TOPIC 3

READING SKILLS

Synopsis
This unit aims to enhance learners knowledge of reading skills with
special emphasis on the Baretts taxonomy. The exercises that follow the
explanation should provide some immediate practice in ehnancing your
comprehension skills.

Learning Outcomes
At the end of this unit, you should be able to:
1. understand Barretts taxonomy of reading comprehension
1. read for meaning and understanding of a variety of texts and give
personal response.

CRITICAL READING SKILLS

Critical reading means reading with the goal of finding deep

understanding of a material, whether it is fiction or nonfiction. It is the act of
analyzing and evaluating what you are reading as you progress, or as you reflect
back. Critical reading skills involve your ability to analyze, evaluate, and
synthesize what you read. It is the ability to see relationships of ideas and use
them as an aid in reading.
Barrett Taxonomy is a good guide to the levels at which we are trying to measure
comprehension for a written text. The taxonomy was introduced at a conference
in 1968.

It is designed originally to assist classroom teachers in developing

comprehension questions and / or test questions for reading. It is especially

useful for classroom questioning in other content areas as well.
We will now read and look closely at Barrett Taxonomy.

Barrett Taxonomy of Reading Comprehension

1.0 Literal Comprehension

1.1 Recognition
1.1.1 Recognition of Details
1.1.2 Recognition of Main Ideas
1.1.3 Recognition of a Sequence
1.1.4 Recognition of Comparison
1.1.5 Recognition of Cause and Effect Relationships
1.1.6 Recognition of Character Traits

1.2 Recall
1.2.1 Recall of Details
1.2.2 Recall of Main Ideas
1.2.3 Recall of a Sequence
1.2.4 Recall of Comparison
1.2.5 Recall of Cause and Effect Relationships
1.2.6 Recall of Character Traits

2.0 Reorganization

2.1 Classifying
2.2 Outlining

2.3 Summarizing
2.4 Synthesizing

3.0 Inferential Comprehension

3.1 Inferring Supporting Details
3.2 Inferring Main Ideas
3.3 Inferring Sequence
3.4 Inferring Comparisons
3.5 Inferring Cause and Effect Relationships
3.6 Inferring Character Traits
3.7 Predicting Outcomes
3.8 Interpreting Figurative Language

4.0 Evaluation
4.1 Judgments of Reality or Fantasy
4.2 Judgments of Fact or Opinion
4.3 Judgments of Adequacy and Validity
4.4 Judgments of Appropriateness
4.5 Judgments of Worth, Desirability and Acceptability

5.0 Appreciation
5.1 Emotional Response to the Content
5.2 Identification with Characters or Incidents
5.3 Reactions to the Authors Use of Language

5.4 Imagery

(a)READ FOR MEANING AND UNDERSTANDING A VARIETY

OF TEXTS
Reading for meaning focuses on five main areas namely

Main idea
The main idea is the summary of essential points of the paragraph. The
main idea of a paragraph can often be substituted with a topic sentence with
controlling ideas.

Inference
Inferencing is a reading skill in which you use observations, prior knowledge
and experiences, and details from the text to make connections and come up
with ideas.

Sequence
Sequencing in reading is to be considered when there is an order of
incidents and actions in the selection. A sequence will be constituted only
when order of occurrence is specifically required.

Compare and contrast

Comparing and contrasting is a reading skill where you can find the
similarities and differences between items, characters, times and places that
is stated in the selection.

Cause and effect

The skill of looking at happenings or actions in the selection where you can
identify the causes of a problem or issue and the effects in an orderly way.

Now let us look at what text is and its variety.

Text is any piece of writing. This could be a letter, an email, a novel, a poem,
a
recipe, a note, instructions for D.I.Y, an article in a newspaper or magazine,
writing on a webpage or an advert. All of these examples can be called texts.

When you are reading or writing any text, think about the purpose of the text or
why it has been written.
What
An
A
A

might

advert
letter
novel

the

might
from

purpose

be

trying

to

school

might

be

might

describe

of

persuade
to

you

inform

somewhere

text

or

to

you

be?

buy

something.

about

something.

someone

to

you.

A car manual might instruct you how to do something to your car.

Depending on the purpose of the text, different methods will be used to get the
message across to the reader.

Exercise
Read each of the following paragraphs carefully. Look up any unfamiliar
words if necessary. Then choose the title that best describes the main idea
of each.
1.

