Ta b l e o f C o n t e n t s :

Unit 1 STRUCTURE OF THE WRITTEN TEXT 1 A

Unit 2 STRUCTURE OF THE WRITTEN TEXT 2 07
Unit 3 READING STRATEGIES 1 18
Unit 4 READING STRATEGIES 2 26
Unit 5 THESIS STATEMENT 42
Unit 6 READING STRATEGIES 3 48
Unit 7 READING IN DETAILS 59
Unit 8 READING STRATEGIES 4 69
Unit 9 JOURNAL SUMMARY 78
Unit 10 THE OPENING OF A PRESENTATION 83
Unit 11 THE BULK/THE CONTENT OF A PRESENTATION 90
Unit 12 THE CLOSING OF A PRESENTATION 93
Bibliography

Fun and Easier English

 BIBLIOGRAPHY

Alice Oshima & Ann Hogue, Introduction to Academic Writing, Longman, 1997
Alice Oshima & Ann Hogue, Writing Academic English, Longman, 1999
Beatrice S. Mikulecky / Linda Jeffries, Basic Reading Power, Longman 1997
Beatrice S. Mikulecky / Linda Jeffries, Reading Power, Longman 1997
Beatrice S. Mikulecky / Linda Jeffries, More Reading Power, Longman 1997
Ateneo Language Learning Center
How to Deal with TOEFL – Reading, Longman
Vocabulary Success in 20 Minutes a Day, Learning Express, New York, 2009
 JOURNAL PRESENTATION

This book is one of the Academic series designed by the academic team of the
Centre for Language Training (CLT) at Soegijapranata Catholic University. The book is
designed to equip the learners with the journals reading and presentation skills to be
used in their real life, which is the learners' campus. It is probably to equip them as well
to be more competent in understanding international journals to support their
academic performances.
Journal Presentation contains 12 units. Unit 1 to 9 covers introduction,
discussion and exercises, and also thinking skills aiming at applying the learners'
English usage into their life. Unit 10 to 12 cover the presentation skills, starting from
the introduction until the closing part.
We highly welcome feedback in the form of criticism, suggestion, evaluation,
and comments both from English teaching practitioners and from professional
proofreaders, in order to make improvements in the future.

Best regards,

Academic Team of CLT

 Unit 1 Structure of the Written Text 1

A. INTRODUCTION – Topics and Paragraphs

A topic is a word or phrase (a few words) which tells what something is about. The topic is the key
to understanding what you read. For example, a friend may ask you, “What is that book about?” and
you could reply, “ The topic is academic reading.”

A paragraph, on the other hand, is a group of sentences about a topic. Read the paragraph below.
What is the topic?

An elephant is the biggest living animal on land. It is quite huge in size. It is usually black or grey in
colour. Elephants have four legs, a long trunk and two white tusks near their trunk. Apart from this,
they have two big ears and a short tail. Elephants are vegetarian. They eat all kinds of plants
especially bananas. They are quite social, intelligent and useful animals. They are used to carry
logs of wood from one place to another.

If you answered elephants you are correct. The sentences describe elephants' size, body, diet,
personality, etc. Each sentence in the paragraph works together to describe elephants.
Importantly, a paragraph should only have one topic.

B. DISCUSSION AND EXERCISES

I. Which word is the topic?

football baseball tennis sports skiing basketball

The topic is sports. (The other words are names of sports)

red purple color green yellow blue

1. The topic is ....................................

France Germany Italy Europe Belgium Austria

2. The topic is ....................................

II. Circle the topic in each group of words.

1. basketball baseball football sports badminton golf volleyball

2. Borobudur Semarang Central Java Solo Kopeng Merbabu

3. Thailand Indonesia China Asia Japan Nepal Vietnam

4. mother father brother aunt family uncle grandfather grandmother

5. nine sixteen eight number seven nineteen thirty twenty-seven

6. dog cat elephant lion camel animal horse mouse lizard

7. bedroom bathroom kitchen basement cellar living room house

8. subway train airplane car bus ship taxi boat travel

A
CLT UNIKA SOEGIJAPRANATA
 Unit 1 Structure of the Written Text 1

III. Think of six words or word phrases for these topics. Write the words on the lines below.
Then talk to another student about his or her words. Are they the same as yours?

1. Topic : Geography
.......................................................................................................................................................

.......................................................................................................................................................

.......................................................................................................................................................

2. Topic : Semarang
.......................................................................................................................................................

.......................................................................................................................................................

.......................................................................................................................................................

3. Topic : .....................................................................................(now you write the topic)

.......................................................................................................................................................

.......................................................................................................................................................

.......................................................................................................................................................

IV. Read all the words in each group. What is the topic? Write it on the line.
Work with another student.
Example :
knife fork spoon cup bowl glass dish chopsticks

Things for eating

Topic: ..............................................................................................................................................

1. Venezuela Mongolia Mexico China Canada Germany

Topic: ..............................................................................................................................................

2. cheese milk ice cream butter cream yogurt

Topic: ..............................................................................................................................................

3. table of contents index title page chapters pages

Topic: ..............................................................................................................................................

4. Amazon Ganges Danube Tigris Nile Yangtze

Topic: ..............................................................................................................................................

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 Unit 1 Structure of the Written Text 1

V. You can divide each group of words into topics. Write the two topics.
Then write the words under the topics.

Example :
ladder concert opera movie stairs TV elevator p lay escalator

Topic A: Ways to go up Topic B: Things to watch for fun

ladder elevator movie play opera
stairs escalator TV concert

1. Zimbabwe Buddhist Eth iopia Catholic Nigeria Christian

Muslim Jew Kenya Zambia

Topic A : .................................................... Topic B : ....................................................

2. California Austria Arizona Ireland New York

Florida Scotland England Texas

Topic A : .................................................... Topic B : ....................................................

VI. Read each group of sentences and decide whether all the sentences in the group are about
one topic. Is the group of sentences a paragraph? Check yes or no.

1. It is easy to make a good cup of tea.

The first people to grow coffee beans lived in the Middle East.
Most of the oranges for juice grow in Florida.
That is how people in other parts of the world learned about rice.
Cover the pot and wait a few minutes.

Paragraph? Yes...... or No....... If no, why? If yes, what is the topic?

.......................................................................................................................................................

.......................................................................................................................................................

.......................................................................................................................................................

2. A doc tor’s job is not eas y.

Doctors often spend m any hours with patients.
There are usually more patients waiting.
So doc tors do not hav e much free tim e during the day.
They often have to work all night in the hospital, too.

Paragraph? Yes...... or No....... If no, why? If yes, what is the topic?

.......................................................................................................................................................

.......................................................................................................................................................

.......................................................................................................................................................

CLT UNIKA SOEGIJAPRANATA 02

 Unit 1 Structure of the Written Text 1

3. In the United States, sports stars m ake a lot of money.

It is not unusually for a bas ketball player to get $6 million a year.
Some baseball players are also paid m illions of dollars .
These sports stars also get extra m oney from sporting equipm ent companies .
For example, sneaker manufacturers pay sports s tars to wear the sneakers they
make.

Paragraph? Yes...... or No....... If no, why? If yes, what is the topic?

.......................................................................................................................................................

.......................................................................................................................................................

.......................................................................................................................................................

VII. Choosing the best topic. A good reader always asks, “What is this paragraph about?
What is the topic? Read this paragraph. What is it about?
Example
Mexico City is a popular place for tourists. Every year thousands of people go to Mexico City. They
visit old and beautiful buildings. In Mexico City' museums, they learn about the history of Mexico.
In the restaurants, they enjoy the spicy and delicious Mexican food.

What is the topic? Circle it. Then write “too specific” or “too general” after
the other two topics.
a. Mexican food Too specific __________________________
b. Mexico Too general __________________________
c. Mexico City Correct topic _________________________

Read each paragraph. Ask yourself, “What is this about?” Circle the topic.
Then write “too specific” or “too general” after the other two topics.
Work with another student.

More about Mexico City

1. Mexico City is growing quickly. In 1970, the city had about 9 million people. Now it has over 17
million people. All these people are causing problems for the city. There are not enough jobs.
Also, there is not enough housing. Large families have to live together in small homes. Many
homes do not have water. They also do not have bathrooms or electricity. The Mexican
government is worried about all these problems. It is working hard to make life better in the city.
a. Mexican government ________________________
b. Large cities ________________________
c. Mexico City's problems ________________________

2. Why is Mexico City growing so fast? Where are all these people coming from? They are coming to
the city from the country. Life is hard on the farms in Mexico. Most people on farms have to live a
very simple life. They have no extra money for modern things. People think life in the city must be
better. So they leave their farms to move to Mexico City.

a. Why people are moving to Mexico City _________________________

b. How Mexicans live in the country _________________________
c. Life in Mexico today _________________________
CLT UNIKA SOEGIJAPRANATA 03
 Unit 1 Structure of the Written Text 1

VIII. Read each paragraph. Working with another student, decide on the best topic. Be sure
your topic is not too general or too specific. Write the topics below the paragraphs.

The Use of Water

1. In the United States, drinking water comes from a few different places. Many cities get their
drinking water from special lakes called reservoirs. Other cities get their drinking water lakes and
rivers. For example, the drinking water for New Orleans comes from the Mississippi River. In
some areas, people get their water from the mountains. The water from mountain snow is delicious
and clean. In other areas people dig deep holes in the ground for water. These holes are called
wells. Outside of cities, most people get their water this way.

Topic: ..............................................................................................................................................

2. Many American scientists are worried about the drinking water in the United States. They think that
soon there may be no more clean drinking water. Dirt, salt, and chemicals from factories can get
into the water, making it unsafe to drink. This is already true in some places. One example is a
small town in Massachusetts. Many children in this town became sick because of chemicals in the
water. Another place with water problems is California. The water near old Air Force airports is not
safe to drink. Many other cities and towns have water problems, too.

Topic: ..............................................................................................................................................

IX. Write your own paragraph about the following topics.

1. Topic : Places to visit in Semarang

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

2. Topic : Reasons to learn English

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

CLT UNIKA SOEGIJAPRANATA 04

 Unit 1 Structure of the Written Text 1
C. THINKING SKILL
Choose the best ending for each paragraph.

1. Tina is in bed. The doctor says she is very sick. She must take some medicine. She can't get out
of bed, and she can't go to
a. television c. work
b. home d. children

2. Donna's father is a doctor. Donna also wants to be a doctor. She wants to a be a children's doctor.
She likes children, and she wants to help
a. them c. students
b. animals d. her

3. Frank doesn't like to visit hospitals for children. He says they are sad places. In these hospitals
there are many sick boys and
a. doctors c. mothers
b. girls d. medicines

4. You can't go to Tom's house today. He is very sick. The doctor is there now. He is looking at Tom,
and he is asking Tom's mother a lot of
a. money c. questions
b. medicine d. answers

5. Dr. Kapoor gets up at 6:00 every day and goes to the hospital. In the afternoon, he goes to his
office. He gets home at 8:00 in the evening. He has a very long
a. work c. office
b. drive d. day

6. Many people have computers at work. Business people have computers in their offices.
Teachers have computers at school, and doctors have computers in
a. rooms c. hospitals
b. restaurants d. cars

7. Harold works for a computer company. It is a big company. It has offices in many parts of the
world. Harold often must go to visit the offices
a. in other companies c. before lunch
b. at home d. in other countries

8. Many schools have computers. The children learn about computers in their classes, and the
teachers use the computers for the
a. lessons c. homework
b. schools d. offices

9. Dan is an English teacher. He works for a big Japanese company. Some people in the
company must speak English at work. Dan teaches them
a. to understand in Japanese c. about business
b. Japanese d. business English

10. There are three people in Mohammed's office. They all want to use the computer often, but
there is only one computer! Mohammed says they must get another
a. car c. office
b. computer d. person
CLT UNIKA SOEGIJAPRANATA 05
 Unit 1 Structure Of The Written Text 1

11. Surya is in another city for some business meetings. She must call her office every day. Her
manager wants to talk with
a. her c. them
b. him d. me

12. The teachers at school often have meetings. They have meetings with the other teachers, and
they have meetings with the
a. school c. classes
b. company d. mothers and fathers

13. Sandra doesn't like her job. She has meetings every week with her manager, and Sandra does
not like the
a. business c. meetings
b. work d. mornings

14. Chen has a new job in a store. He sees a lot of people. He must talk with them and help them, and
he must
a. never smile c. not open his mouth
b. smile a lot d. look at the floor

15. Bus drivers are often very friendly. They sit in their bus for a long time. They like to talk to the
people
a. in the car c. on the telephone
b. on their bus d. in restaurants

CLT UNIKA SOEGIJAPRANATA 06

 Unit 2 Structure of the Written Text 2

A. INTRODUCTION – Paragraphs
A paragraph is a series of sentences that are organized and coherent, and are all related to a single
topic. Almost every piece of writing you do that is longer than a few sentences should be organized
into paragraphs. It is also a group of sentences that are all about the same thing. That is, they all
have the same topic. Here are two groups of sentences that look like paragraphs. Read both of
them carefully. Are they both paragraphs?
Example a :
In the Trobriand islands, people do not celebrate birthdays. When a boy is about 14 or 15, he
moves out of his parents' house. Each canoe takes about 18 months to make. Boys and girls may
live together for periods of days, weeks , or months. Most islanders have no idea when they were
born or how old they are. That way, they have a chance to find out if they are the right people for
each other. When it is finally finished, it is named and special ceremonies are held to give it magic
powers. This is also about the age that he begins to work on his own garden.
Is this a paragraph?
Example b :
In the Trobriand islands, the yam is both an important food plant and an important part of the
culture. Every village has a “yam house” with a giant four-foot yam hanging from the ceiling. It
represents wealth and well-being for the village,life and strength for the people. Villagers take
great pride in their gardens, epecially their yam plants. The yam harvest is one of the high points of
the year and also the focus for many traditions. For example, the harvest is always carried out by
women. When they are bringing the yams in from the garden all together, no man is supposed to
meet them. Any man they meet will be chased, attacked, and treated as a fool.
Is this a paragraph?
What is the difference between Example a and Example b?
Example a is not a paragraph because the sentences are about several aspects of life in the
Trobriand Islands. Together, the sentences make no sense.
Example b is a paragraph because all the sentences are about the same aspect of life (yams) in
the Trobriand Islands.

Recognizing the topic of a paragraph

When you read a paragraph you should always ask yourself, “ What is this about” That question
will lead you to topic of the paragraph.

Example a:
What is this paragraph about?
People have always been interested in bees. This interest may have begun with the honey bees
make. In fact, archaeologists have found evidence that people have been eating honey for many
thousands of years. In the more recent past, people were interested in the way bees made honey.
They admired the way bees seemed to work so hard. Some languages even developed
expressions about people working like bees. In English, for example, we talk about a “busy bee.”
Now scientists have a new reason to be interested in bees. They have discovered that bees are
able to communicate with each other. Research has revealed some surprising facts about this, but
there are still many mysteries.

Make a check after the best topic. Write “too specific” or “too general” after the other topics.
a. Expressions about bees in the English language
b. The story of bees
CLT UNIKA SOEGIJAPRANATA 07
c. People's interest in bees
 Unit 2 Structure of the Written Text 2

Explanation: The best topic is c , people's interest in bees. It tells best what the paragraph is about.
Choice a, expressons about bees in the in the English Language is too specific. This idea is only a
part of the paragraph. Choice b, the story of bees is too general. It includes many possible ideas
that are not in the paragraph.
Example b:
What is this paragraph about?
Communication is also possible among bees through their sense of smell. A group of bees, called
a colony, uses smell to protect itself from other bees. This is possible because all bees in a colony
have a common smell. This smell acts like a chemical signal. It warns the group of bees when a bee
from a different colony is near. This way, bees from outside cannot enter and disturb a hive ( the bee
colony's home ). If an outsider does try to enter, the bees of that colony will smell it and attack it.

Make a check after the best topic. Write “too specific or “too general” after the other topics.
a. The chemical signals of bees
b. How bees live
c. How bees comunicate through smell
Explanation : The best topic is c, how bees communicate through smell. Choice a is too specific.
Choice b is too general.

Recognizing Topic sentence

A good paragraph must have a topic sentence stating the main point of the paragraph. The most
important sentence in your paragraph is the topic sentence, which clearly states the subject of the
whole paragraph. The topic sentence is usually the first sentence of the paragraph because it gives
an overview of the sentences to follow.
A good topic sentence should :
- inform the reader of the subject that will be discussed in the paragraph,
- assert the writer's point of view or attitute,
- intrigue the reader to continue reading,
- create a sense of action, and
- not be vague, rambling, too narrow or too broad.
Example a :
What is the topic sentence ?
The first guitarist to become known worldwide was Andres Segovia, born in 1893 in Spain.
Before the 20th century, the guitarist was not taken very seriously as a classical instrument. Most
people thought that the guitar was suitable only for popular music or folk music. Few classical
composers wrote music for the guitar, and it was never included in classical concerts. But Segovia
changed all this. He believed in the guitar as a classical instrument, and he was a great musician.
He used his genius to prove that the guitar could produce beautiful classical music.

Explanation : The topic is stated in the topic sentence : The first guitarist to become known
worldwide was Andres Segovia, born in 1893 in Spain. The other sentences in paragraph explain
and give details about the topic.

CLT UNIKA SOEGIJAPRANATA 08

 Unit 2 Structure of the Written Text 2

Example b:
My first day of college was a disaster. First, I went to the wrong classroom for math. I was sitting
in the class, surrounded by people taking notes and paying attention to how to do equations, which
would have been okay if I was supposed to be in an algebra class. In reality, I was supposed to be in
geometry, and when I discovered my error, I had already missed the first twenty minutes of a noe
–hour class. When I got to the correct class, all twenty –five students turned and looked at me as
teacher said,” You're late.” That would have been bad enough, but in my next class my history
teacher spoke so fast I could not follow most of what he said. The only thing I did hear was that we
were having a quiz tomorrow over todays's lecture.

Explanation : The topic sentence is my first day of college was a disaster. The other sentences
in paragraph explain and give details about the topic.

Recognizing Main Ideas

The main idea of a paragraph is the author's idea about the topic. It is always a complete sentence
that includes both the topic and the idea that the author wishes to express about the topic.
Example a:
Topic : Cats
Possible main ideas about cats:
- Cats are usually very clean animals
- Cats have very expressive faces
- Cats are very adaptable animals.
You probably have some different ideas. In fact, for every topic there are many possible main ideas.

The Paragraph : Coordinate, Subordinate, and Mixed Frameworks

To understand the components of a paragraph, we need to use the frameworks to guide us to
incorporate various sentences and ideas.
There are three types of paragraph frameworks.

1. The Simple Coordinate Framework

This framework is basically a topic sentence with a list of sentences following, each developing
from the topic sentence, and each at the same basic level of specificity.

The food in the cafeteria is lousy. The drinks are watery. The French fries are soggy.
And the hamburgers are stale.

The food in
the cafeteria is lousy.

The drinks are The French fries And the hamburgers

watery. are soggy. are stale.

2. The Simple Subordinate Framework

In Subordinate framework, or step paragraph, each sentence develops a greater level of specificity
relative to the sentence just before it. It explains the point before it.

CLT UNIKA SOEGIJAPRANATA 09

 Unit 2 Structure of the Written Text 2

The food in the cafeteria is lousy. The drinks are watery. The French fries are
soggy. And the hamburgers are stale. Yesterday I had one that was so bad I
couldn't eat it. It looked ugly and it tasted like it had been cooked last Tuesday.

The food in the cafeteria

is lousy.

The hamburgers are stale.

Yesterday I had one that was so

bad I couldn't eat it.

It looked ugly and it tasted like it

had been cooked last Tuesday.

3. The Mixed Paragraph Framework

This frame mixes the strategy of listing with the strategy of coordinating. In this framework you
actually get a reasonably interesting paragraph.

The food in the cafeteria is lousy. The drinks are watery. The French fries are soggy. And the
hamburgers are stale. Yesterday I had one that was so bad I couldn't eat it.
It looked ugly and it tasted like it had been cooked last Tuesday.

The food in the cafeteria

is lousy.

The drinks are The French fries And the hamburgers

watery. are soggy. are stale.

Yesterday I had one

that was so bad
I couldn't eat it.

It looked ugly and

it tasted like it had been
cooked last Tuesday.

CLT UNIKA SOEGIJAPRANATA 10

 Unit 2 Structure of the Written Text 2

B. DISCUSSION AND EXERCISES

I. In the group of words below, one of the words is the topic for all the other words.
Circle the topic.

1. elephants zebras african animals lion tigers

2. wheels tires brakes steering wheel car
3. aspirin tetracyline penicilin medicine valiun
4. tent water bottle lantern camping matches
5. loam garden fertilizer seeds shovel

II. In this exercises, write the topic above the words.

1. Topic: ...........................................................................................................
table dinner dessert waiter soup
2. Topic : ..........................................................................................................
guitar ukulele piano zither banjo
3. Topic: ...........................................................................................................
Biochemistry Neurology Anatomy Physiology Kinesiology
4. Topic: ...........................................................................................................
tulips crocuses hyacinths daffodils rose
5. Topic: ...........................................................................................................
jazz classical heavy metal reggae gospel

III. Read each paragraph. Working with another student, decide which topic is the best.
Make a check after the topic. Write “too specific” or “too general” after the other topics.

