
• the lead paragraph
• the summary paragraphs
2. Look for any hints given by the author:
• underlining
• bolding
• italics
• subheadings
• section breaks
• numerical lists
To improve your understanding, look at the following examples

Example 1:
Read the document below and use skimming techniques to answer the questions that
follow.

Frederick Douglass High School: Rules & Regulations

Attendance
1. Absence: Any student returning to school following an absence of two or more days must present to
the front office a written explanation, signed by the parent or a physician.
2. Tardiness: School begins promptly at 8:10 a.m. and ends at 3:20 p.m. Any student who reports to
his or her classroom any later than 8:20 must present to the teacher a note signed by a parent.

Zero Tolerance Policy

Frederick Douglass High School has a “Zero Tolerance” policy. This means that no form of physically
aggressive behavior (including bullying, fighting, pushing, shoving) is tolerated.
1. Suspension: Any student who acts aggressively towards a teacher, administrator or anotherstudent
will be immediately suspended.
2. Expulsion: Any student who has been suspended more than three times will be expelled.

Hall Passes
Any student walking through the halls when classes are in session must carry a hall pass. Any student
not carrying a pass will be sent directly to the principal’s office.

Dress Code
While there is no formal uniform at Frederick Douglass High School, students are expected to dress
appropriately at all times.

TEXTUAL READING 45
 1. Shirts: All shirts must have sleeves (no tank tops allowed) and be tucked in.
2. Pants: Pants must be hemmed above the shoes.
3. Body Piercing Jewelry: Body piercing jewelry is limited to earrings. All other forms (nose jewelry,
tongue jewelry, stomach jewelry) must be removed before entering the school building.

I have read the above rules and agree to comply with them.

Student’s Signature

Questions:
1. To whom is the document aimed? Students, teachers, or parents?
………………………………………………………………………………
………………………………………………………………………………
2. Does the document address missed or late assignment?
………………………………………………………………………………
………………………………………………………………………………
3. Does the document explain the consequences the physically aggressive behavior
towards their fellow students? If so, explain!
………………………………………………………………………………
………………………………………………………………………………
4. Does the document explain the consequences of inappropriate dress?
………………………………………………………………………………
………………………………………………………………………………
5. Does the document provide information on vacation day?
………………………………………………………………………………
………………………………………………………………………………
6. Does the document provide information on the length of the school day?
………………………………………………………………………………
………………………………………………………………………………
7. Does the document provide the example of physically aggressive behavior?
………………………………………………………………………………
………………………………………………………………………………

TEXTUAL READING 46
 (Source: Osborne, J. (2006). CAHSE on Target. California : University of
California Press, p. 12-13)

Example 2:
Read the following text. Then use skimming techniques to answer the questions that
follow.

LOST CAT

We lost our cat, Sam on Thursday 2nd October. She has never run
away before and we think that she has wandered out and got lost.

BLACK AND WHITE

She’s large, round and healthy looking. She is a well looked after and
much loved pet. She was last seen in the

CHAPEL STREET AREA.

If you have seen her or think you know where she might be
Contact:

JULIUS JORDAN

as soon as possible on 727 2496.

REWARD

Available for anyone who gives us useful information.

Thank you.

Questions:
1. What is the information about?
……………………………………………………………………..
2. Is the cat fat?
……………………………………………………………………..
3. Where has the cat probably got lost?

TEXTUAL READING 47
 ……………………………………………………………………..
4. What should you do if you find the cat?
……………………………………………………………………..
5. Is there any reward for those who find the cat?
…………………………………………………………………….

C. EXERCISE
[Link] 1
Instructions: Skim the passage below and answer the questions that follow!

What kind of morning person are you?What are you like in the morning? How doyou
behave? Youprobably belong to oneof the following three types: those whohate
mornings, those who sleepthroughthem or those who like them. Those whohate
mornings are often called "grumps".Grumps hate waking up in the morning andif you
try to wake them up, they complainand make [Link]'s a good idea tostay as far
away from a morning grumpas possible, unless you [Link] second type
of morning person isthe kind who always says "give me justanother minute" andthen
stretches "anotherminute" into 30 or 40 minutes with thehelp of a snooze alarm. She
oftensleepsright through the morning and is late foreverything. The last kind of
morning personis themost annoying, because he actually likes mornings. For him, there
is no needfor an alarm clock. Healways gets up early,bright-eyed and happy to face a
new day. Infact, he usually finishes his morningtaskslong before anyone else is even
awake. Thisis the kind of morning person who makeseveryoneelse look lazy. So what
kind ofmorning person are you? Are you a grump,a "just-another-minute"sleepyhead
or abright-eyed ball of energy?
(Source: Rapoprt, T., Ronit, B & Sarah, F. (2010).Reading Academic English. Tel
Aviv: The Mofet Institute, p. 20-21)

Questions:
1. How many types of morning person are according the passage? What are they?

TEXTUAL READING 48
 ……………………………………………………………………………………
………………………………………………………………………………
2. What name is given to the person who hate mornings?
……………………………………………………………………………………
………………………………………………………………………………
3. What does the second type person do when you wake her/him up in the morning?
……………………………………………………………………………………
………………………………………………………………………………
4. Why is the third type of morning person considered as the most annoying one?
……………………………………………………………………………………
………………………………………………………………………………

[Link] 2
Instructions: Skim the passage below and answer the questions that follow!

Food directly affects your physical andemotional health. If you eat non-
nutritiousjunk food and donot pay attention to yourdiet, then you pay the price of poor
healthor become severely overweight. Ifyou eatgood food and control what you eat,
yourchances of being healthy are much [Link] placeto begin a healthy lifestyle is
inyour choice of food, that is in your diet.
A diet is a plan for eating. People followdiets for many reasons. Some people go
ondiets in order tolose weight. They avoidfoods that are high in calories and fats,
andinstead eat foods that arenutritious but notfattening. Others, such as bodybuilders
andfitness enthusiasts, go on special diets togain weight. They eat food high in
proteinin order to build muscle, increase their bodyweight, andimprove their
appearance.
Many people follow diets as a way oflife. Their goal is not to lose or gainweight,
but simply to stay healthy. Healthconsciousdieters pay careful attention tothe
nutritional value of the foods they [Link] of them nowadays eat only food thatis
grown organically. There are also those,such asvegetarians, who do not eat
[Link] do this either because they believe thatmeat is bad for thehealth and that

TEXTUAL READING 49
 avoidingit lengthens their lives, or simply becausethey love animals and are
thereforeagainsteating them.
Whatever diet you follow, you must becareful not to go to extremes. Extreme
dietscan be [Link] example, there is thedanger of developing an "eating
disorder"– the term used for unhealthyovereating orundereating. One of these, the
compulsionnot to eat, is called "anorexia". It oftenbeginsas a harmless diet, but later
canbecome a serious and dangerous illness.
Your lifestyle affects your attitude to [Link], the opposite is also true –
yourattitude andchoice of food can affect yourlifestyle. It is in your power to lead a
healthy,active life. The choice is yours.
(Source: Rapoprt, T., Ronit, B & Sarah, F. (2010).Reading Academic [Link]
Aviv: The Mofet Institute, p. 26)

Questions:
1. What happens if you eat non-nutrition food?
………………………………………………………………………………………
……………………………………………………………………………
2. If you want to lose weight, what should you eat?
………………………………………………………………………………………
……………………………………………………………………………
3. Why do bodybuilders eat food that is high in protein?
………………………………………………………………………………………
……………………………………………………………………………
4. Why do vegetarian avoid meat?
………………………………………………………………………………………
……………………………………………………………………………
5. What is one of the dangers of the extreme diets?
………………………………………………………………………………………
……………………………………………………………………………

TEXTUAL READING 50
 [Link] 3: Vocabulary
Instructions: Complete sentences 1 – 20 with a word or expression from the table. In
several cases you will need to change the form of the words. The first one has been
done for you.

architect blueprint build on build up

buttress collapse construct deep-rooted

demolish edifice fertile fruitful

ground-breaking lay the foundations ruins sow the seeds

stem from take root towering under construction

1. The newspaper article threatened the whole ____edifice_____ of government, from

the President all the way down to grass-roots politicians.
2. The company directors were convinced people would want their new product, but
then early research and negative feedback began to _______________ of doubt in
their minds.
3. His argument was carefully _______________ and was extremely difficult to
dispute.
4. Her ideas were carefully _______________ by a series of results showing that they
had been put into practice and actually worked.
5. Superstitious beliefs are _______________ in many cultures, and nothing can
change these beliefs.
6. He was the chief _______________ of the country's new economic policies.
7. The new government _______________ for radical changes to the voting system,
all of which would be implemented over the next five years.
8. The invention of the microchip was a _______________ achievement.
9. The contract acted as a _______________ for future cooperation between the two
organizations.

TEXTUAL READING 51
 10. The business was started in 1986, and over the next 20 years was _______________
into one of the most powerful companies in the country.
11. The new constitution was _______________ traditional values and a desire for
progress.
12. The website is _______________, but we hope to have it up and running by the
end of the month.
13. The idea seemed good in theory, but __________ when practical tests were first
carried out.
14. The new technology was revolutionary and __________, but was initially seen as
a simple novelty.
15. His life's work was in __________, but it did not deter him from starting again.
16. I put forward several ideas, but to my anger and disappointment each one was
comprehensively __________ by the board.
17. His books were very popular because he had a __________ imagination and a talent
for telling a good story.
18. Nobody believed him at first, but a series of unexplained events meant that his ideas
quickly __________ and people were more prepared to listen to him.
19. Her ideas __________ her belief in the existence of life on other planets
20. The discussion was very __________, and we all came away from it believing that
at last we were going to achieve something worthwhile.

D. REFERENCES

Edge, T. (2002). Reading Comprehension Skills and Strategies Level 8. California:

Saddleback Educational Publishing.
Mikulecki, B.S. & Linda.J. (1986).Reading Power. US: Addison-Wesley Publishing
Company.
Mikukecky, B.S & Linda, J. (2007).Advanced Reading Power. US: Longman.
Osborne, J. (2006). CAHSE on Target. California : University of California Press
Rapoprt, T., Ronit, B & Sarah, F. (2010).Reading Academic [Link] Aviv: The Mofet
Institute.
Yaworski, J. (2006). Getting Ahead: Fundamental of College Reading. New York :
Pearson Longman.

TEXTUAL READING 52
 MEETING 6

TOPIC

A. LEARNING OBJECTIVES
In this chapter, the students will learn about previewing and predicting. By the end of the
course, the students are expected to be able to:
[Link] and describe what topic is.

B. MATERIAL DESCRIPTION
[Link] of Topic
A good reader always asks herself/himself what is this paragraph or text about. That
kind of question actually asks about the topic of the paragraph or text. Topic is actually
the subject which is discussed in a paragraph or a text. It tells you what the paragraph
or text is about. The topic of a paragraph should not be too specific or too general. Look
at the following example:

Mexico City is a popular place for tourists. Every year, thousands of people go to
Mexico City. They visit the old and beautiful building in this city. In the museum they
learn the history of Mexico. And in the restaurants, they enjoy the spicy and delicious
Mexican food.
What is the topic of the paragraph above?
a. Mexican food
b. Mexico
c. Mexico City

The correct answer is (c) Mexico City. The first reason is because the paragraph talks
about Mexico City. The second reason is because Mexico City is not too general or too
specific. (a) Mexican food is too specific. It is only one part in the paragraph. (b)
Mexico is too general. The paragraph does not talk all ideas about Mexico. Therefore,
the correct answer is (c) Mexico City.

TEXTUAL READING 53
 C. EXERCISE
[Link] 1
Instructions: Make a check after the best topic. Write “too specific” or “too general”
after the other topics.
Paragraph 1
Some of the largest trees in the world are in California. These are called redwood trees.
Redwood National Park is the largest forest of redwood trees. Visitor in the park can
walk and drive through the forest to look at the trees. Some redwoods are hundreds of
years old. These old trees are very tall. They are also very wide at the bottom. The hole
is so big you can drive a car through it.
a. Parks in California ……………………..
b. Redwoods trees in California ……………………..
c. The age of redwoods ……………………..

Paragraph 2
In many hilly areas of Scotland there once were large forests. Over the years, the forest
became smaller. People cut down the trees to use the wood for heating or building.
They used the land for farming. But after a while the land was not good for farming. It
became rocky because the earth was washed away by the rain. There were no trees to
hold the earth in place. Now the Scottish government is planting new trees. These new
forests look nice and green. They also will help improve the earth for the future.
a. The land in Scotland ……………………..
b. How trees hold earth in place ……………………..
c. Forests in Scotland ……………………..

Paragraph 3

Large forests are important to us in many ways. They give us wood for building and
heating. They are a home for many kinds of animals and plants. And for many city
people, forests are place to go for a vacation. People can learn about nature there. They
can breathe fresh air and sleep in a quiet place. There is one more reason why forests
are important for everyone. The leaves on the trees in a forest help cleaning the air.

TEXTUAL READING 54
 Dirty air is a problem in many parts of the world. Without our forests, this problem
might be much worse.

a. The important of forests ……………………..

b. Taking vacations in forests ……………………..
c. Large forests ……………………..

[Link] 2
Instructions: Determine the topics of the following paragraphs. Make sure the topics
are not too specific or too general.
Paragraph 1
Fog is really a low cloud near the ground. Fog and clouds are made of many little drops
of water. These drops stay in the air because they are too small. You cannot see each
drop. But fog can make it hard to see other things. It can be dangerous if you are driving,
for example. Sometimes where there is a lot of fog you cannot see the road. Sailors also
have trouble when there is fog. Boats may get lost and hit rocks or beaches in the fog.
What is the topic of the paragraph above?

Paragraph 2
When there is a heavy rain storm, you sometimes see lighting. It is very bright light in
the sky. In the past, people thought the reason was religious. They thought it came from
the angry god. In the 1700s, Benjamin Franklin found out lightning was electricity.
Storms with lightning really are electrical storms. But scientists today still do not know
everything about lightning. They do not know exactly what it comes from. And they
never know where and how it will hit the earth.
What is the topic of the paragraph above?

Paragraph 3
In European universities, students are not required to attend classes. In fact, professors
in Germany generally do not know the names of the students enrolled in their courses.
In the United States, however, students are required to attend all classes and may be

TEXTUAL READING 55
 penalized if they do not. Furthermore, in the European system, students usually take
just one comprehensive examination at the end of their entire four or five years of study.
In the North American system, on the other hand, students usually have numerous
quizzes, tests and homework assignments, and they almost always have to take the final
examination in each course at the end of each semester.
What is the topic of the paragraph above?

