ERW 2 BOOK 3_2016

1006236: ENGLISH READING AND WRITING 2 20161006236: ENGLISH READING AND WRITING 2 Compiled by Aj. Benjamart Thanasoontornrerk School of Liberal Arts Mae Fah Luang University Page 1 of 120

1006236: ENGLISH READING AND WRITING 2 Table of ContentsUnit 1: Critical Reading ...................................................................................................................................10 What is Critical Reading? ...............................................................................................................................10 Facts about critical reading .............................................................................................................................12 Goals of Critical Reading................................................................................................................................12 Some important strategies of critical reading .................................................................................................13Unit 2: Critical Reading Strategies..................................................................................................................16 Things To Consider When Reading An Article..............................................................................................23 Differentiating facts and opinions...................................................................................................................24 Facts ................................................................................................................................................................24 Opinions..........................................................................................................................................................25 Determining the Author’s Strategies...............................................................................................................26 Audience .........................................................................................................................................................26 Author’s Purposes...........................................................................................................................................26 Tone of Writing...............................................................................................................................................30 How to Identify Tone of Writing ....................................................................................................................31 Commonly Used Tone Words ........................................................................................................................33 Connecticut shooting: President Obama reacts...............................................................................................39Unit 3: Criticizing a Text..................................................................................................................................47 Rules of critical reading ..................................................................................................................................48 Things to remember when evaluating a text ...................................................................................................48 Logical Fallacies .............................................................................................................................................49 Should Cell Phones Be Banned From Classroom? Yes..................................................................................54 Should Cell Phones Be Banned for Classrooms? No .....................................................................................55Unit 4: Writing an Argumentative Essay .......................................................................................................57 What is an argumentative essay? ....................................................................................................................57 Why does an author write an argumentative essay? .......................................................................................57 What are the goals of the essay? .....................................................................................................................57 Patterns of the Argumentative Essay ..............................................................................................................58Unit 5: Evaluating and Citing Sources............................................................................................................79 Evaluating Sources..........................................................................................................................................79 Evaluating Print Sources vs. Internet Sources ................................................................................................80 Citing Sources.................................................................................................................................................81 Why citing is important ..................................................................................................................................81 About citations................................................................................................................................................82 What to cite.....................................................................................................................................................83 The Reference List..........................................................................................................................................88 More Sample Reference List...........................................................................................................................93 Commonly Used Correction Symbols ..........................................................................................................105Appendixes ......................................................................................................................................................108 Grading Rubrics for Peer Teaching (10%) ...................................................................................................109 Rubric for Argumentative Essay: First draft (10%).....................................................................................111 Page 2 of 120

1006236: ENGLISH READING AND WRITING 2 Rubric for Argumentative Essay: Final draft (10%)....................................................................................111 Peer Review Form (5%)................................................................................................................................114 Rubric for Class Participation (5%)..............................................................................................................119References........................................................................................................................................................120 Page 3 of 120

1006236: ENGLISH READING AND WRITING 2 Acknowledgements I wish to express my deep gratitude and sincere thanks to people who support me tocomplete this textbook compilation for English Reading and Writing 2 course. I would like to thank Assitant Professor Wilailuck Boonkluab for her invaluableguidance, constant encouragement, constructive comments simpathetic attitude and immencemotivation, which has sustained my efforts at all stages of this book production. I also would like to express my sincere thanks to Ajarn Jena Lynch, my colleague, forher valuable advice and suggestions for the corrections, modifications and improvement forthis textbook. Finally, I will not be able to complete this coursebook if my family did not supportme. Thus, I would like to acknowledge with gratitude, their considerable encouragement andcare. Page 4 of 120

1006236: ENGLISH READING AND WRITING 2 Course SyllabusProgram English School of Liberal ArtsCourse Code 1006236 Course Name English ReadingCredit 3 (3-0-6) and Writing 2 Prerequisite English ReadingType of Course Major and Writing 1 For Program EnglishEvaluation [] Grade (A, B+, B, C+, C, D+, D, F)Course Description Enhancement of critical and analytical skills needed for reading various academic, non- academic and argumentative texts, concentrating on unabridged reports and/or articles; parallel practice of writing multi-sectional expository texts using logical argumentative, persuasive and reflective techniques to respond to a given authentic issue or argument; and avoidance of logical fallacies.Course Objectives After studying this course, students are expected to be able to: (1) read, interpret and infer long and complicated texts; (2) develop critical, reflective, and analytical skills in reading; and (3) Transfer knowledge and strategies acquired in classroom reading to literacy events in their real life. Page 5 of 120