The Construction of Houses

1. People usually build their houses out of the materials that are easily available to them. In some
areas, most people build their homes out of wood. This is true in parts of North America and in
Scandinavia. These areas have large forests, so wood is easy to get and inexpensive. In many
other areas of Europe, there are few forests left. Stone and brick are cheaper, so most people build
their houses of these materials. In tropical regions, houses are sometimes made from plants that
grow there. For example, in parts of Africa and Asia, houses may be made out of bamboo. Finally, in
the very coldest areas near the Arctic, people make their homes out of blocks of ice.
a. Materials used for houses
b. The wooden houses of Scandinavia
c. Houses around the world
2. Houses in hot countries have many features that are different from houses in cold countries.
Houses in hot countries usually have thick walls and small windows to keep out the heat. In colder
climates and darker regions, however, people do not have to worry about too much sun and heat.
The houses therefore have larger windows to let in the sunlight. Another difference is that houses in
hot climates usually have an out- door living area- a terrace, courtyard, or porch. In colder climates,
of course, people spend less time outdoors, so houses often do not have such areas.
a. The architecture of houses
b. Houses in hot and cold countries
c. Houses with small windows
CLT UNIKA SOEGIJAPRANATA 11
 Unit 2 Structure of the Written Text 2

3. One of the most famous houses in the United States is Monticello. It was the home of Thomas
Jefferson, the third President of the United States. Located on a hill near Charlottesville, Virginia, it
has a beautiful view of the surrounding countryside. The house is famous, first of all, because it
belonged to a President. It is also a fine example of early 19th century American architecture.
Jefferson designed it himself in a style he had admired in Italy. Many American buildings of that
time, in fact, imitated European styles. But while most were just imitations, his Monticello is lovely in
itself. Furthermore, the design combines a graceful style with a typical American concern for
comfort and function.
a. The view from Monticello
b. American architecture
c. Reasons for Monticello's fame

IV. Each of the paragraphs below is missing the topic sentence. The missing sentences are
all listed at the end of the exercise (with an extra sentence). Read the paragraphs.
Working with another student, choose the sentence that fits each paragraph best.
Put the letter for the sentence in the empty space.

Facts about Alaska

1. __________________________________________________________.
The Russians were glad to get rid of this large piece of land so far from Moscow. Many Americans,
however, were not happy about buying it. The sale was arraged by Wiliam Henry Seward, the
American Secretary of State. When people talked about Alaska, they called it “ Seward's Icebox.”
The price for Alaska was $ 7,200,000 – or about two cents per acre. Though this was a bargain,
may thought it was money thrown away. What would America ever do with such a cold land?

2. Do you know what “white out” means, or “ice fog”? these are terms that many Alaskans know well,
though other Americans may not.
__________________________________________________________.
“ White out,” for example, happens when a very strong,cold wind blows the snow on the ground.
The snow fills the air so that you lose all sense of direction. “ Ice fog” occurs on very cold (-40 C or F)
days. When the air is this cold, it cannot absorb any moisture, so the water in the air becomes a kind
of frozen fog. This fog is very dangerous to drivers or aircraft.

3. The Yukon River begins in Canada's Yukon Territory. Many other rivers flow into it as it runs from
East to West across central Alaska. Some of the rivers are fed by melting glaciers. This gives the
Yukonits strange whitish,or milky color. The river generally freezes in October and melts again in
May. Large ice dams sometimes form and cause large –scale flooding. As the Yukon nears the
Bering Sea, it breaks into many smaller rivers, forming a delta. This fact makes it impossible for
large ships to travel up the river. ___________________________________________
4. The Alaskan Malamute was originally developed by Eskimos as a sled dog.
_______________________________________________________
It is a strong dog, related to and somewhat resembling a wolf. A thick coat of fur protects it even in
the coldest weather. The Eskimos use these dogs to pull sleds for them across the Arctic snow and
ice. They are intelligent dogs and quickly learn to obey the signals of the sled driver. With their
strength and loyalty, they have been known to save people's lives in the Arctic. In spite of their wolf
ancestry, they are also extremely gentle and friendly. Their protective nature makes them good
companions for children.

CLT UNIKA SOEGIJAPRANATA 12

 Unit 2 Structure of the Written Text 2

Missing topic sentences:

a. That is because Alaska has very special weather that requires special expressions.
b. These days it is popular both as a sled dog and as a family pet.
c. In 1868, the United States bought Alaska from Russia.
d. The Alaskan gold rush in the 1890s nearly doubled the population of the area.
e. With a total length of 1, 979 miles, the Yukon River is the fourth longest on the continent.

V. Read each passage. Then circle the letter of the statement that effectively sums
up the main idea.

1. A number of recent books with titles like Raising Cain, Real Boys, and Lost Boys all focus on the
same issue: Today's teenaged boys are feeling more anxiety than ever before about their physical
appearance. Bombarded by advertising featuring well-muscled, semi-clad young men, teenage
boys are experiencing what teenage girls have been coping with for years. They are afraid that they
cannot possibly live up to the media's idealized image of their gender. Young boys below the
average in height, weight, or both suffer the most. Often, they are brutally teased by their brawnier
peers. Some react to the ridicule by heading for the gym and lifting weights. Yet even those who
successfully “bulk up” don't like feeling that they are considered worthless if they lose their hard-
won muscle tone. Others, convinced that no amount of body building can help, often withdraw from
social contact with their peers. This is their way of avoiding taunts about their size or shape. Still,
they are understandably angry at being badly treated because of their body type. Although school
psychologists generally recognize that boys today are having severe body image problems, they
are at a loss about what to do to solve those problems.
Main Idea :
a. More than in previous generations, teenaged boys are getting into body building.
b. Teenaged boys today are showing more anxiety about their physical appearance than did
boys of previous generations.

2. In 1997, the U.S. Consumer Products Safety Commission reported that skateboarding injuries
were up by 33 percent. Mountain climbing injuries were also up by 20 percent. Similarly,
snowboarding injuries showed an increase of thirty-one percent. By all accounts, many Americans
are having a love affair with risky sports; as a result, they are injuring themselves in ever greater
numbers. One reason for the growing participation in risky, or extreme, sports has been put forth by
Dan Cady, a professor of popular culture at California State University. According to Cady, previous
generations didn't need to seek out risk. It was all around them in the form of disease epidemics,
economic instability, and global wars. At one time, just managing to stay alive was risky, but that
feeling has all but disappeared, at least for members of the privileged classes. To a degree Cady's
theory is confirmed in the words of adventure racer Joy Marr. Marr says that risk has been
“minimized” in everyday life, forcing people to seek out challenges in order to prove themselves.
(Source: Karl Taro Greenfield. “Life on the Edge.” Time. September 6, 1999, p.29).

Main Idea :
a. According to Professor Dan Cady if California State, many Americans yearn for the days
when just staying alive was a difficult task.
b. More and more Americans are taking up high-risk sports; as a result, injuries from these
sports are increasing.

CLT UNIKA SOEGIJAPRANATA 13

 Unit 2 Structure of the Written Text 2

Directions: In the blanks that follow each paragraph, write out what you think is
the main idea.
3. In the 1870s, the Welsh explorer Henry Morton Stanley navigated the Congo river under the
sponsorship of King Leopold of Belgium. Wherever he stopped, he made treaties with the African
chiefs he encountered. As a result, when Stanley returned to Europe, King Leopold was able to
take possession of an area eighty times the size of Belgium. Leopold promptly called the area the
Belgium Congo and turned it into his own private goldmine, almost destroying the Congo in the
process. Under Leopold's rule, the Congolese were faced with impossibly high taxes and forced
into slave labor. Agents of the Belgian government would give each Congolese family a basket to fill
with rubber. If members of the family did not return the basket with the required number of pounds of
rubber, their home would be burned to the ground. Anyone who rebelled would be put in prison.
Meanwhile, Leopold grew enormously rich, squandering his blood money on yachts, mansions,
and mistresses. To keep the Belgian people quiet, he also expended enormous sums on public
works. Nevertheless, public opinion against Leopold and his vicious ways grew stronger.
Ultimately he was forced to give up his stranglehold on the Congo, but not before millions of people
had been imprisoned and thousands had died.
Main Idea:
.........................................................................................................................................................
.........................................................................................................................................................

4. Computerized axial tomography, also known as the CAT scan, was developed in 1971. In its
importance, the development of the CAT scan ranks with Roentgen's discovery of X-Rays. The
word “tomography” comes from the Greek word “tomos” meaning section or slice. In effect, the CAT
scan allowed doctors to see into the body almost as if layers of it had been sliced away for better
viewing. For the first time, it was possible to view soft tissue inside the skull, chest and abdomen
without resorting to surgery. Thanks to the CAT scan, radiologists could now distinguish normal
from clotted blood. They could also examine the ventricles of the heart without inflicting pain. Prior
to the creation of the CAT scan, it had been necessary to pump air into the ventricles of the heart,
causing the person undergoing the procedure intense pain.

Main Idea:
.........................................................................................................................................................
.........................................................................................................................................................

Read each passage. Then complete the main idea statement begun on the blanks
that follow the paragraph.

5. In several states across the nation, there has been successful drive to end “social promotion.” In
other words, children who do not achieve the required score on a standardized test will no longer be
promoted to the next grade. Instead, they will have to repeat the grade they have finished. Yet
despite the calls for ending social promotion--many of them from politicians looking for a crowd-
pleasing issue--there is little evidence that making children repeat a grade has a positive effect. If
anything, research suggests that forcing children to repeat a grade hurts rather than helps their
academic performance. In 1989, University of Georgia Professor Thomas Holms surveyed sixty-
three studies that compared the performance of kids who had repeated a grade with those who had
received a social promotion. Holms found that most of the children who had repeated a grade had a
poorer record of academic performance than the children who had been promoted despite poor
test scores. A similar study of New York City children in the 1980s revealed that the children who
repeated a grade were more likely to drop out upon reaching high school. The call to end social
promotion may have a nice ring to it in political speeches. Yet there is little indication that it does
students any real good.
CLT UNIKA SOEGIJAPRANATA 14
 Unit 2 Structure of the Written Text 2

Main Idea : Across the country, many states have abolished the policy of “social
promotion,”_______________________________________________

6. During World War I, a number of severe shortages alerted the world's scientists to the need for
synthetic, or man-made materials. Thus by 1934, a research team headed by Wallace H.Carothers
had developed the first synthetic fiber, called nylon. As it turned out, the development of nylon had a
surprisingly profound effect on world affairs. True, its first use was in fashion, and in 1939, the
Dupont company began marketing sheer nylon hose for women. Nylons were a spectacular hit and
sold off the shelves almost immediately. But they disappeared with the coming of World War II, as
nylon became essential to the war effort. It was used in everything from parachutes and ropes, to
insulation and coat linings. Sadly Carothers never witnessed the impact of his creation. He
committed suicide two years before the first pair of nylons ever went on sale.

Main Idea : In 1934, Wallace H. Carothers developed nylon, the first synthetic
fiber,__________________________________________________________

VI. Make paragraphs with different topics. Complete the frameworks.

1. The Simple Coordinate Framework

.........................................................................................................................
.........................................................................................................................

....................................
....................................

............................ ............................ ............................

............................ ............................ ............................

2. The Simple Subordinate Framework

.........................................................................................................................
.........................................................................................................................

....................................
....................................

.........................................

.........................................

.........................................
CLT UNIKA SOEGIJAPRANATA 15
 Unit 2 Structure of the Written Text 2

3. The Mixed Paragraph Framework

....................................................................................................................
....................................................................................................................

....................................
....................................

........................... ........................... ...........................

........................... ........................... ...........................

...........................
...........................

...........................
...........................

C. THINKING SKILL
Choose the best ending for each paragraph.

1. These shoes are very beautiful, but they are also very expensive.
I can't buy them now because I dont have much...
a. time. c. money.
b. color. d. shoes.

2. Mara is getting a new pink dress. It 's very pretty. Mara is very happy, but her mother is not very
happy. The dress is very...
a. pretty. c. old.
b. expensive. d. long.

3. We never go to the French restaurants in New York because they are expensive. We like to go to the
Chinese restaurants or the Brazilian restaurants. They are not very...
a. expensive. c. good.
b. money. d. big.

4. Tom and Shonni like to go to the Brazilian restaurant because there is often music. Sometimes a
Brazilian group plays the music, and the people in the restaurant start dancing. Tom and Shonni...
a. like music and dancing. c. like Chinese restaurants.
b. dont like music and dancing. d. go to school.

5. Pedro didn't want to get out of bed. He didn't want to have breakfast. He didnt want to go to work. He
wanted to...
a. go home. c. sleep some more.
b. take the bus. d. go to school.
CLT UNIKA SOEGIJAPRANATA 16
 Unit 2 Structure of the Written Text 2

6. Anna is a student at University of Texas. This is her first year. She is studying Spanish. She wants to
be a...
a. French teacher. c. doctor.
b. mother. d. Spanish teacher.

7. There are many students from other countries at Boston University. Some of these students know
English very well, but the other student students must...
a. study Chinese. c. study English.
b. learn to speak. d. learn about Boston.

8. I like to go to this store because the people are very friendly. They always smile and say hello. They
help you...
a. find things in the store. c. get a new job.
b. build a new house. d. eat your meal.

9. Paula is the new manager of the company. At first, the workers didn't want a woman manager, but
now they like her a lot. She's a very friendly person, and she always...
a. walks away. c. looks at them.
b. listens to them. d. talks to women.

10.Suki didn't know any other students at first, but now she knows many of them. She says they are
very friendly. They often meet in the cafe after class, and they always...
a. eat pizza. c. ask her to come.
b. ask other students . d. go alone.

11.Do you have any milk? There is a very hungry little cat here. It doesnt have a mother, and it wants
something to...
a. love. c. do.
b. fish. d. eat.

12. Jin often doesn't have time to eat lunch at work. She only has time for coffee. When she comes
home, she is very hungry. She often...
a. doesn't eat . c. opens some large boxes.
b. eats some bread. d. has no breakfast.

13. Can you hear the baby? She 's up in the bedroom, and she 's crying now. I think she 's hungry. Can
you give her some milk? It's in the...
a. bottle. c. place.
b. dinner. d. night.

14. Tommy cries every morning on the way to school because he doesnt want to go to school. He
doesnt like the other children, and he doesnt like...
a. his mother. c. his teacher.
b. the street. d. his breakfast.

15. Every night a cat comes into Sam's yard. It cries and cries, and it wakes up Sam. He gets angry and
goes out to the yard. But he can never...
a. hear the cat. c. change the cat.
b. talk to the cat. d. find the cat.

CLT UNIKA SOEGIJAPRANATA 16

17
 Unit 3 Reading Strategies 1

A. INTRODUCTION
When reading a paragraph, we usually try to find out what the paragraph wants to tell about.
It is common for us to read quickly and try to find the important points that organize an entire
paragraph. It is called as a topic sentence. According to Wikipedia, a topic sentence is a
prescriptive grammatical term to describe the sentence in an expository paragraph which
summarizes the main idea of that paragraph. It is more general than most of other sentences in the
paragraph, and it is developed or explained throughout most of the paragraph.
The question that now arises is where can we find a topic sentence? Well, it is usually in the
first sentence of a paragraph. But, does it always appear at the first sentence in a paragraph? The
answer is: No, it doesn't. Topic sentences can and do appear anywhere. Look, for example, at this
paragraph:

The learning behavior of human beings can be very complicated. To

find out how we learn, scientists often study the activities of
animals. Sometimes they observe how long it takes for mice to reach
food in the center of a maze. Sometimes they teach pigeons to obtain
food by pressing buttons. In the first experiments in space flight, trained
chimpanzees and dogs were sent into orbit. They proved that living
beings could carry out their activities while whirling about in space.
(Adapted from Tanzer, Biology and Human Progress, p. 42.)

In this example, the first sentence is an introductory sentence. Introductory sentences are not
developed in the paragraph. On the contrary, it prepares readers for the topic sentence. Although
the opening sentence in the paragraph above is about the behavior of human beings, the
paragraph actually discusses the activities of animals. “Activities of animals” is, in fact, the topic of
the paragraph. The topic sentence explains that scientists study the activities of animals to discover
how human beings learn. The remaining, more specific sentences tell readers exactly which animal
activities scientists study.

Topic sentences can also appear in the middle of a paragraph as in the following example:
Most people know the story of Baron Frankenstein, the mad doctor who
created a living monster from the bodies of corpses. The story has been
told and retold. It has also been the subject of numerous films, and most
people are familiar with the tale. What many people don't know,
however, is that the chilling story of Dr Frankenstein and his
creature was written by nineteen-year-old girl named Mary
Shelley. As a young bride, Shelley liked to take part in storytelling
competitions with her husband, Perry Bysshe Shelley, and his friend
and fellow-poet George Gordon Byron.

The topic sentence can also appear at the end of a paragraph. Here is an example:
The heart weighs about 11 ounces and is the size of a clenched fist. The
heart of a man performs at about 60 to 80 beats a minute. In a year it
beats some 40 million times. At each beat it takes in nearly a quarter of
a pint of blood; in a single day it pumps 2,200 gallons of blood, and in
the course of a single lifetime about 56 million gallons. Is there any
other engine capable of carrying on such heavy work over such a long
period of time without needing to be repaired? Obviously the human
heart is a small yet highly efficient piece of equipment.
CLT UNIKA SOEGIJAPRANATA 18
 Unit 3 Reading Strategies 1

Although topic sentences can and do appear anywhere in a paragraph, but keep in mind that
authors frequently use the first or the second sentence to introduce the topic sentence.

3 ELEMENTS IN PARAGRAPHS.
Most paragraphs are made up of three kinds of sentences. These parts are the topic sentence,
supporting sentences (details), and the concluding sentence. We will talk briefly about them.
1. The topic sentence
A topic sentence usually comes at the beginning of a paragraph. It introduces an overall idea that
you want to discuss later in the paragraph. The topic sentence announces both the paragraph's
main idea and its limits. It has two parts: the topic and the comment.
a. The topic is the subject matter. It answers the question: what are we talking about?
b. The comment is limiting variable. It answers the question: what about what we are talking
about?
For example:
Your topic sentence says: The food in the cafeteria is lousy. From now on you will talk about the
food in the cafeteria. What about it? The lousiness of the food in the cafeteria. So from now on
until the end of the paragraph you will talk about just this, its lousiness, not about its variety, not
about its nutritional value, etc, but its lousiness and just that. This is the commitment a writer
makes in a paragraph.

2. The supporting sentences (details)

The supporting details – i.e. the succeeding sentences – are the fulfillment of that promise.
Supporting details fill out, expand, elaborate, the topic sentence. They work within the limits of
the topic sentence, defining, clarifying, offering examples, etc.

3. The concluding sentence

The concluding sentence is usually either of two: a restatement that echoes in different words the
topic sentence, or a transitional sentence that guides and leads the reader to the new idea in the
next paragraph.

The example of a restatement

There are three reasons why Canada is one of the best countries in the world. First, Canada
has an excellent health care system. All Canadians have access to medical services at a
reasonable prices. Second, Canada has a high standard of education. Students are taught by well-
trained teachers and are encouraged to continue studying at university. Finally, Canada's cities are
clean and efficiently managed. Canadian cities have many parks and lots of space for people to
live. As a result, Canada is a desirable place to live.

The example of a transitional sentence

After two decades of growing student enrollments and economic prosperity, business
schools in the United States have started to face harder times. Only Harvard's MBA School has
shown a substantial increase in enrollment in recent years. Both Princeton and Stanford have seen
decreases in their enrollments. Since 1990, the number of people receiving Masters in
Business Administration (MBA) degrees, has dropped about 3 percent to 75,000, and the
trend of lower enrollment rates is expected to continue.
There are three factors causing this decrease in students seeking an MBA degree. The first
one is that many graduates of four-year colleges are finding that an MBA degree does not
guarantee a plush job on Wall Street, or in other financial districts of major American cities. Many of
the entry-level management jobs are going to students graduating with Master of Arts degree in
English and the humanities as well as those holding MBA degree. Students have asked the
questions, “Is MBA degree really what I need to be best prepared for getting a good job?” The
second major factor has been the cutting of American payrolls and the lower number of entry-level
jobs being offered. Business needs are changing, an MBA schools are struggling to meet the new
demands. CLT UNIKA SOEGIJAPRANATA 19
 Unit 3 Reading Strategies 1

Here is the way of looking at the structure of a paragraph.

TOPIC SENTENCE GENERAL SENTENCE

SUPPORTING SENTENCES
(DETAILS) SPECIFIC SENTENCES

CONCLUDING SENTENCE GENERAL SENTENCE

B. DISCUSSION AND EXERCISES

I. Read the following paragraphs from the textbook Joining Together: Group Theory and
Group Skills. For each paragraph, decide which sentence is the topic sentence and enter
its number in the space provided.

1. 1
Although trust exists in relationships, not in people, there has been some attempt to measure
2
individual differences in willingness to trust others. Rotter (1971) developed the Interpersonal
Trust Scale to distinguish between people who have a tendency to trust others and those who
3
tend to distrust. A high truster tends to say, " I will trust a person until I have clear evidence that he
4
or she cannot be trusted." A low truster tends to say, "I will not trust a person until there is clear
5
evidence that he or she can be trusted." High trusters tend to be more trustworthy than will low
6
trusters. High trusters, compared with low trusters, are (a) more likely to give others a second
chance, respect the rights of others, and be liked and sought out as friends (by both low- and
high-trust people), and (b) less likely to lie and be unhappy, conflicted, or maladjusted.
—Johnson & Johnson, p. 138.
Topic Sentence: _______________________________________________________________

1Communication 2
2. is the basis for all human interaction and for all group functioning. Every group
3
must take in and use information. The very existence of a group depends on communication, on
4
exchanging information and transmitting meaning. All cooperative action is contingent upon
effective communication, and our daily lives are filled with one communication experience after
5
another. Through communication, members of groups reach some understanding of one
another, build trust, coordinate their actions, plan strategies for goal accomplishment, agree
6
upon a division of labor, conduct all group activities—even exchange insults. It is through
communication that the members interact, and effective communication is a prerequisite for
every aspect of group functioning.