[Link] 3
Vocabulary Building 1
Instructions: Match the following descriptions (1-10) with the words (a-j).
1. A place where animals are slaughtered is a ………..
2. A place where bread and cakes are made is a ………..
3. A building where beer is made is a ………..
4. A place where food is canned is a ………..
5. A place where a dead is buried is a ………..
6. A place where law-cases are heard is a ………..
7. A room for washing the hands and face is a ………..
8. A place where historical relics are preserved and displayed is a ………..
9. A home for orphans is a ………..
10. A place where water is collected and stored is a ………..………..

a. Museum
b. Orphanage
c. Reservoir
d. Cannery
e. Bakery
f. Abattoir
g. Brewery
h. Cemetery
i. Lavatory

TEXTUAL READING 56
 j. Court

[Link] 4
Vocabulary Building 2
Instructions: Fill the blanks (1-10) with the words (a-j). Choose the correct word for
each blank.
1. There are many students at the ………………… where we stayed.
2. Her pen pal’s father owns a ………………… where grapes are grown.
3. We went to watch the football game at the …………………
4. The ………………… came to mend all the chairs and tables in the school.
5. A ………………… attends to all needs of passengers in a ship or aeroplane.
6. The company is managed by a ………………… of directors.
7. She ordered a ………………… of furniture for the sitting-room.
8. We saw a ………………… of islands while we were crossing the Indian Ocean.
9. He became friendly with some members of an African ………………… while he
was aboard.
10. I like to watch the ………………… who does all the daring acrobatics.

a. Steward
b. Suite
c. Acrobat
d. Board
e. Group
f. Vineyard
g. Stadium
h. Tribe
i. Carpenter
j. Hostel

TEXTUAL READING 57
 [Link] 5
Vocabulary Building 3
Instructions: In the following sentences, choose the correct verb in bold to complete
the phrasal verb in italics. The meaning of each phrasal verb is given in brackets at the
end of each sentence.
Example:
Some parents are criticized for the way they bring / make / throw up their children. (to
raise children)
1. They refused to move / face / come up to their responsibilities, with disastrous
consequences. (to accept an unpleasant state of affairs, and try to deal with it)
2. The President decided to shout / cry / call off his visit to Europe. (to not to go ahead
with a plan)
3. It is only at election time that senators add / count / read on support from their
constituents. (to rely / depend on other people)
4. Many developing countries are failing to run / chase / catch up with their more
developed neighbors. (to get to the same level)
5. It can take months or even years for political scandals to die / cut / fall down. (to
become less strong)
6. An alarming number of students jump / drop / fall out of school early every year.
(to leave a race, a competition, a course of study, etc., early or before you have
finished)
7. Major international companies can't carry / cut / figure out the popularity of the
anti-capitalist movement. (informal: to find it hard to understand)
8. The committee members dropped / made / fell out over plans for the new health
center. (to argue)
9. If they examined the issues more closely, they would search / look / find out the
reasons. (to discover)
10. As we grow / stand / look up our priorities change. (to change from being children
to being adults)

TEXTUAL READING 58
 11. Salaries very rarely catch / keep / work up with the cost of living. (to rise at the
same speed as something else)
12. The latest government report leaves / keeps / throws out the real reasons for current
demographic shifts. (to not include)
13. The journalist showed / pointed / spoke out the mistakes made by the agency over
the last few years. (to show)
14. Once people lose / jump / fall behind with their mortgage payments, they come
under extreme financial pressure from their bank. (to fail to do something or pay
something at the time that you should)
15. The first step to a healthier lifestyle is to cut / slice / chop down on the amount of
saturated fats you eat. (to start doing less of something, usually because it is bad
for you)

D. REFERENCES
Edge, T. (2002). Reading Comprehension Skills and Strategies Level 8. California:
Saddleback Educational Publishing.
Mikulecki, B.S. & Linda.J. (1986).Reading Power. US: Addison-Wesley Publishing
Company.
Mikukecky, B.S & Linda, J. (2007).Advanced Reading Power. US: LongmanOsborne, J.
(2006). CAHSE on Target. California : University of California Press.
Oshima, A & Ann, H. (2006).Writing Academic English 4th Edition. New York: Pearson
Education, Inc.
Yaworski, J. (2006). Getting Ahead: Fundamental of College Reading. New York :
Pearson Longman.

TEXTUAL READING 59
 MEETING 7

MAIN IDEA, THE AUTHOR’S PURPOSE AND TONE

A. LEARNING OBJECTIVES
In this chapter, the students will learn about main idea, the author’s purpose and
tone. By the end of the course, the students are expected to be able to:
[Link] and describe what main idea is.
[Link] the main idea of a passage.
[Link] the author’s purpose.
[Link] the tone of a passage.

B. MATERIAL DESCRIPTION
[Link] Idea

Main idea is the core of the material, the particular point that the author is trying to
convey. Main idea of the passage can be stated and unstated in the passage. Main idea
has two parts, usually called the Topic and the Controlling Idea. These two parts of
main idea can help us to determine the main idea of paragraph. Once you have
identified the topic of the paragraph, you can locate the main idea by looking for a
statement which contains some ideas/opinions about the topic. In short, you can come
to the main idea by identifying the topic and controlling idea.

There are commonly two types of main idea, states main idea and unstated main
idea.

Stated Main Idea

Stated Main Idea is the main idea which is stated in one sentence that condences
specific ideas or details in the passage into a general, all inclusive statement of the
author’s message. Commonly, main idea is stated in the fisrt sentence of the passage.
However, sometimes main idea can be sated in the middle or at the end of the
paragraph. Look at the examples below!

TEXTUAL READING 60
 Example 1: Main idea in the first sentence

You no doubt have an image of who you are: this is your self-concept. It consist of
your feelings and thought about your strengths and weaknesses, your abilities and
limitations. Your self concept develops from at least three sources: the image of you
that others have and that they reveal to you, the comparisons you make between
yourself and others, and he way you interpret and evaluate your own thoughts and
behaviors.

Example 2:Main idea in the middle sentence

When you think you are failure, you are more likely to act like a failure. When you
think you are successful, you are more likely to act like a success. When you feel good
about yourself-about who you are capable of doing-you will perform better. Self-
esteem is very important beacuse success breads success. Increasing self-esteem will,
therefore, help you to function more effectively in school, in personal relationship, and
in careers.

Example 3: Main idea in the last sentence

The open self represent all the information that both you and others know about
yourself. The blind self represent all the things you don’t know about yourself that
others do know. The hidden self contains all that you know of yourself and of others
that you keep secret. The unknown self represents truths about yourself that neither
you nor others know. Thus, you yourself-awarness is how much you know about
yourself according to the model of the four selves.

TEXTUAL READING 61
 Unstated main idea (implied)
Sometimes main idea is not stated in any particular senetence but each sentence
contains details that lead to a common idea. In order to arrive at the main idea, you
have to read every sentence and figure out what they have in common.

Example 4:Unstated main idea

People in the United States disclose more than those in Great Britain, Germany,
Japan, or Puerto Rico. American students also disclose more than students from nine
different Middle East countries. Singaporean-Chinese students consider more topics
to be taboo and inappropriate for self-disclosure than their British colleagues. In Japan,
it is considered undesirable to reveal personal information whereas in much of the
United States it is not only considered desirable, it is expected.

Explanation
From the above paragraph, you can notice that all of the sentence are about “self-
disclosure.” Also, you can see that the subject of each sentence is people from different
countries and cultures. Each sentence talks about how much people from different
cultures are willing to tell about themselves. If you put all this information together,
you can come up with the main idea sentence such as “People from different countries
have different degrees of self-disclosure.”

[Link] Author’s Purpose

Authors write for different purposes:

1. To entertain
2. To persuade
3. To inform
Like the main idea, the author’s purpose is generally evident in the first paragraph
and reinforced in the last paragraph. In addition, the title of the passage often reflects
the author’s purpose for writing.

TEXTUAL READING 62
 The author’s purpose will determine what he writes and how he writes it. For this
reason, the main idea of a passage and the author’s purpose for writing that passage
are always related. For example, if an author is writing to persuade you to vote in the
next election, the main point of the passage will likely be one of the following:
a. that it is extremely important for everyone to vote in the next election
b. that every vote counts
c. that it is both the right and the responsibility of every citizen in a democratic society
toparticipate in the election process

[Link] of a Passage

The author’s purpose and tone are related, and being able to identify one allows
you to identify the other. If the purpose of the article is to persuade the reader to do
something, the tone will likely be persuasive, forceful, critical and perhaps even
biased. On the other hand, if the purpose of the article is to inform or educate the reader
about an issue, the tone will be informative, straightforward, factual, and free of bias.
Finally, if the author’s purpose is to entertain the reader, the tone may be humorous or
[Link] the main idea and the author’s purpose, thetone of a passage is often
evident in the first paragraph and reinforced in the last paragraph. Inaddition, the tone
of the passage is often evident in the title itself.

Example 5: The author’s purpose and tone

Koalas, native to the Australian wilds, initially proved difficult to keep alive in
zoos. Because koalas eat nothing but the leaves of the eucalyptus tree, zoos provided
them with an unlimited supply of eucalyptus leaves. One zoo even planted eucalyptus
trees in a special grove to ensure that the koalas had a continual supply of fresh leaves.
However, koalas kept in captivity always died within a year of their arrival at the zoo.
(Source: Osborne, J. (2006). CAHSE on Target. California : University of
California Press, p. 23)
Questions:

1. What is the author’s purpose of this paragraph?

TEXTUAL READING 63
 a. To inform
b. To persuade
c. To entertain
d. To express opinion
2. What tone does the author establish in this paragraph?
a. Critical
b. Hopeful
c. Straightforward
d. Humorous

C. EXERCISE
[Link] 1
Directions: Read the following paragraphs and determine the main idea of each
paragraph.
a. Paragraph 1
Luang Prabang has both natural and historical sites. Among the natural
tourism sites are the Kuang Si Falls and Pak Ou Caves. Tourists may also ride
elephants. At the end of the main street of Luang Prabang is a night market where
stalls sell shirts, bracelets and other souvenirs. The Haw Jham Royal Palace
Museum and the Wat Xieng Thong temple are among the most well-known
historical sites. Along with the magnificent temples, a significant part of the old
town’s appeal is the many French provincial style houses.

Main Idea
………………………………………………………………………………………
………………………………………………………………………………………

b. Paragraph 2
Food sits at very center of Vietnamese culture: for every significant holiday
on the Vietnamese cultural calender, all the important milestones in Vietnamese
person’s life, and indeed, most of the important day-to-day social events and
interactions-food plays a central role. Special dishes are prepared and served with
great care for every birth, marriage, and death, and the anniversaries of ancestors’

TEXTUAL READING 64
 deaths. More business deals are struct over dinner tables than over boardroom
tables, and when friends get tohether, they eat together. Preparing food and eating
together remains the focus of family life.

Main Idea
………………………………………………………………………………………
………………………………………………………………………………………

c. Paragraph 3
Singapore has four official languages: English, Chinese, Malay, and Tamil.
English is the common language of the nation and is the language of business,
government and the medium of instruction in schools. Public organization in
Singapore conduct their business in English, and official documents written in a
non-English oficial language such as Chinese, Malay, or Tamil typically has to be
translated into English to be accepted for submission. The Singapore Constitution
and all laws are written in English, and translators are also required if one wishes
to address the Singaporean Courts in a language other than English. However,
English is the native tongue for only one-third of all Singaporean Indians speaking
it as their native tongue.

Main Idea
………………………………………………………………………………………
…………………………………………………………………………………........

d. Paragraph 4
Due to its long history as a tributary state of China, as well as several periods
of Chinese occupation, Vietnamese culture is heavily influenced by that of
Southern China, with Confucianism forming the basis of Vietnamese [Link]
Vietnamese language also contains many loan words from China, though the two
languages are unrelated. Buddhism remains the single largest region in Vietnam,

TEXTUAL READING 65
 though like in China but unlike in the rest of northern Southeast Asia, the dominant
school of Buddism in Vietnam is the Mahayana School.

Main Idea
………………………………………………………………………………………
……………………………………………………………………………………...

[Link] 2
Directions: Read each paragraph below and answer the questions that follow. Tick the
correct answer.
a. Paragraph 1
Clothes can tell a lot about a person. Some people like very colorful clothes.
They want everyone to look at them. They want to be the center of things. Other
people like to wear nice clothes. But their clothes are not colorful or fancy. They
do not like people to look at them. There are also some people who wear the same
thing all the time. They do not care if anyone looks at them. They do not thing what
anyone thinks about them.
(Source: Mikulecki, B.S. & Linda. J. (1986).Reading Power. US: Addison-
Wesley Publishing Company, p. 93)

What is the main idea of the paragraph?

o Clothes are colorful.
o Clothes can tell a lot about people.
o Clothes always look nice on some people.

b. Paragraph 2
It is important to bring the right clothes when you travel. If you are going
to a cold country, you should bring warm clothes. Be sure you have a hat and
gloves, too. If you are going to a hot country, you need different clothes. You do
not want heavy or dark clothes. In hot weather, light clothes are best. If you are
going to a city, you may need some nice clothes.

TEXTUAL READING 66
 (Source: Mikulecki, B.S. & Linda. J. (1986).Reading Power. US: Addison-
Wesley Publishing Company, p. 93)

What is the main idea of the paragraph?

o Clothes for warm weather are light.
o Appropriate clothes are important when you travel.
o Clothes can be heavy.

c. Paragraph 3
Clothes today are very different from clothes of the 1800s. One difference
is the way they look. For example, in 1800s all women wore dresses. The dresses
all had long skirts. But today women do not always wear dresses with long skirts.
Sometime they wear short skirts and sometime they wear pants. Another difference
between 1800s and today is the cloth. They were made from cotton, wool, silk and
linen. But today, there are many kind of man-made cloth. A lot of clothes are now
made of nylon, rayon, or polyester.
(Source: Mikulecki, B.S. & Linda. J. (1986).Reading Power. US: Addison-
Wesley Publishing Company, p. 93)

What is the main idea of the paragraph?

o Clothes of the 1800s were beautiful.
o Clothes are made of man-made cloth.
o Clothes today are different from the cloths of the 1800s.

[Link] 3
Directions: Read each paragraph below and determine the author’s purpose and tone
of each paragraph.
a. Paragraph 1

An average hurricane releases as much energy as several atomic explosions.

Its power output in a single minute could keep the United States in electricity for

TEXTUAL READING 67
 50 years. The hurricane that struck Bangladesh in 1970 produced a tidal wave that
killed 200,000 people. In 1900, in Galveston, Texas a hurricane created storm tides
that swept 6,000 people to their deaths.
(Source: Osborne, J. (2006). CAHSE on Target. California : University of
California Press, p. 26)

1. The author’s purpose of this paragraph is to …..

o persuade the reader that Texas and Bangladesh can be dangerous places
to live
o compare the weather in Texas and Bangladesh
o present factual information about hurricanes
o entertain the reader with a story about hurricanes

2. The author’s tone can best be described as …..

o humorous
o straightforward
o sarcastic
o frustrated

b. Paragraph 2

Like human beings, ants can be both cooperative and aggressive towards
one another; in fact, certain species of ants survive by raiding other ant colonies
and enslaving the offspring. Scientists believe that these “slavemaker” ants cannot
survive on their own and need other ants to take care of them. The only way in
which they can achieve this is by raiding other colonies and seizing the larvae and
pupae; they then carry them back to their own colonies and raise them as slaves.
Once their slaves die, they raid new colonies, capture new larvae, and acquire a
new supply of slaves.
(Source: Osborne, J. (2006). CAHSE on Target. California : University of
California Press, p. 27)

TEXTUAL READING 68
 1. The author wrote to …..
o illustrate the unusual way in which certain ant species survive
o convince the reader that ants can play a beneficial role
o compare and contrast the distinct roles that ants play
o amuse the reader with amusing facts about ants
2. The author’s tone is …..
o hopeful
o entertaining
o informative
o forceful

[Link] 4
Vocabulary Building: Synonym
Directions: In each list, circle any words that are synonyms for the bold word. Use a
dictionary if needed.

1. catch grab fly seize nab squeeze entrap

2. affix bond confirm attach repair fasten
3. spread position spew scatter disperse diffuse
4. calm placid ruffled serene tranquil still
5. invent devise concoct formulate infer clever
6. ask request inquire aspire answer question
7. labor manual toil work earn contract lend
8. infrequent sporadic scarce often profuse rare

[Link] 5
Vocabulary Building: Synonym
Directions: Read the passage. Match each bold word below to a synonym in the
story. Write it on the line.

With its victim in view, typically a young, old, ill, or stray animal, a cheetahwill
casuallystalk toward it. When within arange of about 100 yards, it will begin tosprint.

TEXTUAL READING 69
 The herdwill disperse and thecheetah will swiftly overtake theintended kill. Because
of the cheetah’sgreat speed, the chase is usually over inmere seconds.
(Source: Edge, T. (2002). Reading Comprehension Skills and Strategies Level 8.
California: Saddleback Educational Publishing, p. 86)

1. sick ___________________
2. quickly ______________________
3. sight _____________________
4. stride __________________
5. usually _________________
6. prey ___________________
7. distance __________________
8. run _____________________
9. scatter __________________
10. only _________________

[Link] 6
Vocabulary Building: Antonym
Directions: Replace the bold word in each sentence with an antonym. Spell it out in
the [Link] letters given will remind you what antonyms are and give you a clue to
each answer.