Universities are a microcosm of society. But they are more than a reflection or
mirror; they are a leading indicator. In universities, an environment where
students live, eat, and study together, racial and cultural differences come
together in the closest possible way. Of all American institutions, perhaps only

the military brings people of such different backgrounds into more intimate
contact. With coeducation now a reality in colleges, and with the confident
emergence of homosexual groups, the American campus is now sexually
democratized as well. University leaders see it as a useful laboratory
experiment in training young people for a multicultural habitat. Michael
Sovern, president of Columbia, observes, "I like to think that we are leading
society by grappling earnestly and creatively with the challenges posed by
diversity."
--Dinesh D'Souza, Illiberal Education

1. The best title for this paragraph is

A. "The University Environment"
B. "Sexual Democratization on American College Campuses"
C. "The University vs.the Military"
D. "The University as a Microcosm of Society"

2.

Marriage was not designed as a mechanism for providing friendship, erotic

experience, romantic love, personal fulfillment, continuous psychotherapy, or
recreation. The Western European family was not designed to carry a lifelong
load of highly emotional romantic freight. Given its present structure, it simply
has to fail when asked to do so. The very idea of an irrevocable contract
obligating the parties concerned to a lifetime of romantic effort is utterly
absurd.
--Mervyn Cadwallader, "Marriage as a Wretched Institution," Atlantic Monthly

3. The best title for this paragraph is

A. "Unrealistic Expectations in Western Marriages"

B.

"The

Failure

of

Romance"

C. "Why Marriages Are Doomed to Failure"

D. "Marriage and Romance"

3.

The baby mastering the skills that lead to establishment of the upright
posture behaves in the same way as the novice skier. He feels compelled to
repeat the activity hundreds of times until he has mastered the skill and
mastered his anxiety. He often reveals that he is having difficulty in
"unwinding" when we put him to bed for his nap or for the night, and if you
peek into his room while he is settling down for sleep (or unsettling down for
sleep), you may see him, groggy and cross-eyed with fatigue, still climbing
and pulling himself upright, collapsing momentarily with weariness, then
exerting himself for another climb. He repeats this over and over until finally
he cannot lift himself even once more and succumbs to sleep. One set of
parents discovered their eight-month-old daughter climbing in her sleep on
several occasions during this mastery period. At eleven or twelve at night they
could hear soft sounds in the baby's room and upon entering would find the
baby standing in her crib, dazed and dimly conscious, too sleepy to protest
when she was put down in her bed again. When the art of standing was
perfected, the baby gave up practicing in her sleep.
--Selma H. Fraiberg, The Magic Years

The best title for this paragraph is

A. "Babies' Nighttime Activities"
B. "How a Baby Masters the Skill of Standing"
C. "The Sleep Habits of Babies"
D. "Practice Makes Perfect"

(b)

USE CONTEXTUAL, SYNTACTIC AND SEMANTIC CLUES TO DERIVE

MEANING

When reading a passage for the first time, you have to make an effort to cope
with unfamiliar or difficult words that you come across. You should first try to
guess the meaning of the words rather than look them up in a dictionary. One
way to find out the meaning of unfamiliar words is through the use of context.
The context in reading refers to the overall meaning of the text.

The context

also refers to the surrounding words in a sentence that gives us clues about the
words we read.
The syntactic clues give us the word order clues where the information implicit in
the grammatical structures of the language is utilized.
The semantic clues give us the meaning clues where the reader recalls his
own experiences and utilizes his own conceptual background in order to bring
meaning to his/her reading.
Example 1:

Read the two sentences.

(a) The hungry spider __________ the juicy fly.
[ With knowledge of spiders and flies, (that is context) the reader would be
likely to predict that the missing word is ate.]

(b) The loving mother __________ the hungry baby.

[ With knowledge, of mothers and babies (that is context) the reader would be
likely to predict that the missing word is fed.]

Exercise
Write the meaning for each of the nonsense words by reading the contexts.
1.

Bultums
Bultums are useful to wear when the weather is cold.

Some bultums are waterproof.

There are different types of bultums for different occasions.

Some houses have a special cupboard near the front door where visitors can
hang their bultums
Bultum means: _______________________________

2.

Kester

Mother gets kester when we are late home for dinner.

The teacher was very kester when a student broke the computer.

As people get older, they usually learn to control their kester moment.