—Johnson & Johnson, p. 142

Topic Sentence: _______________________________________________________________

CLT UNIKA SOEGIJAPRANATA 20

 Unit 3 Reading Strategies 1

1
3. Two persons seeing each other have a continuous effect on each other's perceptions and
2
expectations of what the other is going to do. Interpersonal communication, then, can be
defined broadly as any verbal or nonverbal behavior that is perceived by another person.
3 4
Communication, in other words, is much more than just the exchange of words. All behavior
5
conveys some message and is, therefore, a form of communication. Interpersonal
communication, however, is more commonly defined as a message sent by a person to a
6
receiver (or receivers) with the conscious intent of affecting the receiver's behavior. A person
7
sends the message "How are you?" to evoke the response "Fine." A teacher shakes his head to
8
get two students to stop throwing erasers at him. Under this more limited definition, any signal
aimed at influencing the receiver's behavior in any way is communication.

—Johnson & Johnson, p. 142

Topic Sentence: _______________________________________________________________

1 2
4. How do you tell when communication is working effectively and when it is not? What is effective
3 4
communication? What is ineffective communication? Effective communication exists
between two persons when the receiver interprets the sender's message in the same way the
5
sender intended it. If John tries to communicate to Jane that it is a wonderful day and he is feeling
great by saying "Hi" with a warm smile, and if Jane interprets John's "Hi" as meaning John thinks
6
it is a beautiful day and he is feeling well, then effective communication has taken place. If Jane
interprets John's "Hi" as meaning he wants to stop and talk with her, then ineffective
communication has taken place.
—Johnson & Johnson, p. 143
Topic Sentence: _______________________________________________________________

1
5. Groups that display a highly cooperative orientation—groups whose members are good
listeners, more accepting of the ideas of others, and less possessive of their own—generally
2
demonstrate greater sending and receiving skills. Achievement will be higher in a cooperative
group than in a competitive one, more attentiveness will be paid to members' ideas, and a
3
friendlier climate will prevail. A cooperative orientation leads to increased cohesiveness and
4
greater group productivity. One sound means of improving the communication among group
members is to increase their cooperativeness and decrease their competitiveness.
—Johnson & Johnson, p. 143
Topic Sentence: _______________________________________________________________

II. Read the paragraph and circle the best topic sentence.
1. Choose the sentence from the list below that would make the best topic sentence.
_______________________________________________________. When Ken wanted to
enter a university, he had to study hard to pass the examination. The first time he took the exam, he
did not do well, and he felt very discouraged. However, he knew he wanted to study at that
university, so he studied more. The next year, he tried to take the exam again. The second time, he
did very well, and now he is studying engineering. I believe Ken is a good role model for me, and he
has taught me that never giving up is the best way to succeed.
a. One of my closest friends, named Ken, is a person I can trust.
b. Ken is my friend in high school.
c. I admire my friend Ken because he does not give up.

CLT UNIKA SOEGIJAPRANATA 21

 Unit 3 Reading Strategies 1

What is wrong with the other topic sentences? Match them to the problems.
Problems: Topic sentence:
2. It is about something different from the other sentences. _____________
3. It is too general. _____________

Here are some examples of sentences that cannot be used as topic sentences. Can you
figure out why they are inappropriate? Discuss and rewrite to make them better.

4. My hometown is famous because it is located by Wheaton River, which is very wide, and because
it is built near an unusually steep hill called Wheaton Hill.
The problem with this sentence is ……………………………………………………........................
The revision : .............................................................................................................................

5. There are two reasons why some people like to buy cars with automatic transmission and two
reasons why others like cars with manual transmission.
The problem with this sentence is ……………………………………………………………………..
The revision: ...............................................................................................................................

6. Clouds are white.

The problem with this sentence is …………………………………………………………………......
The revision: ...............................................................................................................................

Make your own topic sentence and ask your friend to check it!

7. Your topic sentence:

_________________________________________________________________________
_________________________________________________________________________

Your friend's opinion:

a. Is it a good topic sentence? _______________
If it is not a good topic sentence, what is wrong with it? _______________________________
If it is a good topic sentence,
b. What is the topic? ___________________________________________________________
c. What is the comment? _______________________________________________________

III.Read the paragraph and answer the following questions:

For questions number 8-10.

Money causes teenagers to feel stress. It makes them feel bad about themselves and
envy other people. My friend, for instance, lives with her family and has to share a room with her
sister, who is very cute and intelligent. This girl wishes she could have her own room and have a lot
of stuff, but she cannot have these things because her family does not have much money. Her
family's income is pretty low because her father is old and does not go to work. Her sister is the only
one who works. Because her family cannot buy her the things she wants, she feels a lot of stress
and gets angry sometimes. Once, she wanted a beautiful dress to wear to a sweetheart dance. She
asked her sister for some money to buy the dress. She was disappointed because her sister did not
have money to give her. She sat in silence for a little while and then started yelling out loud. She said
her friends got anything they wanted but she didn't. Then she felt sorry for herself and asked why
she was born into a poor family. Not having money has caused this girl to think negatively about
herself and her family. It has caused a lot of stress in her life.

CLT UNIKA SOEGIJAPRANATA 22

 Unit 3 Reading Strategies 1

8. Which sentence is the topic sentence?

………………………………………………………………………………………………………......
What is the topic? ………………………………………………………………………………..........
What is the comment? …………………………………………………………………………..........

9. Which sentences are the supporting sentences?

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

10. Which sentence is the concluding sentence?

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

Is it a restatement or a transitional sentence? ………………………………………………….....

For questions number 11-15.

Instinct theory is derived from our biological make-up. We've all seen spider's webs and
perhaps even witnessed a spider in the tedious job of creating its home and trap. We've all seen
birds in their nests, feeding their young or painstakingly placing the twigs in place to form their new
home. How do spiders know how to spin webs? How do birds know how to build nests?
The answer is biology. All creatures are born with specific innate knowledge about how to
survive. Animals are born with the capacity and often times knowledge of how to survive by
spinning webs, building nests, avoiding danger, and reproducing. These innate tendencies are
preprogrammed at birth, they are in our genes, and even if the spider never saw a web before,
never witnessed its creation, it would still know how to create one.

11. Which sentence is the topic sentence of the first paragraph?

………………………………………………………………………………………………………......
What is the topic? ………………………………………………………………………………..........
What is the comment? …………………………………………………………………………..........

12. Which sentences are the supporting sentences of the first paragraph?
………………………………………………………………………………………………………......
………………………………………………………………………………………………………......
………………………………………………………………………………………………………......

13. Which sentence is the concluding sentence of the first paragraph?

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

Is it a restatement or a transitional sentence? ………………………………………………….....

14. Which sentence is the topic sentence of the second paragraph?

………………………………………………………………………………………………………......
What is the topic? ………………………………………………………………………………..........
What is the comment? …………………………………………………………………………..........

CLT UNIKA SOEGIJAPRANATA 23

 Unit 3 Reading Strategies 1

15. Which sentences are the supporting sentences of the second paragraph?
………………………………………………………………………………………………………......
………………………………………………………………………………………………………......
………………………………………………………………………………………………………......

C. THINKING SKILL
Choose the best ending for each paragraph.
1. Raissa's favorite color is blue. She has lots of blue clothes, a blue car, and a blue house. But she
doesn't have blue eyes. Her eyes are...
a. big c. open
b. brown d. blue

2. My parents' favorite restaurant is the Green Garden Restaurant. They like it because it has
Chinese food. There is another good restaurant in town, but my mother and father don't go there. It
doesn't have...
a. mexican food c. chinese food
b. any food d. good food

3. Daryl doesn't eat lunch at school. She says the food is terrible. There are always hamburgers and
pizza, and she doesn't like hamburgers or pizza. She likes to eat...
a. rice and vegetables c. terrible food
b. school lunches d. tea or coffee

4. Shelley is a terrible student this year. She doesn't go to classes, she doesn't read the course books,
and she doesn't do any homework. Her parents are going to be...
a. happy c. angry
b. hungry d. friendly

5. We don't watch television very often. Our television is very old. We can't hear it well, and
sometimes we can't see it! The picture is in black and white, and it's...
a. beautiful c. new
b. very big d. terrible

6. Bruce Wilson worked for the Acme Paper Company for 40 years. Then last year he stopped
working. The people at the company were very sad when he stopped. Bruce was a good worker
and...
a. a friendly person c. a terrible person
b. an angry person d. a young person

7. There was a nice movie on television last night. It was the story of an Italian family. The men in the
family had lots of problem. In the end, the men all went away. There were only women...
a. on television c. in the morning
b. In the family d. in Italian families

8. Last year, we had a very nice English teacher. She was friendly and she was a good teacher. This
year our English teacher is very different. She's often angry, and she's a...
a. new teacher c. tall teacher
b. first teacher d. terrible teacher

CLT UNIKA SOEGIJAPRANATA 24

 Unit 3 Reading Strategies 1

9. What happened to Juanita yesterday? She wasn't in class. Trudy told me she had some family
problems. Do you know about them? I called Juanita's home, but...
a. she was home c. there was no answer
b. trudy doesn't know d. she has no phone

10. Something terrible happened to my cat last week. She had a fight with another cat. She was away
for three days. Then she came back, but she was...
a. very sick c. dead
b. not very young d. black and white

11. Something happened to the computer in the office yesterday morning. It stopped working, and we
couldn't start it again. In the afternoon, we did our work...
a. with the computer c. without the computer
b. out in the street d. on the blackboard

12. We went to the hospital this morning. We wanted to see our teacher, but the doctor said no. He said
she was still very sick, and he told us to come back...
a. yesterday c. to school
b. next week d. to the hospital

13. John came to work late again today. He comes late almost every morning! What is the problem?
Why is he often late? Doesn't he have a...
a. clock? c. bedroom?
b. bus? d. desk?

14. Last year my friend Kim went to Korea. She wanted to learn about the country and write some
newspaper stories. But she had one big problem. She couldn't talk to people because she...
a. didn't want to travel c. couldn't speak English
b. couldn't speak Korean d. didn't have a newspaper

15. Yesterday we went to see a funny movie. It was a story about love. A man named Jack loved a
woman named Jill. Jill loved a man named Jarvis. Jarvis loved a woman named Janet, and Janet
loved Jack. All these people had lots of problems, but the movie had...
a. an end c. bad color
b. a sad end d. a happy end

CLT UNIKA SOEGIJAPRANATA 25

 Unit 4 Reading Strategies 2
A. INTRODUCTION
I. DEFINITION

The definition pattern of organization explains what a key term means. Usually the paragraphs
introduce the term in boldface, colored ink, or italics; define it; and then provide an example or detail
that further clarifies its meaning. Here's an example of a definition paragraph.

Product modification refers to changing one or more of a product's characteristics. For this
approach to be effective, several conditions must be met. First, the product must be
modifiable. Second, existing customers must be able to perceive that a modification should
make the product more consistent with customers' desires. ( William A. Pride, Robert J.
Hughes, and Jack R. Kapoor, Business, Boston: Houghton Mifflin, 1997, p. 396.)

Writers use this pattern to explain the meaning of a term or concept. This pattern answers the
questions “What is it?” and “What does it mean?” Examples are sometimes provided to clarify the
definition.
Transitions that identify definition
is mean the same as
that is involve like
is a term that entail that is
is called consist of such as
is characterized by occur when for example
is literally correspond to or
is defined refer to in other words
are those that i.e.
be defined as e.g

Examples:
1. Psychology may be defined as the branch of biological science which studies the phenomena of
concious life and behavior.
( In the sentence, the definition of psychology is presented. The transition word used is “be
defined as” )

2. Repression means the mind's power to block fearful thoughts, impulses, and memories. For
example, a person may repress or forget painful childhood memories.
In the first sentence, the definition of repression is given. The second sentence provides an
example of repression to help you better understand the meaning. ( Note: the transitions are
“means” and “ for example”)

3. The owners' equity is divided into capital stocks, additional paid-in capital and retained earnings.
Capital stocks refer to the par or stated value of the shares issued. Additional paid-in capital
involves the excess of amount paid in over the par or stated value. Retained earnings are the
corporation undistributed earnings.
( In the text above, three terms are defined. They are capital stocks, additional paid-in capital and
retained earnings. The transition words that show the definition are “ refer to”, “involves' and
“are”.)

Besides transition words, the writers also use punctuation for the clues to find the meaning of a
term of concept. Types of punctuation used are commas, parentheses and dashes.
CLT UNIKA SOEGIJAPRANATA 26
 Unit 4 Reading Strategies 2
Examples :
1. Property, plant and equipment refers to properties of durable nature used in the regular
operations of the business. They consist of physical property such as land, building, machinery,
furniture, tools and wasting resources ( timberland, minerals).
( In the first sentence the definition of the term of property, plant and equipment is introduced.
The second sentence explains more about property, plant and equipment and provides more
explanation of physical property. The transition words used are “ refers to”, “consist of”'and
“such as”. There is a punctuation used to explain the term “wasting resources”, that is,
parentheses.)

2. One of the leading schools of psychological thought in the twentieth century is behaviorism – the
belief that the role of the psychologist is to study behavior, which is observable, rather than
conscious or unconscious thought, which is not.
( The dash ( - ) indicates the definition of behaviorism.)

II. SEQUENCE OF DATES AND EVENTS

In the sequence organizational pattern, the supporting details present a series of dates and
events listed according to the order in which they occurred. Here's an example:

The Democrat James Polk became president of the United States in 1844. From the
very beginning of his presidency, Polk made it clear that he intended to expand the
boundaries of the United States. In 1846 he ordered General Zachary Taylor to take troops
into Mexican territory. On April 25 of the same year, the Mexican military fired on Taylor's
troops and war between the United States and Mexico began, even though Congress had
not yet officially declared it. By 1847 U.S. troops had arrived in Mexico and the United
States signed the Treaty of Guadalupe Hidalgo, which ceded a portion of Mexican land that
today includes Arizona, Utah, Nevada, and New Mexico to the United States. Polk had his
wish: He had expanded and redefined U.S. borders. But in an effort to assuage the war's
critics – and there were many who considered the war with Mexico unjust – the United
States government paid the Mexican government $15 million.

Writers use this pattern when a time order or periods of time are important to the development of
their ideas. This pattern answers the questions, “When?”. Authors who wrote about history and
government frequently use a sequence of dates and events to explain or argue their claims. In this
pattern, the supporting details present a series of dates and events listed according to the order in
which they occured.

Transitions that mark dates and events

first on ___ between the years ___ and
second until ___ ____
later by ___ previously
before from ____ to ____ a year later
next in ____ following
as soon as at ____ at that point
after in the years meanwhile
then during the years last
finally in the years that fo llowed during
for in the fo llowing years when

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 Unit 4 Reading Strategies 2

Example:
Albert Einstein was born at the end of the 1800s in Ulm, Germany. He graduated from the
University of Zurich in Switzerland at the age of 26. Fourteen years later he won the Nobel Prize for
Physics. For the next ten years he lived in Germany. Then, in the early 1930s, he had to leave
Germany because of Hitler and the Nazi Party. He moved to the United States, where he lived until
the time of his death at the age of 74. He lived a long and productive life.

( In the paragraph, the main idea is: Albert Einstein lived a long and productive life.
The signal words ( the underlined ones )help you notice important events in life.)

III. PROCESS
In the process paragraph, authors need to explain, step by step, how something works or develops.
Here is the example of process paragraph.

At one time people believed, without question, in “spontaneous generation”: they

believed that living beings could arise from non-living matter. It was thought, for example,
that tiny worms called “maggots” mysteriously appeared on rotten meat or that mice
magically popped up in piles of grain. The Italian scientist Francisco Redi, however, was
one of the first to challenge this belief by performing a controlled experiment. First, Redi
took two glass jars and put a piece of meat in each. Then he covered one of the jars. In a few
hours, flies had gathered on the meat in the jar left open, but there were none in the covered
jar. A few days later, maggots appeared on the piece of meat in the open jar. Shortly
afterward, those maggots became a new generation of flies, and Redi knew he was right.
Spontaneous generation did not exist.

Writers use this pattern when they want to describe a method, tell how to do something step by
step, or explain how something is made or done. This pattern answers the question, “How?” and
“What are the steps or stages?”.

Transitions that identify a process

First, second, third Finally
Then Toward the end
Next By the time
Afterward At this point
Following In this stage
After that In the final stage
Last

Example:
In the human body, the digestive system breaks down food so it can be used for energy. As
food enters the mouth, chewing, along with enzymes in the saliva, break it down into small pieces.
Next the esophagus contracts and pushes the food into the stomach, where muscles, enzymes,
and digestive acids turn the food into a thick liquid. That liquid is emptied into the small intestine,
where most of its nutrients are absorbed. What remains travels to the large intestine, where water is
removed from digested food and turned into waste. (Adapted from Barnes-Svarney, The New York
Public Library Science Desk Reference, p. 166)

The paragraph explains the process of digestion.

Words like steps, stages, phases, and process are also signs that you are reading a process
paragraph.
CLT UNIKA SOEGIJAPRANATA 28
 Unit 4 Reading Strategies 2

IV. LISTING
Writers use listing pattern when they give a list of details to explain the main idea. In this
pattern, the writer's main idea is stated in the form of a generalization. This is followed by a list of
supporting details.
Here's an example :

People have many different ideas about what makes a great vacation. Some people
like to go for long walks in the forest, where they won't see anyone for days. Others prefer to
spend their holiday in an exciting city. There they can visit museums, theaters, and good
restaurants. Still others enjoy the fresh air at the seashore. They can spend their days at the
beach and listen to the ocean waves at night. A few people decide to stay at home and do some
major household projects. They might spend their vacation painting a porch or washing all the
windows in their apartment.

In the listing pattern, items are randomly listed in a series of supporting facts or details. These
supporting elements are of equal value, and the order in which they are presented is of no
importance. Changing the order of the items does not change the meaning of the paragraph.
Example:

In the past few years, scientists have found several new fuels to replace gasoline for
automobiles. One of these fuels is methanol, a form of wood alcohol. It can be used in many
cars in almost the same way that gasoline is used. Natural gas is another alternative fuel for
cars. However, cars that burn this fuel must be equipped with special tanks of natural gas. A
third alternative, and perhaps the best, is electricity. Cars fueled by electricity have no engine
at all, though they do have to carry large batteries.

This paragraph discusses about “several new fuels to replace gasoline for automobiles”. This is
the topic. In relation to the topic, writer states, “scientists have found several new fuels to replace
gasoline for automobiles.” This is the main idea. To make this idea convincing, he lists three
alternatives. Each alternative is identified with the words one of these, another, and a third. That's
why the organizational pattern of this paragraph is listing.

Signalling words for Listing

First One Other(s)

Second And Another
Third Also For example
Finally Too The main
last Many besides
Some A few
Several A variety
numerous In addition

V. CLASSIFICATION
Writers use classification pattern when they want to discuss a broad topic by breaking it down
into parts. For example, a writer may divide writing into several different modes.

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 Unit 4 Reading Strategies 2

Here's an example :

There are four basic modes of writing. Each mode may take different forms, but has a
primary purpose. The first is expository writing, which has a purpose of explaining something
or giving directions. Providing directions to your house is an example. The second mode is
persuassive writing, which has a purpose of influencing the reader's way of thinking. An
advertisement is an example of persuasive writing. The third mode is descriptive writing,
which has a purpose of providing vivid details so that the reader can picture what is being
presented. An essay that depicts the glorious Grand Canyon is an example. The fourth mode
is narrative writing, which has a purpose of presenting an experience in the form of story. A
personal account of a vacation is an example of narrative writing.

In this kind of organizational pattern ideas are sorted into smaller groups and then the traits of each
group are described. Because the groups are listed, transitions of addition are usually used in this
thought pattern along with transitions that indicate groups.

Examples:
Internet users have two types of access choices for surfing the Web. The first type of access
to the internet is the old-fashioned phone line. The second type of access is high-speed broadband
through the TV cable or high-speed DSL through fiber optic phone lines.

The author is telling about two types of Internet access. Each type is identified by the transition
words first type and second type.

Signalling words for Classification

types field characteristics

kinds rank features
divisions group properties
parts various aspects
category elements modes

VI. COMPARISON AND CONTRAST

In Comparison and Contrast writers compare and contrast two things; explain similarities and
differences, advantages and disadvantages, likes and dislikes.
Here's an example :

Although they are sisters, Jennifer and Jessica are complete opposites. Jennifer
enjoys playing sports, while Jessica would rather watch. Jennifer has no interest in playing a
musical instrument, while Jessica is the first chair violinist. Jennifer listens to new age music,
while Jessica prefers country. Jennifer's favorite subject is English, and Jessica's favorite is
math. Jennifer likes to curl up in a chair on a rainy day and read a good book, but Jessica would
rather sleep all day. No one would ever guess that they are actually twins.

This organizational pattern emphasizes the similarities or differences between two or more items.
In comparison, writers show the way two or more ideas are the same; in contrast, writers show the
way two or more ideas are different. The focus can be on just similarities or just differences or a
combination of both.

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 Unit 4 Reading Strategies 2

Examples:
There are similar safety features on all the cars in the showroom.

(The transition word similar indicates that all of the cars have the same safety features, so
whichever car the buyer chooses should not be lacking in safety features.)

Mike studied and made a passing grade. Joe, however, did not study and failed.

(The transition word however shows the contrast between the two students; one passed, and one
failed.)

Mary, like her sister, has brown hair. However, the two differ when it comes to eye color.

(The transition word like shows how Mary and her sister are the same; they both have brown hair.
The transition words however and differ indicate that the sisters do not have the same color eyes.)