1. Most athletes are healthy and weak.___________________

2. The ocean is shallow.___________________
3. My stomach was full and growling for food.___________________
4. I saw the unhappy smile on her face. ___________________
5. It was hot and the temperature began to fall. ___________________
6. This sweater may grow in the dryer. ___________________
7. I will never remember you.___________________
8. Mice chewed a narrow hole in the wall.___________________
9. Mrs. Kaplan said we’re being too quiet. ___________________

TEXTUAL READING 70
 10. Learning Math is a little bit overwhelming.___________________

D. REFERENCES

Edge, T. (2002). Reading Comprehension Skills and Strategies Level 8. California:

Saddleback Educational Publishing.
Mikulecki, B.S. & Linda.J. (1986).Reading Power. US: Addison-Wesley Publishing
Company.
Mikukecky, B.S & Linda, J. (2007).Advanced Reading Power. US: LongmanOsborne, J.
(2006). CAHSE on Target. California : University of California Press.
Oshima, A & Ann, H. (2006).Writing Academic English 4th Edition. New York: Pearson
Education, Inc.
Yaworski, J. (2006). Getting Ahead: Fundamental of College Reading. New York :
Pearson Longman.

TEXTUAL READING 71
 MEETING 8

GUESSING WORD MEANING

A. LEARNING OBJECTIVES
In this chapter, the students will learn about guessing word meaning. By the end of
the course, the students are expected to be able to:
[Link] and guess the meanings of difficult words by using the context clues.
[Link] the meanings from word parts.

B. MATERIAL DESCRIPTION

What do you usually do when you come to a word you do not know while reading?

a. Look it up in the dictionary

b. Ask your teacher
c. Ask your friend
d. Try to guess what it means
Actually, guessing will help to get a rough idea about the word while you are
reading. Double check with the dictionary before you memorize the meaning and the usage
of the word. Here are some advantages of guessing the meaning of a word by using context
clues:
a. It is fast because you don’t have to interupt your reading.
b. It helps your comprehension because you can focus on the general sense of what you
are reading.
c. It help you remember the words within their context.
d. It allows you to enjoy your reading more because you don’t have to stop so often.
When you try to guess the meaning of unknown word, you use the text surrounding
the word or the context to provide you with clues. Sometimes you can guess the meaning
of a word from other word within the sentence but sometimes you may need to read several
sentence in order to find the clues.

TEXTUAL READING 72
 Guessing from context refers to the ability to infer the meaning of an expression
using contextual clues. These clues may be purely linguistic or situational:
a. Linguistic context: the linguistic environment in which a word is used within a text

b. Situational context: extra linguistic elements that contribute to the construction of

meaning this may involve background knowledge of the subject.

What this amounts to is that learners should be able to infer the meaning of an
unknown word using:

a. the meaning of vocabulary items that surrounds it;

b. the way the word is formed;
c. background knowledge of the subject and the situation.

1.1. Techniques for guessing

Texts are often full of redundancy and consequently. Students can use the relation
between different items within a text to get the meaning. Our prior knowledge of the
world may also contribute to understand what an expression means.
a. Synonyms and definitions
Examples:
1. Kingfishers are a group of small to medium-sized brightly colored birds
2. When he made insolent remarks towards his teacher they sent him to the
principal for being disrespectful
b. Antonym and contrast
Example:
1. He loved her so much for being so kind to him. By contrast, he abhorred her
mother
c. Cause and effect
Example:
1. He was disrespectful towards other members. That’s why he was sent off and
penalized.
d. Parts of speech

TEXTUAL READING 73
 Whether the word is a noun, a verb, an adjective or an adverb, functioning as a
subject, a predicate or a complement.
Example:
1. Trojan is an example of a computer virus
e. Word forms (the morphological properties of the word)
Getting information from affixes (prefixes and suffixes) to understand a word.
Example:
1. dis- (meaning not), –less(meaning without)
f. General knowledge
Example:
1. The French constitution establishes laïcité as a system of government where
there is a strict separation of church and state.

[Link] meanings from word parts

When you are asked to determine the meaning of a long word that you do not know in
the reading section, it is sometimes possible to determine the meaning of the word by
studying the word parts. It means it is important to have knowledge about the base or
the root of the words, the morphemes, and their relatives, such as, affixes.

Here is a short list of word parts.

Part Meaning Example Part Meaning Example

Contra against contrast Dict say dictation

Mal bad malcontent Domin master dominant

Mis error mistake Jud judge judgment

Sub under subway Mort death mortal

Dec ten decade Spect see spectator

Multi many multiple Terr earth territory

TEXTUAL READING 74
 Sol one solo Ver turn devert

Tri three triple Viv live revive

Example:
Ring Lardner was born into a wealthy, educated, and cultured family. For the bulk
of his career, he worked as a reporter for newspapers in South Bend, Boston, St. Louis,
and Chicago. However, it is for his short stories of lower middle-class Americans that
Ring Lardner is perhaps best known. In these stories, Lardner vividly creates the
language and the ambiance of this lower class, often using the misspelled words,
grammatical errors, and incorrect diction that typified the language of the lower middle
class.

The question:
The word “vividly” in line 4 is closest in meaning to:
(A) In a cultured way
(B) In a correct way
(C) In a lifelike way
(D) In a brief way

This question asks about the meaning of the word vividly. To answer this question, you
should notice that the word vividly contains the word part viv-, which means life.
Answer (C) is therefore the best answer to this question.

C. EXERCISE
[Link] 1
Instructions: In the paragraphs below, one word has been replaced with a nonsense
word. Use the context to guess what the underlined nonsense word means.

TEXTUAL READING 75
 a. All tourists visiting Thailand should first get a SVIP. They will not be allowed to
enter at all without one. Travelers wothout a SVIP will be sen can be given on the
spot where they came from. A SVIP can be given on the spot if they arrive by
plane or by car. However, they may have to wait a long time for one. This can be
avoided by getting a SVIP before they leave their countries.
What is a “SVIP”?
……………………………………………………………………………………
………………………………………………………………………...
b. Various kind of WROOMS are availbale in Singapore. Some are for one trip only,
some are for a day, and some for three days. The three-day WROOM is useful
for tourist who want to visit different parts of the city. It allows them unlimited
travel for three days on the llocal buses and underground trains. WROOMS and
timetable for buses are available at all tourist information centers.
What is a “WROOM”?
..................................................................................................................................
...................................................................................................
c. In Hanoi, it is wise to get yourself a WUP as soon as possible. It is very easy to
get lost if you leave the main streets. You can get free WUPS at a tourist
information center, but they are not complete. Better WUP can be found in the
bookstores. These have more details, and they provide names of all the streets.
What is a “WUP”?
……………………………………………………………………………………
…………………………………………………………………………
d. As the harmful effects ofMROPPING on health have become widely known,
many cities and some countries have passed laws that limit where it is allowed. In
many places, WROPING is no longer permitted in the restaurants and bars.
Owners of restaurants and barswere againts prohibotory laws because they
believed that their businesses would suffer, but that lasted only for the first few
months. After that, business returned to normal. The laws have also had another
positive effect, apart from making the air cleaner for everyone. More people have
given up MROPNG altogether.

TEXTUAL READING 76
 What does WROPING mean?
……………………………………………………………………………………
…………………………………………………………………………
e. There is a miscoception that a person who dotains a Ph. D. Must be SWELCH.
This can’t be all true. SWELCH qualities like brilliance and quick-thinking are
irrelevant in Ph.D. level studies. Let there be no doubt: brilliance and quick-
thinking are valuable in other pursuits. But. They are neither sufficient nor
necessary in doing Ph.D. research. Certainly, being SWELCH help. But it will
not get the job done.
What does SWELCH mean?
……………………………………………………………………………………
………………………………………………………………………..
f. In many countries, there are electronic signs along roads that ZOOP drivers about
dangers or problems ahead. These may be short-term danger, such as an accident
or bad weather, or longer-term problems, such as roadwork. Studies have shown,
however, that drivers do not always notice these signs. To be sure that drivers are
ZOOPED about the condition of the road, the highway management service in
Scotland has developed a new electronic system that send messages directly to
special electronic system built into cars. Do these system work better to ZOOP
drivers than roadside sign? It is too soon to tell. The results on the first studies will
be published next year.
What does SWELCH mean?
……………………………………………………………………………………
……………………………………………………………………….
g. At the beginning of World War II, when the Germans moved into northern
France,theysearched the towns and countryside for escaping French soldiers, who
were sentto prisonerof-war camps in Germany. Next, they tried to ZEP all the
guns or otherarms they could find, though many people hid theirs on farms or
underground. TheGermans also took all the horses from farms and towns, because
they were needed inthe army. This loss really hurt the French, since the lack of
gasoline made horsesnecessary to work the farms and for transport. Not long after

TEXTUAL READING 77
 this, the Germans ZEPPEDradios as well, so that people could not listen to
foreign news reports.
What does ZEPPEDmean?
……………………………………………………………………………………
……………………………………………………………………
h. During my stay in the city, I often used to sit on a stone wall by the riverbank in
theearly evening, hoping for a cool breeze—though there never was one. On one
side wasthe "white" city, on the other side were the African villages, and all day
long therewere large DREELS that went back and forth, bringing people,
bicycles, cars, and trucksto and from the city. At this time of day, city workers
were eager to get back to theirown world on the far side of the river. Brightly
dressed and joking, the Africans pushedforward when the DREEL arrived. Many
were carrying loads on their heads or bicycleson their shoulders. Some were so
anxious not to miss the chance to get home thatthey leaped down the steps and
jumped into the DREEL as it pulled out.
What does DREELmean?
……………………………………………………………………………………
…………………………………………………………………...
i. The foreign news reporters had been warned not to dress in a way that marked
themobviously as foreigners. They were also told not to walk down the middle of
the street,where they could be a ZEEM for enemies on the roofs. They should
always stay close tothe buildings, ready to run into a doorway if they heard or saw
anything [Link] should always wear a bulletproof vest. They all did as
they had been told, but stilldid not feel safe. It was impossible not to think of the
colleagues who had beenwounded and killed in these streets. They walked
quickly, looking up at the [Link] was no telling when and where a
sharpshooter might decide it was time forZEEM practice—and they rarely missed
their ZEEM.
What does ZEEMmean?
……………………………………………………………………………………
…………………………………………………………………..

TEXTUAL READING 78
 [Link] 2
Instructions:Read each text excerpt. Use context clues to help you complete the
statements.
a. A botanical garden is an area of flora in which plants are grown chieflyfor
scientific, educational, or aesthetic purposes. They usuallysurround an institution,
such as a university or museum.
1. Botany is the study of …….
2. A synonym for plants is …….
3. A word that means pleasing to the senses is …….
4. A university may have botanical gardens for the purpose of …….
5. True or false: All botanical gardens are open to the public …….

b. Beech is the name of a family of trees that grows in the temperate regions ofNorth
America and Europe. It has papery leaves and slender twigs. Its fruit,beechnuts,
are edible. Its wood is used for making furniture and for fuel.
1. Beechnuts are the ……. of the beech tree.
2. A synonym for areas is …….
3. The word ……. describes a seasonal climate.
4. A word that means able to be eaten is …….
5. True or false: Beech trees have paper leaves. …….

c. The era covering the presidency of James Polk was known asthe “Fabulous
Forties.” During this time the American flagwas raised over much of the western
territory, Texas becamea member of the Union, gold was discovered in
California,covered wagons rolled over the Oregon trail, andAmericans sang
Stephen Foster’s “Oh, Susanna.”
1. The Union refers to the …….
2. A word meaning period of time is …….
3. Is “Oh, Susanna” a story, a song, or a campaign slogan? …….
4. What state entered the Union during Polk’s presidency? …….

TEXTUAL READING 79
 5. True or false: Polk was president during the 1940s. …….

1.3. Exercise 3
Instructions: Find the meaning of the underlined word in each set of three sentences
below.
a. Never tamper with electrical fittings without first switching off the main power
supply.
It is illegal to add, take away, or otherwise tamper with the content of these videos.
Several research assistants were accused of tampering with the results of
theexperiments.
What does tamper mean?

b. When the train pulled out and the crowd had thinned, he could see a small,
forlornfigure sitting on a suitcase.
Drennan held on to a forlorn hope that somehow at the end of the war they would
allbe together again.
Two forlorn trees stood out, black and naked against the snow-covered fields.
What does forlorn mean?
c. The financial woes of Fiat and other big Italian companies could lead to
someimportant changes in the Italian economy.
Take a vacation in the South Pacific and leave behind all your winter worries and
woes.
It did not take long for him to discover the source of all his friend's woes, but
therewas little he could do to help.
What does woes means?

d. Recent surveys show that many parents are very worried about the possibility of
theirchild being abducted.

TEXTUAL READING 80
 In 1976, a school bus driver and twenty-six children were abducted at gunpoint
inCalifornia.
The young woman admitted in tears that she had made up the story of how she
wasabducted and held by the men for thirty-six hours.
What does abducted mean?

e. Dark clouds appeared and ten minutes later everyone at the football match
wascompletely drenched.
When he pulled her out of the swimming pool, her dress was drenched and hung
closeto her body.
Seymour screamed and sat up suddenly in bed, drenched in a cold sweat.
What does drenched mean?

f. The stranger never said a word, but thrust a folded piece of paper into Pilar's
hand.
He thrust his hands into his pockets and walked slowly away.
As she straightened up, she felt a sudden pain like a knife being thrust into her
lowerback.
What does thrust mean?

g. The president's spokesman said that it was too early to comment on the outcome
ofthe meeting.
One unfortunate outcome of the elections was that both parties were weaker
thanbefore.
The outcome of hospital-based treatment was clearly better than home-
basedtreatment.
What does outcome mean?

[Link] 4
Instructions: Read the passage and choose the best answers to the questions that
follow.

TEXTUAL READING 81
 Juan Rodriguez Cabrillo was a Portuguese-born explorer who is credited with the
exploration of the coast of what is today the state of California. Sketchy military records
from the period show that early in his career he served with the Spanish army from
1520 to 1524 in Spain's quest for subjugation of the people in what are today Cuba,
México, and Guatemala. Little is known of his activities over the next decades, but
apparently he succeeded in rising up through the ranks of the military; in 1541, he was
ordered by Antonio de Mendoza, the Spanish ruler of Mexico, to explore the western
coast of North America. Cabrillo set out in June of 1542 in command of two ships, the
San Salvador and the Victoria; he reached San Diego Bay on September 28, 1542, and
claimed the terrain for Spain. The peninsula where he landed is today named Cabrillo
Point in his honor; the area has been established as a national monument and park, and
local residents each year hold a celebration and reenactment of Cabrillo's landing.
From San Diego, Cabrillo continued northward for further exploration of the
spectacular California coastline. By November 1542, he had reached as far north as
San Francisco Bay, although he missed the entrance of the bay due to a huge storm.
Soon after, with the approach of winter, he veered south and headed back to Mexico.
He made it as far south as the Channel Islands off the coast of what is today Santa
Barbara. Cabrillo, who died on San Miguel Island in the Channel Islands, never made
it back to Mexico.
1. The word "subjugation" in line 4 is closest in meaning to
(A) Religion (C) Control
(B) Flag (D) Agreement

2. In line 5, the word "decades" is closest in meaning to

(A) Months (C) Long epoch
(B) Centuries (D) Ten-year period

3. In line 9, the word "terrain" is closest in meaning to

(A) Land (B) Population

TEXTUAL READING 82
 (C) Mineral (D) Prosperity

4. The word "spectacular" in line 14 is closest in meaning to which of the following?

(A) Ruggedly handsome (C) Completely uneven
(B) Visually exciting (D) Unendingly boring

5. The word "veered" in line 17 is closest in meaning to

(A) Arrived
(B) Run
(C) Turned
(D) Cooled

TEXTUAL READING 83
 MEETING 9

MAKING INFERENCE

A. LEARNING OBJECTIVES
In this chapter, the students will learn about making inference. By the end of the
course, the students are expected to be able to:
[Link] what inference is.
[Link] inference in reading.