A kester person does not think as clearly as a non-kester person

Kester means: _______________________________

(c)

READ AND MAKE INFERENCE

Making Inferences is a tool that takes us beyond what is literally on the
page, expanding it to open up new meanings and personal connections.
When we infer, we take statements in the text and read between the
lines to figure out what an author is hinting at or to draw our own
conclusions.
For instance, if we are reading an article about a hospital closing, we
would probably ask ourselves why. The reason might not be directly stated
in the article, but from other facts in the article as well as what we know
about where it is located, we might infer that the hospital was not getting
enough funding to stay open.

More tips to help you to infer

 Question the text, argue with it, or raise doubts about it.
Show how to include your own ideas when you restate the text.
Make an inference by connecting two or more details from different
places in the text.
Use the text as your support to make an argument or try to persuade
someone.
Make inferences as you reflect on the text after reading.
Example 1:
When Sarah went on stage to receive the best actress award for her role
as Tun Fatimah in her Primary School play, her mothers eyes were
brimming with tears.
The stated meaning contains the following information:
(a) Sarah received her best actress award on stage.
(b) She played the role of Tun Fatimah.
(c) She was still in Primary School.
(d) Her mother had tears in her eyes
The pieces of information that are not stated but can be interpreted or
inferred are as follows:
(a) Sarah was rewarded for her fine acting.
(b) Sarah was still below 13 years old.
(c) Sarahs mother witnessed her daughter receiving the award.
(d) She was proud of her.
(e) Her daughters achievement caused her to shed tears of joy.

(d) DISTINGUISH FACT FROM OPINION

A fact is objective information that can be checked or proved to be true and not a
statement about the future. An opinion is a statement that cannot be proven to be
true or false and is ones personal belief, idea, or feeling about a subject.
Clues to help you identify facts and opinions.
Facts
The use of dates and year

Opinions
The use of adjectives which show

your point of view or emotions

The use of statistic/figures/precise The use of comparison words
numbers or quantities

which show a comparison between

The use of definitions

two or more things

The use of other words which show
frequency, possibility, advisability

and necessity
When stating a geographical or The use of phrases which show a
scientific fact

belief, a suggestion, a feeling, or an

opinion

Lets look at some examples.

These are facts because they are concrete.

1 The house was painted on November 18, 1999.

2 Today is Saturday.
3 My son had a temperature of one hundred and two degrees this morning.
However, these facts can be changed to opinions when we add a belief or view.
1 The house was painted recently on November 18, 1999, so it looks as good as
new.
2 Today is Saturday and Mark always sleeps in on Saturdays, so that is why
he is late for the game.
3 There was no way for me to go to school because my son had a
temperature of one hundred and two degrees this morning.

Exercise
Read the following statements. Determine whether each statement is a fact or
opinion. What are some of the signal words?

No
.
1

Statements
The cerebral cortex or brain is characterized by a
division into halves termed hemispheres which are
connected by tissue called the corpus callosum.

I think it is more interesting to watch a movie than to

watch football at the stadium.

The majority of drug addicts are between the ages 12

35 years.

Fact / Opinion

I believe that kids skip school because teachers are

unsympathetic.

As a matter of fact, oil spills from factories have been

found to be related to the death of marine life.

In my view, men are better at raising children than

women.

It is a matter of opinion that all facts are scientific

facts.

According to the national weather service, there is a

90 per cent chance of rain today. Therefore, it will
probably rain today.

Task
Read an interview from a magazine or newspaper. Try to identify whether the
speakers are giving their opinions or facts?

(e)

IDENTIFY SHIFT IN ARGUMENT

Transitions are words and phrases used by writers to indicate specific

relationships between ideas and to create coherence or logical connection
between ideas and to create a coherence or logical connection between the
ideas in a passage.

Lets look at some examples.

The following paragraph shows how carefully chosen transitions (CAPITALIZED)
lead the reader smoothly from the introduction to the conclusion of the
paragraph.
I dont wish to deny that the flattened, minuscule head of the large-bodied
"stegosaurus" houses little brain from our subjective, top-heavy perspective, BUT
I do wish to assert that we should not expect more of the beast. FIRST OF ALL,
large animals have relatively smaller brains than related, small animals. The
correlation of brain size with body size among kindred animals (all reptiles, all
mammals, FOR EXAMPLE) is remarkably regular. AS we move from small to
large animals, from mice to elephants or small lizards to Komodo dragons, brain
size increases, BUT not so fast as body size. IN OTHER WORDS, bodies grow
faster than brains, AND large animals have low ratios of brain weight to body
weight. IN FACT, brains grow only about two-thirds as fast as bodies. SINCE we
have no reason to believe that large animals are consistently stupider than their
smaller relatives, we must conclude that large animals require relatively less
brain to do as well as smaller animals. IF we do not recognize this relationship,
we are likely to underestimate the mental power of very large animals, dinosaurs
in particular.
Stephen Jay Gould, Were Dinosaurs Dumb?