Example paragraph ( Comparison/Contrast Pattern ):

Type A and Type B individuals are very different. Type A individuals are extremely competitive, are
very devoted to work, and have a strong sense of time urgency. They have a lot of drive and want to
accomplish as much as possible as quickly as possible. On the other hand, Type B individuals are
less competitive, are less devoted to work, and have a weaker sense oftime urgency. Such
individuals are less likely to experience conflict with other people and more likely to have a
balanced, relaxed approach to life. They can work at a constant pace without time urgency. Type B
people are not necessarily more or less successful than Type A people, but they are less likely to
experience stress.

Topic sentence: Type A and Type B individuals are very different.

Signal words: different, on the other hand, than, are likely

Signalling words for Comparison and Contrast

Transitions that signal Comparison or Similarity

likewise as well as also
in comparison like in much the same vein
to compare correspondingly by the same token
resembles just as in the same manner
is similar similarly in like manner
in the same way as with along the same lines
as well as both just like
too share
Transitions that signal Contrast or Differences
however nevertheless in reality
but unfortunately on the contrary
yet whereas in opposition
on the other hand in contrast conversely
still nonetheless opposed to
in spite of despite different from
notwithstanding instead differs from
even though although unlike
whereas

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 Unit 4 Reading Strategies 2

VII. CAUSE AND EFFECT

Writers use Cause and Effect pattern when they want to explain reasons and results.
For example:

Several students receive poor grades on writing assignments, not because they lack the
ability to communicate, but because they cannot seem to manage their time when it comes to
a large project. They do not know where to begin, and therefore put things off until the last
minute. To solve this problem, students need to develop a timeline for completing the project. If
they divide the assignment into manageable “chunks” or parts and then set a schedule for
completing each part, they will be able to finish the entire project before the deadline. Without
the pressure of not knowing where to begin, the students will be able to focus on the
assignment and communicate their ideas effectively.

This pattern decribes or discusses an event or action that is caused by another event or action.
This pattern answers the question, “Why”?
In many situations, there is not just a single cause and a single effect.
1). Sometimes one cause has many effects.
Example:
The paragraph discussed the effects of a cold winter in Florida. The signal words are underlined.
A cold winter causes serious problems on Florida farms. The farms there grow a lot of
oranges. Very cold weather can cause orange trees to die. Cold weather results in fewer tourists.
There are many hotels and vacation places in Florida. These places are in trouble if there are fewer
tourists. Finally, very cold weather can cause health problems. Many people do not have heating in
their homes, so they become ill from the cold.
Main idea: A cold winter causes serious problems in Florida.
Causes Signal Words Effects
cold weather causes problems
can cause orange trees to die
results in fewer tourists
can cause health problems

2). Sometimes a single effect is the result of several causes.

Example:
The paragraph discusses the causes of car accidents. The signal words are underlined.
There are many different causes for car accidents in the United States. Sometimes
accidents are caused by bad weather. Ice or snow can make roads dangerous. Accidents also can
result from problems with the car. Even a small problem like a flat tyre can be serious. Bad roads are
another cause of accidents. Some accidents happen because the driver falls asleep. Finally, some
accidents are caused by drinking too much alcohol. In fact, this is one of the most important causes
of accidents.
Main idea: Car accidents have many causes in the United States.
Causes Signal Words Effects
bad weather are caused by car accidents
car problems result from
bad roads cause of
driver fall asleep because
drinking alcohol are caused by CLT UNIKA SOEGIJAPRANATA 32
 Unit 4 Reading Strategies 2

3). Sometimes a single cause leads to a single effect which leads to another effect and another.
This could be called a “chain reaction,” with all the causes and events linked together.

Notice how one thing leads to another in this paragraph:

Example:
During the war in Vietnam in the 1970s, many villages were destroyed. People were left
homeless, so they moved to the city. The cities were often overcrowded, with little hope for a good
life. This led many people to leave their homeland and move to the United States. Now, many
schools and colleges in the United States are expanding their English language programs.

War in Vietnam Villages were destroyed People were homeless

People moved to cities Cities became crowded, no hope People moved to the U.S.
U.S. needs more English language programs

Signalling Words for Cause and Effect

Transitions that Signal Causes
because since for this reason
because of stems from one cause is
for due to one reason is

Transitions that Signal Effects

consequently affect as a result
results in effect hence
one result is hence so
therefore thus in the aftermath
thus
Verbs that Connect Cause and Effect
produces causes sets off
brings about fosters stimulates
generates engenders leads to
initiates creates causes
yields breeds stems from

B. DISCUSSION AND EXERCISES

I. Read each paragraph. Identify the organizational pattern of the paragraph and the signal
words and the major details.

1. Franklin D. Roosevelt, the thirty-second president of the United States, served his country for
most of his life. He was the only president to be elected four times. He was born in Hyde Park, New
York, on January 30,1882, and he began his studies at Harvard in 1903. In 1905, he married
Eleanor Roosevelt, a distant cousin, and they had six children. After serving in the New York State
Senate, Roosevelt worked in Washington as Secretary of the Navy until 1921, At the time, he
became very ill with polio and lost the use of his legs. In 1928, Roosevelt ran for governor of New
York. After serving two terms as governor, he was elected to the presidency in 1933. Roosevelt
died in office on April 12,1945.

Pattern of paragraph organization: ________________________________________________

CLT UNIKA SOEGIJAPRANATA 33
 Unit 4 Reading Strategies 2

Signal words Major details

....................................... ..............................................................................
....................................... ..............................................................................
....................................... ..............................................................................
....................................... ..............................................................................
....................................... ..............................................................................
....................................... ..............................................................................
....................................... ..............................................................................
....................................... ..............................................................................

2. Making orange juice concentrate from fresh oranges is done entirely by machines. First,
oranges are dumped onto a moving belt. They travel into a machine which washes them with
detergent. Next they are rolled into juicing machines, where seven hundred oranges per minute
are split and squeezed. Then the rinds ( the skin of the oranges) are thrown out the end of a long
tube. At the same time, the juice goes through small holes in the bottom of the tube. Next, the juice
goes into another machine called the finisher. There, the seeds and other tiny objects are removed.
Last the juice goes into large tanks, where most of the water is removed.

Pattern of paragraph organization: ________________________________________________

Signal words Major details

....................................... ..............................................................................
....................................... ..............................................................................
....................................... ..............................................................................
....................................... ..............................................................................
....................................... ..............................................................................
....................................... ..............................................................................

3. A self-concept is a person's perception, or view, of his or her personality and character traits. It
consists of all your ideas and feelings concerning who you are. To discover your self-concept,
consider how you might answer the question “What kind of person am I?” Self-concepts are built
out of daily experiences and our reactions to those experiences. For example, let's say that as a
child you consistently do well in sports but find it hard to be part of a team. You might then begin to
describe your self-concept in the following terms: “I'm a good athlete, but I'm not much of a team
player.” Self concept, however, can – and sometimes should – be revised, particularly if they are
overly negative. And, here again, experience is the key.

Pattern of paragraph organization: ________________________________________________

CLT UNIKA SOEGIJAPRANATA 34

 Unit 4 Reading Strategies 2

Signal words Major details

......................................... .........................................................................................
......................................... .........................................................................................
......................................... .........................................................................................
......................................... .........................................................................................
......................................... .........................................................................................

4. The first step in redesigning your closet is to take everything out and sort through it. Anything you
haven't worn in over a year should be give to charity. Check garments for wear and tear. Take care
of anything that needs mending. If it is beyond repair, get rid of it. The second step is to install a
closet organizer. Choose one that will hold the different types of garments in your wardrobe. The
third step is to put items in the closet so that those you wear most often are easy to access. The final
step is to stay organized. Put garments back in their appropriate places so that you will be able to
find them.

Pattern of paragraph organization: ________________________________________________

Signal words Major details

......................................... .........................................................................................
......................................... .........................................................................................
......................................... .........................................................................................
......................................... .........................................................................................
......................................... .........................................................................................

5. Responsibility, a concept basic to Reality Therapy, is here defined as the ability to fulfill one's
needs, and to do so in a way that does not prive others of the ability to fulfill their needs. To illustrate,
a responsible person is able to give and receive love. If a girl, for example, falls in love with a
responsible man, we would expect him either to return her love or to let her know in a considerate
way that he appreciates her affection, but that he does not share her feelings. If he takes advantage
of her love, we would not consider him responsible.

Pattern of paragraph organization: ________________________________________________

Signal words Major details

......................................... .........................................................................................
......................................... .........................................................................................
......................................... .........................................................................................
......................................... .........................................................................................
......................................... .........................................................................................

CLT UNIKA SOEGIJAPRANATA 35

 Unit 4 Reading Strategies 2

II. Read the texts and answer the questions.

1. During the process of labor, the mother's uterus contracts rhythmically and automatically to
force the baby downward through vaginal canal. The contractions occur in a relatively mild and
irregular mild and irregular contractions of the uterus. As contractions become stronger and more
regular, the cervix ( the opening of the uterus) dilates, or widens, enough for the baby's head to fit
through. Toward the end of this stage, which may take from eight to twenty-four hours for a first-
time mother, a period of transition begins. The cervix nears fulldilation, contractions become more
rapid, and the baby's head begin to move into the birth canal. Although this period generally lasts
for only a few minutes, it can be extremely painful because of the increasing pressure of the
contractions. The second stage of labor is from complete dilation of cervix to birth. It is usually lasts
between one and one-and one-half hours. During the third stage of labor, which lasts only a few
minutes, the afterbirth ( the placenta and umbilical cord) is expelled. (Adapted from Seifert and
Hoffnung, Childhood and Adolescent Development, pp. 131-132.)

a. What is organizational pattern of the paragraph?

________________________________________________________________________
b. What are the signal words used in the paragraph?
________________________________________________________________________
c. For a first-time mother, the first stage of labor takes anywhere from ________ to __________ .
d. Describe the stages of labor in the process of birth.
________________________________________________________________________

2. Watergate, the scandal that rocked the nation, began on June 17, 1972, when five men were
caught trying to burglarize the offices of the Democratic National Committee. The arrest of the five
men led to an investigation that uncovered a White House plan of systematic espionage against
political opponents. Deeply involved in that plan were the two top aides to President Richard Nixon,
John Erlichman and H.R. Haldeman. On April 30,1973, Attorney General Elliot Richardson
appointed a special prosecutor, Harvard Law School professor Archibald Cox, to conduct a full-
scale investigation of the Watergate break-in. On May 20, 1973, the Senate Committee on
Presidential Activities opened hearings, and on July 16 White House aide Alexander Butterfield
told the committee that President Nixon had taped all the conversations that occurred in his office.
However, President Nixon refused to turn the tapes over to the investigating committee, and on
October 20 he ordered the dismissal of prosecutor Cox. After a storm of public protest, Nixon
agreed in June of 1974 to turn over the tapes. Once members of the committee had examined the
tapes closely, they discovered that eighteen-and-one-half minutes had been mysteriously erased.
On July 30 the House Judiciary Committee had approved three articles of impeachment. Rather
than face almost certain disgrace, Richard Milhous Nixon resigned as president on August 9, 1974.

a. What is the pattern of the organizational paragraph?

________________________________________________________________________
b. What are the transitional words used in the paragraph?
________________________________________________________________________
c. Outline the chain of events that began with the break-in at the Watergate and ended with
the resignation of Richard Nixon.
________________________________________________________________________

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 Unit 4 Reading Strategies 2

III. Read each passage. Identify the signal words and determine the overall pattern of
organization the author is using.

1. My husband and I constantly marvel at the fact that our two sons, born of the same parents and
only two years apart in age, are such completely opposite human beings. The most obvious
differences became apparent at their births. Our first born, Mark, was big and bold—his intense,
already wise eyes, broad shoulders, huge and heavy hands, and powerful, chunky legs gave us
the impression that he could have walked out of the delivery room of his own. Our second son,
Wayne, was delightfully different. Rather than having the football physique that Mark was born
with, Wayne came into the world with a long, slim, wiry body more suited to jumping, running, and
contorting. Wayne's eyes, rather than being intense like Mark's, were impish and innocent. When
Mark was delivered, he cried only momentarily, then seemed to settle into a state of intense
concentration, as if trying to absorb everything he could about the strange, new environment he
found himself in. Conversely, Wayne screamed from the moment he first appeared until the nurse
took him to the nursery. There was nothing pathetic about his cry either—he was quite angry.

Pattern of organization : ______________________________________________

Signal Words : ______________________________________________
______________________________________________

2. Reading a book is always much better than watching a movie based on a book. Despite the
saying “ A picture is worth a thousand words,” a book is able to give much more information than a
movie can give. The author can give the thoughts of characters; In contrast, a movie usually
conveys only the actions and words of the characters. A book can follow several characters and
plot lines, but a movie usually has less than two hours to tell the story and must follow just a few
characters or one plot line. The final difference is one of imagination. Each reader of a book can
create a different mental picture of the characters and scenes. A movie, however, can offer only the
vision of the director and actors.

Pattern of organization : ______________________________________________

Signal Words : ______________________________________________
______________________________________________

3. Most people do not think of coffee as a drug. In fact, it is a drug, and it has important effects on
your body. Some of the effects are good and some are not. Coffee can help you stay awake at night
when you want to sleep. Coffee makes some people feel more alive so they can work better. Other
people feel too nervous when they drink coffee. After a large meal, coffee can help your stomach.
But too much coffee can cause a stomachache.

Pattern of organization : ______________________________________________

Signal Words : ______________________________________________
______________________________________________

CLT UNIKA SOEGIJAPRANATA 37

 Unit 4 Reading Strategies 2

4. There are three ways to ruin even the best friendship. Best friends tell each other secrets they
would be unlikely to tell anyone else. Betray that confidence, and the friendship can end overnight.
If a best friend's romance goes down in flames, don't date the ex. No matter what your friend says,
he or she will not be happy about the two of you getting together. Finally, if your best friend confides
in you about a problem, don't immediately come up with a solution. Sometimes friends just want a
listener, not a problem solver.

Pattern of organization : ______________________________________________

Signal Words : ______________________________________________
______________________________________________

5. Most exams in college rely on two types of remembering, recalling and recognition. Recall refers
to the ability to supply or reproduce facts or information acquired some time in the past. When you
remember the lines of your favorite song, the dates of the Korean War, or the year John F. Kennedy
died, you are using recall. Recall is also at work when you complete fill-in-the-blanks questions on
a mid-term or final. Recognition comes into play when only have to recognize some previously
acquired knowledge or experience. For example, if you had to pick a suspect out of a police lineup,
you would be using recognition rather than recall. Recognition is also at the heart of multiple-
choice tests, where you have to recognize and select the correct answer. Not surprisingly, recall is
the more difficult memory task, and it is usually harder to recall information than it is to simply
recognize it when you see it.

Pattern of organization : ______________________________________________

Signal Words : ______________________________________________
______________________________________________

IV. Read the texts and answer the questions.

1. It is easy enough to confuse cheetahs with leopards. Even in Africa, where people are used to
seeing these animals, they are often called by the same swahili name “ngari'. The confusion is
understandable. On a superficial level the two have much in common. Both have light tan fur and
dark spots. Both have about the same body weight, approximately one hundred and ten to one
hundred and thirty pounds. However, on closer inspection, there are clearly more differences than
similarities between the two. The cheetah has longer legs and a much smaller head. An agile
climber, the leopard climbs trees to hunt monkeys; the cheetah, one of the fastest animals on earth,
takes its prey on the ground, running it down at full speed. The leopard consumes a varied diet.
Even when game is scarce, it subsists on mice and fruits. The cheetahs, by contrast, relies
primarily on antelope for food.
a. What is the paragraph organization of the text?
b. Put the information from the passage onto the graphic organizer.

Cheetahs Both Leopards

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 Unit 4 Reading Strategies 2

2. If we study a child's handwriting, certain personality traits are revealed. If children have
handwriting that is slanted only a little to the right or is straight up and down, they have a moderate
temperament and use good judgment. This type is usually affectionate and sharing. However, if the
handwriting slants to the far right, they are usually emotional children who act quickly. Their quick
responses are often negative responses. The third type, children who write with a backhand slant,
are very logical, unemotional, and sometimes very insecure. Their world seems to revolve around
themselves rather than around friends and loved ones.

a. What type of organizational pattern is used in the passage?

b. Complete the following graphic organizer with the information in the passage.

3. A young child's untreated ear infection can lead to serious consequences. The infection can
spread to the throat and cause a general illness. It can also do permanent damage to a child's
hearing ability. Perhaps the least-known consequence of untreated ear infection involves
language development. Language learning depends on good hearing. Children with frequent or
untreated ear infections cannot hear well. The result is a delay in their ability to speak and use
language effectively.

a. What is the organizational pattern of the text?

b. Put the information in the text onto the following graphic organizer.

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 Unit 4 Reading Strategies 2

C. THINKING SKILL
Choose the best answer.

1. Sven was the only child from Sweden. There were some children from Russia, Germany, and
England. There were many Italian and Spanish children, but there were no other...
a. American children. c. children.
b. Danish children. d. Swedish children.

2. Dicken started a new job last week. He likes the other workers, and he likes the work. There is only
one problem. He doesn't like the manager. He says the manager is...
a. always nice. c. always late.
b. often angry. d. often hungry.

3. Yussef is not doing well at the university. He doesn't study for his English class. He only studies for
his business class. He says English is not important and he doesn't want to...
a. find it. c. learn it.
b. feel it. d. work it.

4. I have some big news for the family! We are going to move to another city next year. The children
are going to go to a new school, and I'm going to start a new...
a. job. c. car.
b. day. d. family.

5. My cat liked to sit on my car. It was her favorite place. She could see all the people on the street. She
could also see all the dogs. The dogs could see her, but they couldn't...
a. hear her. c. drive her.
b. get her. d. look at her.

6. Help! There's mouse in my room! It went under my chair, and then it ran under the bed. There it is
again! It's running into the bathroom. Please come quickly and take it away. I don't...
a. like mice. c. see any mice.
b. eat any animal. d. like any animal.

7. Many young girls like dancing and go to dance classes. They want to be dancers. They think
dancers are beautiful, and they think dancing is fun. But a dancer's life is not always beautiful and
fun. It can be very...
a. young. c. pretty.
b. easy. d. difficult.

8. How was your meeting? Was it interesting? Did you talk to the new manager? What did she say
about your job? Are you going to stay at the same job, or are you going to...
a. sit down? c. go to lunch?
b. be late? d. change jobs?

9. This morning I talked to Mr. Swenson. He told me some interesting news. The town wants to build a
new road. They want to build it through his yard. He's very angry and upset. He doesn't want...
a. a road in his yard. c. any roads in the town.
b. a new road. d. to build a road.

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 Unit 4 Reading Strategies 2

10. There was a dead cat on the road this morning. My daughter Leila saw the dead cat and started to
cry. Poor Leila. She was very upset. She doesn't like to see...
a. dead animals. c. lots of cats.
b. lots of cars. d. fast cars.

11. That child had many problems at school. The other child didn't like him, and the teachers were
always angry with him. He told his parents, but they didn't…
a. see him. c. teach him.
b. listen to him. d. wake him.

12. Yoko was very upset yesterday. Something terrible happened in Japan. There was an earthquake,
and about 5,000 people died. Many people now have no homes. They are living in …
a. houses. c. Japan
b. schools. d. families

13. Mrs. Seurat was very upset because her son Bon wanted to do his homework. He also never
wanted to help her in the house. Bob was 16 years old. He wanted to lie in bed all day and
a. learn English! c. listen to music!
b. work in the kitchen! d. talk to his parents!

14. Last night we went to listen to some music. We didn't have a very nice evening. I almost went to
sleep because the music was terrible and the room was…
a. nice. c. green.
b. friendly. d. hot.

15. Today was a beautiful day. It wasn't very hot, and it wasn't very cold. There was lots of sun, and
there wasn't any wind. It was a good day for…
a. working in the yard. c. working in the office.
b. sleeping. d. looking at the television.

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 Unit 5 Thesis Statement
A. INTRODUCTION
THESIS STATEMENT
For the most part, controlling ideas in longer readings are stated rather than implied. The
sentence or sentences that express the controlling idea are called thesis statements. Like topic
sentences, thesis statements sum up the author's central point or message. Unlike topic
sentences, however, they frequently consist of more than one sentence, and they are fairly fixed in
location, usually appearing somewhere in the opening of paragraphs.
Like topic sentences, thesis statements are usually too general by themselves to
communicate fully an author's message. To be both clear and convincing, thesis statements need
more specific details. In short, they need major and minor supporting paragraphs. Major supporting
paragraphs introduce the different examples, reasons, studies, statistics, and so on, that make the
thesis statement clear and convincing. Minor supporting paragraphs further develop or elaborate
points already made in the major supporting paragraphs. They don't add information to the thesis
statement. Like major and minor supporting details, supporting paragraphs limit possible
interpretations and answer questions readers might have about the controlling idea and thesis
statement.
There is, however, one essential difference between reading single paragraphs and
reading longer selections with a dual purpose. On the one hand, you have to analyze and
understand each paragraph. But you also need to connect those paragraph into a unified whole.
You need to figure out what each paragraph contributes to your understanding of the thesis
statement.
The thesis statement usually appears near or at the end of the first paragraph or two of a
paper. Here is the first paragraph of Arthur Schlesinger, Jr.'s essay The Crisis of American
Masculinity. Notice how everything drives the reader toward the last sentence and how that last
sentence clearly signals what the rest of this essay is going to do.

What has happened to the American male? For a long time, he seemed utterly confident in
his manhood, sure of his masculine role in society, easy and definite in his sense of sexual
identity. The frontiersmen of James Fenimore Cooper, for example, never had any concern
about masculinity; they were men, and it did not occur to them to think twice about it. Even
well into the twentieth century, the heroes of Dreiser, of Fitzgerald, of Hemingway remain
men. But one begins to detect a new theme emerging in some of these authors, especially in
Hemingway: the theme of the male hero increasingly preoccupied with proving his virility to
himself. And by mid-century, the male role had plainly lost its rugged clarity of outline. Today
men are more and more conscious of maleness not as a fact but as a problem. The ways by
which American men affirm their masculinity are uncertain and obscure. There are
multiplying signs, indeed, that something has gone badly wrong with the American
male's conception of himself.