B. MATERIAL DESCRIPTION
Sometime a writer does not express something directly in a text. When this
happens, you – as a reader- have to infer or figure out what is meant. Making inferences
while reading is known as ‘reading between the lines’ (to detect the hidden meaning of
something). You also have to make use of your knwledge (e.g. knowledge of a subject
or cultural knowledge). The following are examples of making inferences:

Using our knowledge of a subject

Example:
My hobby is reading. I liketo read at night before I go to bed. Sometime my
farther will pass by my room, look through the open door and say, “Sweetheart, don’t
do that! You will spoil your eyes. Look at your brother now. You don’t want to wear
glasses like him, do you?”
Question: Why do you think the writer’s father gives that kind of advice?
Answer: Perhaps because the writer likes to read while she is lying in bed, without
enough light.

Using our cultural knowledge

Example:
I want to be a singer like Celine Dion. I know almost all of her songs. She is a
great singer. She comes from Quebec, Canada. She speaks fluent English and France.

Question: in your opinion, why is Celine Dion able to speak English and French

TEXTUAL READING 84
 fluently?
Answer: Because she comes from Quebec. Most Quebecois are bilingual (speak
English and French).

C. EXERCISE
[Link] 1
Instructions: Read the sentences below. Then, fill in the circle of the correct answer
drawing conclusion from what you have read.

1. “Take it for a test drive. I think you willbe very pleased with the performance.”
O An actor
O A car salesman
O An antique dealer

2. “Looks as if your main line is clogged.I’ll have to snake it.”

O A zoologist
O An electrician
O A plumber

3. “I have added special supports to thebuilding plan to ensure that it

isstructurally sound.”
O An architect
O An archaeologist
O A computer technician

4. “Please write your account number onthis deposit slip.”

O A veterinarian
O A bank teller
O A truck driver

5. “Remember, your research reports onancient Greece are due on Friday.”

O A social studies teacher
O A travel agent
O A librarian

TEXTUAL READING 85
 6. “The piece I have acquired will make anice addition to our collection.”
O An artist
O A talent scout
O A museum curator

7. “This area is very dry right now. Be extracareful with fire during your camp-
out.”
O A forest ranger
O A groundskeeper
O A sports coach

8. “I think next season I will be able to putcorn in that fallow field.”

O A horse rancher
O A farmer
O A pharmacist

9. “Your logo should be prominent as wellas your phone number and web
address.”
O A police officer
O A photographer
O An ad designer

10. “There is no evidence of termites, but theroof needs repairs in several

sections.”
O A house inspector
O A real estate agent
O A exterminator

[Link] 2
Instructions: After each description below, write two things you can infer from it.
Remember, aninference is something you can conclude without being directly told.
1. As he walks toward the building, Tony is irritated withhimself. In one arm are
three books. His other hand jinglesthe change in his pocket. “If I had not been

TEXTUAL READING 86
 so forgetful, Icould have used this money for something instead of havingto
pay a fine.”
Questions:
a. Where is Tony going?
b. What is the fine for?

2. As soon as they arrived, Meg headed straight for thenew exhibit. The enclosure
had obviously beenredesigned. It is much larger and even has an arealabeled
“Primate Playground.”
Questions:
a. Where is Meg and has she ever been there before?
b. What is she viewing?

3. Tom had always hoped he would someday be able to visitthe states. Now, with
his father’s announcement, his dreamwould come true. They would be flying
directly from Londonto “The Big Apple.” “At least we speak the same
language,”he thought.
Questions:
a. What was Dad’s announcement?
b. In what city does Tom live?

4. Every day after work Paul took his muddy boots off on the steps of the front
porch. Alicewould havea fit if the boots made it so far as the welcome mat. He
then took off his dusty overalls and threw theminto a plastic garbage bag; Alice
left a new garbage bag tied to the porch railing for him everymorning. On his
way in the house, he dropped the garbage bag off at the washing machine and
wentstraight up the stairs to the shower as he was instructed. He would eat
dinner with her after he was“presentable,” as Alice had often said.
Questions:
a. What type of job does Pail do?
b. What relationship do Paul and Alice have?

TEXTUAL READING 87
 5. Crack! Thunder struck and rain poured. Max stared blankly out the window,
trying to contain hisemotions that raged like the weather. He was beginning to
lose it. Dropping the kite from his hand,Max broke out into full sobs. His mother
comforted him, “There, there, Max. We’ll just findsomething else to do.” She
began to unpack the picnic basket that was on the counter and offered hima
sandwich. Max snapped, “I don’t wanna sand-mich!” A flash from the sky lit
up the living [Link]! Mom sighed.
Questions:
a. Why is Max upset?
b. What was Mom planning on doing today?

6. “Tommy!” Mom called out as she walked in the front door. “Tommy,” she
continued shouting, “Isure could use some help with these groceries. There was
still no reply. Mom walked into the kitchento put the grocery bags down on the
counter when she noticed shattered glass from the picture windowall over the
living room floor and a baseball not far from there. “I’m going to kill you,
Tommy!” Momyelled to herself as she realized that Tommy’s shoes were gone.
Questions:
a. What happened to the window?
b. Why did Tommy leave?

7. Today was a special day in Ms. Smith’s class. Some of the children were
walking around the room,some of them were standing in small groups, and some
of them were at their desks, putting finishingtouches on cardboard mailboxes.
After coloring a cool flame on the side of his racecar mailbox,Johnny hopped
off his chair, strutted over to Veronica’s desk, and dropped a small white
envelope intoher princess castle mailbox. Veronica blushed and played with her
hair. While this was happening,Bartleby was frantically trying to put a small
white envelope into everyone’s mailbox. After givingone to Ms. Smith,
Bartleby pulled out a medium-sized red envelope from his pocket. He blushed
andtried to put it in Veronica’s mailbox, but it wouldn’t quite fit. Bartleby
struggled with it for a fewseconds and then ran off with the envelope. Veronica
rolled her eyes and popped her gum.

TEXTUAL READING 88
 Questions”
a. Why is today a special day?
b. Which boy does Veronica like?
c. Why did Bartleby run?

[Link] 3
Instructions: Read each sentence; then circle the one answer choice that is a logical
inference based upon that sentence.

1. Blood cholesterol used to be thought of as a problem only for adults.

(A) Blood cholesterol is no longer a problem for adults.
(B) Only children have a problem with blood cholesterol.
(C) Blood cholesterol affects both adults and children.

2. When apple growers talk about new varieties of apples, they don’t mean
somethingdeveloped last month,last year, or even in the last decade.
(A) Apple growers haven’t developed any new varieties in recent decades.
(B) Some varieties of apples can be developed in a short time, but others take a
long time.
(C) New varieties of apples take many years to develop.

3. In all cultures, gestures are used as a form of communication, but the same
gestures mayhave verydifferent meanings in different cultures.
(A) No two cultures use the same gestures.
(B) One gesture will never have the same meaning in two cultures.
(C) A person from one culture may misunderstand the gestures used by a person
from anotherculture.

4. Although sheepherding is an older and more beloved occupation, shepherds

never caughtthe attention ofAmerican filmmakers the way cowboys did.
(A) There have been more American films about cowboys than about shepherds.
(B) Films about shepherds were popular before films about cowboys.
(C) Cowboys are generally younger than shepherds.

TEXTUAL READING 89
 5. As an architect, Thomas Jefferson preferred the Roman style, as seen in the
buildings ofthe University ofVirginia, to the English style favored by Charles
Bullfinch.
(A) The architecture of the University of Virginia was influenced by the Roman
style.
(B) Bullfinch was an English architect.
(C) Jefferson preferred to build in the English style of architecture.

6. Even spiders that do not build webs from silk use it for a variety of purposes,
such asconstructing eggsacs and nursery tents.
(A) All spiders build webs.
(B) Spiders that build webs don’t build egg sacs or nursery tents.
(C) Silk is used by all spiders.

7. There is more quartz in the world than any one kind of feldspar, but the feldspars
as agroup are fivetimes more common than quartz.
(A) One type of quartz is five times more plentiful than feldspar.
(B) Quartz is less common than the feldspars.
(C) The most common type of feldspar is as plentiful as quartz.

8. Illegible handwriting does not indicate weakness of character, as even a quick

glance at thepenmanship ofGeorge Washington, Franklin D. Roosevelt, or John
Kennedy reveals.
(A) Washington, Roosevelt, and Kennedy all had handwriting that was difficult to
read.
(B) A person’s handwriting reveals a lot about that person.
(C) The author believes that Washington, Roosevelt, and Kennedy all had weak
characters.

[Link] 4
Instructions: Read the passages. IF the statements following the passages are valid
inferences based onthose passages, mark the items I. If the statements cannot be
inferred from the passage,mark those items X.

TEXTUAL READING 90
 a. The term “neon light” was originally applied to a particular type of vapor lamp
using the inert, colorless gasneon. A long tube was filled with neon, which then
became luminous at low pressure when an electriccurrent was passed through
it. The lamp then emitted the characteristic reddish-orange light of neon.
Today,the term “neon light” is given to lamps of this general type which may
be filled with a variety of gases,depending on the color that is desired. Argon,
for example, is used to produce blue light. Colors can also bealtered by changing
the color of the glass tube. The tubes must be quite long in all these lamps to
producelight efficiently. As a result, high voltages are required. Neon tube
lamps are not practical for indoorillumination, but they have found widespread
outdoor use in glowing, colorful advertising signs.
______ 1. The inert gas neon is reddish-orange in color.
______ 2. The meaning of the term “neon light” has changed over time.
______ 3. Today’s “neon lights” never actually contain neon.
______ 4. All types of “neon lights” work on the same general principles.
______ 5. When stimulated by electricity, different types of gas may produce
different colors.
______ 6. Modern “neon lights: are more efficient than those used in the past.
______ 7. The primary market for neon lights is businesses rather than private
households.

b. A legend is a popular type of folk tale. In some ways, legends resemble myths,
another type of folk tale. Butmyths describe events from antiquity and usually
deal with religious subjects, such as the birth of a [Link] tell of
recognizable people, places and events and often take place in comparatively
recent [Link] legends are based on real persons or events, but many are
entirely fictional. The legends of thesuperhuman accomplishments of Paul
Bunyan and Pecos Bill are imaginary, while the legends aboutWashington and
Lincoln are mostly exaggerations of real qualities those two presidents [Link]
societies have legends. Most legends began as stories about the heroes of a
particular region,occupation, or ethnic group. For example, John Henry was a
legendary hero of black Americans, and CaseyJones of railroad workers. Over
time, however, these figures have become national heroes.

TEXTUAL READING 91
 ______ 8. Both legends and myths can be classified as folk tales.
______ 9. Myths generally take place in comparatively recent times.
______ 10. The stories of Paul Bunyan and Pecos Bill are not true, but they are
based onactual people.
______ 11. Legends about Washington and Lincoln are not entirely fictional.
______ 12. John Henry and Casey Jones are today well-known only by small
groups of people.

c. Natural flavorings and fragrances are often costly and limited in supply. For
example, the vital ingredient in arose fragrance is extracted from natural rose
oil at a cost of thousands of dollars a pound; an identicalsynthetic substance can
be made for 1% of this cost. Since the early twentieth century, success
inreproducing these substances has created a new industry that today produces
hundreds of artificial flavors [Link] natural fragrances are easily
synthesized; these include vanillin, the aromatic ingredient invanilla, and
benzaldehyde, the aromatic ingredient in wild cherries. Other fragrances,
however, have dozens,even hundreds of components. Only recently has it been
possible to separate and identify these ingredientsby the use of gas
chromatography and spectroscopy. Once the chemical identity is known, it is
often possibleto synthesize them. Nevertheless, some complex substances, such
as the aroma of fresh coffee, have still notbeen duplicated [Link]
of the chemical compounds making up these synthetics are identical to those
found in nature,and are as harmless or harmful as the natural substances. New
products must be tested for safety, and whenused in food, must be approved by
the U.S. Food and Drug [Link] availability of synthetic flavors and
fragrances has made possible a large variety of products, frominexpensive
beverages to perfumed soap to used cars with applied “new car odor.”

______ 13. Natural rose fragrance is 100 times more expensive to produce than
artificial rose fragrance.
______ 14. Vanillin is easier to synthesize than benzaldehyde.

TEXTUAL READING 92
 ______ 15. In general, the more components there are in a fragrance, the harder
it is to synthesize.
______ 16. Once a substance has been chemically analyzed, it can always be
easily synthesized.
______ 17. Only recently has it been possible to satisfactorily synthesize the
aroma of fresh coffee.
______ 18. Not all synthetic flavors are harmless.
______ 19. Synthesized substances must be tested for safety only if they are
used in food.
______ 20. Synthetic fragrances can be sued to make a used car smell like a
new one.

D. REFERENCES

Edge, T. (2002). Reading Comprehension Skills and Strategies Level 8. California:

Saddleback Educational Publishing.
Mikulecki, B.S. & Linda. J. (1986). Reading Power. US: Addison-Wesley Publishing
Company.
Mikukecky, B.S & Linda, J. (2007). Advanced Reading Power. US: Longman
Osborne, J. (2006). CAHSE on Target. California : University of California Press.

TEXTUAL READING 93
 MEETING 10

PRONOUN REFERENCE

A. LEARNING OBJECTIVES
In this chapter, the students will learn about pronoun references. By the end of the
course, the students are expected to be able to:
[Link] what pronoun reference is.
[Link] out the referent of a particular pronoun in a text.

B. MATERIAL DESCRIPTIONS
Pronoun reference is the practice of making pronouns refer clearly to the words
they replace. A pronoun takes the place of a noun; thus, the pronoun must agree with the
noun it replaces in number and person. Also, it must be clear which noun the pronoun is
substituting for. The noun that the pronoun is the substitute for is called the referent.

What are the basic rules for pronoun reference?

1. A pronoun must agree in number with the noun it refers to. If the noun is singular, then
the pronoun must be singular.
Examples:
Incorrect : Everyone is studying hard for their exams.
Correct : Everyone is studying hard for his or her exams.
Correct : All of the students are studying hard for their exams.

2. A pronoun must agree in person with the noun it refers to. Be consistent with first
person, second person and third person.
Examples:
Incorrect : If a student studies hard, you should succeed.
Correct : If a student studies hard, he or she should succeed.

TEXTUAL READING 94
 3. There should be only one possible antecedent for a singular pronoun. Only the noun
that the pronoun refers to should come before the pronoun.
Examples:
Incorrect : Nguyen and Mohammed walked to his English class.
Correct : Nguyen and Mohammed walked to Nguyen’s English class.
Correct : Nguyen walked to his English class and Mohammed accompanied him.

4. There must be an explicit antecedent. Don’t make the reader guess what the antecedent
is.
Examples:
Incorrect : In the study, they state that writing skills are important.
Correct : In the study, the researchers state that writing skills are important.

5. A pronoun should not refer to a possessive noun. When a noun is possessive, it

functions as an adjective and so can’t be replaced with a pronoun.
Examples:
Incorrect : In the professor’s comments, she was very encouraging.
Correct : The professor’s comments were very encouraging.
Correct : The professor was very encouraging in her comments.

6. “It” must be used consistently. If you use “it” to refer to one noun in a sentence, don’t
use it again to refer to another noun in the same sentence or as an idiom.
Examples:
Incorrect : When it is busy, I hope to get a lot of sleep as it will help me work hard.
Correct : When it is busy, I hope to get a lot of sleep, which will help me work hard.

C. EXERCISE
[Link] 1
Instructions: In each sentence below, the pronoun is underlined. Find the referent of
the underlined pronoun.