The following are also some of the words and phrases to indicate transitions in a
paragraph or passage.
To show addition:

again, and, also, besides, equally important, first (second, etc.), further,
furthermore, in addition, in the first place, moreover, next, too
To give examples:
for example, for instance, in fact, specifically, that is, to illustrate
To compare:
also, in the same manner, likewise, similarly
To contrast:
although, and yet, at the same time, but, despite, even though, however, in
contrast, in spite of, nevertheless, on the contrary, on the other hand, still,
though, yet
To summarize or conclude:
all in all, in conclusion, in other words, in short, in summary, on the whole, that is,
therefore, to sum up
To show time:
after, afterwards, as, as long as, as soon as, at last, before, during, earlier, finally,
formerly, immediately, later, meanwhile, next, since, shortly, subsequently, then,
thereafter, until, when, while
To show place or direction:
above, below, beyond, close, elsewhere, farther on, here, nearby, opposite, to
the left (north, etc.)
To indicate logical relationship:
accordingly, as a result, because, consequently, for this reason, hence, if,
otherwise, since, so, then, therefore, thus

(adapted from Diana Hacker, A Writers Reference)

Task
Choose one argumentative essay and identify the shift in arguments or ideas in
the text.

Exercise
A Read the following paragraph and circle the transition words that show time.
You can make your own cards to celebrate special events. First, gather the
materials you need: construction paper, scissors, crayons or markers, and
glue. Second, fold a piece of construction paper to create a card that has a
front, a back, and an inside. Cut out interesting shapes from more
construction paper, and glue the shapes to the front and back of your card.
You may also draw colorful pictures on the front and back of the card. Finally,
write a brief message inside the card, and sign your name. Now you're ready
to give your card to someone special.
B Read the sentences below and circle the transition words that compare or
contrast.
1.

I was anxious to leave. However, we had to wait until Uncle Pete arrived.

2.

Mother told us to hurry onto the bus. Otherwise, we all would have been caught in

the rain.
3.

I make my sandwich in the same way that Shawna does. We both use food

that is peanut free because of our food allergies.

4.

I asked about the homework, but neither Todd nor Antonio knew what had been
assigned.

5.

Even though it was very cold, Mary Beth did not wear a jacket.

C Transition words have been left out in the following paragraph. Select
appropriate words from the list below, and write them in the blanks. There
can be more than one word that fits in some blanks. Select the one that you
think fits best.
meanwhile

while

beside

as a result of

through

then

first

next

once upon a time

under

__(1) __ there lived a family of bears in a lovely wooded area. Their home was
__(2)__ some trees __(3)__ a small stream. One day __(4)__ the bears were not
at home, a little girl came to the house. __(5)__, she knocked on the door.
__(6)__, even though no one answered her knock, she entered the house.
__(7)__, she ate some of the bears' food, and she napped on one of their beds.
__(8)__, the bears returned home. They were surprised to see their door open.
Their roars woke up the girl, and she fearfully ran from the house, __(9)__ the
woods, and back to her own home. __(10)__ her experiences, she never again
went into the woods alone.

(f)

IDENTIFY EMOTIONALLY-LADEN WORDS

Authors often write not only to communicate but also to arouse some emotion or
make readers respond to their ideas or suggestions. Authors select words for
their emotional, suggestive meanings to create vivid images. Carefully chosen
words can be very effective in accomplishing these purposes, and a careful
reader can recognize how words are used for certain effects.
Lets look at some examples.
These are words found in a text about adoption. The writer is very careful to use
positive or neutral words so to sound politically correct and not offensive.
Birthparent

not

Biological

parent

Biological

or

Birth
My

real
not

birth

child

Born
Terminate

adopted

unmarried
parental

Make

adoption

Waiting

child

not

not

not

to

natural

father

child

not

real

child,

rights
Adoptable

parent
father

own

parents

plan

parent

child
own

not
not

not

child
illegitimate

give
give

available

up
away
child

Making

contact

with

not

reunion

Parent not adoptive parent

Task
What other words or phrases can you think of that are emotionally laden words?
List them down