A thesis statement should :

1. Tell the reader how you will interpret the significance of the subject matter under discussion.
2. Be a road map for the paper. In other words, it tells the reader what to expect from the rest of the
paper.
3. Directly answer the questions asked of you. A thesis is an interpretation of a question or subject,
not the subject itself. The subject, or topic of an essay might be a World War II or Moby Dick; a
thesis must then offer a way to understand the war or the novel.
4. Make a claim that others might dispute.
5. Usually be a single sentence somewhere in your first paragraph that presents your argument to
the reader. The rest of the paper, the body of the essay, gathers and organizes evidence that will
persuade the reader of the logic of your interpretation.
CLT UNIKA SOEGIJAPRANATA 42
 Unit 5 Thesis Statement

B. DISCUSSION & EXERCISES

I. This exercise will help you understand the difference between an effective and an ineffective
thesis statement-a sentence that identifies the main idea and central purpose of an essay.

Instructions:
For each pair of sentences below, select the one that you think would make the more effective
thesis in the introductory paragraph of a short essay (approximately 400 to 600 words). Keep in
mind that an effective thesis statement should be sharply focused and specific, not just a general
statement of fact.
When you're done, you may want to discuss your answers with your classmates, and then compare
your responses with the suggested answers on page two. Be ready to defend your choices.
Because these thesis statements appear outside the context of complete essays, all responses
are judgment calls, not absolute certainties.

For example :
Choose among the following sentences, which sentence is a more effective thesis
statement? Give reasons for your choice.

a) The Hunger Games is a science fiction adventure film based on the novel of the same name by
Suzanne Collins.
b) The Hunger Games is a morality tale about the dangers of a political system that is dominated by
the wealthy.

Explanation :
Sentence b) is a better choice because it gives more description of what to expect from the rest
of the paragraphs. It can also give a further explanation that the upcoming ideas will be about
the danger of a political system, and others.

Now, it is your turn.

a) There is no question that cell phones have changed our lives in a very big way.
b) While cell phones provide freedom and mobility, they can also become a leash, compelling users to
answer them anywhere and at any time.

a) Finding a job is never easy, but it can be especially hard when the economy is still feeling the effects
of a recession and employers are reluctant to hire new workers.
b) College students looking for part-time work should begin their search by taking advantage of job-
finding resources on campus.

a) For the past three decades, coconut oil has been unjustly criticized as an artery-clogging saturated
fat.
b) Cooking oil is plant, animal, or synthetic fat that is used in frying, baking, and other types of cooking.

a) There have been over 200 movies about Count Dracula, most of them only very loosely based on
the novel published by Bram Stoker in 1897.
b) Despite its title, Bram Stoker's Dracula, a film directed by Francis Ford Coppola, takes
considerable liberties with Stoker's novel.

a) There are several steps that teachers can take to encourage academic integrity and curtail
cheating in their classes.
b) There is an epidemic of cheating in America's schools and colleges, and there are no easy
solutions to this problem.

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 Unit 5 Thesis Statement

a) J. Robert Oppenheimer, the American physicist who directed the building of the first atomic
bombs during World War II, had technical, moral, and political reasons for opposing the
development of the hydrogen bomb.
b) J. Robert Oppenheimer, often referred to as "the father of the atomic bomb," was born in
New York City in 1904.

a) The iPad has revolutionized the mobile-computing landscape and created a huge profit
stream for Apple.
b) The iPad, with its relatively large high-definition screen, has helped to revitalize the comic
book industry.

a) Like other addictive behaviors, Internet addiction may have serious negative
consequences, including academic failure, job loss, and a breakdown in personal
relationships.
b) Drug and alcohol addiction is a major problem in the world today, and many people suffer
from it.

a) When I was a child I used to visit my grandmother in Moline every Sunday.

b) Every Sunday we visited my grandmother, who lived in a tiny house that was undeniably
haunted.

II. Find the thesis statements for each essay. Then, write an outline of it.

Essay 1.
The Hazards of Moviegoing
By John Langan

I am a movie fanatic. When friends want to know what picture won the Oscar in 1980 or who played
the police chief in Jaws, they ask me. My friends, though, have stopped asking me if I want to go out
to the movies. The problems in getting to the theater, the theater itself, and the behavior of some
patrons are all reasons why I often wait for a movie to show up on TV.

First of all, just getting to the theater presents difficulties. Leaving a home equipped with a TV and a
video recorder isn't an attractive idea on a humid, cold, or rainy night. Even if the weather
cooperates, there is still a thirty-minute drive to the theater down a congested highway, followed by
the hassle of looking for a parking space. And then there are the lines. After hooking yourself to the
end of a human chain, you worry about whether there will be enough tickets, whether you will get
seats together, and whether many people will sneak into the line ahead of you.

Once you have made it to the box office and gotten your tickets, you are confronted with the
problems of the theater itself. If you are in one of the run-down older theaters, you must adjust to the
musty smell of seldom-cleaned carpets. Escaped springs lurk in the faded plush or cracked leather
seats, and half the seats you sit in seem loose or tilted so that you sit at a strange angle. The newer
twin and quad theaters offer their own problems. Sitting in an area only one-quarter the size of a
regular theater, moviegoers often have to put up with the sound of the movie next door. This is
especially jarring when the other movie involves racing cars or a karate war and you are trying to
enjoy a quiet love story. And whether the theater is old or new, it will have floors that seem to be
coated with rubber cement. By the end of a movie, shoes almost have to be pried off the floor
because they have become sealed to a deadly compound of spilled soda, hardening bubble gum,
and crushed Ju-Jubes.

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 Unit 5 Thesis Statement

Some of the patrons are even more of a problem than the theater itself. Little kids race up and down
the aisles, usually in giggling packs. Teenagers try to impress their friends by talking back to the
screen, whistling, and making what they consider to be hilarious noises. Adults act as if they were at
home in their own living rooms and comment loudly on the ages of the stars or why movies aren't as
good anymore. And people of all ages crinkle candy wrappers, stick gum on their seats, and drop
popcorn tubs or cups of crushed ice and soda on the floor. They also cough and burp, squirm
endlessly in their seats, file out for repeated trips to the rest rooms or concession stand, and elbow
you out of the armrest on either side of your seat.

After arriving home from the movies one night, I decided that I was not going to be a moviegoer
anymore. I was tired of the problems involved in getting to the movies and dealing with the theater
itself and some of the patrons.The next day I arranged to have cable TV service installed in my
home. I may now see movies a bit later than other people, but I'll be more relaxed watching box
office hits in the comfort of my own living room.

Essay 2.

The various types of vaccines are classified according to the method by which they are
derived. Vaccine are prepared from harmful viruses or bacteria and administered to patients to
provide immunity to specific diseases.
The most basic class of vaccines actually contains diseases-causing microorganisms that
have been killed with a solution containing formaldehyde. In this type of vaccine, the
microorganisms are dead and therefore cannot cause diseases; however, the antigens found in
and on the microorganisms can still stimulate the formation of antibodies. Examples of this type of
vaccine are the ones that fight influenza, typhoid fever, and cholera.
A second type of vaccine contains the toxins produced by the microorganisms rather than
the microorganisms themselves. This type of vaccine is prepared when the microorganisms itself
does little damage but the toxin within the microorganism is extremely harmful. For example, the
bacteria that cause diphtheria can thrive in the throat without much harm, but when toxins are
released from the bacteria, muscles can become paralyzed and death can ensue.
A final type of vaccine contains living microorganisms that have been rendered harmless.
With this type of vaccine, a large number of antigen molecules are produced and the immunity that
results is generally longer lasting than the immunity from other types of vaccines. The Sabin oral
anti-polio vaccine and the BCG vaccine against tuberculosis are examples of this type of vaccine.
In conclusion, we can see that the harmful viruses or bacteria that had been killed, rendered,
or taken the toxins from are ready to administer for the patients in order to be immune from specific
disease.

C. THINKING SKILL
Choose the best ending for each paragraph.

1. New York is one of the biggest cities in the world. It has about 7 million people. But Tokyo is larger. It
has more than...
a. a million people. c. as many people.
b. Thousands of people. d. 8 million people.

2. In cold climates, plants grow quickly in the spring and summer. This is partly because the weather
is warmer. It is also because the day are longer and plants get more...
a. air. c. water.
b. sunlight d. leaves

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 Unit 5 Thesis Statement

3. Some plants grow in very dry places. These desert plants can live for a long time with no...
a. flowers. c. food.
b. sun d. water

4. People used to wake up when it was light. They went to bed when it was dark. The sun was their...
a. star. c. clock.
b. time d. bed

5. What is your favorite color ? If it is red, you may be a lively kind of person. If you like blue, you may
be a person who likes peace and quiet. Your favorite color tells something about...
a. colors. c. you
b. life d. peace

6. Sometimes children get sick because of problems at home. Then doctors like to to meet with the
children's...
a. friends. c. teachers.
b. parents d. patients

7. Dentist think that eating candy is bad for the teeth. If children eat candy, they will probably have
tooth trouble...
a. before. c. someday.
b. in the past d. in the morning.

8. Some birds fly many miles every year. In the fall they leave their homes in the north and fly south to
warmer places. In the spring, they leave their winter homes and go back...
a. north. c. around.
b. south d. away

9. Many farmers in Florida grow oranges. They also grow lemons, limes, and grapefruit. Florida is
famous for its...
a. apples. c. weather.
b. vegetables d. fruit

10. Some people prefer warm climates. They do not like cold weather or snow. They enjoy the heat
and feel happy in the...
a. climate. c. sun.
b. snow d. night

11. Some people enjoy the winter. They like winter sports such as skiing and skating. They enjoy ice
and...
a. weather. c. sun.
b. snow d. rain

12. Jazz started in the United States around 1900. Now there are jazz musicians around the world. But
the most famous jazz musicians are...
a. English. c. European.
b. dead d. American

13. In very hot countries, the sun can hurt your eyes. It is a good idea to wear a hat when you are
outside. You should also wear...
a. shoes. c. a swimsuit.
b. sunglasses d. gloves
CLT UNIKA SOEGIJAPRANATA 46
 Unit 5 Thesis Statement

14. Last week Mr. Thomas rented a new apartment. He does not have a table, chairs, or any other
furniture yet. The apartment looks...
a. comfortable. c. empty.
b. full d. crowded

15. On special days, the whole family has dinner at our house. Everyone came last week for my
father's...
a. parents. c. house.
b. family d. birthday

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 Unit 6 Reading Strategies 3

A. INTRODUCTION
1. ORGANIZATION OF AN ESSAY
a. Introduction Paragraph
The introduction paragraph is the first paragraph of your essay.

Strong Introduction… Weak Introduction…

- introduces the topic clearly
- it doesn’t give enough information about the
- gives several sentences of information
topic or gives too much information about it.
about the topic
- It talks about too many different topics.
- states the thesis (the main idea) of the
- It does not state a clear thesis.
essay

b. Supporting Paragraphs
Supporting paragraphs make up the main body of your essay.
To connect your supporting paragraphs, you should use special transition words. Transition words
link your paragraphs together and make your essay easier to read. Use them at the beginning and
end of your paragraphs.

Examples of transition words that can help you to link your paragraphs together:

For listing different points For counter examples

First However

Second Even though

Third On the other hand

Nevertheless

For additional ideas

To show cause and effect
Another
Therefore
In addition to
Thus
Related to
As a result of
Furthermore
Consequently
Also

Like all good paragraphs, each supporting paragraph should have a topic sentence,
supporting sentences, and a summary sentence.

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 Unit 6 Reading Strategies 3

c. Summary Paragraph

The summary paragraph comes at the end of your essay after you have finished developing
your ideas. The summary paragraph is often called a "conclusion."

Some Phrases you find in the summary paragraph

In conclusion, we can say that …
In this paper, we have seen that …
This research paper has clearly shown that …
We can conclude that …
Finally, it is worth pointing out that …

2. WHAT IS SUMMARIZING ?
Summarizing is the retelling of the important parts of a passage in a much shorter form.
Why summarize ?
- To make sure you have understood something.
- To explain the sense of a passage to someone else.
- To review texts for examination.
Why does a good summary include?
· A good summary includes the main ideas and the major supporting points.
· A good summary does not include minor details, repeated details, or the reader's
opinion.
For example:
Text : The tall cowboy put the saddle on his horse, untied him from the fence, waved
good-bye and rode off into the sunset.
Summary : The cowboy left.
Explanation : You can leave out the word tall, since that is not an important fact. All the things that
the cowboy did (put saddle on horse, waved good-bye, and rode off) can be
summarized in one word : left.
Summarizing Paragraphs
A paragraph summary should be as short as possible, but it must be a complete sentence. The
summary of paragraph is the main idea of the paragraph. Often (but not always), the main idea
is found in the topic sentence.
Step 1 : Read the paragraph all the way through to be sure you understand it.
Step 2 : Check to see if the paragraph contains a topic sentence.
Step 3 : Take out unnecessary words.

Notes:
If you can not find a topic sentence, write a short summary of the paragraph. If you only can get
keywords from the paragraph, put the sentences from the paragraphs together. Connect them with
signal words or other connecting words. (remember, signal words and connecting words tie ideas
together. Example : and, but, however, first, next, then, because.)

CLT UNIKA SOEGIJAPRANATA 49

 Unit 6 Reading Strategies 3

Example :
Shopping malls have produced a revolution in United States shopping and living habits in
just 45 years. Before 1950, there were no malls, but now almost every city or region has at least
one. In fact, shopping malls have become a part of daily part of daily life. Many people even think of
them as social centers. In a way, malls have taken the place of Main Street. Shops and services
which were once spread over several city blocks are now in one place at the mall. Busy
householders can save time by doing their shopping at the mall. And people young and old, with
time on their hands, often say, 'Let's go to the mall.'
Topic sentence : Shopping malls have produced a revolution in United States
shopping and living habits.
or : Shopping malls have changed United States culture.

3. WAYS OF ORGANIZING ESSAYS

In this unit you will discuss three kinds of organization: Chronological Order, Cause and
Effect Order, Comparison and Contrast.
a. Chronological Order
The statement for a chronological order essay contains (1) name of the topic, and (2) indicate that
the essay will be organized in chronological order. Words such as the process, the procedure of,
the development of, the evolution of, five stages, two steps, several phases, etc. indicate that
chronological order will be used.
Here are some examples:
· The process of taking inventory in a small retail business has become much easier
since the development of bar coding technology.
· My passion for physics evolved slowly during my high school years.

Transition signals for Chronological Order:

1. Time clauses: … after the liquid has evaporated, ..; ..as soon as we entered the icy water, …
2. Time phrases: … before the earthquake, … ; … while stirring the soup, … ; … before adding
the liquid, …
Transition signals for Additional Idea
Sentence Connectors Prepositions
Furthermore, … Besides, …
In addition, … In addition to, …
Moreover, …
Besides, …

Transition signals for Opposite Idea

Sentence Connector Subordinators Prepositions
On the other hand, … Although … Despite …
However, … Even though … In spite of …

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 Unit 6 Reading Strategies 3

b. Cause and Effect Order

The following are examples of typical cause and effect essay examination questions.
- Sociology: Discuss the cause of the rising divorce rate in modern society.
- Business and Economics: Discuss NAFTA (North American Free Trade Agreement) and its
effects on the US economy.
- Psychology: Explain the high suicide rate in Indonesia.

Basically there are two main ways to organize a cause and effect essay: “block” and “chain”
organization.

c. Comparison / contrast organization

Ü Two methods for organizing a comparison / contrast paragraph
Method 1: Block organization
First, write about supporting Reading a story in a book is often very different
points for the first topic. Then from seeing it as a movie. When you read a story,
compare or contrast those same you need to use your imagination. A book usually
points to the second topic. This
type of organization should be gives a lot of description about the people, places,
outlined like this: and things in the story, so you can create pictures in
your mind. In addition, the conversations between
Topic sentence comparing / people are always written with details that describe
contrasting two topics (A & B)
how the people look of feel while they are talking.
When you read, you use a lot of imagination to help
“see” the characters in the story. However, when
Points of comparison / contrast you see a movie, it is a different experience. When
about Topic A
you watch a movie, you don't need to use your
imagination. The pictures on the screen give all the
details about the people, places, and things in the
Points of comparison / story.The conversations are spoken out loud, so
contrast about Topic B
you just listen and watch. The feelings of the people
come through their faces, body movements, and
voices. Although a book and a movie might tell the
same story, reading a book and watching a movie
Concluding sentence are very different experience.

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 Unit 6 Reading Strategies 3

Method 2: Point-by-point
organization Marilyn Monroe and Princess Diana lived at
Compare or contrast one point different times in different countries, but their lives
about the two topics, then a
second point, then a third point, had some surprising similarities. First of all, both
and so on. This type of women had a difficult childhood. Monroe spent
organization could be outlined like many years without parents in an orphanage, and
this: Diana's mother left the family when she was only
six. Later in their lives, both women married famous
men. Princess Diana married Prince Charles, and
Topic sentence comparing or Marilyn Monroe married a famous baseball player
contrasting two topics (A & B) and later a famous writer. They also had difficult
marriages and eventually separated from their
First point of comparison husbands. Another similarity between Marilyn
/ contrast (A1, B1) Monroe and Princess Diana was that they were
both very popular. Diana was called “The people's
princess” because she was so friendly. Although
Second point of comparison Monroe was famously sexy, she was well-liked
/ contrast (A2, B2) because she seemed very innocent. However,
although they both seemed to have very happy
lives, both women actually had emotional problems
and often felt sad and depressed. Monroe went
Third point of comparison through serious depression and had to go to a
/ contrast (A3, B3) hospital for treatment. Likewise, Diana suffered
from an eating problem and was depressed during
parts of her marriage. A last similarity between
Marilyn Monroe and Princess Diana was their
deaths at an early age. In fact, they were both thirty-
Fourth point of comparison six years old when they died, Monroe in 1962 and
/ contrast (A4, B4)
Diana in 1997. Maybe their similar life
circumstances and lifestyles explain why Princess
Diana and Marilyn Monroe also had similar
Fifth point of comparison
/ contrast (A5, B5) personalities.

Concluding sentence

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 Unit 6 Reading Strategies 3

B. DISCUSSION & EXERCISES

I. Read the two paragraphs above then answer the questions.

a. Which paragraphs mostly compares and which mostly contrast?

b. Finish filling in the outline on the next exercise for each paragraphs.
Block organization: Paragraph 1
Topic sentence: Reading a story in a book is often very different from seeing it as a movie.
Topic A --- reading a book
Supporting points:
1. ……………………………………………………………………………………………
2 …………………………………………………………………………………………….
Topic B ---- ………………………..
1. ……………………………………………………………………………………………
2 …………………………………………………………………………………………….

Point-by-point organization: Paragraph 2

Topic sentence: Marilyn Monroe and Princess Diana lived at different times in different countries,
but their lives had some surprising similarities.

First point of comparison-difficult childhood

A1: ………………………………………………………………………………………….......
B1: Princess Diana-mother left family

Second point of comparison – ……………………………………………………………….

A2: Princess Diana—married Prince Charles, later separated from him
B2: ………………………………………………………………………………………….......

Third point of comparison – ……………………………………………

A3: ………………………………………………………………………………………….......
B3: ………………………………………………………………………………………….......

Fourth point of comparison-- …………………………………………..

A4: Marilyn Monroe-- ………………………………………………………………………....
B4: ………………………………………………………………………………………….......

Fifth point of comparison-- ………………………………………………

A5: ………………………………………………………………………………………….......
B5: ………………………………………………………………………………………….......

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 Unit 6 Reading Strategies 3

II. Read the text below and identify which one is the Introduction paragraph, which one is the
Supporting paragraph and which one is the Summary paragraph.

Topic: People today spend far more time watching sport then actually doing any
themselves. What are the factors influencing this change?

I would argue that sport has never been as popular as it is today. In fact, it does not matter where
people live, sport still has a great influence on their lives – whether they play or just watch.

(1) ………. , there is growing concern that people are beginning to prefer to be spectators rather
players, (2) ……… ., they are becoming overweight and unfit. This is undoubtedly the result of the
way people live today in some parts of the world. By this I mean that they are always in a rush, suffer
from too much stress (3) ………. have to work long hours. (4) ………. , they get home too late to do
anything except making a meal, watching TV and going to bed.

(5) …….. , many small towns do not have suitable sports facilities, or if they do have a sport centre,
it is often too expensive to go there often. In the villages, taking part in sport is still extremely
popular, especially among young people. (6) ……… there is no large sports centre in my town, the
young people still play football and basketball. There are, (7) ………, some sports that it is only
possible for us to watch on TV, like tennis and skiing. (8) ………….., it seems to me that it is not what
you play that is important – it is that you actually do play something.

I would like to conclude by saying that there may be some justification for claiming that fewer people
are playing sport. It all depends where you live in the world. Playing sport as well as watching it is
very much alive in my part of the world, and, (9) ………, I believe it will continue to grow in
popularity.

Questions
1. Introduction Paragraph : Paragraph …………….
2. Supporting Paragraphs : Paragraph …………….
3. Summary Paragraphs : Paragraph ……..……….