TEXTUAL READING 95
 1. In a news conference this afternoon, the university announced that it intends to
make several important changes in the next year’s budget.
2. The administration has decided to give more financial support to the average
student. This week it indicated its intention to increase the number of scholarship
based on need by 35 percent in the next year.
3. The committee has made the suggestion toall foriegn investors that they should
study all applicable law before buying property.
4. As the bullet struck them, the police cars rocked dangerously from side to side.
5. Catching sight of him in a supermarket one day, Archer follow the man with the
limp to an apartment in a run-down neighborhood.
6. While jane was persuading Mary to ask her for the keys to the car, Mrs. Jones
happened to be listening at the door and quickly went downstairs and out of house.
7. Knowing them well, the Hammonds relized that the shepherds were unlikely to be
on time to meet their guests.
8. The main lobby of the hotel, with its antique brass chandeliers and wall sconces is
highlighted by a magnificent marble stairscase.
9. Although most economists accept the fact that their colleagues’ model may be
useful, they are rarely willing to admit that theirs may not be the best.
10. High on his list of priorities was becoming independent of his father. That, however,
easier said that done.
11. In her most famous book, Barbara Tuchman deals with the fourteenth century. This
work takes the life of one individual, the Comte de Coucy, as its basis.
12. Eventually the two scientists opted to follow their original line. This choice proved
to be the right one, and ten years later they were awarded the Nobel Prize for
Chemistry.
13. Many educators now believe that students remember information that they learn on
their own better than that presented formally by a teacher. This fact has led to
methodological changes in many classrooms.
14. In addition to completing all the requirements for a degree in international finance,
the future ambassador also took several Spanish courses. Those language classes
eventually proved to be a great value to him in his diplomatic career.

TEXTUAL READING 96
 15. American and European tourists visit Yucatan for archeological sites and for its
seaside resorts, the former being among the most varied and the most attractive in
the world.

[Link] 2
Instructions: Read the following passage and answer the questions that follow.

The Boston Marathon

Every year in the middle of April, thousands of people go to Boston. They go to
run the Boston Marathon. This is one of the oldest road races in the United States. It
began in 1897.
Each year, more runners join the Boston Marathon. They come from every part of
world. In 1984, 6,164 runners from different countries ran in the Marathon. About
5,290 of them finished it.
The Boston race in 26,2 miles, or 42 kilometers. The runners go through thirteen
towns during the race. It ends in the center of Boston. Crowds of people watch them as
they go through the towns. They clap their hands and cheer for them.

QUESTIONS
1. What does “they” in the first paragraph refer to?
…………………………………………………………………………………..
2. What does “this” in the first paragraph refer to?
…………………………………………………………………………………..
3. What does “it” in the first paragraph refer to?
…………………………………………………………………………………..
4. What does “they” in the second paragraph refer to?
…………………………………………………………………………………..
5. What does “them” in the second paragraph refer to?
…………………………………………………………………………………..
6. What does “it” in the second paragraph refer to?
…………………………………………………………………………………..

TEXTUAL READING 97
 7. What does “it” in the third paragraph refer to?
…………………………………………………………………………………..
8. What does “them” in the third paragraph refer to?
…………………………………………………………………………………..
9. What does “they” in the third paragraph refer to?
…………………………………………………………………………………..
10. What does “their” in the third paragraph refer to??
…………………………………………………………………………………..

[Link] 3
Instructions: In this passage, the pronouns are underlined. Write the pronouns and
their referents on the table below.

Jogging is a very popular activity in New York City. In the winter, the weather is
too cold for it. But in the spring, it is warmer, and many New Yorkers go out to jog in
Central Park. This is a very good place to run.
Other New Yorkers also like to go to Central Park. Many of them go there with
their dogs. Dogs can run in the park. Sometimes the dogs run after the joggers. They
may try to bite them. So the joggers sometimes kick the dogs or throw stones at them.
The dog owners do not understand. They wonder why the joggers do not like dogs. The
park police are trying to solve this problem. They want all of the people to use the park
in peace.

Pronouns Referents

TEXTUAL READING 98
 [Link] Building 1
Instructions: Choose the most suitable word to fill the blank.
1. The teacher ……………… the boys for their good work.
a. Cheered
b. Praised
c. Admired
d. Respected

2. The aeroplane ……………… on the runway.

a. Landed
b. Anchored
c. Parked
d. Stopped

3. You must ……………… to the teacher why you are late.

a. Clarify
b. Report
c. Explain
d. Reason

4. On the day of the match, everybody ……………… for fine weather.

TEXTUAL READING 99
 a. Expected
b. Wanted
c. Longed
d. Hoped

5. He ……………… everybody when he won the bet.

a. Surprised
b. Puzzled
c. Shocked
d. Alarmed

6. You have to be ……………… when you cross the road.

a. Cautious
b. Attentive
c. Quick
d. Fast

7. Mary lost her pencil so I ……………… her mine.

a. Loaned
b. Lent
c. Gave
d. Offered

8. John was ……………… at his success in the examination.

a. Glad
b. Overjoyed
c. Pleased
d. Delighted

9. We ……………… plenty of fresh air and sunshine.

a. Take

TEXTUAL READING 100

 b. Need
c. Have
d. Use

10. Games and sports keep us ………………

a. Healthy
b. Fit
c. Strong
d. Trim

[Link] Building 2
Instruction: Choose the correct word to replace the underlined words.
1. He must make an effort to visit his friend in hospital.
a. Try
b. Win
c. Succeed
d. Aim

2. We passed the place where birds are kept.

a. Den
b. Aviary
c. Aquarium
d. Liar

3. We were held up in the traffic.

a. Late
b. Stopped
c. Slowed
d. Delayed

4. He turned down a good offer to work in a bank.

TEXTUAL READING 101

 a. Dismissed
b. Objected
c. Disagreed
d. Refused

5. You had better make out a list of the thing you need.
a. Sort
b. Make
c. Write
d. Memorize

6. Please be back early.

a. Come
b. Return
c. Leave
d. Go

7. David and I were talking when she suddenly cut in.

a. Overtook
b. Intervened
c. Meddled
d. Interrupted

8. I am on my way home.
a. Leaving
b. Going
c. At
d. Running

9. The criminals are trying to get away from the police.

a. Escape

TEXTUAL READING 102

 b. Run
c. Hide
d. Breakout

10. They asked me when the accident took place.

a. Started
b. Occurred
c. Was
d. Resulted

D. REFERENCES

Abbs, B., Freebairn, I., & Barker, C. (2008). New Snapshot. Essex: Longman.
Djuharie. O.S. (2005). Communicative & Interactive English. Bandung: Yrama Widya.
Mikulecki, B.S. & Linda. J. (1986). Reading Power. US: Addison-Wesley Publishing
Company.
Mikukecky, B.S & Linda, J. (2007). Advanced Reading Power. US: Longman.

TEXTUAL READING 103

 MEETING 11

TRANSITION SIGNALS

A. LEARNING OBJECTIVES
In this chapter, the students will learn about transition signals. By the end of the
course, the students are expected to be able to:
[Link] the definition of transition signals.
[Link] the groups of transition signals depending on the relationship between ideas
they indicate.

B. MATERIAL DESCRIPTION
[Link] of Transition Signals
Transition signals are connecting words and phrases that link sentences and
paragraphs together so that there are no abrupt jumps or breaks between the ideas. They
assist in the logical flow of ideas as they signal the relationship between sentences and
paragraphs.

[Link] of Transition Signals

The transitions signals are grouped according to the relationship between ideas they
indicate.
a. To Introduce an Example
Transition signals that are used to introduce an example are:
for example, to illustrate, for instance, to be specific, such as, moreover,
furthermore, just as important, similarly, in the same way, etc.

b. To introduce an additional ideas

Transition signals that are used to introduce an example are:
and, also, besides, further, furthermore, too, moreover, in addition,then, of equal
importance, equally important, another, as well as, etc.

TEXTUAL READING 104

 c. To show agreement
Transition signals that are used to show agreement are:
of course, certainly, admittedly, no doubt, it is true that, etc.

d. To signal order and sequence

Transition signals that are used to signal order and sequence are:
first, second, (etc.), finally, hence, next, then, from here on, to begin with, last of
all, after, before, as soon as, in the end, gradually, etc.

e. To dispute
Transition signals that are used to dispute ideas are:
it isn’t true that, people are wrong who say that, deny that, be that as it may, by the
same token, no doubt, we often hear it said, many people claim, many people
suppose, it used to be thought, in any case, etc.

f. To indicate time
Transition signals that are used to indicate time are:
next, afterward, finally, later, last, lastly, at last, now, subsequently, then, when,
soon, thereafter, after a short time, the next week (month, day, etc.), a minute later,
in the meantime, meanwhile, on the following day, at length, ultimately, presently,
etc.

g. To compare
Transition signals that are used to compare the ideas are:
just like, another way to view this, similarly, likewise, balanced against, whereas,
like, by comparison, while, etc.

h. To indicate contrast
Transition signals that are used to indicate contrast are:

TEXTUAL READING 105

 but, in contrast, conversely, however, still, nevertheless, nonetheless, yet, and yet,
on the other hand, of course, on the contrary, or, in spite of this, actually, a year
ago, now, notwithstanding, for all that, strangely enough, ironically, etc.

i. To introduce an opposite idea or an exception

Transition signals that are used to introduce an opposite idea or an exception are:
Alternatively, on the other hand, in contrast, but, nevertheless, in spite of, still, one
could also say, despite, instead, even though, whereas, yet, however, while, etc.

j. To show cause and effect

Transition signals that we used to show cause and effect are:
and, so, consequently, therefore, thus, as a consequence, as a result, hence, for
this reason, etc.

k. To summarize and conclude

Transition signals that we used to summarize and conclude are:
finally, in conclusion, therefore, thus, to conclude,on the whole, as shown, in brief,
in summary, ultimately, summing up, etc.

C. EXERCISE
[Link] 1
Instructions: Complete the following sentences by choosing the phrase that would
follow the underlined transition words or connectors.
1. Although potatoes are richer in food value than any other vegetable, they are not
always a wise choice for a garden crop because they need a considerable amount of
room. Consequently
a. they are the most common vegetable in a garden
b. people don’t eat potatoes very much
c. they can be more economically grown on farms
d. farmers overchange for their potatoes.

TEXTUAL READING 106

 2. Glass was precious to Egyptians, who used it interchangeably with gemstone, but
a. it is over over 4,000 years old
b. its novelty as an artist’s material prevents is being taken seriously
c. today it has come out of factories and into the workshops
d. today it is so commonplace in everyday objects that it is seldom given a second
thought.

3. Glimpes into the prenatal world vie ultrasound imaging occasionally show behavior
such as
a. the development of the central nervous system
b. the sex of the baby-to-be
c. a fetus shaking its thumb
d. structures as small as the pupil of an eye of a second-trimester fetus.

4. Although the animals and plants that live in the world various desert come form
different ancestral stocks.
a. They have soved their problems of survival differently.
b. None of them have adapted to the jungles.
c. They are from dofferent deserts.
d. They resemble one another to a surprising degree.

5. Everything from chairs and fishing poles to rope and paper can be made from
bamboo. Equally important,
a. this giant grass grows in warm climate
b. fresh spring bamboo shoots take longer to cook that winter ones.
c. A variety of food can be made from thi giant grass.
d. Preserved bamboo shoots can be used in soups instead of fresh ones.

[Link] 2
Instructions: Choose the correct answer.

TEXTUAL READING 107

 1. A water main downtown broke this morning, so several businesses had no water for
hours.
a. addition
b. time
c. comparison
d. cause and effect

2. Even though most Americans are primarily concerned about AIDS as it exists in the
U.S., it should be remembered that it is now nearly a worldwide disease.
a. addition
b. time
c. contrast
d. comparison

3. Larry will probably be a late bloomer socially, just like his older brothers.
a. time
b. contrast
c. comparison
d. cause and effect

4. There are ways you can make boring tasks more pleasant. For instance, bring a
portable radio and listen to music on the earphones while you work.
a. contrast
b. comparison
c. illustration/example
d. cause and effect

5. The lazy checkout clerk forced the six-pack of cola into the bottom of the bag,
tearing it. Then she shrugged her shoulders and said, “I guess you’ll have to carry the
bag from the bottom.”
a. time

TEXTUAL READING 108

 b. contrast
c. comparison
d. illustration/example

6. Science-fiction writer Arthur C. Clarke correctly predicted that satellites would be

used for communication. Moreover, in 1947 he correctly predicted that 1959 would be
the year the first rocket to the moon was launched.
a. addition
b. time
c. contrast
d. cause and effect

7. Some people in New Jersey built their houses very close to the shoreline.
Consequently, they have had to spend a lot of money trying to protect their property
from the sea.
a. addition
b. contrast
c. illustration/example
d. cause and effect

8. Running can make people more aware of their physical surroundings, such as the
scent of honeysuckle or the changing moods of the trees.
a. addition
b. contrast
c. illustration/example
d. cause and effect

9. Residents complain bitterly about potholes in the streets and sloppy trash pick-up,
yet these same people resist paying higher taxes for the improvement of these services.
a. time
b. contrast

TEXTUAL READING 109

 c. comparison
d. illustration/example

10. Telephone interviewing allows for a large number of responses in a short time and
at relatively low cost. Moreover, the method permits interviewers to reach respondents
at specific times of the day; this is an important consideration in the study of radio and
TV listening habits.
a. addition
b. time
c. contrast
d. comparison

[Link] 3
Vocabulary Building 1
Instructions: Choose the correct answer.
1. The ………….. told the doctor that he was having a fever.
a. Customer
b. Client
c. Patient
d. Guest
2. The children watched carefully as the magician performed some …………..
a. Jokes
b. Tricks
c. Fun
d. Acts
3. That ………….. of hockey players are here to play a friendly match.
a. Gang
b. Group
c. Team
d. Troop
4. The new road ………….. the distance by about ten kilometers.

TEXTUAL READING 110

 a. Cuts
b. Shortens
c. Divides
d. Shrinks
5. Do you have a good ………….. for being late?
a. Example
b. Apology
c. Answer
d. Excuse
6. “Please save my son,” the woman ………….. with the lawyer.
a. Pleaded
b. Cried
c. Prayed
d. Begged
7. The manager told his ………….. to type out some letters.
a. Assistant
b. Clerk
c. Typist
d. Attendant
8. I went for a ………….. on Jincong’s new bicycle.
a. Ride
b. Drive
c. Hike
d. Flight
9. You will find the ………….. to the puzzle on the next page.
a. Mystery
b. Answer
c. Clues
d. Solution
10. “My child is very ill,” the mother said ………….. . Her eyes filled with tears.
a. Seriously

TEXTUAL READING 111

 b. Bravely
c. Sadly
d. Pitifully

[Link] 4
Vocabulary Building 2
Instructions: Choose the most suitable answer to replace the underlined word(s).
1. The car sped down the driveway and soon went out of sight.
a. Departed
b. Faded
c. Left
d. Disappeared
2. We found the child playing by himself in the garden.
a. Lonely
b. Alone
c. Single
d. Friendless
3. She has been to the place where cakes and bread are made.
a. Restaurant
b. Café
c. Bakery
d. Supermarket
4. She works as one who is trained to take care of sick people.
a. A nurse
b. A maid
c. A Helper
d. A servant
5. Please send my warmest regard to him.
a. Tell
b. Convey
c. Remind

TEXTUAL READING 112

 d. Remember
6. The pupil carried out the teacher’s orders.
a. Followed
b. Obeyed
c. Took
d. Understood
7. He will find out the truth someday.
a. Realize
b. Discover
c. Know
d. Search
8. The thief tried to snatch the lady’s handbag.
a. Pull
b. Seize
c. Grab
d. Take
9. Can you guess what he is going to do next?
a. Tell
b. Suppose
c. Suspect
d. Imagine
10. She carried an umbrella when she went out because it was still raining slightly.
a. Pouring
b. Stormy
c. Drizzling
d. Falling

D. REFERENCES

Anderson, A. & Anderson, K. (1997).Text Types In English 2. South Yara: MacMillan

Education Australia PTY LTD.