(g) IDENTIFY WRITERS MOOD, TONE, BIAS, PURPOSE OR

POINT OF VIEW
While an authors purpose is closely related to the main idea and can often be
inferred from the main idea and the way in which the details are presented, the
tone of a piece of writing is a little more illusive. The tone refers to the authors
attitude, mood or feeling reflected in the writing. The tone also suggests the
authors purpose to criticize, to persuade, to sympathise and to appreciate.
Below is an example of how you may infer a writer's tone or attitude:
"...Had the researchers spoken to anyone who has witnessed the ravages of the
Green Revolution, they would have learned that their basic premise was
dismissed as simplistic nonsense years ago.'
(an

extract from

Beware

Outbreak of

Mad

Scientist

Disease)

Tone and Attitude

The use of such a negative word like "ravages" suggests the writer is highly
critical of the usefulness of the Green Revolution, and his dismissive tone as
exemplified by the use of the phrase "simplistic nonsense" indicates his low
opinion of the researchers' achievement.

Exercise
1 What is the writer's attitude towards pure scientists? Find five words/phrases in
this passage that indicate the writer's attitude.
Pure scientists have by and large been dim-witted about engineers and applied
science. They couldn't recognise that many of the problems were as intellectually
exacting as pure problems, and that many of the solutions were as satisfying and
beautiful. Their instinct -- perhaps sharpened in this country by the passion to find
a new snobbism wherever possible, and to invent one if it doesn't exist -- was
take it for granted that applied science was an occupation of second-rate minds.
2 What is tone of the excerpt below?
What devices does he use to show his attitude to the government of Singapore,
caning and Americans who support the caning?
Does he try to present his own inferences as facts?
What kind of person does he want to be seen as?
What kind of person do you infer him to be?
The verb "torture" is defined in the Webster's Tenth Collegiate Dictionary as "the
infliction of intense pain (as from burning, crushing or wounding) to punish, coerce or
afford sadistic pleasure". The dictatorship of Singapore has found an American
teenager guilty of spray-painting cars and sentenced him to four months in prison, a
$2,000 fine -- and torture. Singapore's torture of choice is flogging by rattan cane
which elicits the screams satisfying to the torturer and scars the torturee physically
and mentally for life. Torture is an act of savagery as old as civilisation. Demosthenes
described it as the surest means of obtaining evidence. Tomas de Torquenada issued
detailed

instructions

for

its

use

in

the

Spanish

Inquisitions.

But now civilised nations have a Covenant on Civil and Political Rights that declares,
"No one shall be subjected to torture or to cruel, inhuman or degrading punishment."

The United Nations has a "Convention Against Torture". The government of

Singapore stands aloof from the universal condemnation. Singapore's dictator is
actually proud of his country's reputation for keeping order by inflicting pain.
Moreover, his diplomats in the United States report that many Americans endorse the
lashing to be meted out to the young offender. That some people in America
thoughtlessly espouse torture is undeniable. One sap on the street in Washington
told a New York Times reporter: If you've ever had your antenna ripped off your car,
you

can

sympathise

with

the

government

of

Singapore.

Lash

him."

I have had more than a few antennas ripped off my car, and a few swastikas sprayed
on my house, and have felt a surge of mindless fury at the perpetrators. But I have
also seen a Kurdish patriot crippled for life by one of Saddam Hussein's tortures, and
witnessed the misdirected self-loathing on the face of a rape victim, and I don't think
any person or government has any right to inflict any physical pain on another human
being.
(From The New York Times, 1994 "The Caning of Michael Fay, by William Safire)

(h) UNDERSTAND THE USE OF FIGURATIVE LANGUAGE AND ITS

EFFECT ON MEANING
Writers sometimes use figurative language to express a point or to clarify an idea
through imaginative comparisons or with words used in unusual, suggestive or
symbolic ways. Figurative language often enhances meaning by representing
abstract ideas in more concrete, vivid images.
To understand figurative expressions, you must first recognize words are being used
figuratively and are not meant to be taken literally. You must infer what the figurative
expression means in the context of the sentence. There are many types of figurative
language used in writing, but the most frequently used are similes, metaphors,
hyperboles, personification, symbolism and irony.
Simile

A simile uses the words like or as to compare one object or idea with another to
suggest

they

are

alike.