1006236: ENGLISH READING AND WRITING 2Course Contents and Lesson Plan No. of HoursNo. Topic Lab or Brief Content Material Lecture Practicum Learning or Other materials developed byWk • Course Orientation 4 0 • Course introduction and the instructor regulations 1 UNIT 1& 2 • What is critical reading? • Author’s purposes − Critical reading • Audience − Reading Author’s • Facts & opinions • Tone of writing strategies • Point of view • Making inferences (Assign a group presentation on 40 author’s strategies: See the Description of the evaluation)Wk • Group Presentation 4 0 • Group Presentation (10 %) Learning • Quiz: Author’s • Quiz 1: Author’s strategies (15 materials 2 strategies %) developed by the instructor UNIT 3: Criticizing 0 • Criteria of evaluating an article reading texts Exercise on criticizing an article 4 • Fallacies • • Practicing criticizing an article -- small group workWk UNIT 4: Argumentative 4 0 • Introduction to an argumentative Learning essays 3 essay materials • Outlining the developed by essay - Elements of an argumentative the instructor • Searching and essay selecting sources in the library - Three patterns of the essay - Exercises for brainstorming • Evaluating and citing sources and outlining an essay • Citing sources: • Assignment: Search for sources Quotation, for the in-class essay writing paraphrasing and summarizing MIDTERM EXAMINATION (20%) –Saturday, 1 July 2017 Page 6 of 120

1006236: ENGLISH READING AND WRITING 2 No. of Hours Lab or Brief Content MaterialNo. Topic Lecture Practicum or OtherWk • Writing the outline 4 0 • In-class outline writing from Learning 4 sources materials • Unity and coherence • Vocabulary and • Review the essay organization developed by written expressions • Study the use of the vocabulary the instructor used in an argumentative essay and expressions for the essay • Writing problems • Writing the first draft from the outline (10%)• First draft writing (Introduction writing) 4 0 4Wk • Editing and revising 0 • Practice identifying and Learning • Peer review correcting writing errors materials 5 • Peer reviewing and commenting developed by the essay (5%) the instructor• Essay Counseling 0• Final draft revising • Revising the final draft according to teacher and peer reviews in class (10%) 4 • (Type the first draft and upload 3 the file onto TURNITIN.)Wk • Final draft revising 0 • Revising the final draft according Learning • Review for the final to teacher and peer reviews in materials 6 exam class (10%) developed by • Review for the final exam the instructor 0 3 • Submission of printed final draft (the paper copy and upload the file onto TURNITIN)Jul.27 FINAL EXAMINATION 25 July 2017 at 9:00-12:00 TOTAL 45 0 Page 7 of 120

1006236: ENGLISH READING AND WRITING 2Measurement and EvaluationActivity Assessment Time Proportion1. Class participation Throughout 5% the semester2. Quiz (Author’s strategies) Week 2 15%3. Peer review Week 5 5%4. Author’s strategies presentation (group work) Weeks 1 10%5. Argumentative essay (1st draft+final draft) Weeks 4-6 20%6. Midterm examination Week 3 20%7. Final examination Week 7 25% Total 100%* Subject to change if necessary.The contents and schedules above are subject to change where necessary.Grading Scale B+ = 80-84 C+ = 70-74 A = 85-100 D+ = 60-64 B = 75-79 F = 0-54 C = 65-69 D = 55-59Notes: - Please note that if you miss more than three classes, you will not be allowed to take the final examination. - Evaluation tasks are given in class, so missing a class will affect your grade. - Plagiarism is a serious matter and will not be tolerated. If you copy anything from anywhere, the penalty is an automatic F grade.Description of the evaluation1. Class participation (5 marks)Throughout the course, students are required to attend classes, and participate activelyin classroom activities. Students’ discussion and participation in the classroom aregraded by a classroom participation rubric.2. Quiz (15 marks)Students will be evaluated on author’s strategies (purpose of writing, audience, tone,facts vs opinions and inferences) Page 8 of 120

1006236: ENGLISH READING AND WRITING 2 3. Author’s strategies presentation (10 marks) This activity aims to allow students to promote their critical reading skills essential for reading comprehension. Students will work in a group (5-6 students) to select an approximately 400-600 word article that they are interested, and to identify author’s strategies: purpose, audience, tone of writing, facts and opinions and inferences. Students will present their findings accordingly and also answer any questions the class and the lecturer might have during the presentation. The presentation lasts 10 minutes. A rubric is used to grade a presentation. Notes: Each group is required to give other groups their articles to read before the presentation week. This allows everyone to read the articles in advance and practice their critical reading skills as well as promotes class participation. 4. Argumentative essays and peer review (20 marks and 5 marks) These assignments aim to develop students’ critical and writing skills, they will beassigned to write an approximately 500-600 word argumentative essay. Students are requiredto write an in-class outline from sources they have searched earlier and to write the first draftin the next class. The first draft will be reviewed by a peer and the teacher, and later revisedby the essay writer. The final draft with a blank score sheet will have to be submitted togetherwith the first draft, source articles and the first score sheet. Scores will be given accordingto the rubrics provided at the back of the book: outline (5 marks), each draft (10 marks), andpeer review (5 marks). 5. Exams (45 marks: Midterm exam: 20, and 25 marks for final exam) Exams are to evaluate students’ learning achievement according to the courseobjectives mentioned earlier. Signature (………………………………………………….) Dean, School of Liberal Arts …………/…………/……….. This course was approved by the University Academic Council on ____________,and has been offered since the [ ] 1st / []2nd semester of academic year 2013. Page 9 of 120