TEXTUAL READING 113

 Harmer, Jeremy. (2004). How to Teach Writing. England: Longman.
MDESE. (2012). Release of Spring 2012 MCAS Test Items. Massachusetts: Massachusetts
Department of Elementary and Secondary Education.
Prentice Hall. (n.d). Reader’s Notebook. Upper Saddle River: Pearson.

TEXTUAL READING 114

 MEETING 12

PATTERNS OF ORGANIZATION

A. LEARNING OBJECTIVES
In this chapter, the students will learn about patterns of organization. By the end of
the course, the students are expected to be able to:
[Link] the definition of pattern of organization.
[Link] common patterns of organization

B. MATERIAL DESCRIPTION
[Link] of Pattern of Organization
Pattern of organization, known also as text structure, refers to the way of the writer
organizes the information or ideas in writing. Pattern of organization not only vary from
writing to writing but it may also change frequently from paragraph to paragraph within
a single piece of writing.
Recognizing the pattern of organization is an important part of
readingcomprehension, since writers, too, use patterns to present their ideas in a way
that makessense. Once we recognize the pattern, we will understand and follow their
ideas moreefficiently. In this chapter, we will learn some common patterns of
organization which are listing, sequence, cause and effect, and comparison and
contrast.

[Link] Patterns of Organization

a. Listing
In this pattern, the writer organizes the ideas on form of generalization and
gives a list of details or examples to support the general statement. The writer
usually uses key words or phrases to convey the main idea such as many, several,
a number of, a variety of, a few, etc. The signal words or phrases to indicate the list

TEXTUAL READING 115

 of details or examples are for example, for instance, first, second, also, besides, in
addition, another, most important, etc.
Example:
There are several different theories about the origin of the Moon. One theory,
calledthe fission' theory, states that early in the life of Earth, a piece broke off, and
that piecebecame the Moon. A second, closely related theory is that the Moon is
composed ofseveral pieces of Earth that broke away from our planet. Yet another
theory is that theMoon formed elsewherein the solar system and was captured by
Earth's gravity.' Thefinal theory states that a huge piece of planetary rock struck
Earth and broke up intopieces. One of the pieces became the Moon.

b. Sequence
In this pattern, the ideas are organized in a series of events or steps in a
process. Common key words or phrases to deliver to main idea are began, account,
story, process, sequence, etc. The signal words or phrases to indicate the sequence
are first, second, then, next, after, while, since, then, soon, finally, at last,in 1965,
last June, later, over time, the next step, the following week.

Example:
Close-up study of the planet Mars began when rockets were developed that could
sendscientific instruments into space. In 1965, the first observations of Mars were
done bythe American spacecraft Mariner 4, which flew near the planet to collect
data and takephotographs. Four years later, more data and photographs were
collected by Mariners 6and 7 as they flew past the planet. Then, in 1971, Mariner
9 actually went into orbit'around Mars,and during the following eleven months, sent
back more than 7,000images before contact with the spacecraft was lost. The next
major step, in 1976, wasthe landing of two Viking crafts on two different areas of
Mars' surface. These landerswere able to send hack important data about the
atmosphere 2 of the planet.

TEXTUAL READING 116

 c. Cause and Effect
In this pattern, the writer's main idea is that one event or action caused
anotherevent [Link] words/phrases in the main idea and the signal words for
details are the same andoften include: causes, leads to, is the cause of results in,
creates, brings about, makes,provokes, produces, gives rise to, contributes to, is due
to, is the result of, comes from, resultsfrom, is produced by, is a consequence of,
follows, is caused by.

Example:
In 2003, two robotic rovers landed on Mars and began sending back data about
thepossible existence of water on the red planet. This close examination of Mars
was theresult of new and improved technology. Because of advances in
telecommunicationsystems, scientists on Earth can send commands faster and
receive data in greateramounts. New software in the rovers led to their increased
ability to make independentdecisions and avoid dangers and hazards on their own.
As a result of new technologiesfor severe environments, the rovers and their interior
computers were able to survivethe extreme cold and hot conditions in space and on
Mars. And due to their newimproved wheels the twin rovers could move around
the rocky Martian landscape withease.

d. Comparison and Contrast

In the comparison/contrast pattern, the writer's main idea is a general
statement abouttwo things and how they are similar and/or different. A comparison
can include bothsi milarities and differences, or only the similarities. A contrast
states only [Link] words or phrases in the main idea aresimilarities,
differences, both, in common, same,different, compare, comparison. Signal words
or phrases for similarities aresimilarly, also, in the same way, as, like, both,
[Link] words or phrases for differences arehowever, but, on the other
hand, although, while, incontrast, than, conversely, yet, unlike.

TEXTUAL READING 117

 Example:
Astronomy and astrology are similar in some ways, but they differ in a very
importantway. In both fields, the experts study planetary motion and constellations
(groups ofstars), and they use telescopes, tables, and charts to do their work.
However,astronomers study the heavenly bodies as a science, and over the years
people haveused astronomy to discover more about the universe. Astrologers, on
the other hand,use their knowledge of the heavenly bodies to advise people about
their life [Link] is not science, but a belief that what happens in our lives is
affected by thepositions of the moon, sun, and planets.

C. EXERCISE
[Link] 1
Instructions: Determine the pattern of each paragraph below.
a. Shakespeare was born in Stratford on April 16th, 1564. For a few years he studied
at a school near home. He moved to London when he was still young. By the age
of 35, he was already a well-known writer.
What is the pattern of the paragraph above?
………………………………………………………………………………………
…………………………………………………………………………...................

b. Two great writers were born in England in 1564. One was William Shakespeare.
The other was Christopher Marlowe. Shakespeare lived until the age of 52. But
Marlowe died suddenly when he was only 29. Both were famous in their time and
both are still loved today.
What is the pattern of the paragraph above?
………………………………………………………………………………………
…………………………………………………………………………...................

c. Many people ask why Shakespeare was so great. He was a genius, of course. He
had many ideas about life and he had a wonderful way with words. Shakespeare

TEXTUAL READING 118

 was also great because he lived at the right time. The English, in those days were
interested in new ideas. They loved plays and poetry.
What is the pattern of the paragraph above?
………………………………………………………………………………………
…………………………………………………………………………...................
[Link] 2
Instructions: Determine the pattern of each paragraph below. Find the key
words/phrases and signal words/phrases to support your answer.

a. According to some accounts, the first optical telescope was accidentallyinvented in

the 1600s by children who put two glass lenses together while playingwith them in
a Dutch optical shop. The owner of the shop, Hans Lippershey,looked through the
lenses and was amazed by the way they made the nearbychurch look so much
larger. Soon after that, he invented a device that he called a"looker," a long thin
tube where light passed in a straight line from the front lensto the viewing lens at
the other end of the tube. In 1608 he tried to sell hisinvention unsuccessfully. In the
same year, someone described the "looker" to theItalian scientist Galileo, who made
his own version of the device. In 1610 Galileoused his version to make observations
of the Moon, the planet Jupiter, and theMilky Way. In April of 1611, Galileo
showed his device to guests at a banquet inhis honor. One of the guests suggested
a name for the device: telescope.
What is the pattern of the paragraph above? Why?
………………………………………………………………………………………
…………………………………………………………………………....................
………………………………………………………………………………………
…………………………………………………………………………....................

b. Very much larger optical telescopes can now be found in many parts of theworld,
built on hills and mountains far from city lights. For example, the world'slargest
refracting telescope has lenses that are 40 inches (101 cm) across. It islocated at the
Yerkes Observatory in Williams Bay, Wisconsin. Another telescopestands on

TEXTUAL READING 119

 Mount Palomar in California. This huge reflecting telescope, with a 200-inch (508
cm) lens, was for many years the largest reflecting telescope in the worlduntil an
even larger reflecting telescope was built in the Caucasus Mountains. Ithas a 237-
inch (6 m) mirror. A fourth famous reflector telescope, the KeckTelescope situated
on a mountain in Hawaii, does not use a single large mirror tocollect the light.
Instead, the Keck uses the combined light that falls on thirty-sixmirrors, each of
which is 5.9 feet (1.8 m) in diameter.
What is the pattern of the paragraph above? Why?
………………………………………………………………………………………
…………………………………………………………………………....................
………………………………………………………………………………………
…………………………………………………………………………....................

c. Radio telescopes, like optical telescopes, allow astronomers to collect datafrom

outer space, but they are different in important ways. First of all, they lookvery
different because instead of light waves, they collect radio waves. Thus, in theplace
of lenses or mirrors, radio telescopes employ bowl-shaped disks that resemblehuge
TV satellite dishes. Also, apart from their distinctive appearance, radiotelescopes
and optical telescopes use different methods to record the informationthey collect.
Optical telescopes use cameras to take photographs of visible objects,while radio
telescopes use radio receivers to record radio waves from distant objectsin space.
With both kids of telescopes, however, larger is better. In opticaltelescopes, images
are clearer with larger lenses, and in radio telescopes, only reallylarge dishes can
capture radio waves.
What the pattern of the paragraph above? Why?
………………………………………………………………………………………
…………………………………………………………………………....................
………………………………………………………………………………………
…………………………………………………………………………....................

TEXTUAL READING 120

 d. Only three and a half years passed between the first moon landing in 1969and the
sixth and last moon landing in 1972. But while the first landing was anenormous
achievement in itself, the last landing contributed far more to theadvancement of
scientific knowledge. On the first mission, the two astronautswere on the Moon for
only a few hours and remained close to the landing [Link] time on the Moon
was just sufficient to conduct several experiments andcollect a small sample of
lunar rocks. On the last mission, however, the three men(one of whom was a
geologist) spent much more time on the lunar surface—threeperiods of about seven
hours. With their special moon vehicle, they could travelmuch further from the
landing site to investigate more of the lunar environmentand collect a wider range
of soil and rock samples.
What is the pattern of the paragraph above? Why?
………………………………………………………………………………………
…………………………………………………………………………....................
………………………………………………………………………………………
…………………………………………………………………………....................

[Link] 2
Vocabulary Building 1
Instructions: Choose the correct answer.
1. Jinsheng …………….. our praise for his good performance.
a. Needs
b. Deserves
c. Wants
d. Requires
2. Have they ……………..the burglary to the police.
a. Notified
b. Informed
c. Reported
d. Discussed
3. The plane …………….. at eleven o’clock

TEXTUAL READING 121

 a. Take a way
b. Takes in
c. Takes out
d. Takes off
4. A ……………..of birds were flying in the sky.
a. Flock
b. Swarm
c. Pack
d. Nest
5. The motorist had to pay a ……………..for speeding.
a. Bribe
b. Tax
c. Deposit
d. Fine
6. The ……………..has been staying with us since his parents passed away.
a. Child
b. Boy
c. Girl
d. Orphan
7. We spoke to a few members of the ……………..of dancer.
a. Troop
b. Troupe
c. Party
d. Team
8. Speak loudly and don’t ……………..to yourself.
a. Shout
b. Talk
c. Mumble
d. Whisper
9. He walked ……………..as he was not in a hurry.
a. Fast

TEXTUAL READING 122

 b. Quickly
c. Slowly
d. Strolled
10. Johnny’s pet dog gave birth to a ……………..of puppies.
a. Brood
b. Little
c. Pack
d. Pride

[Link] 4
Vocabulary Building 2
Instructions: Replace the underlined word(s) with the answer that has same meaning.
1. The fire spoilt all the goods in the store.
a. Harmed
b. Carried
c. Damaged
d. Shattered
2. The current swept away the swimmer downstream.
a. Pushed
b. Carried
c. Took
d. Sucked
3. The bus will be here in a very short while.
a. At once
b. Immediately
c. Shortly
d. Presently
4. His father and mother have been informed of his accident.
a. Relatives
b. Family
c. Relations

TEXTUAL READING 123

 d. Parents
5. The prisoner was set free as he was found to be not guilty.
a. Blameless
b. Right
c. Innocent
d. Faultless
6. Mother has been working without stopping the whole day.
a. Hard
b. Quickly
c. Regularly
d. Continuously
7. We go to the seaside once in two weeks.
a. Weekly
b. Monthly
c. Daily
d. Fortnightly
8. He was annoyed with his son for disobeying him.
a. Angry
b. Sick
c. Displeased
d. Disappointed
9. I won’t trouble you anymore.
a. Irritate
b. Disturb
c. Pester
d. Bother
10. The people watching the sports cheered loudly.
a. Spectators
b. Audience
c. Onlookers
d. Crowd

TEXTUAL READING 124

 D. REFERENCES
Abbs, B., Freebairn, I., & Barker, C. (2008).New Snapshot. Essex: Longman.
Djuharie.O.S. (2005).Communicative & Interactive English. Bandung: YramaWidya.
Mikulecki, B.S. & Linda.J. (1986).Reading Power. US: Addison-Wesley Publishing
Company.
Mikukecky, B.S & Linda, J. (2007).Advanced Reading Power. US: Longman.

TEXTUAL READING 125

 MEETING 13

SQ3R READING STRATEGY

A. LEARNING OBJECTIVES
In this chapter the students will learn about SQ3R reading strategy. By the end of
the course, the students are expected to be able to:
[Link] the SQ3R reading strategy.
[Link] SQ3R reading strategy.

B. MATERIAL DESCRIPTION
1.1.SQ3R Reading Strategy
SQ3R is a reading strategy which is designed to help us to improve our comprehension,
memory, and efficiency in reading. It also aims to help us to be familiar with the
material for easier understanding and to illustrate the importance of active review so
that information is stored not only in the short term memory but also in the long term
memory. SQ3R stands for survey, question, read, recite, and review.
a. Survey
In this step, you have to read the objectives, introduction, bolded words, conclusion,
summary, headings and subheadings, and the diagrams. This will give you a broad
sense of the direction and scope of the topic and allow you to become familiarized
with new terms. As you survey, activate any prior knowledge you have regarding
the topic and show interest in the steps the authors take to reach their conclusions.

b. Question
Formulate your own questions based on the information you have gathered at the
prereading stage: turn headings into questions, turn boldface or italicized phrases
into questions, use the chapter’s questions, and use course objectives to focus on
particular ideas.

TEXTUAL READING 126

 For example, convert headings and sub-headings into questions, and then look for
answers in the content of the text. Other more general questions may also be
formulated, such as:
- What is this chapter about?
- What question is this text trying to answer?
- How does this information help me?

c. Read
Read actively by underlining and marking in your text and by answering your
questions. Mark your text and answer your questions using your own words rather
than using the phrases in your text. Match your rate of reading with your
comprehension level and slow down and/or reread if you do not understand.

d. Recite
Recite, from memory as much as possible, the important points under each heading
after you read a section. Out loud and in your own words, recite the key features of
the topic and how it relates to previous sections. This recitation can be done by
writing, but doing it aloud benefits auditory learners and takes less time.

e. Review
Review immediately after reading a section. This should be relatively brief, not
more than 5 minutes, and can encompass answering your questions and outlining
sections out loud and from memory. To inhibit forgetting, try reviewing weekly,
and every time you read another section, review the previous section in the same
way.

Now, look at the following tables to improve your understanding about SQ3R reading
strategy.

TEXTUAL READING 127

 How to survey? Why survey?

- Look over the material: title, - It gives you the big picture
preview, headings, visuals, bolded - It helps you decide what’s important
words, summary - You can connect information to what
- Read the summary if possible you already know
- Think about background knowledge - It prepares you to read
or information

How to question? Why question?

- Turn headings into questions - It helps you stay focused on the

- Ask what? Who? reading
- Why? And How? - It gives you a purpose (looking for
the answer) and creates interest
- It’s good practice for quizzing
yourself on topics

How to read? Why read?

- Look for answers to your questions - It’s how to get information from
- Write in the margins the textbook
- Underline or highlight important - It’s good preparation for your
concepts lectures & discussions
- Break up the reading into chunks - It’s an essential part of test
- Take breaks when needed preparation

How to recite? Why recite?