Example: busy as a bee

Personification
A figure of speech in which human characteristics are given to an animal or an
object.
Example: My teddy bear gave me a hug.

Hyperbole
An exaggeration that is so dramatic that no one would believe the statement is true.
Tall

tales

are

hyperboles.

Example: He was so hungry, he ate that whole cornfield for lunch, stalks and all.

Symbol
A thing (could be an object, person, situation or action) which stands for something
else more abstract.
Example: a flag is a symbol of our country
Irony
It is a figure of speech when an expression used is the opposite of the thought in the
speaker's mind, thus conveying a meaning that contradicts the literal definition.
Example: The Road Not Taken: Verbal irony - the speaker knows he will tell the old
story "with a sigh" of a choice that "made all the difference."

Exercise

Read the lyrics below and identify the figurative language.

Breath (2am)
2

AM

and

"Can
I

she

you

don't

Yeah

we

Like

calls

help

me

love

him.

walk

through

they

unravel
the

any

You're

'cause

Winter

have

Hypocrites.

me

all

here

I'm

my

just

still

latest

wasn't

doors,

so

right

at

all

for

the

very

awake,
mistake?

my

accusing

season"
their

to

eyes

criticize,

same

reason

Chorus:
'Cause you can't jump the track, we're like cars on a cable
And

life's

No

one

So

like

an

can

hourglass,
find

cradle

your

glued

to

the

rewind

head

in

the

table

button,

girl.

your

hands

And

breathe...

just

breathe,

Oh

breathe,

just

breathe

May

he

"Just

"Ain't

been

Here

in

But,

my

Wanna

turned
day"

he

21

on

said

down

sober,

town

you

God,
hold

since
can

it's

so

him.

the
to

maybe

tell

he's

beautiful

Maybe

I'll

base
the

at
flask

October
been

of

down

when
just

the
sing

Fort
in

Bliss

his

last
for

year."

boy

fist,
while,

smiles,

about

it.

Chorus
There's

light

at

each

end

of

this

tunnel,

You shout 'cause you're just as far in as you'll ever be out

And these mistakes you've made, you'll just make them again
If
2

you
AM

and

only
I'm

try
still

awake,

turning
writing

around.
a

song

If I get it all down on paper, it's no longer inside of me,

Threatening
And

the

feel

Cause

these

And

know

like

life
I'm

words
that

naked

in

my

diary,

are

you'll

it

use

them,

belongs
front

of

the

screaming
however

to
crowd

out

you

loud

want

to

But you can't jump the track, we're like cars on a cable,
And

life's

No

one

Sing

like

an

can

hourglass,
find

it

and
woah
Oh

the
if

breathe,
breathe,
breathe,

glued
rewind

to

the
button

table
now

you

understand.

just

breathe

just

breathe,

just

breathe,

Oh breathe, just breathe.

(i) IDENTIFY AND DIFFERENTIATE IDIOMATIC EXPRESSIONS

AND METAPHORS
Idiomatic Expressions
Language is full of idiomatic expressions or idioms. They can be just one word or
a group of words. If you try to understand an idiomatic expression literally, in most
cases, it will make very little sense. The objective of an idiom is to try to develop a
new meaning that goes beyond the literal significance. Idiomatic expressions
have different forms and structures. They can be short with only one word or they
can be long using combinations of words.
Bill has two hands, a right hand and a left hand.
(literal sentence)
Bill is an old hand in the store.
(This means that Bill has a lot experience in the store. An old hand refers to a
person with experience.)
John is a nut.
(John is crazy.)

 Bob has the bull by the horns.

(Bob has the situation under control.)

Metaphor
The metaphor states a fact or draws a verbal picture by the use of comparison.
A simile would say you are like something; a metaphor is more positive - it says
you

are

something.

Example: You are what you eat.

Exercise
Choose the correct meaning.
A

Animal Idioms
1 Wow! It's raining cats and dogs today! I wish I'd brought my umbrella to
school!
a.

forgot

b.

my

It's

umbrella

today.

raining

heavily.

c. Cats and dogs are falling from the sky.

2 When I told my mom I would be home around 2 am, she had a cow!
a.

My

b.

mom

My

bought

mom

baby

is

really

cow.
strange.

c. My mom was really upset.