III. In the essay some of the transition words and phrases are missing.
Decide which of A, B or C would fit best in each space 1 – 9.
1. A. However B. Despite C. Therefore
2. A. In addition B. However C. Consequently
3. A. therefore B. and C. but
4. A. As a result B. Despite C. Although
5. A. So B. Unfortunately C. In fact
6. A. Although B. Consequently C. In fact
7. A. also B. though C. so
8. A. As a result B. However C. This means that
9. A. so B. despite C. what's more

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 Unit 6 Reading Strategies 3

IV. The following short essay describes a simple chain reaction. Fill in the boxes to
complete the flowchart, which illustrates the cause and effect chain described in
the model essay “SAD.”
SAD
When winter arrives, some people get sad, even suicidal.
Doctors have recently started to study the causes of a medical disorder that they have
appropriately named SAD, or seasonal affective disorder. People who suffer from SAD become
very depressed during the winter months. Their depression appears to be the result of a decrease
in the amount of sunlight they are exposed to. Doctors theorize that decreased sunlight affects the
production of melatonin, a hormone manufactured in the brain, and serotonin, a chemical that
helps transmit nerve impulses. Depression may result from the ensuing imbalance of these two
substances in the body receives may cause a disturbance in the body's natural clock which could,
in turn, result in symptoms such as lethargy, oversleeping, weight gain, anxiety, and irritability – all
signs of depression.
Since the absence of light seems to be the cause of this disorder, a daily dose of light
appears to be the cure. Doctors advise patients to sit in front of a special light box that stimulates
natural light a few hours every day.
In conclusion, the depressive effect of low sunlight levels may help explain the high suicide
rate in the Scandinavian countries, and more importantly, it may suggest a remedy. When the days
grow short, turn on the lights.

V. Summarize these sentences

1. After she turned on the oven, Michiko mixed the sugar, flour, eggs, milk, oil, and vanilla in the new
blender, poured the batter into the buttered pans, and put the cake in the oven.
Summary : __________________________________________________________________

2. Serge put on his raincoat, picked up his umbrella from the table near the door, turned off the lights,
put out the cat, and got ready for his ten-minute walk to the bus stop.
Summary : __________________________________________________________________

3. In Natasha's library you can find mysteries, novels, biographies, travel books, how-to manuals,
science fiction thrillers, and reference books.
Summary : __________________________________________________________________

4. During the summer along the Charles River in Boston, you can go roller-blading, running, biking, or
sailing, or you can have a picnic, listen to concert, or watch a movie.
Summary : __________________________________________________________________

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 Unit 6 Reading Strategies 3

5. When they heard the weather forecast, the islanders closed the windows, put tape across the
grass, moved all of their plants and chairs indoors, and stocked up on bottles of fresh water.
Summary : __________________________________________________________________

VI. Summarize each of the following paragraphs. Follow the steps explained.
Use as few words as possible.
1. Although every shopping mall is a bit different in design, shoppers often quickly feel comfortable in
a new mall. That is because usually share certain features. You can almost always find most of the
following : a department store, a bank, a pharmacy, a toy store, a book shop, clothing shops for all
ages, a bank, and places to eat. These business are all under one roof. Most malls are enclosed, so
that shoppers have doors to shops on the outside of the mall. Every mall is surrounded by a large
parking area.
Summary : ___________________________________________________________________

2. While shopping malls have changed American life, not all of their effects have been positive. Most
of the shops and services found in malls are parts of large corporations. These businesses have
taken away customers from smaller shops in the area and forced them to close. That has meant
fewer individually owned businesses and less local control over jobs. In addition, malls are harmful
to the environment. They have sometime been built, they cover large areas with buildings and
parking lots – instead of trees or grass. Thus, they contribute to the general loss of nature. And
finally, malls are usually far from any town center, so people must use cars to get there. This results
in increased air pollution and heavy traffic on the road near the mall.
Summary : ___________________________________________________________________

3. By 1984, NASA, the United States space program, had carried out many successful flight of the
space shuttle. In fact, American were beginning to take the whole NASA program for granted. Then,
the president announced that the next shuttle would carry a school teacher into space. Hundreds of
teachers from all parts of the country applied for the job. They all wanted to be 'the first teacher in
space.' During the next year, these adventurous educators were tested and examined and trained.
At last, the choice was announced. A teacher from New Hamspire, Christa MacAuliffe, would be the
first teacher-astronaut.
Summary : ___________________________________________________________________

4. Many months of preparation and training followed the announcement. First, Christa went through
intensive physical training. She had to be in top condition for the flight. Then she learned how to
operate some of the delicate instruments on the Challenger space shuttle. Christa planned special
lessons which she would teach from space. Finally, she trained with the other astronauts, so they
could work as a team in space.
Summary : ___________________________________________________________________

5. Everyone knows what happened on that terrible day in January, 1986. Early in the morning, the
Challenger crew had a good breakfast and discussed their plans. They made sure they understood
all the work they would be doing during the flight. Later, they boarded a special van which carried
them to the shuttle. The weather was rather cold, and some NASA officials wondered if they should
put off the flight. After some discussion, they decided to go ahead. The Challenger took off over the
Atlantic Ocean in Florida. Minutes later, it exploded in the air. All of the crew members died in the
crash.
Summary : ___________________________________________________________________

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 Unit 6 Reading Strategies 3

C. THINKING SKILL
Choose the best ending for each paragraph.
1. Coffee grows in places with warm climates. In some parts of the world, the land is good for growing
coffee, but the winters are too...
a. cold. c. short.
b. dry. d. cloudy.

2. In Sweden, the summer days are long and the sun shines for many hours. But the winter is very
dark. The days are short because the sun rises late and sets...
a. late. c. at midnight.
b. beautifully. d. early.

3. In Europe there are many small countries. Each country has its own kind of money. This sometimes
is a problem for the traveler. It means you often have to change...
a. cash. c. languages.
b. money. d. airplanes.

4. In New England, the weather changes often. It may be sunny in the morning. Then it can be very
cold and rainy in the afternoon. That is why a famous writer said, “If you don't like the weather in New
England,...
a. go home.” c. bring an umbrella.”
b. wait a few hours.” d. listen to the radio.”

5. My favorite book is about the life of Charles Dickens. He was a famous English writer. It is an
interesting story. The best part is about...
a. airplanes. c. his childhood.
b. the economy. d. the mountains.

6. Clocks were first made in Europe in about 1500. Before then, people looked at the sun...
a. to tell the time. c. in the morning.
b. to get places. d. to read.

7. The piano is a popular instrument for children. It is easy to make a nice sound on the piano. The
violin is less popular, because it is more...
a. fun. c. boring.
b. beautiful. d. difficult.

8. In California, the time is three hours earlier than the time in New York. If it is 11 o'clock in New York, it
must be...
a. 3 o'clock in California. c. 11 o'clock in California.
b. 8 o'clock in California. d. later in California.

9. Glassmaking is an old art. The Romans and the Egyptians made glass many years ago. Now we
can make many different kinds of glass in all colors, but the art is...
a. the same. c. beautiful.
b. very new. d. not old.

10.Thousands of years ago, people loved gold. They wore gold rings, earrings, and bracelets. Today,
people still like to wear jewelry made of...
a. rings. c. bracelets.
b. gold. d. wood.
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 Unit 6 Reading Strategies 3

11.Some people like history. They like to look at old buildings and old streets. They like to know that
many others lived there before them. These people have strong feeling for...
a. cities. c. buildings.
b. people. d. the past.

12.Other people prefer new cities. They like to see modern buildings and clean streets. They feel that
new things are exciting. These people don't think much about the past. They are interested in...
a. the present. c. history.
b. cities. d. old times.

13. The best way to learn about a new city is to walk around. You can watch people and listen to their
conversations. You can look at things in the shop windows. This way you will get to know...
a. the price of food. c. how the people live.
b. the language. d. the history of the city.

14.Denver, Colorado, is next to the Rocky Mountains. In fact, the city is partly in the mountains. That is
why it is called the...
a. “low city.” c. “flat city.”
b. “mile-high city.” d. “city of dreams.”

15.Every year more people move to cities. They think they will find better jobs in the city. They do not
want to work on farms and live in small towns. So cities are growing larger all the time and...
a. more people are living on farms. c. there are no jobs in small towns.
b. people are more interesting. d. fewer people are living on farms.

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 Unit 7 Reading in Details

A. INTRODUCTION
I. IDENTIFYING REFERENCE IN THE TEXT.
Every text has a structure. It is not just a random collection of sentences. The parts that make up the
text are related in a meaningful way to each other. Recognising the way in which a text has been
organised will help you to understand it better. In order to understand the text, it is necessary to
understand how the sentences are related. Words like "it", "this", "that", "here", "there" etc. refer to
other parts of the text. You need to understand these connections or links.
There are four main types of links used in academic texts: reference, ellipsis and substitution,
conjunction and lexical cohesion (Halliday and Hasan, 1976).

REFERENCE
Certain items of language in English have the property of reference. That is, they do not have
meaning themselves, but they refer to something else for their meaning.

Study the following passage.

The scientific study of memory began in the early 1870s when a German philosopher, Hermann
Ebbinghaus, came up with the revolutionary idea that memory could be studied experimentally. In
doing so he broke away from a 2000-year-old tradition that firmly assigned the study of memory to
the philosopher rather than to the scientist. He argued that the philosophers had come up with a
wide range of possible interpretations of memory but had produced no way of deciding which
amongst these theories offered the best explanation of memory. He aimed to collect objective
experimental evidence of the way in which memory worked in the hope that this would allow him to
choose between the various theories.

In this text "he" and "him" refers to "Hermann Ebbinghaus". In order to understand the text, you
need to know what these words refer to in the text.

Similarly,

These theories all stem from some underlying assumptions about people. To a large extent
unproven, they tend to represent the dominant mood or climate of opinion at that time. Schein has
classified them as follows, and it is interesting to note that the categories follow each other in a sort
of historical procession, starting from the time of the industrial revolution.

Other words used in this way are "he", "him", "it", "this", "that", "these", "those", "here", "there" etc.

II. DIRECTLY ANSWERED QUESTIONS

A. STATED DETAIL QUESTIONS
A stated detail question asks about one piece of information in the passage rather than the
passage as a whole. The answers to these questions are generally given in order in the passage,
and the correct answer is often a restatement of what is given in the passage. This means that the
correct answer often expresses the same idea as what is written in the passage, but the words are
not exactly the same.

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 Unit 7 Reading in Details

Example:
The passage
Williamsburg is a historic city in Virginia situated on a peninsula between two rivers, the
York and the James. It was settled by English colonists in 1633, twenty-six years after the first
permanent English colony in America was settled at Jamestown. In the beginning the colony at
Williamsburg was named Middle Plantation because of its location in the middle of the peninsula.
The site for Williamsburg had been selected by the colonists because the soil drainage was better
there than at te Jamestown location, and there were fewer mosquitoes.
The questions:
1. According to the passage, Williamsburg is located
a. on an island
b. in the middle of a river
c. where the York and the James meet
d. on a piece of land with rivers on two sides

2. The passage indicates that Jamestown

a. was settled in 1633
b. was settled twenty-six years after Williamsburg
c. was the first permanent English colony in America
d. was originally named Middle Plantation

3. The passage states that the name Middle Plantation

a. is a more recent name than Williamsburg
b. derived from the colony on the peninsula
c. refers to the middle part of England that was home to the colonists
d. was given to the new colony because it was located in the middle of several plantations

The answers to the questions are generally found in order in the passage, so you should look
for the answer to the first question near the beginning of the passage. Since the first question asks
about where Williamsburg is located, you should see that the first sentence in the passage answers
the question because means located. The best answer to this question is answer D; with rivers on
two sides is closest in meaning to between two rivers.
The answer to the second question will probably be located in the passage after the answer to
the first question. Since the second question is about Jamestown, you should skim through the
passage to find the part of the passage that discusses this topic. The answer to this question is
found in the statement that Williamsburg was settled by English colonists in 1633, twenty-six years
after the first permanent English colony in America was settled at Jamestown. The best answer to
this question is answer C, which is directly stated in the passage about Jamestown.
The answer to the third question will probably be located in the passage after the answer to
the second question. Because the third question is about the name Middle Plantation, you should
skim through the passage to find the part that discusses the topic. The answer to this question is
found in the statement Williamsburg was named Middle Plantation because of its location in the
middle of the peninsula. Answer B is correct because it is closest in meaning to this statement.
The following chart outlines the key information that you should remember about stated detail
questions:

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 Unit 7 Reading in Details

How to identify the question According to the passage, ...

It is stated in the passage ...
The passage indicates that ...
The author mentions that ...
Which of the following is true, ...?
Where to find the answer The answer to these questions are found in order in the
passage.
How to answer the question 1. Choose a key word in the question.
2. Skim in the appropriate part of the passage for the key
word or idea.
3. Read the sentence that contains the key word or idea
carefully.
4. Look for the answer that restates an idea in the
passage.
5. Eliminate the definitely wrong answers and choose the
best answer from the remaining choices.

B. STATED DETAIL QUESTIONS

You will sometimes be asked in the reading comprehension questions to find an answer that
is not stated or not mentioned or not true in the passage. This type of question really means that
three of the answers are stated, mentioned, or true in the passage, while one answer is not. Your
actual job is to find the three correct answers and then choose the letter of one remaining answer.
Example
The passage:
In English there are many different kinds of expressions that people use to give a name to
anything whose name is unknown or momentarily forgotten. The word gadget is one such word. It
was first used by British sailors in the 1850's and probably came from the French word gachette,
which was a small hook. In everyday use, the word has a more general meaning. Other words are
also used to give a name to something unnamed or unknown, and these words tend to somewhat
imaginative. Some of the more commonly used expressions are what-d'ye-call-it, a whatsis, a
thingamabob, a thingamajig, a doodad, or a doohickey.
The questions:
1. Which of the following is NOT true about the word “gadget”?
a. It is used to name something when the name is not known.
b. It was used at the beginning of the nineteenth century.
c. It most likely came from a word in the French language.
d. Its first known use was by British sailors.
2. Which of the following is NOT mentioned in the passage as an expression for something that is
not known?
a. A thingamabob
b. A gadget
c. A doohickey
d. A what-is-it

The first question asks for the one answer that is not true, so three of the answers are true and
one answer is not. Answer B is the one answer that is not true; the word gadget was first used in
1850, which is the middle of the nineteenth century, so answer B is the best answer.
The second question asks for the one answer that is not mentioned, so three of the answers
are listed in the passage and one is not. A what-is-it is not listed in the passage, so answer D is the
best answer to this question.
The following chart outlines the key information that you should remember about “unstated”
detail questions: CLT UNIKA SOEGIJAPRANATA
61
 Unit 7 Reading in Details

How to identify the question Which of the following is not stated ...?
Which of the following is not mentioned ...?
Which of the following is not discussed ...?
All of the following are true except ...
Where to find the answer The answer to these questions are found in order in
the passage.
How to answer the question 1. Choose a key word in the question.
2. Scan in the appropriate place in the passage for the
key word (or related idea).
3. Read the sentence that contains the key word or
idea carefully.
4. Look for the answers that definitely true according to
the passage. Eliminate those answers.
5. Choose the answer that is not true or not discussed
in the passage.

III. INDIRECTLY ANSWERED QUESTIONS

A. IMPLIED DETAIL QUESTIONS

You will sometimes be asked to answer a question by drawing a conclusion from a specific
detail or details in the passage. Questions of this type contain the words implied, inferred, likely, or
probably to let you know that the answer to the question is not directly stated. In this type of question
it is important to understand that you do not have to “pull the answer out of thin air”. Instead, some
information will be given in the passage, and you will draw a conclusion from that information.
Example
The passage:
The Hawaiian language is a melodious language in which all words are derived from an
alphabet of only twelve letters, the five vowels A, E, I, O, U and the seven consonants H, K, L, M, N,
P, W. Each syllable in the language ends in a vowel, and two consonants never appear together, so
vowels have a much higher frequency in the Hawaiian language than they do in English.
This musical-sounding language can be heard regularly by visitors to the islands. Most
Hawaiians speak English, but it is quite common to hear English that is liberally spiced with words
and expressions from the traditional language of the culture. A visitor may be greeted with the
expression aloha, and may be referred to as malihini because he is a newcomer to the island. This
visitor may attend an outside luau where everyone eats too much and be visited afterwards to
dance the hula.
The questions:
1. Which of the following is probably NOT a Hawaiian word?
a. mahalo
b. mahimahi
c. meklea
d. moana

2. It is implied that a luau is

a. a dance
b. a feast
c. a concert
d. a language

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 Unit 7 Reading in Details

The answer to the question, you should refer to the part of the passage where it states that in
the Hawaiian language two consonants never appear together. From this you can draw the
conclusion that answer C is the best answer to this question. To answer the second question, you
should refer to the part of the passage where it states that at a luau, everyone eats too much. From
this you can draw the conclusion that a luau is a feast, which is a very large meal. The best answer is
therefore answer B.
The following chart outlines the key information that you should remember about implied
detail questions:

How to identify the question It is implied in the passage that ...

It can be inferred from the passage that ...
It is most likely that ...
What probably happened ...?
Where to find the answer The answer to these questions are found in order in the
passage.
How to answer the question 1. Choose a key word in the question.
2. Scan the passage for the key word (or a related idea).
3. Carefully read the sentence that contains the key word.
4. Look for an answer that could be true according to that
sentence.

B. TRANSITION QUESTIONS
You will sometimes be asked to determine what probably came before the reading passage
(in the preceding paragraph) or what probably comes after the reading passage (in the following
paragraph). Of course, the topic of the preceding or following paragraph is not directly stated, and
you must draw a conclusion to determine what is probably in these paragraphs.
This type of question is a transition question. It asks you to demonstrate that your understand
that good writing contains transitions from one paragraph to the next. A paragraph may start out
with the idea of the previous paragraph as a way of linking the ideas in the two paragraphs. A
paragraph may also end with an idea that will be further developed in the following paragraph.
Example
The passage:
Another myth of the oceans concerns Davy Jones, who in folklore is the mean-spirited
sovereign of the ocean's depths. The name “Jones” is thought by some etymologists to have been
derived from the name “Jonah,” the Hebrew prophet who spent three days in a whale's belly.
According to tradition, any object that goes overboard and sinks to the bottom of the ocean is
said to have gone to Davy Jones's locker, the ocean-sized, mythical receptacle for anything that
falls into the water. Needless to say, any sailor on the seas is not so eager to take a tour of Davy's
Jones's locker, although it might be a rather interesting trip considering all treasures located there.
The questions:
1. The paragraph preceding this passage most probably discusses
a. the youth of Davy Jones
b. Davy Jones's career as a sailor
c. a different traditional story from the sea
d. preparing to travel on the ocean

2. The topic of the paragraph following the passage most likely is

a. valuable items located at the bottom of the ocean
b. where Davy Jones is found today
c. Jonah and the whale
d. preventing objects from falling overboard

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 Unit 7 Reading in Details

The first question asks about the topic of the preceding paragraph, so you must look at the
beginning of the passage and draw a conclusion about what probably came before. Since the
passage begins with the expression another myth of the ocean, you should understand that the
new passage is going to present a second myth of the oceans and the previous passage probably
presented the first myth of the oceans. A myth is a traditional story, so the best answer to this
question is answer C. The second question asks about the topic of the following paragraph, so you
must look at the end of the passage and draw a conclusion about what probably comes after. The
passage ends with the mention of all the treasures located there, and there is in Davy Jones's
locker, or at the bottom of the ocean; this is probably going to be the topic of the next paragraph.
The best answer to the second question is therefore answer A.
The following chart outlines the key information that you should remember about transition
questions:

How to identify the question The paragraph preceding the passage probably ...
What is most likely in the paragraph following the
passage?
Where to find the answer The answer can generally be found in the first line of
the passage for a preceding question. The answer can
be generally be found in the last line for a following
question.
How to answer the question 1. Read the first line for a preceding question.
2. Read the last line for a following question.
3. Draw a conclusion about what comes before or
after.
4. Choose the answer that is reflected in the first or last
line of the passage.

B. DISCUSSION & EXERCISES

I. Here are some riddles about food, places, and jobs. In riddles you must make inferences.
Can you answer the questions?

1. It's orange. It's often long and thin. Sometimes you cook it and sometimes you don't.
What is it? __________________________________________________________
2. It's white. It's sweet. You can put it in coffee or tea. You often put it in cakes.
What is it? __________________________________________________________
3. It's in a building. There are a lot of tables. Some people are eating. Some people are cooking.
Some people are bringing food to the tables.
What is it? __________________________________________________________
4. It's in a building. It has trees and it sometimes has flowers. Children like to play there. Dogs like to
run there. People like to sit there.
What is it? __________________________________________________________
5. It's in a building. People sit and work there. Other people stand and wait. Some want to get
money. Some want to give money.
What is it? __________________________________________________________
6. It's outside in the yard. It's small. It has door but no windows. Something lives there. Cats do not
like to go near it.
What is it? __________________________________________________________
7. He sees lots of children. Some children are sick. He helps them to get well. He listens to the
mothers and fathers. He tells them what to do.
What is his job? ______________________________________________________
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 Unit 7 Reading in Details

8. He works in a tall building. He is on the top. He has meetings in the restaurant. He makes
telephone calls in his car. He has an airplane, too.
What is his job? ______________________________________________________
9. She goes to different places around the world. Sometimes there are wars. Sometimes people are
dying. She talks to the people in these places. Then she tells their stories to the people at home.
Many people watch her in the evening.
What is her job? ______________________________________________________
10. She sits down all day. But she moves around the city. She goes to the same places every day.
She sees many different people. They pay to go with her.
What is her job? ______________________________________________________

II. Identify the references in the following texts.

1. Every organization, as soon as it gets to any size (perhaps 1,000 people), begins to feel a need to
systematize its management of human assets. Perhaps the pay scales have got way out of line,
with apparently similar-level jobs paying very different amounts; perhaps there is a feeling that
there are a lot of neglected skills in the organization that other departments could utilize if they
were aware that they existed. Perhaps individuals have complained that they don't know where
they stand or what their future is; perhaps the unions have requested standardized benefits and
procedures. Whatever the historical origins, some kind of central organization, normally named a
personnel department, is formed to put some system into the haphazardry. The systems that they
adopt are often modelled on the world of production, because that is the world with the best
potential for order and system.