- Say it out loud in your own words - It helps you retain information
after you read it

TEXTUAL READING 128

 - Write a summary of the paragraph or - It checks for your level of
section understanding
- Write notes or notecards for - It’s a way to interact with the
information reading and stay awake
- Create a mind map or graphic
organizer of the ideas and how they
relate

How to review? Why review?

- Look over your reading notes and - It helps you retain information
quiz yourself on the information from week to week
- Make connections between readings - It helps you prepare for exams,
and notes from class papers, and assignments
- Revisit it weekly and test yourself on
new and old material each week

C. EXERCISE
[Link] 1
Instructions: Use SQ3R to read the following text. Fill the worksheet that follows.

GROWING UP EQUAL

When we treat a boy as if he is stronger, smarter, and more capable than a girl, both
children may end up believing us.

Most parents want their sons and daughters to have equal chances at success as they
venture into the world. Today, equality of the sexes is largely mandated by public policy
and law. However, outmoded ideas about gender are still deeply rooted in our culture.
Biased attitudes about sex differences pose challenging questions for parents.

TEXTUAL READING 129

 Gender stereotypes are rigid ideas about the capabilities, behavior, and inherent qualities
that are considered normal for each sex. We all know what these stereotypes are: A
"feminine" girl should be nonassertive, accommodating, and somewhat illogical in her
thinking. A "masculine" boy should be strong, unemotional, aggressive, and competitive.

How are children exposed to these stereotypes? According to researchers David

and Myra Sadker of The American University in Washington, D.C., boys and girls are
often treated differently in the classroom. They found that when boys call out answers,
teachers usually listen and offer constructive comments. When girls call out answers,
teachers tend to focus on the behavior rather than the content of the response and are likely
to say something like, "Please raise your hand to speak."

Pink and Blue

Underlying gender stereotypes is the belief that differences between the sexes are
not only innate and natural, but also somehow necessary. The emphasis on differences
begins at birth and progresses through childhood. For example, few people would give pink
bootees to a boy or a blue blanket to a girl. Later, many of us give girls dolls and miniature
kitchenware, while boys receive action figures and construction sets. There is nothing
inherently wrong with girls playing house or boys building things. The problem arises
when certain activities are deemed appropriate for one sex, but not the other.

"Female stereotypes discourage girls from acquiring many skills that will allow
them to become economically independent," says Heather Johnson Nicholson, Ph.D.,
director of the National Resource Center for Girls Inc. "Similarly, male stereotypes
discourage boys from developing skills that will help them be loving partners and parents".

The Sorting Machine

"The fact is," says Nicholson, "that society functions as a kind of sorting machine
where gender is concerned. In a recent survey, 58 percent of eighth-grade girls but only six
percent of boys earned money caring for younger children. On the other hand, 27 percent
of boys but only three percent of girls earned money doing lawn work."

TEXTUAL READING 130

 If we are serious about rearing a generation to be good workers as well as good parents, we
need to eliminate stereotypes that discourage boys from caring for younger children, and
those that steer girls away from science and technology, where many high-paying jobs
exist.

Gender stereotypes inevitably get through to our children, no matter how we try to
filter them out. Nevertheless, by becoming aware of the messages our children receive, we
can help them develop beyond restrictive barriers. "I'm concerned about the way self-worth
is tied to beauty for girls," says Brenda Schonhaut, a New York City mother. "When my
eight-year-old daughter watches TV, she sees that the prettiest woman gets the most
attention, and that's the one she wants to be."

"Stereotypes tell girls that how they look is very important," comments Nicholson.
"To counteract that idea, parents can look for ways to challenge and support their
daughters, and to encourage confidence in ways that have nothing to do with physical
appearance."

from Good Housekeeping, July, 1994

SQ3R Reading Worksheet 1

a. Survey: Record important headings and subheadings from the reading section.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
.........................................................................................................................................
b. Question: Write WH-questions for the main topic of the selection.
..........................................................................................................................................
..........................................................................................................................................

TEXTUAL READING 131

 ..........................................................................................................................................
..........................................................................................................................................
.........................................................................................................................................
c. Read: As you read, write answers to your questions.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
.........................................................................................................................................
d. Recite: Record the key facts or terms necessary to know for this section.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
.........................................................................................................................................
e. Review: Write a summary for the selection.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
.........................................................................................................................................

[Link] 2
Instructions: Use SQ3R to read the following text. Fill the worksheet that follows.

LITERACIES FOR LIFE

by Paul Shaker

To meet the demands of modern life, students need three kinds of literacy—economic,
social and emotional, and aesthetic.

TEXTUAL READING 132

 We travel around the solar system, under the seas, and inside the cell; we are wired
and wireless; we can cure disease and treat disorders. With all these advances, the issue of
deciding what to teach has never been more difficult. Curriculum designers face exciting
but daunting challenges. The volume of data has grown exponentially, and information
technology has made accessing that data possible by many means. Traditional categories
and disciplines are breaking down and recombining, and new fields of study are emerging.
Paralleling this growth in content is the public's heightened expectations for education.
Those who design curriculums also face the challenge of responding to a changing
social context. New family structures and reconfigured gender, ethnic, and racial identities
have reshaped the communities that schools serve. English language and European
ethnicity no longer define the U.S. population. Diversity and globalization have blurred
cultural barriers.
Moreover, opinions about the role and nature of U.S. public schools are
increasingly at odds with one another. Privatization, charter, and home-school movements
contest the primacy of public education. The reformers' motivations differ, too, often aimed
at corporate profits instead of the social weal. Policymakers and pundits—usually non-
educators—often impose policies on schools. Publishers, too, are a powerful voice in
curriculum because of the materials that they market and the clout of their political
lobbying efforts.
In addition, educators face changes in their profession. Unable to raise real incomes
for teachers during the prosperous 1990s, U.S. schools now confront an ongoing loss of
talented teachers to other fields. High-achieving minorities and women, for whom
education was once one of few available professions, now take other career paths. Out-of-
field teachers and those with emergency licenses are increasingly prevalent: 49,000
teachers occupy these two categories in California alone.
Education, the largest of all professions, is also sub-dividing in ways that may be
perilous to its effectiveness. The curriculum field has seen the gradual separation of college
faculty from public school educators, each group with its own conferences, organizations,
journals, and perspectives. University-based theorists seem increasingly distant from the
curriculum directors who make the choices about what students in public schools are
taught. This gradual divergence within the curriculum field is more a function of numbers

TEXTUAL READING 133

 and scale rather than of conscious design, but it is another development that shapes
curriculum work today.
But what are the skills and knowledge that students need today? How should
curriculum designers shape students' schooling? We should look at what students need and
broaden both the scope and depth of curriculum to meet those needs.

Economic Literacy
In the United States, where pragmatism has a strong tradition, the least
controversial purpose for schooling is to prepare students for economic productivity, both
for their own well-being and in the interest of society. We have tried to fulfill this mission
through vocational education and the practical application of knowledge in the academic
curriculum. Neglected in this curricular tradition, however, is the development of personal
economic skills, including an understanding of credit, real estate ownership, retirement
planning, taxation, and investing. Understanding topics such as these, which can make or
break families financially, is necessary for prospering in adult life.
The consequences of our general ignorance of these topics can be dramatic.
Recently, for example, the U.S. Internal Revenue Service stopped a large tax preparation
firm from touting "instant refunds" that were actually short-term loans with up to a 500
percent annual rate of interest. Many state governments are struggling to control "payday
loan" operations that advance cash against forthcoming paychecks at similarly exorbitant
rates of interest. Consumers have fallen victim to high-interest second mortgages that
deplete home equity, add hidden charges, and cause default. Such business practices
aggravate disparities of wealth, and economic ignorance leads to victimization and
financial ruin. These scams would not succeed if the general public had mastered the basic
principles of economic literacy.
Why have we been so remiss in addressing this content in the curriculum? One
reason is that many education critics try to steer schooling toward the three Rs and a liberal
arts curriculum. The insight they miss— and have missed for more than 100 years— is that
the best intellectual learning occurs in a context that illustrates its practical value.
Demonstrating the impact of compound interest, for example, makes math teaching more
effective and develops students' life skills.

TEXTUAL READING 134

 Often reluctant to associate themselves with practical affairs, educators are also at
fault for this lapse. They have been slow to adapt schooling to the practical needs of all
students, including students' needs as future working adults. But educators do not have to
choose between theory and practice; they can combine practical applications with general
principles.

Social and Emotional Literacy

Social and emotional skills should play a bigger part in the curriculum, though such
an imperative flies in the face of the current mania for standards and high-stakes testing.
Least controversial is the need to develop an appreciation of citizenship and civic values.
According to the 2000 U.S. census, the percentage of U.S. citizens who vote has decreased;
about 60 percent of those eligible voted 50 years ago, but less than 50 percent vote now.
Hispanics, the fastest growing and largest minority in the United States, vote at a
significantly lower rate. Such trends threaten the social contract and demand a strong
response from educators.
Once again, we can convey worthy academic subject matter while addressing this
practical aim. Print, film, and other media can bring to life the story of participation in a
democratic society—including the place of unions, boycotts, protests, mass rallies, courts,
and the ballot box—and in the social evolution of the United States. Social studies
curriculum standards typically minimize goals of this type, focusing instead on laundry
lists of lower-order knowledge objectives. But if we cannot arouse young people to
participate in democracy, we can expect disaffection and a weakening of democratic
institutions.
More controversial, but just as needed in the curriculum, are personal and family
skills that affect daily life. We have made some headway in health education; teaching
about the hazards of smoking, substance abuse, suicide, and HIV among young people has
mobilized parents and confirmed the preventive power of education. Educators also need
to address another set of less obvious aims. Teaching students how to manage stress, for
example, would prevent the onset of many health problems. Obesity is a great affliction of
youth, affecting one in seven children in the United States; teaching nutrition and exercise
could address this epidemic. Following the principle that students learn best when they can

TEXTUAL READING 135

 connect new knowledge with their experience, educators can integrate these topics in
psychology, health education, or biology.
The greatest lost opportunity in the area of social and emotional literacy is an
understanding of developmental psychology. Although each person's life and relationships
are colored by psychology, few people understand the concept of developmental stages,
the characteristics of those stages, and how they affect interactions among individuals. The
potential to advance this curriculum is evident in the popular acceptance of such terms as
puberty, adolescence, second childhood, and midlife crisis, but we need to move from a
conversational familiarity with these words to an organized, comprehensive grasp of the
evolution of personality. A deeper understanding of developmental psychology could help
head off the social and economic costs of conflict in the home and the workplace.
Literature is the best traditional subject matter for helping students to understand
human psychology. The challenge in curriculum is to bring these psychological themes to
the foreground and to give them the context that makes them comprehensible. Studying
films provides another vivid opportunity for teaching social and emotional literacy while
meeting conventional expectations of appropriate scholastic content.

Aesthetic Literacy
Education has an aesthetic component. The mastery of a subject invites rewards
similar to those that come with the mastery of an art form. This creative dimension of
education addresses central human needs— for example, feeling competent to intercede in
one's environment and having the means to do so effectively. Knowledge, however, is not
instrumental for action only; gaining knowledge is a rich experience in itself, akin to
aesthetic appreciation, providing a major source of meaning and enjoyment. Academic
study is potentially inspirational, curative, sustaining, and generative. The young people
we teach deserve to hear us make this case. Daily life, the media, and the routines of school
allow messages about truths and enduring principles to slip away when we should
emblazon them on school doorways and on classroom walls.
Art should permeate the school environment through painting, sculpture, poetry,
and other forms of expression. Our readings should be more timely and literary than
textbooks. What does Harper's—or The New York Times—say about matters of taste and

TEXTUAL READING 136

 form and about politics, science, and the economy? The Internet also has current,
unexpurgated information about these topics. Students and teachers should explore
together the great myth-making machines of our time: film, television, and popular music.
Schools should stand out from the other institutions of society. What we do
obviously has a practical impact, clearly affecting economic affairs, but education must
also provide another type of meaning. We need the moral courage to push society in
alternative directions and to resist the pressures that steer us away from unconventional,
higher-order aspirations. This tension among institutional aims is, however, central to
education's purpose. The contest of viewpoints and values generates insights that would
not otherwise emerge. Our role is to be a source of innovation and inspiration, to sometimes
be different, to speak other views, and to bear witness to a human realm not governed by
material values, or, for that matter, by sectarian religious ideals.
In our public schools, we are uncomfortable with talk about spirit and soul. Such
terms remain the province of religion in U.S. society, and their use in schools has been
discouraged. There remains the language of aesthetics, however, and the approach to
spirituality that it represents. Students and teachers cannot fully experience education
without awareness of the ultimate aims of our pursuit. The curriculum, at its best, offers
one way to think deeply about meaning and experience.

Application and Inspiration

Today's schools are caught in curriculums that are neither practical nor steeped in
higher-order learning. On the one hand, we do not help students deal with the powerful
economic, family, and health issues that directly affect their lives. We lose an opportunity
to engage learners and to prepare them for the future. On the other hand, we tread lightly
around the ultimate rewards of learning, fearful of grandiosity as well as of infringement
on the province of organized religion. Our curriculum is, therefore, both less practical and
less inspirational than it should be. Students lack motivation because we have limited our
scope to an unsatisfying middle ground. We lapse into a blandness that leads many students
to lose interest in school. By not inspiring motivation, we minimize our effectiveness.
Among extreme positions, the center is normally not a bad place to be. To sustain
consensus for the existence of public education, U.S. schools have to operate among

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 competing viewpoints. But schools should not find a middle ground by neglecting
education's full range of purposes. Currently, we achieve our balance through constraint,
neglect, and avoidance of innovation and insight. We must create consensus from a more
thoughtful inclusion of the range of human experience. When we, through the curriculum,
reach more broadly into realms of application and inspiration, we will create the type of
life in schools that the times—and our students—demand.
from Educational Leadership, October, 2001.

SQ3R Reading Worksheet 2

a. Survey: Record important headings and subheadings from the reading section.
..........................................................................................................................................
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b. Question: Write WH-questions for the main topic of the selection.
..........................................................................................................................................
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c. Read: As you read, write answers to your questions.
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d. Recite: Record the key facts or terms necessary to know for this section.

TEXTUAL READING 138

 ..........................................................................................................................................
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e. Review: Write a summary for the selection.
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[Link] 3: Vocabulary
Instructions: choose a word from the box that has a similar meaning to the words and
expressions in bold. Write these words in the grid below. The first one has been done
as an example.
abundant industrious

archaic integral

chaotic rampant

concise risky

credible scrupulous

evident tedious

hypothetical tenacious

1. His instructions were very brief and clear. (concise)

2. Here's an imaginary situation: you are in the desert and you run out of water.
3. Latin is considered by many to be an outdated language, despite the fact that many
words from the language are still in use today.
4. From a financial point of view it was a very dangerous plan.

TEXTUAL READING 139

 5. There are plenty of opportunities for promotion if you are prepared to work hard.
6. The conference was really disorganized and a complete waste of time.
7. His lectures are boring and I never seem to learn anything useful or interesting.
8. It was obvious that the President had been told what to say by his advisers.
9. Uncontrolled corruption and abuse of power by officials eventually prompted new
anti-corruption laws.
10. The setting of the scene in chapter one of the book is essential to the plot.
11. He gained a reputation as an honest and fair dealer, and therefore won the respect
of his customers.
12. He was a determined man who believed in fighting for his principles at any cost.
13. She was a serious, hardworking student who achieved excellent grades.
14. The story seemed believable at first, but a bit of research revealed some startling
irregularities.

D. REFERENCE

Anderson, A. & Anderson, K. (1997).Text Types In English 2. South Yara: MacMillan

Education Australia PTY LTD.
Harmer, Jeremy. (2004). How to Teach Writing. England: Longman.
MDESE. (2012). Release of Spring 2012 MCAS Test Items. Massachusetts: Massachusetts
Department of Elementary and Secondary Education.
Prentice Hall. (n.d). Reader’s Notebook. Upper Saddle River: Pearson.
Robinson, F. P. (1970). SQ3R: Effective study (4th ed.). New York: Harper & Row.