3 Jean:

How

Susan:
a.
b.

Oh,
Jean

An

did

you

know

a
told

unnamed

it

was

little
Susan

person

told

c. Susan told Jean it was her birthday.

my

birdie
it
Susan

was
about

birthday
told

today?
me!

her

birthday.

Jean's

birthday.

4 Frank:

Why

didn't

your

brother

ride

the

roller

coaster

with

us?

Sam: Oh, he's such a scaredy cat! He won't get on any fast ride.
a.

Sam's

b.

brother

is

afraid

Sam's

to

ride

brother

the

roller

is

coaster.

cat.

c. Sam's brother didn't go to the roller coaster.

B Body Idiom
Idiom
Meaning
You did it. You have to face the You have to memorize it.
music.
Yes. You hit the nail on the head.

You have to accept the consequences of your

You two don't see eye to eye.

You have to learn it by heart.

actions.
You're absolutely right.
You don't agree with each other.

Task
Go online and try to collect more idioms.
http://www.idiomconnection.com 20/10/2009
http://knowgramming.com/metaphors/metaphor_chapters/examples.htm 27/10/2009

(j) READ CRITICALLY AND RESPOND TO TEXT

Critical reading is a skill which can be developed through practices, such as:
a. Taking notes of the text's main ideas and adding your own responsive comments.
b.
c.

Talking
Relating

to
a

others
given

text

about
to

what
similar

you
or

have

contrasting

read.
themes.

d. Explaining what the text means and making it intelligible. This will help you to see
the

underlying,
e.
f.

Asking

yourself:

"Is

it

possible

to

unstated
disagree

with

assumptions
any

of

this?"

Asking yourself: 'How can I convince my peers that I understand what this is

about?'

Exercise
Read the following paragraph and answer the questions that follow.
In ancient times people believed in the predictions and advice of astrologers because
astrology was part and parcel of their magical world view. They looked upon celestial
objects as abodes or omens of the Gods and, thus, intimately connected with events
here on earth; they had no concept of the vast distances from the earth to the planets
and stars. Now that these distances can and have been calculated, we can see how
infinitesimally small are the gravitational and other effects produced by the distant
planets and the far more distant stars. It is simply a mistake to imagine that the
forces exerted by stars and planets at the moment of birth can in any way shape our
futures. Neither is it true that the position of distant heavenly bodies make certain
days or periods more favorable to particular kinds of action, or that the sign under
which one was born determines one's compatibility or incompatibility with other
people.
--Bart J. Bok, "Objections to Astrology," The Humanist
1.

This paragraph is a _____________.

A.

narration

B.

description

C.

exposition

D. persuasion
2.

Which of the following can we accurately infer? Astrology developed in the

ancient world largely because

A.

people

B.

it

C.

they

believed
was

had

that

the

part
desire

of
to

stars

and

their
explain

planets

were

traditional
what

they

mythology

didn't

D. they were scientifically ignorant

3.

The author's attitude toward astrology can be best described as

A.

unbelieving

B.

angry

C.

sympathetic

D. laudatory

deities

understand

Suggested Answers

(a)

READ FOR MEANING AND UNDERSTANDING OF A VARIETY OF TEXT

Exercise
1. C

(b)

2. A

3. B

USE CONTEXTUAL, SYNTACTIC AND SEMANTIC CLUES TO DERIVE

MEANING
Exercise
1. jacket

(c)

2. Temperamental

DISTINGUISH FACTS FROM OPINION

Exercise

(d)

1. Fact

2. Opinion

3. Fact

4. Opinion

5. Fact

6. Opinion

7. Opinion

8. Opinion

IDENTIFY SHIFT IN ARGUMENT

A Read the following paragraph carefully. Then, locate and circle each transition
word that shows time.
You can make your own cards to celebrate special events. First, gather the
materials you need: construction paper, scissors, crayons or markers, and
glue. Second, fold a piece of construction paper to create a card that has a
front, a back, and an inside. Cut out interesting shapes from more construction
paper, and glue the shapes to the front and back of your card. You may also
draw colorful pictures on the front and back of the card. Finally, write a brief
message inside the card, and sign your name. Now you're ready to give your
card to someone special.

B Read the following sentences carefully. Then, locate and circle each transition
word that compares or contrasts.
1.

However

2.

Otherwise

3.

that is

4.

but

5.