2. We all tend to complain about our memories. Despite the elegance of the human memory system, it
is not infallible, and we have to learn to live with its fallibility. It seems to be socially much more
acceptable to complain of a poor memory, and it is somehow much more acceptable to blame a
social lapse on 'a terrible memory', than to attribute it to stupidity or insensitivity. But how much do
we know about our own memories? Obviously we need to remember our memory lapses in order
to know just how bad our memories are. Indeed one of the most amnesic patients I have ever
tested was a lady suffering from Korsakoff's syndrome, memory loss following chronic alcoholism.
The test involved presenting her with lists of words; after each list she would comment with
surprise on her inability to recall the words, saying: 'I pride myself on my memory!' She appeared to
have forgotten just how bad her memory was'.

I. Study each of the passages and choose the best answers to the questions that follow.
PASSAGE ONE
The United States does not have a national university, but the idea has been around for quite
some time. George Washington first recommended the idea to Congress; he even selected an
actual site in Washington, D.C., and then left an endowment for the proposed national university in
his will. During the century following the Revolution, the idea of a national university continued to
receive the support of various U.S. presidents, and philanthropist Andrew Carnegie pursued the
cause at the beginning of the present century. Although the original idea has not yet been acted
upon, it continues to be proposed in bills before Congress.

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 Unit 7 Reading in Details

1. According to the passage, the national university of the United States

a. has been around for a while...
b. does not exist
c. is a very recent idea
d. is an idea that developed during the present century
2. The passage indicates that George Washington did NOT do which of the following?
a. He suggested the concept for a national university to Congress
b. He chose a location for the national university
c. He left money in his will for a national university
d. He succeeded in establishing a national university
3. Which of the following is NOT mentioned in the passage about Andrew Carnegie?
a. He was interested in doing charity work and good deeds for the public
b. He was a member of Congress
c. He was interested in the idea of national university
d. He was active in the early twentieth century

PASSAGE TWO
The most conservative sect of the Mennonite Church is the Old Order Amish, with 33,000
members living mainly today in the states of Pennsylvania, Ohio, and Indiana. Their life-style
reflects their belief in the doctrines of separation from the world and simplicity of life. The Amish
have steadfastly rejected the societal changes that have occurred in the previous three hundred
years, preferring instead to remain securely rooted in the seventeenth-century life-style. They live
on farms without radios, televisions, telephones, electric lights, and cars; they dress in plainly
styled and colored old-fashioned clothes; and they farm their lands with horses and tools rather
than modern farm equipment. They have a highly communal form of living, with barn rising and
quilting bees as commonplace activities.
4. The paragraph preceding this passage most probably discusses...
a. other, more liberal sects of Mennonites
b. where Mennonites live
c. the communal Amish life-style
d. the most conservative Mennonites
5. Which of the following would probably NOT be found on an Amish farm?
a. A hammer
b. A cart
c. A long dress
d. A refrigerator
6. It can be inferred from the passage that a quilting bee...
a. involves a group of people
b. is necessary when raising bees
c. always follows a barn raising
d. provides needed solitude
7. Which of the following is most likely the topics of the paragraph following the passage?
a. The effects of the communal life-style on the Old Order Amish
b. How the Old Order Amish differ from the Mennonites
c. The effect of modern technology on the Old Order Amish
d. The doctrines of the Old Order Amish

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 Unit 7 Reading in Details

C. THINKING SKILL
Choose the best ending for each paragraph.

1. When people get older, their eyes often get weak. They need to wear glasses to see things up
close. They especially need glasses for...
a. driving a car. c. reading a book.
b. watching a movie. d. looking out the window.

2. People used to think that the sun moved around the earth. They thought the earth stayed in one
place and the sun...
a. never rose. c. never moved.
b. moved across the sky. d. also stayed in one place.

3. One hundred years ago, there were no radios, CD players, or TVs. If people wanted to hear music,
they had to go to a concert, or they had to...
a. go to the city. c. change the station.
b. play music themselves. d. stay home.

4. Franz Joseph Haydn wrote music in the 1700s. He lived to be 77 years old. Many younger
musicians loved him, and they learned a lot from him. To them, Haydn was like...
a. a son. c. other old men
b. a father. d. a violinist.

5. Many great singers are Italian. Singing is an important part of Italian culture. Some people say that
even the Italian languange sounds...
a. like English. c. different.
b. like music. d. the same.

6. Siberia is the coldest part of Russia. When people in Europe talk about a wind from Siberia, they
mean...
a. a warm wind. c. a strong wind.
b. a soft wind. d. a cold wind.

7. Some kinds of trees are always green. They do not lose their leaves in the winter, so they are
called...
a. a warm wind. c. evergreens
b. lifeless. d. leafless

8. Two hundred years ago, corn was grown only in South and North America. Now it is an important
food all around the world. It is grown...
a. in South America. c. on farms.
b. in China. d. in the United States.

9. Tomatoes are a new vegetable in Europe. They arrived from South America in the sixteenth
century. At first people thought they were good to eat. They believed that tomatoes made you...
a. live longer. c. fatter.
b. hungry. d. sick.

10.Every country has a national holiday. This holiday usually is an important date in the history of...
a. the United States. c. the world.
b. the summer. d. that country.

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11. In the United States, many children watch TV for hours every day. They never read books, except at
school. It is not surprising that these children...
a. have no books. c. can read well.
b. go to school. d. cannot read well.

12.In cold weather, it is important to wear a hat. In fact, without a hat, you lose 60 percent of your body
heat through your...
a. hands. c. hat.
b. body. d. head.

13.New Yorkers generally love city life. They like noisy places and bright lights. They often are not
happy in the country. To them, the country seems too...
a. noisy. c. bright.
b. loud. d. quiet.

14.Cooking is different in the mountains. You have to cook things longer. For example, it usually takes
about an hour to bake bread, but in the mountains, it may take...
a. an hour and a half. c. less time.
b. half an hour . d. 45 minutes.

15.In Tokyo, the subway station is like a small city. You can shop, eat, or get a haircut underground. You
can spend a day in Tokyo and never see...
a. the subway. c. the station.
b. the sky. d. the driver.

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 Unit 8 Reading Strategies 4

A. INTRODUCTION - Determining a meaning from the context

It is important to use context to determine meaning. What is context?
It is the sentence or sentences around a word. The context can tell you a lot about a word.
You will not have time to look up every word in a dictionary. It is important to be able to guess the
meaning of new words from the context – the words and sentences around the word – whenever
possible. This is easy if the content is clear.

Here are some clues that will help you avoid using a dictionary.

1. Definition after be or means:

Feng shui is a collection of ancient Chinese traditions intended to improve a person's life
through the planned design of buildings.

2. Definition or synonym after a comma (,) or dash (-) or in parentheses ():

Methapor, a kind of symbol, is an important analytical concept.

3. Examples after such as, for instance, for example, and e.g. or before and other:
There are also old superstitions such as avoiding unlucky numbers.

4. Opposites:
Political symbols may seem trivial, but they are actually very important, and people take them
seriously.

5. The reader's own experience or logic:

One player pitches the ball, and the other catches it. (The reader needs to know something
about baseball.)

6. Information in another part of the sentence or another sentence:

Political cartoonists use symbolic images to portray government leaders when they draw
them.

7. The expressions like in other words, that is, and i.e.:

Food can be used to distinguish different categories of rank; in other words, people of certain
levels of social status are prohibited from eating certain foods.

Frequently, it's possible to guess something about a new word, but you can't guess the exact
meaning. In this case, you still probably don't need a dictionary.

Examples:
People eat stews from a communal pot.
Here you can guess that stews are a kind of cooked food, but you don't know exactly what kind. Is
it important to know this? Probably not. Often, you will learn more about a word as you keep
reading.

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 Unit 8 Reading Strategies 4

B. DISCUSSION & EXERCISES

I. Read the sentences below. Write the definition of the bold words. Then write the type of
context clue that helped you understand the meaning from the context.
Context clues:
a) definitions or synonyms
b) examples
c) opposites
d) your own life experience logic or
e) information in another sentences part
f) expressions such as in other words or that is

1. Scholars used to believe that learned behavior (versus instinctive behavior) separated humans
from other animals.

instinctive = ________________________________________________________________
Clue type = ________________________________________________________________

2. One researcher discovered that macaques (a kind of monkey) raised alone didn't form dominance
hierarchies when brought together as young adults.

macaques = _______________________________________________________________
Clue type = ________________________________________________________________

3. Anthropologists once believed that only humans manufactured tools with foresight, that is,
with a specific purpose in mind.

foresight = ________________________________________________________________
Clue type = ________________________________________________________________

4. Chimpanzees use twigs, from which they remove leaves and peel off bark to expose the sticky
surface beneath.

twigs = ________________________________________________________________
Clue type = ________________________________________________________________

5. Many Gombe chimps never learn to catch termites well. In fact, human observers have not been
able to master it, either.

to master = ________________________________________________________________
Clue type = ________________________________________________________________

6. Humans have adapted to an omnivorous diet – a diet of both plants and animals – over
millions of years.

an omnivorous diet = _______________________________________________________

Clue type = ________________________________________________________________

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 Unit 8 Reading Strategies 4

7. In one study, macaques were allowed just twenty minutes of daily play with peers – macaques
of the same age.

peers = _______________________________________________________________
Clue type = ________________________________________________________________

8. In a troop of terrestrial monkeys, monkeys that live on the ground, the strongest and most
aggressive members dominate.

terrestrial monkeys = ______________________________________________________

Clue type = ________________________________________________________________

II. Read the story. Write the words in the right places.

fisherman garden evening boat sea

Marius Sumarjono is 29 years old. He lives in Parang, Karimunjawa. Karimunjawa is a

small town in the Java Sea. Jono's village is near the (1) ____________. There are few cars in this
village, but there are many boats.
Jono is a (2) ___________. Every morning he goes out early in his (3) ____________
and gets some fish. In the afternoon he works in his vegetable (4) ______________ . He eats
lots of fish and vegetables. He also sells some fish in another village. In the (5)
_______________ he sometimes works with the other fishermen. They often work on their
boats. Sometimes he sits in a small warung with his friends. They like to talk about fishing and
life.

III. In this exercise you can learn to guess from the context. Do not use a dictionary or ask your
teacher. After you finish, you can ask the answer to your teacher. Write the answers in
English or in your own language. Or you can draw a picture.

1. Can you see the nest in that tree? There are four baby birds in it. They are calling for their mother.
Look! Now the mother is coming. She has some food for her babies.
What is a nest? ______________________________________________________________

2. Quick! Call the police! There is a man near my house. He has a mask on his face. You can see only
his eyes. His clothes are all black.
What is a mask? _____________________________________________________________
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 Unit 8 Reading Strategies 4

3. This is not my glove! It doesn't go on my hand. It's Dewi's glove. She has very small hands.
But where is my glove? I can't find it! My hands are getting cold.
What is a glove? _____________________________________________________________

4. Raden's house was huge. It had 25 large rooms. There was also a large and beautiful
garden. Some people wanted to buy the house and make a hotel. But Raden said no.
He liked his big house, and he did not want to move.
What is a huge house? ________________________________________________________

5. I am not going to go to that restaurant again! The food was awful! The pizza was black, the
vegetables were old, and the coffee was terrible!
What is awful food? __________________________________________________________

IV. In the paragraphs below, one word has been replaced with a nonsense word. Working with
another student, try to guess what that nonsense word means. If you do not know the exact
meaning in English, try to describe it. Read the whole paragraph first.

1. What do you think “buzz” means?

___________________________________________________________________________
Everyone who visits Russia should first get a buzz. If you come by train you must already have a
buzz. You will not be allowed to enter at all without one. Travelers without buzz will be sent back
where they came from. Buzz are given on the spot if you arrive by plane or by car. However, you
may have to wait a long time for one. This can be avoided by getting a buzz before you leave.

2. What do you think “zop” means?

___________________________________________________________________________
In Paris it is wise to get yourself a zop as soon as possible. It is very easy to get lost if you leave the
main streets. You can buy zops in the train station, but they are not complete. Better zops can be
found in the bookstores. These have more details and they show all the named streets.

3. What do you think “zip” means?

___________________________________________________________________________
Nobody wants a zip near their home. First of all, they usually do not smell very pleasant. If the wind
is from the right direction, you may get that smell at home. Zips attract lots of insects, such as flies
and mosquitoes. Animals such as rats and mice often come to live in the neighbourhood too. A
nearly zip may also mean you will have noisy trucks on your streets all day. And finally, the most
serious problem with zips is that they may pollute the drinking water. This does not always happen.
But sometimes, the zip has dangerous chemical in it. Then when it rains, the chemicals enter the
water underground and make it unsafe to drink.

4. What do you think “zap” means?

___________________________________________________________________________
When people think about sources of water pollution, they do not usually think of zaps. However, as
the demand grows for fish to eat, the number of zaps is increasing. In some areas, they are
beginning to create environmental problems. In fact, when fish are in their natural environment,
they do not pollute. But in zaps, the situation is not natural. There are usually lots of fish in very little
water. This means that the water must be changed very often. And each time it is changed, the dirty
water must be thrown away. It is usually poured directly from the zaps into a river or the ocean. The
chemical balance of the river or coastline is changed by this dirty water. And the plants and animals
living there may suffer.

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5. What do you think “zep” means?

__________________________________________________________________________
In the United States and in many European countries, there is a serious problem. What should be
done with the garbage? There is no more room for garbage dumps. It is not possible to burn
garbage, because that pollutes the air. So the governments are looking for ways to reduce the
amount of garbage that is produced. One way to do this is to zep as much as possible. Not all kinds
of garbage can be zepped, of course. The easiest things to zep are probably glass and paper.
However, one can also zep many kinds of metal and plastic. Many cities now require people to zep
these materials. The people must put them separately from the regular garbage. Then special
trucks take them away and bring them to private companies. These companies will buy them and
use them again.

V. Read the sentences below. Highlight the words in bold. What can you guess about them?
Write definitions for the words – even if you are not sure about the exact meaning. Do not
use a dictionary.

1. In American society, the nuclear family is the unit that regularly eats together.
nuclear family = ______________________________________________________________

2. Physical games demand from the players intelligence, stamina, and courage.
stamina = __________________________________________________________________

3. Acquaintances can come to cocktail parties, but only relatives may come to Sunday meals in
British culture.
acquaintances = _____________________________________________________________

4. Cultural rules determine every aspect of food consumption. The people who eat together are
social unit.
consumption = ______________________________________________________________

5. Only tidbits and snacks – finger foods – are served at a cocktail party.
tidbits = ____________________________________________________________________

6. A nation may be represented by an array of symbols: a flag, an animal, certain colors, and so on.
array = ________________________________________________________________

VI. Read the sentences below. Try to guess the meanings of the bold words from the context.

· Circle the part of speech: noun (n), verb (v), or adjective (adj).
· Then write your guess.
· If you are very unsure of your guess, check a dictionary to see your guess was close. To save
time, the third step with a small group. Divide the group of words; each person can look up
several words and then share the answers.

1. The supernatural is the extraordinary realm outside the real world. It is the place of dreams and
gods and ghosts.
(N) (V) (Adj)

Guess : ___________________________________________________________________

Dictionary Definition : _______________________________________________________

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 Unit 8 Reading Strategies 4

2. Because gods, goddesses, ghosts, and souls are not of the material world, we can't touch them.
(N) (V) (Adj)

Guess : ___________________________________________________________________

Dictionary Definition : _______________________________________________________

3. In some religions, the gods and goddesses are in the form of animals, but in others, they are
anthropomorphic.
(N) (V) (Adj)

Guess : ___________________________________________________________________

Dictionary Definition : _______________________________________________________

4. The government, the military, and some religions have a strict hierarchy, an organized system
with lower and higher ranks.
(N) (V) (Adj)

Guess : ___________________________________________________________________

Dictionary Definition : _______________________________________________________

5. This idea is similar to the notion of luck.

(N) (V) (Adj)

Guess : ___________________________________________________________________

Dictionary Definition : _______________________________________________________

6. Fishing in the ocean is hazardous at this time of year because there are often sudden, violent
storms at sea.
(N) (V) (Adj)

Guess : ___________________________________________________________________

Dictionary Definition : _______________________________________________________

7. I need to take another computer class. There's a real gap between what I know and what I need to
know.
(N) (V) (Adj)

Guess : ___________________________________________________________________

Dictionary Definition : _______________________________________________________

8. Paintings often occur in clusters. In some caves, as many as three paintings have been drawn
over the original.
(N) (V) (Adj)

Guess : ___________________________________________________________________

Dictionary Definition : _______________________________________________________

74
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 Unit 8 Reading Strategies 4

9. Because animals are sometimes shown with spears in their bodies, cave paintings might have
been attemps to ensure success in hunting.
(N) (V) (Adj)

Guess : ___________________________________________________________________

Dictionary Definition : _______________________________________________________

10. Many Buddhists believe that it is important to extinguish all desires as one would extinguish a fire.
(N) (V) (Adj)

Guess : ___________________________________________________________________

Dictionary Definition : _______________________________________________________

VII. For each question below, use the context of the sentence to determine the meaning
of the underlined word.
1. The editor, preferring a more terse writing style, cut 500 words from the 2,000-word article.
Terse means:
a. elegant.
b. factual.
c. descriptive.
d. concise.
e. innovative.
2. Victor Frankenstein spent the last years of his life chasing his elusive monster, who was always one
step of his creator.
Elusive means:
a. unable to be compared
b. unable to be captured
c. unable to be forgotten
d. unable to be avoided
e. unable to be accepted
3. After listening to the couple speak for a few minutes, Eleanor quickly descerned that the underlying
problem in their relationship was a lack of trust.
Discern means:
a. to state clearly
b. to deceive
c. to complicate
d. to perceive
e. to believe
4. Rudolf often dresses in a rather eccentric way, but his beliefs are as concervative as can be.
Eccentric means:
a. standard, status quo
b. peculiar, uncommon
c. outmoded, out of style
d. bright and cheerful
e. of the highest quality, top-notch
5. Although there are dozens of books about Jesse James, Outlaw stands out among the others for its
novel approach to the subject.
Novel means:
a. timely
b. original
c. literary
d. standard
e. radical
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 Unit 8 Reading Strategies 4

C. THINKING SKILL
Choose the best ending for each paragraph.
1. In many countries, jogging is a popular sport. Some people jog to lose weight. Others jog because
they like to feel strong. But the best reason for jogging is for your health. Doctors say it makes...
a. your heart stronger. c. you go faster.
b. your hearth weaker. d. you eat a lot.

2. Many of the most famous marathon runners are from Africa. Young African men and women work
very hard at running. That is why they...
a. are not very good. c. win so many races.
b. are young. d. travel a lot.

3. Today, people run much faster than they did in the past. Before 1954, the record time for running a
mile was over four minutes. That year, Bannister ran a mile in less than four minutes. After that,
many other runners also...
a. ran very slowly. c. run a mile in over four minutes.
b. could run a mile. d. run a mile in less than four minutes.

4. Many English words come from Greek words. For example, the Greek word for “star” is “aster”. So
the scientists who study the sky are called...
a. philosophers. c. astronomers.
b. Sky-gazers. d. archaeologists.

5. In the last few years of his life, Beethoven could not hear. In his earlier life, he always tried out his
music on the piano. Later, however, he could not do that. When he wrote his music, he had to...
a. listen to an orchestra. c. sing it to someone.
b. play the violin. d. think it in his head.

6. Many New Yorkers live in tall apartment buildings. The nicest apartments with the best view are the
ones at the top. These are called 'penthouse apartments.” Everyone wants these apartments, of
course, but they are usually...
a. empty. c. the last ones to be rented.
b. the most expensive. d. the least expensive.

7. Some penthouse apartments are nice for another reason. You can open a door onto the roof of the
building. It may even be possible to bring lots of dirt to the roof, put in some plants, and make a
rooftop...
a. garden. c. bathroom.
b. restaurant. d. apartment.

8. One very large apartment building in New York is like a small city. In the building, you can shop for
food, meet friends in a restaurant, go for a swim, or a haircut. If you live there, you never need to
go...
a. shopping. c. home.
b. outside. d. to New York.

9. Strange things happen when there is a full moon. More babies are born. Cats and other pets
become restless. Some people cannot sleep. So it is not surprising that when the moon is full...
a. people sleep well. c. the sky seems darker.
b. there are more car accidents. d. dogs are quiet.

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 Unit 8 Reading Strategies 4

10.In the country, you can see many things in the sky. If you know some astronomy, you can find stars,
the Milky Way, and sometimes some planets. In the city, it is different. You cannot see many stars,
because...
a. they are too far away. c. there are no stars near cities.
b. there is not enough time. d. the city lights are too bright.

11. There are not enough apartments in New York City. More than 20,000 poor people have no place to
live. The city government tries to help. It gives some poor people money to live in cheap hotels. The
people can stay in the hotels...
a. because hotels are cheaper c. because they do not want
than apartments. apartments
b. with penthouse apartments. d. until they find apartments.

12.In England, “tea” does not mean just something to drink. Teatime is a special part of the day. With
their cup of tea, English people like to have something to eat. They eat beautiful little sandwiches,
sweet breads, and cake. When you have tea in England, be ready for....
a. a hot drink. c. a quick sandwich.
b. a nice meal. d. breakfast.

13.Tea is a popular drink in many countries. In Russia, the people use a special pot to make tea. It is
called a 'samovar.' This pot is important to Russian families. Even a poor family usually...
a. has a samovar. c. does not drink tea.
b. drinks milk. d. makes tea.