TEXTUAL READING 140

 MEETING 14

IMPLEMENTING MULTIPLE READING SKILLS

A. LEARNING OBJECTIVES
In this chapter, the students will have some exercises to implement multiple reading
skills that they have learnt before. By the end of this course, the students are expected to
be able to:
[Link] the texts comprehensively.
[Link] the questions that follow the text by implementing multiple reading skills.

B. MATERIAL DESCRIPTION
There is no material in this chapter since the students will have some exercises to
implement multiple reading skills that they have learnt before.

C. EXERCISE
[Link] 1
Instructions: Read the text about geyser below and answer the questions that follow.

Geysers are among the most fascinating and unusual phenomena in the geologic world.
These amazing eruptions can shoot boiling hot water and steam hundreds of feet in the
air. Though found on every continent except Antarctica, geysers are rare. It is
estimated that there are less than 700 in all. Incredibly, Yellowstone National Park has
more than half of all the world’s known geysers. Just what is a geyser? The U.S.
Geological Survey defines it as “a hot spring characterized by intermittent discharge
of water ejected turbulently and accomplished by a vapor phase.” For a geyser to occur,
the conditions must be just right. First, there must be a plentiful, permanent source of
water on the surface. This can come from rain and snow. Second, there must be a
volcanic heat source below the surface. Third, the surrounding rock must be of a
certain type—that which can produce a material called geyserite. Finally, the springs
and channels that carry the water up must be of a special shape, including a narrow

TEXTUAL READING 141

 opening at the surface. With all these exact conditions necessary for a geyser to form,
no wonder they are so rare.
QUESTIONS
1. What is the topic of the text above?
……………………………………………………………………………………
……………………………………………………………………………..
2. What is the main idea of the text above?
……………………………………………………………………………………
……………………………………………………………………………..
3. What is the author’s purpose?
……………………………………………………………………………………
……………………………………………………………………………..
4. Why are geysers not found in Antarctica?
……………………………………………………………………………………
……………………………………………………………………………..
5. How many special conditions must be met for geysers to occur? What are they?
……………………………………………………………………………………
……………………………………………………………………………..
6. What does “it” in line 4 refer to?
……………………………………………………………………………………
……………………………………………………………………………..
7. What does “intermittent” in line 7 mean?
……………………………………………………………………………………
……………………………………………………………………………..
8. What does “this” in line 9 refer to?
……………………………………………………………………………………
……………………………………………………………………………..
9. How does the author organize the ideas in the text above?
……………………………………………………………………………………
……………………………………………………………………………..
10. Reread the official definition of geyser. Now define it in your own words!

TEXTUAL READING 142

 ……………………………………………………………………………………
……………………………………………………………………………..

[Link] 2
Instructions: Read the following text and answer the questions that follow.

There are lots of things to take into account when you are considering getting a pet dog
or cat. First, your pet will need more than a home. It will need daily attention in the
form of food, water, and love. But, that’s just the beginning. You will need to provide
a comfortable place to sleep, space and toys for play, and attend to its grooming needs.
Your pet should see a vet for health check-ups and regular immunizations. You will
need to monitor your pet for signs of sickness or injury and ensure that its environment
is conducive to its safety.

Other responsibilities will vary depending on the kind of pet you get. Dogs, in general,
have lots of energy and need opportunities to run around. Large dogs especially should
not be confined to small areas. At the minimum a dog needs to be walked frequently
(and cleaned up after). A dog also needs human stimulation and interaction. You must
be willing to commit to spending time with your dog. This means time playing, but
also time teaching and training.

Though still dependent on you for its basic needs, a cat requires less direct attention.
If you provide and regularly clean a litter box, a cat can happily spend its whole life
indoors. A cat also will take care of its own grooming needs. Cats spend a lot of time
sleeping or napping and probably the most attention they will want from you is to play
occasionally or to sit on your lap and be petted.

So how do you choose? Dogs are high-maintenance but can give a lot back in terms of
emotion and interaction. Cats are lower maintenance, but also less responsive to you.

TEXTUAL READING 143

 If you want a loyal friend, a dog is the better choice. If you prefer an acquaintance,
then perhaps a cat is for you.

QUESTIONS
1. What is to topic of the text above?
……………………………………………………………………………………
……………………………………………………………………………..

2. What is the author’s purpose?

……………………………………………………………………………………
……………………………………………………………………………..
3. What is the main idea of paragraph 1?
……………………………………………………………………………………
……………………………………………………………………………...
4. What is the main idea of paragraph 2?
……………………………………………………………………………………
……………………………………………………………………………..
5. What is the main idea of paragraph 3?
……………………………………………………………………………………
……………………………………………………………………………..
6. What is the main idea of paragraph 4?
……………………………………………………………………………………
……………………………………………………………………………..
7. How does the author organize the ideas in the text?
……………………………………………………………………………………
……………………………………………………………………………..
8. What does “it” in paragraph 1 line 2 refer to?
……………………………………………………………………………………
……………………………………………………………………………..
9. What does “acquaintance” in the last paragraph mean?

TEXTUAL READING 144

 ……………………………………………………………………………………
……………………………………………………………………………..
10. What does the author suggest in the last paragraph?
……………………………………………………………………………………
……………………………………………………………………………..

[Link] 3
Instructions: Choose the correct answers.
PASSAGE 1

Fort Knox, Kentucky, is the site of a U.S. army post, but it is even more
renowned for the Fort Knox Bullion Depository, the massive vault that contains the
bulk of the U.S. government's gold deposits. Completed in 1936, the vault is housed
in a two-story building constructed of granite, steel, and concrete; the vault itself is
made of steel and concrete and has a door that weighs more than twenty tons.
Naturally, the most up-to-date security devices available are in place at Fort Knox, and
the army post nearby provides further protection.

1. Which of the following best describes the topic of the passage?

(A) The city of Fort Knox, Kentucky
(B) The federal gold depository
(C) The U.S. army post at Fort Knox
(D) Gold bullion

2. Which of the following would be the best title for this passage?
(A) The Massive Concrete Vault
(B) Fort Knox Security
(C) Where the U.S. Keeps Its Gold
(D) A Visit to Kentucky

TEXTUAL READING 145

 PASSAGE 2

One identifying characteristic of minerals is their relative hardness, which can

be determined by scratching one mineral with another. In this type of test, a harder
mineral can scratch a softer one, but a softer mineral is unable to scratch the harder
one. The Mohs' hardness scale is used to rank minerals according to hardness. Ten
minerals are listed in this scale, ranging from talc with a hardness of 1 to diamond with
a hardness of 10. On this scale, quartz (number 7) is harder than feldspar (number 6)
and is therefore able to scratch it; however, feldspar is unable to make a mark on quartz.

3. Which of the following best states thsubject of this passage?

(A) The hardness of diamonds
(B) Identifying minerals by means of a scratch test
(C) Feldspar on the Mohs' scale
(D) Recognizing minerals in their natural state

4. The main idea of this passage is that

(A) the hardness of a mineral can be determined by its ability to make a mark on other
minerals
(B) diamonds, with a hardness of 10 on the Mohs' scale, can scratch all other minerals
(C) a softer mineral cannot be scratched by a harder mineral
(D) talc is the first mineral listed on the Mohs' scale

PASSAGE 3

Hurricanes generally occur in the North Atlantic from May through November,
with the peak of the hurricane season in September; only rarely will they occur from
December through April in that part of the ocean. The main reason for the occurrence
of hurricanes during this period is that the temperature on the water's surface is at its
warmest and the humidity of the air is at its highest.

TEXTUAL READING 146

 Of the tropical storms that occur each year in the North Atlantic, only about
five, on the average, are powerful enough to be called hurricanes. To be classified as
a hurricane, a tropical storm must have winds reaching speeds of at least 117
kilometers per hour, but the winds are often much stronger than that; the winds of
intense hurricanes can easily surpass 240 kilometers per hour.

5. The passage mainly discusses

(A) how many hurricanes occur each year
(B) the strength of hurricanes
(C) the weather in the North Atlantic
(D) hurricanes in one part of the world

6. The best title for this passage would be

(A) The North Atlantic Ocean
(B) Storms of the Northern Atlantic
(C) Hurricanes: The Damage and Destruction
(D) What Happens from May through November

PASSAGE 4

When babies are born, they always have blue eyes. This is because the melanin,
the pigment that colors the eyes, is not on the surface of the iris. Instead, it is within
the creases of the iris. Because there is little melanin on the surface of the iris, the eyes
appear blue.

After a few months, the melanin moves to the surface of the iris. It is the amount
of melanin on the surface that determines a person’s permanent eye color, so it is at
this point that a baby’s eyes develop the color they will have for a lifetime.

7. The word “pigment” in line 2 is closest in meaning to

(A) Skin (C) Tissue

TEXTUAL READING 147

 (B) Muscle (D) Color

8. The word “surface” in line 2 is closest in meaning to

(A) Top (C) Back

(B) Inside (D) Bottom

9. The word “permanent” in line 5 could be best replaced by

(A) Changeable (C) Dark

(B) Lasting (D) Possible

10. The word “point” in line 5 could be best replaced by which of the following?

(A) Dot (C) Time

(B) Era (D) Place

PASSAGE 5

Henry Wadsworth Longfellow (1807-1882) was perhaps the best-known

American poet of the nineteenth century. His clear writing style and emphasis on the
prevalent values of the period made him popular with the general public, if not always
with the critics. He was particularly recognized for his longer narrative poems
Evangeline, The Song of Hiawatha, and The Courtship of Miles Standish, in which he
told stories from American history in terms of the values of the time.
Evangeline was set during the French and Indian War (1754-1763), when the
British forced French settlers from Nova Scotia; two lovers, Gabriel and Evangeline,
were separated by the British, and Evangeline devoted her lifetime to the search for
Gabriel. With its emphasis on sentimental, undying love, Evangeline was immensely
popular with the public.
In The Song of Hiawatha, Longfellow depicted the noble life of the American
Indian through the story of the brave Hiawatha and his beloved wife Minehaha. The

TEXTUAL READING 148

 tear-inspiring poem follows Hiawatha through the tragedies and triumphs of life,
ending with the death of Minehaha and Hiawatha's departure into the sunset in his
canoe.
The Courtship of Miles Standish takes place during the early period of the
settlement of New England, a period which was viewed as a time of honor and
romance. In this poem centered around a love triangle, Miles Standish asks his friend
John Alden to propose to Priscilla Mullins for him; John Alden ends up marrying
Priscilla Mullins himself, and it takes time for his friendship with Miles Standish to
recover. As with Longfellow's other narrative poems, the emphasis on high ideals and
romance made the poem extremely popular.
11. Which of the following best describes the main idea of the passage?
(A) American history is often depicted in poetry.
(B) Longfellow described American history even though people really did not enjoy
it.
(C) The popularity of Longfellow's poems results from his stress on the values of the
people.
(D) Longfellow wrote long narrative poems that were not always popular with the
critics.

12. The best title of the passage is

(A) Longfellow's Popular Appeal
(B) Historical Narrative Poems
(C) The Lyric, Dramatic, and Narrative Poems of Longfellow
(D) Longfellow and the Critics

13. The subject of the fourth paragraph is

(A) nobility and honor in the poems of Longfellow
(B) the love triangle involving Miles Standish
(C) the popular appeal of The Courtship of Miles Standish
(D) the period of the early settlement of New England

TEXTUAL READING 149

 PASSAGE 6

The first English attempts to colonize North America were controlled by

individuals rather than companies. Sir Humphrey Gilbert was the first
Englishman to send colonists to the New World. His initial expedition, which
sailed in 1578 with a patent granted by Queen Elizabeth was defeated by the
Spanish. A second attempt ended in disaster in 1583, when Gilbert and his ship
were lost in a storm. In the following year, Gilbert's half-brother, Sir Water
Raleigh, having obtained a renewal of the patent, sponsored an expedition that
explored the coast of the region that he named "Virginia." Under Raleigh's
direction efforts were then made to establish a colony on Roanoke Island in 1585
an6 1587. The survivors of the first settlement on Roanoke returned to England
in 1586, but the second group of colonists disappeared without leaving a trace.
The failure of the Gilbert and Raleigh ventures made it clear that the tasks they
had undertaken were too big for any one colonizer. Within a short time the
trading company had supplanted the individual promoter of colonization.

14. Which of the following would be the most appropriate title for the passage?
(A) The regulation of trading company
(B) British-Spanish Rivalry in the New World
(C) Early attempt at colonizing North America
(D) Royal patent issued in 16th century

15. When did Sir Walter Raleigh's initial expedition set out for North America?
(A) 1577
(B) 1579
(C) 1582
(D) 1584

[Link] 4
Vocabulary Building 1
Instructions: Choose the most suitable word to fill the blank.

TEXTUAL READING 150

 1. The moment he opened the door, he was ……………. With shouts and cheers.
a. Saluted
b. Greeted
c. Hailed
d. Approached
2. Each student is ……………. to only one ticket.
a. Granted
b. Authorized
c. Entitled
d. Given
3. The bill ……………. to a hundred dollars.
a. Accounted
b. Totaled
c. Added
d. Amounted
4. He found himself ……………. in his work and had to catch up.
a. Left
b. Behind
c. Far
d. Back
5. The man gave the taxi-driver a small ……………. for his honesty.
a. Fee
b. Prize
c. Award
d. Reward
6. Refrigeration is a method of ……………. food.
a. Lasting
b. Storing
c. Preserving
d. Stocking
7. Show me the ……………. way to village. I need to get there fast.

TEXTUAL READING 151

 a. Shortest
b. Safest
c. Best
d. Easiest
8. The nervous boy ……………. with stage-fright.
a. Trembled
b. Shivered
c. Staggered
d. Fluttered
9. It was time to leave so she said her goodbyes and ……………. Herself from the
party.
a. Pardoned
b. Excused
c. Forgave
d. Apologized
10. God ……………. The world.
a. Created
b. Designed
c. Planned
d. Schemed

[Link] 4
Vocabulary Building 2
Instructions: Choose the most suitable word to fill the blank.

Dogs are often ………(1)……. To help the police in capturing ………(2)…….. . The
Singapore Police Force once ………(3)……. a police-dog from England. When it
arrived, they wanted to see what it could do. The officer in …………(4)…. told a
policeman to run away somewhere and hide himself. Two hours later, the officer gave
the dog the policeman’s coat to smell. …………(5)…. the dog went off,
…………(6)…. the ground all the way. Two detectives who were good

TEXTUAL READING 152

 …………(7)…. followed the dog. After an hour, the dog stopped at the
…………(8)…. of a tree, barking …………(9)….. . The detectives looked up and
found the policeman sitting among the …………(10)…..
1. Options for number 1:
a. Taught
b. Trained
c. Tamed
d. Practiced
2. Options for number 2
a. People
b. Gangsters
c. Crooks
d. Strangers
3. Options for number 3
a. Ordered
b. Bought
c. Brought
d. Imported
4. Options for number 4
a. Duty
b. Charge
c. Command
d. Supervision
5. Options for number 5
a. Urgently
b. Immediately
c. Directly
d. Straight away
6. Options for number 6
a. Sniffing
b. Breathing

TEXTUAL READING 153

 c. Spying
d. Smelling
7. Options for number 7
a. Athletes
b. Sportsmen
c. Racers
d. Hunters
8. Options for number 8
a. Bottom
b. Edge
c. Margin
d. Foot
9. Options for number 9
a. Hoarsely
b. Furiously
c. Wildly
d. Angrily
10. Options for number 10
a. Twigs
b. Leaves
c. Branches
d. Palms

D. REFERENCES
Edge, T. (2002). Reading Comprehension Skills and Strategies Level 8. California:
Saddleback Educational Publishing.
Engelhardt, D. (2013). Advanced English Reading and Comprehension. New York: Mc
Graw Hill Education
Mikulecki, B.S. & Linda. J. (1986). Reading Power. US: Addison-Wesley Publishing
Company
Mikukecky, B.S & Linda, J. (2007). Advanced Reading Power. US: Longman

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