Even though.

1.

Once upon a time

2.

under

3.

beside

4.

while

5.

First

6.

Then

7.

Next

8.

Meanwhile

9.

through

10.

As a result of

(e) IDENTIFY WRITERS MOOD, TONE, BIAS, PURPOSE OR POINT OF VIEW

1 Pure scientists have by and large been dim-witted about engineers and applied
science. They couldn't recognise that many of the problems were as intellectually
exacting as pure problems, and that many of the solutions were as satisfying and
beautiful. Their instinct -- perhaps sharpened in this country by the passion to
find a new snobbism wherever possible, and to invent one if it doesn't exist -was take it for granted that applied science was an occupation of second-rate
minds.
(The writers attitude is very sarcastic, arrogant and condemning. Yes, the writer
is trying to convince his readers through wit.)
2 The verb "torture" is defined in the Webster's Tenth Collegiate Dictionary as "the
infliction of intense pain (as from burning, crushing or wounding) to punish,

coerce or afford sadistic pleasure". The dictatorship of Singapore has found an

American teenager guilty of spray-painting cars and sentenced him to four
months in prison, a $2,000 fine -- and torture. Singapore's torture of choice is
flogging by rattan cane which elicits the screams satisfying to the torturer and
scars the torturee physically and mentally for life. Torture is an act of savagery as
old as civilisation. Demosthenes described it as the surest means of obtaining
evidence. Tomas de Torquenada issued detailed instructions for its use in the
Spanish

Inquisitions.

But now civilised nations have a Covenant on Civil and Political Rights that
declares, "No one shall be subjected to torture or to cruel, inhuman or degrading
punishment." The United Nations has a "Convention Against Torture". The
government of Singapore stands aloof from the universal condemnation.
Singapore's dictator is actually proud of his country's reputation for keeping order
by inflicting pain. Moreover, his diplomats in the United States report that many
Americans endorse the lashing to be meted out to the young offender. That some
people in America thoughtlessly espouse torture is undeniable. One sap on the
street in Washington told a New York Times reporter: If you've ever had your
antenna ripped off your car, you can sympathise with the government of
Singapore.

Lash

him."

I have had more than a few antennas ripped off my car, and a few swastikas
sprayed on my house, and have felt a surge of mindless fury at the perpetrators.
But I have also seen a Kurdish patriot crippled for life by one of Saddam
Hussein's tortures, and witnessed the misdirected self-loathing on the face of a
rape victim, and I don't think any person or government has any right to inflict
any

physical

pain

on

another

human

being.

(From The New York Times, 1994 "The Caning of Michael Fay, by William
Safire)
(The writer does not agree with caning. He includes concrete evidence and
personal experience to convince the readers. He is trying to infer himself as a
person who is against cruelty.)
(f) UNDERSTAND THE USE OF FIGURATIVE LANGUAGE AND ITS EFFECT
ON MEANING

Chorus:
'Cause you can't jump the track, we're like cars on a cable - simile
And life's like an hourglass, glued to the table personification / simile
No

one

So

cradle

can

find

your

head

the
in

rewind

your

button,

hands

girl.

personification

And

breathe...

just

breathe,

Oh

breathe,

just

breathe

Chorus
There's

light

at

each

end

of

this

tunnel,

metaphor

You shout 'cause you're just as far in as you'll ever be out - simile
And

these

If

you've

you

2
If

mistakes

AM
I

only
and

get

it

I'm

all

down

Threatening
And

feel

made,

on

I'm

just

try
awake,

paper,

it's

life
naked

in

make

no

longer

song

inside

of

belongs
of

the

again
around.

writing

it
front

them

turning

still

the
like

you'll

crowd

me,
to

simile

Cause these words are my diary, screaming out loud - personification

And I know that you'll use them, however you want to
(g)

IDENTIFY AND DIFFERENTIATE IDIOMATIC EXPRESSIONS AND

METAPHORS
Exercise
A

Animal Idioms
1. B

2. C

3. B

4. A

Body Idioms
Idiom
Meaning
You did it. You have to face the You have to memorize it.
music.

Yes. You hit the nail on the head.

You have to accept the consequences

You two don't see eye to eye.

You have to learn it by heart.

of your actions.
You're absolutely right.
You don't agree with each other.

(h)

READ CRITICALLY AND RESPOND TO TEXT

Exercise
1. C

2. B

3. A