14.People who live alone sometimes feel ill and unhappy. Their doctors may tell them to get a pet.
Their “medicine” can be a dog, cat, bird, or goldfish. They are not sick. They just need...
a. some medicine. c. something to love
b. a new doctor. d. to find a new job.

15.Elephants and whales are a lot alike. Elephants are the largest animals on land. Whales are the
largest animals in the sea. People hunt and kill both whales and elephants, and now there are
many fewer than in the past. Someday...
a. elephants will not be large c. there may not be anymore whales or
elephants.
b. there may be more whales d. whales will move to different parts of the sea

CLT UNIKA SOEGIJAPRANATA 77

 Unit 9 JOURNAL SUMMARY

A. INTRODUCTION - Determining a meaning from the context

THE ANATOMY OF JOURNAL ARTICLES

1. ABSTRACT
The abstract is normally one paragraph that appears before the article. It provides a summary
of the entire article. In detail, the abstract contains information about the problem that was
investigated, how it was investigated, the major findings of the study, and hints at the
theoretical and practical implications of the findings.
2. INTRODUCTION
The introduction provides the information about why the authors conducted the research.
3. LITERATURE REVIEW
The literature review is often at the beginning of the article. You can identify it easily because it
contains citation, like “(McCloud and Miller, 2009)”. The literature review provides information
about past studies that have been done on this topic.
4. METHODS / METHODOLOGY
The methods section provides information about how the authors conducted their research.
5. RESULTS / FINDINGS
The results section provides information about what the authors found when they analyzed
their data.
6. DISCUSSION
The discussion section provides detail information about what the results mean.
7. CONCLUSION
The conclusion section provides information about what the authors have learnt.
8. REFERENCES
The references section provides information about whose researches the authors read.

SAMPLE FORMAT FOR SUMMARIZING A JOURNAL ARTICLE

Reading and summarizing a research article in the behavioral or medical sciences can be
overwhelming. Below is a simple model to guide students through this process.

Authors' last names (year) conducted a study about .............................................

The participants were/the setting was ...................................... (New paragraph) Discussion.
(Possibly a new paragraph) The authors suggested ................................... Discussion.

To fill in the blanks, a student should read the journal article and pay specific attention to:
Sentence #1 – Authors' last names (year) conducted a study about...........................
· Read the Abstract – this will give an overview of the study's (article's) purpose.
· Read the entire article without trying to summarize it.
· Go back and read the Literature Review or the Background section of the article. Toward
the end of the section, the authors should identify gaps in the existing literature and tell
the reader how the current study will fill that gap. The authors will also state their
hypothesis (purpose) at the end of this section.

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 Unit 9 JOURNAL SUMMARY

Section #2 – The participants were/the setting was .............................................

· Read the Methods section of the paper. In this section, the authors will describe how the
data was collected, who was included in the sample, and any instruments used.
· A reader might want to consider sample size, demographic characteristics, or any
interesting protocol.
· It is not necessary to report every fact (i.e., 35% of the participants were male, 71%
identified their race as Asian).

Section #3 – The findings were .............................................

· Read the Findings section of the article.
· Some statistics may be confusing. Pay attention to key words such as “increased”,
“decreased”, “improved”, and “reduced”.
· “No change” may also be considered a significant finding.
· Next, read the Discussion section. The authors will present the findings in general terms.
Section #4 – The authors suggested .............................................
· Read the Discussion section and look for comments that the authors made about the
intervention of program such as “Did it work?” or “Should it be continued?”
· Look for the authors' critique of why the study did or did not produce results. Did anything
unexpected influence the findings?
· The authors may suggest a future line of research or “next steps” to improve the body of
knowledge.

Additional considerations:
· A Literature review is a summary of what research has been completed in a topic area;
it should be summarized in your own words.
· Read the entire article first and then go back and take notes. Jot down notes in your
own words. This increases comprehension as well as decreases the likelihood of
plagiarism.
· The review is written in third person, no “I” or “You”.
· Unless stated otherwise, a literature review ideally reflects articles published in the last
five to ten years.
· Not every detail or fact needs to be reported. A reader will obtain a copy of the article if
more information is needed.
· Write a literature review in the past tense, the research has already been completed.
· The article cannot “do”, “find”, or “say” anything. The authors are the people who
conducted the study.
· The above format is a guideline. It may be necessary to change the verbs or to expand
the idea.

CLT UNIKA SOEGIJAPRANATA 79

 Unit 9 JOURNAL SUMMARY

B. DISCUSSION & EXERCISES

Your teachers will give you a journal. Read it carefully. MAKE A SUMMARY of the journal
using the tips discussed previously. Write it in the space provided.

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 Unit 9 JOURNAL SUMMARY

C. THINKING SKILL
Choose the best ending for each paragraph.
1. Coffee grows in places with warm climates. In some parts of the world, the land is good for growing
coffee, but the winters are too...
a. cold. c. short.
b. dry. d. cloudy.

2. In Sweden, the summer days are long and the sun shines for many hours. But the winter is very
dark. The days are short because the sun rises late and sets...
a. late. c. at midnight.
b. beautifully. d. early.

3. In Europe there are many small countries. Each country has its own kind of money. This sometimes
is a problem for the traveler. It means you often have to change...
a. cash. c. languages.
b. money. d. airplanes.

4. In New England, the weather changes often. It may be sunny in the morning. Then it can be very
cold and rainy in the afternoon. That is why a famous writer said, “If you don't like the weather in New
England,...
a. go home.” c. bring an umbrella.”
b. wait a few hours.” d. listen to the radio.”

5. My favorite book is about the life of Charles Dickens. He was a famous English writer. It is an
interesting story. The best part is about...
a. airplanes. c. his childhood.
b. the economy. d. the mountains.

6. Clocks were first made in Europe in about 1500. Before then, people looked at the sun...
a. to tell the time. c. in the morning.
b. to get places. d. to read.

7. The piano is a popular instrument for children. It is easy to make a nice sound on the piano. The
violin is less popular, because it is more...
a. fun. c. boring.
b. beautiful. d. difficult.

8. In California, the time is three hours earlier than the time in New York. If it is 11 o'clock in New York, it
must be...
a. 3 o'clock in California. c. 11 o'clock in California.
b. 8 o'clock in California. d. later in California.

9. Glassmaking is an old art. The Romans and the Egyptians made glass many years ago. Now we
can make many different kinds of glass in all colors, but the art is...
a. the same. c. beautiful.
b. very new. d. not old.

10.Thousands of years ago, people loved gold. They wore gold rings, earrings, and bracelets. Today,
people still like to wear jewelry made of...
a. rings. c. bracelets.
b. gold. d. wood.
CLT UNIKA SOEGIJAPRANATA 81
 Unit 9 JOURNAL SUMMARY

11.Some people like history. They like to look at old buildings and old streets. They like to know that
many others lived there before them. These people have strong feeling for...
a. cities. c. buildings.
b. people. d. the past.

12.Other people prefer new cities. They like to see modern buildings and clean streets. They feel that
new things are exciting. These people don't think much about the past. They are interested in...
a. the present. c. history.
b. cities. d. old times.

13. The best way to learn about a new city is to walk around. You can watch people and listen to their
conversations. You can look at things in the shop windows. This way you will get to know...
a. the price of food. c. how the people live.
b. the language. d. the history of the city.

14.Denver, Colorado, is next to the Rocky Mountains. In fact, the city is partly in the mountains. That is
why it is called the...
a. “low city.” c. “flat city.”
b. “mile-high city.” d. “city of dreams.”

15.Every year more people move to cities. They think they will find better jobs in the city. They do not
want to work on farms and live in small towns. So cities are growing larger all the time and...
a. more people are living on farms. c. there are no jobs in small towns.
b. people are more interesting. d. fewer people are living on farms.

CLT UNIKA SOEGIJAPRANATA 82

 Unit 10 The Opening of a Presentation

There are six components, which commonly cover the opening

phase, they are: (1) greeting / welcoming your audience, (2) introducing
yourself, (3) introducing the topic of your presentation, (4) outlining the
structure of your presentation, and (5) timing, questions, and handouts.
Study the examples of expression of each component:

1. Greeting / welcoming the audience

morning,
“Good afternoon, thank you all for coming.”
evening,

Good morning/afternoon, ladies and gentlemen.

Hello / Hi everyone.
First of all, let me thank you for coming here today.
It's a pleasure to welcome you today.
I'm happy / delighted that so many of you could make it today.
It's good to see you all here.

Practice
Choose a verb from the box to complete the sentences below.
Say one sentence out-loud in front of your friends.

introduce begin take

have leave like

1. If we're all here, I'll ………………

2. It's good to ……………….. Diana Kartika here from the National University of Indonesia.
3. Would you like to ………………….. a handout?
4. I'd …………………… to talk today about last year's sales figures.
5. I plan to …………………………. about twenty minutes for questions at the end.
6. I'd like to …………………….. our speaker today.

2. Introducing yourself
In a formal presentation, it is very common that the speaker should not only mention his/her name when
introducing him/herself to the audience but also other personal information such as: (a) education
background and (b) place of work, recent position, and responsibility.
Commonly it is the moderator, who will present the personal details about the speaker / presenter.
However, when there is no moderator in the presentation and the speaker feels reluctant to boast before the
audience, it is a good idea to write the personal details at the end of his/ her presentation materials given to the
audience.
CLT UNIKA SOEGIJAPRANATA 83
 Unit 10 The Opening of a Presentation

Let me introduce myself, I'm Shirley Setiadi from ….

For those of you who don't know me, my name is …
Let me just start by introducing myself. My name is …..

Example:
Good afternoon everyone, my name is Christine Dewanti. I am a PhD
student at UNIKA Soegijapranata Semarang and I come from
Indonesia.

Practice
Complete the form below and then use the information you have given as the framework to
make a formal self - introduction in a presentation!

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3. Introducing the topic of your presentation

The opening part of your presentation is very important. You must attract your audience's
attention and make them interested in listening to your presentation. There are 4 alternative
methods in preparing an interesting and attention-getting introduction:

a. Begin your presentation by telling the audience some facts about where you come
from
Audiences are often interested in learning new information about city or countries that they are
not familiar with. You can exploit the uniqueness and tell the audiences something about your
countries or cities. It will also make them pay attention to your presentation.

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 Unit 10 The Opening of a Presentation

Example:
Good afternoon everyone, my name is Christine Dewanti. I am a PhD student at UNIKA
Soegijapranata Semarang and I come from Indonesia. It took me around 15 hours to travel the
4500 km to get here. In Indonesia around 60% of the land is the forest with around 4500 species of
plants. More than 95% of these species have not been studied yet. This is why I decided to study
natural cosmetics with raw materials from Indonesia.

Practice
Choose a topic and try to create an interesting opening by telling the audience the facts about
Semarang for your presentation in Surabaya!

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b. Begin your presentation by giving an interesting statistic that relates directly

to the audience
A very effective introduction is to show the title slide while the audience is coming in. Then
when it is time to start, blank the screen and tell the audience a fundamental and recent
statistic in your field or a key result in your research. After giving your statistic, you introduce
yourself and say why the statistic relates to what you are going to tell the audience.

Example:

Everyday 20,000 scientific papers were completed.

In the 10 minutes that I have been talking to you this morning 140
papers will have been completed around the world.

By the year 2050 800 million papers will have been written, that’s
enough paper to fill this conference room 33,000 times.

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 Unit 10 The Opening of a Presentation

Practice
Choose a topic and try to create an interesting opening by giving an interesting statistic that
relates directly to the audience.

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c. Begin your presentation with a question or getting them to raise their hands
An effective way to start a presentation is to get the audience to think about a question. If you
use this technique, ask your questions, wait for a maximum of two seconds, and then
continue.

Example:
Hands up the men who have ever had cystitis. (pause) I bet many of
the man here don’t even know what cystitis is (said in jokey tone). In
this room there are 20 women and 16 of you women will experience
cystitis during your lifetime. You men are lucky because cystitis mainly
affects women. It is a horrible infection that makes you feel you want to
go to the toilet every two or three minutes. Cytitis is caused by ExPEC
or extra-intestinal pathogenic Escherichia coli. This infection affects
80% of women. Cytitis, pyelonephritis, sepsis, and neonatal meningitis
are common infections caused by these strains. Most ExPECs are
resistant to the antibiotic theraphy, therefore we need a vaccine. I am a
PhD student in Molecular Medicine. I am here today to tell you about a
vaccine against ExPECs.

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 Unit 10 The Opening of a Presentation

d. Begin your presentation by getting the audience to imagine a situation

Without introducing yourself or the topic of your presentation, make your first word of your
presentation “Suppose …. “ and then give the audience a hypothetical situation which relates
both to the audience and to the topic of your research.
Example:

Suppose everyone in this room had brought with them today all the food
packaging that they had thrown away in the last year. I have counted
about 60 people here. Given that the average person consumes 50
kilos of food packaging a year, then that is three tons of packaging.
Over the next 4 days of this conference, we will produce about 450 kilos
of packaging, including plastic bottles. My research is aimed at
increasing the recyclability of this packaging by 75%. How will we do it?
Using protein from whey-coated plastic films to replace expensive
polymers. My name is Lintang Suminar and ..

Exercise
Choose a topic and try to create an interesting opening for your presentation.

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4. Outlining the structure of your presentation

Before delivering your presentation, you have to make an outline, a brief description about
what you are going to say in your presentation and why.

a. Choose your topic. Then, draw your map.

Example:
Topic :
Chicken Pox
Definition Steps Summarizing, concluding,
of chicken pox to treat the patients and recommending

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 Unit 10 The Opening of a Presentation

b. Develop your map into an Outline.

Example:

First, I’m going to start by explaining the definition of Chickenpox.

Second, I’m going to discuss the causes of it. After that, I will share the
steps to treat the patients who are suffering from this sickness. Finally,
I will recap my presentation before concluding and giving some
recommendations for you.

Exercise
Using the same topic, make an outline of your presentation.

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5. Timing, Questions, and Handouts

In opening the presentation, it is also necessary for us to explain how long the presentation will
last, when the audiences can ask you questions, and where or how can they get the handouts.

a. Explaining the time for the presentation

My presentation will take about 20 minutes.
It should take about 30 minutes to cover these points.
This presentation will not take more than 20 minutes of your time.
This part of the presentation will take about 10 minutes.

b. Questions
There will be time for questions after my presentation.
I'll leave fifteen or twenty minutes at the end for questions.
There'll be time at the end for questions and comments.
Please save any questions for the end of the talk.
If you have any questions, feel free to interrupt me at any time.
Feel free to ask questions at any time during my talk.
I'm happy to answer any questions as I talk.
Please feel free to ask questions as we go along.

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 Unit 10 The Opening of a Presentation

c. Handouts
Does everybody have a handout? Please take one, and pass them on.
Don't worry about taking notes, I've put all the important information on a handout for you.
I'll be handling out copies of the PowerPoint slides at the end of my talk.
I'll be passing out handouts in a few minutes.
There's no need to take notes. Everything is on the handout.
I have handouts of the presentation. I'll give these to you later.
The figures are on handouts which you can get at the corner table of the room.

Exercise
Using the same topic, create your timing, question, and handout of your presentation.

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 Unit 11 The Bulk / The Content of a Presentation

The outline of the presentation stated in the

opening part will show what the speaker is going to talk
about and how the presentation is going to be. In the
other words, the outline of the presentation will
determine the bulk / the content of the presentation.
Consequently, it will lead to different expressions used in
the presentation. The following are useful expression
that you can use when delivering your idea.

1. Stating and referring to fact

Stating fact
· Everyone knows that …………………………………………………….…..
· It’s a fact that ……………………………………………………………….…

Referring to fact
· Based on ………………………………....... (fact) …………………………….
· According to …….……………………….. (person) ……………………………

2. Analyzing a point

· Where does that lead us?

· Let's consider this in more detail.....................

· What does this mean for ABC?

· Translated into real term ……………..

3. Clarifying your argument and giving opinion

Clarifying your argument

· I mean …………………………………………........................…………………
· What I’m trying to say is ………………………...……….....……………………
· What I mean is that……………………………...........…....…………………….
· The point I’m trying to make is ……………………………...…………………..

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 Unit 11 The Bulk / The Content of a Presentation

Giving opinion

· In my opinion, ………………………………………..........………………………
· As far as I’m concerned, …………………………………………………………
· As I see it, ………………………………………………....……………………….
· Personally, I think, ………………………………………………………………..
· It seems to me …………………………………………………………………….
· I think ……………………………………………………………………………….
· I believe …………………………………………………………………………….

4. Signposting / Time Signaling

To help the audience to get a better understanding about the information you are
presenting, it is a good idea to use transition signals during presenting your materials since they
will show how you organize the information and how the information is interrelated. The following
are example of transition signals you can use in your presentation. The following is the list of some
signals that can be used in delivering the presentation:

· addition : in addition, also, furthermore, moreover, and, besides, another

· example : for instance, for example, to illustrate, specifically, such as

· explanation : in other words, that is, to put it another way

· time : first, second, next, then, now, later, before, after that, finally

· result : therefore, thus, consequently, as a result, as a consequence

· cause : because, because of, since, is caused by, resulted from, is due to

· contrast : although, even though, in contrast, on the other hand, while

· comparison : in comparison, similarly, in the same way, like,

· generalization : in general, in most cases, usually, for the most part

· reference : as I said earlier, as I mentioned before,

· condition : if, unless

5. Giving examples

· For example,………….........................…....
· For instance …….........................………….
· A good example of this is…….....…………..
· As an illustration,….......................………....
· To give you an example,……..........………..
· Let me give you an example ……………….
· To illustrate this point ………...............….…

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 Unit 11 The Bulk / The Content of a Presentation

6. Finishing one subject and starting another

Finishing one subject Starting another subject

· Well, I've told you about... · Now we'll move on to...

· That's all I have to say about... · Let me turn now to...
· We've looked at... · Next...
· So much for ……………. · Turning to...
· I'd like now to discuss...
· Let’s discuss now at …………..

Exercise
Using some of the expressions learned, state your opinion about the following issues, and
then present it in front of the class.

a. The Right Laptop for The Right User

b. How To Do Business in The Internet
c. How To Protect Your PC from Viruses
d. Hot Spot Area
e. (Any Other Topics)

Exercise
Using some of the expressions learned, develop the topic you have chosen into the bulk of
your presentation.

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 Unit 12 The Closing of a Presentation

As the last part of a presentation, a closing

should be clear and impressive. There are
several things to say in closing the presentation,
such as summarizing and making conclusion,
giving suggestions as well as recommendations,
stating that you have completed your
presentation, inviting questions and finally,
thanking your audience. Here are the details of
each component:

1. Summarizing and making conclusion

This part is to summarize or review the main points of what you have said. You can also
make a conclusion of your presentation without adding new points or arguments anymore.
The following are the expressions of summarizing and making conclusion in a presentation:

· In summary, ………………..
· To conclude, ………………..
· In conclusion, ………………..
· I'd like now to recap ………………..
· I can sum up the main points that ………………..
· Let's summarize briefly what we've looked at ………………..
· Finally, let me remind you of some of the issues we've covered ………………..
· I’d like to emphasize how important it is fo r you to remember that ………………..
· Let me quickly review the main points of my presentation. First, ………………..
· Briefly, I’d like to summarize the major points of my presentation.
· Finally, may I remind you of some of the main points we have considered. First,
………………..

2. Giving suggestions and recommendations

After giving the summary or conclusion, you may give some suggestions or
recommendations for the audience by saying one of these expressions:

· Let’s ……………………………………
· Perhaps we could ………………….
· We might ……………………………
· Why don’t we ……………………….
· Why not ……………………………..
· What about …………………………
· How about ……………………….. CLT UNIKA SOEGIJAPRANATA 93
· I suggest …………………………….
 · What about ………………………… Unit 12 The Closing of a Presentation
· How about ………………………..
· I suggest …………………………….
· My recommendations are: First, ………………..
· Before I end, let me quickly review the main points.
· I therefore suggest/ recommend you the following things. First, ………………..
· Briefly, then, I’d like to summarize the major points I’ve presented. First, ………………..

3. Stating that you have completed your presentation

· Well, I think that’s all for today.

· Before opening this up for your questions, I’d like to emphasize

how important it is for you to remember that…………………………………………

4. Inviting questions

Questions are a good opportunity for you to interact with your audience. You can keep a
time for questions after your presentation. That's why you should make it clear during the
introduction that you will have at a time for questions after you finish delivering the
presentation. These are some ways in inviting questions :

· Are there any questions?

· Do you have any questions?
· Can I answer any questions?
· Are there any final questions?
· I think I will use the next …………. minutes to have further discussion with you. If you have
questions, comment, or suggestion about what I have presented just now, please feel free
to address them to me.

The following are the patterns that can be used by the audience in asking questions to the
speaker:

Asking for inform ation

Who ………………………………………..…? Why …………………………………………..?
Which ………………………………………...? How …………………………………………..?
What ………………………………………….? How often …………………………………….?
What kind of ………………………………....? How much ……………………………………?
Where ………………………………………...? How many ……………………………………?
When ………………………………………....? How long ………………………………….….?

Asking about support

CLT UNIKA SOEGIJAPRANATA 94
What do you think of …………………………………………………………………………….…?
How do you feel about …………………………………………………………………………..…?
 Where ………………………………………...? How many ……………………………………?
Unit 12 The Closing of a Presentation
When ………………………………………....? How long ………………………………….….?

Asking about support

What do you think of …………………………………………………………………………….…?
How do you feel about …………………………………………………………………………..…?
Are you in favor of ……………………………………………………………………………….…?

5. Thanking your audience

You can express your gratitude to the audience by saying one of these expressions:

· Thank you all for coming.

· Thanks for your attention.
· I’d like to thank you for your attention/participation.
· May I thank you all for being such an attentive audience.

Exercise
Using all the expressions learnt; make an appropriate closing of your presentation.

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