1006236: ENGLISH READING AND WRITING 2 Unit 1: Critical ReadingWhat is Critical Reading?Task 1: Write freely your own ideas about what critical reading is. (Do not read the textbelow.)Task 2: Work in a small group to read the passage and discuss the questions below in yourown group, and then share the answers with the class. 1. What is critical reading? 2. What are the characteristics of critical (reflective) and non-critical (unreflective) readers? 3. What are critical strategies?Definition and Purpose Most successful college writers are also sophisticated, critical readers. They assume askeptical attitude toward texts: instead of believing whatever they read, they criticallyexamine the author’s ideas and their own response to the reading. They are active, reflectivereaders who ask questions about the worlds on the page, mark passages, take notes, and drawconnections between the author’s ideas and their own experiences and knowledge. They areopen to new ideas, but do not accept them without serious, reflective consideration.Unreflective readers, however, tend to accept unquestioningly what they see in print. In theirview, if something has been published, it must be accurate. Instead of asking questions aboutwhat they read, they tend to accept the author’s words at face value A major difference, then, between reflective and unreflective readers is the way theytry to learn from what they read. Unreflective readers usually believe that the meaning of atext can be found in the words on the page: to understand a text, all a reader has to do isunderstand the meaning of the author’s words. For them, reading is a rather simple,straightforward process: they read through a text, look up any words they do not know,isolate the author’s main ideas, perhaps take some notes, then move on to the next reading.They also tend to believe that because the meaning of a text resides in the author’s words,students reading the same material ought to come away with the same information; the textshould mean roughly the same thing to any competent reader who studies it. Reflective, critical readers, however, tent to adopt a different view of reading. Theybelieve that the meaning of text resides in the interaction between the reader and the wordson the page: to understand a text, readers must be aware of how their own knowledge,feelings, and experience influence their interpretation of the words on the page. For them,reading is a rather dynamic, fluid process: they read through a text skeptically, assess theauthor’s words and ideas in light of their own knowledge and experience, jot down somenotes that capture their questions and responses, reread the text after they have had some timeto consider what the author had to say, then move on. Page 10 of 120

1006236: ENGLISH READING AND WRITING 2 Viewing reading as an interactive process can help you better understand the complexnature of writing from sources and the need to be an active, critical reader. For example, ithelps you understand why a story you read your first year in high school means somethingdifferent to you when you read it again your first year in College. The words on the pagehave not changed, you have, and because you have changed, the “meaning” of the story haschanged for you as well. This interactive view of reading also helps explain how twentystudents in an introductory philosophy class can read the same meditation by Descartes andcome away with twenty slightly different interpretations of the piece. Active, critical readersunderstand that for any given person the meaning of the text results from the interactionbetween the words on the page and that reader’s knowledge, feelings, and expertise; readinginvolves more than a simple transfer of information from the words on the page to the mindof the reader. Does this mean that all interpretations of a reading are equally valid? No. While everyperson forms his or her own understanding of a reading, people can and often do misreadtexts: they may not read carefully, they may not understand certain terms or ideas, or theymay lack the knowledge and experience they need to form an adequate interpretation of thetext. As a safeguard against misinterpretation, critical readers discuss the material with otherswho have read it. Comparing their own reading of a text with a teacher’s or a peer’s readingcan help clarify the material and prevent misunderstanding. In addition, the author of the piece plays an important role in reading. Good writerstry to influence their readers’ understanding of and response to a text. When writing, authorsmanipulate the language, structure, and content of their pose to achieve a certain effect ontheir audience. Success is never guaranteed, but good writers know that they can at leastinfluence how readers might respond to their work through the choices they make whilecomposing. Critical readers take this into account when approaching a text-they try to beaware not only of what they bring to the reading, but also of the choices the writer has madeto achieve a certain goal. Learning to read material actively and critically can be difficult. However, criticalreaders tend to understand course material more fully, prepare for class more efficiently, andwrite from reading more effectively. Below you will find a number of suggestions aimed athelping you become a more active, critical reader. Central to this process is the ability andwillingness to ask good questions about your reading of a text and to keep a written record ofyour responses. Critical readers refuse to sit back passively while they read; they activelyquestion and respond to texts in light of their own knowledge, feelings, and experience.Source:Wilhoit, S. (2010). A brief guide to writing from readings (5th ed.). New York: Longman. Page 11 of 120

1006236: ENGLISH READING AND WRITING 2Facts about critical reading • Non-critical reading is just understanding what a text says and restating the key/main ideas. • Students need to develop the skills for critical reading and establish critical reading as a \"habit of mind.\" • Critical reading means that not only does the reader read to obtain the content knowledge (what information or message the author is sharing), but, additionally, the reader has to read for a level of understanding through which he or she can evaluate the writing. • Critical reading requires the reader to ask the hard questions: \"Do I believe what I am reading?\" \"Does it make sense?\" \"Is the argument compelling?\" \"Is the evidence provided sufficient and credible?\" \"What is missing?\" \"What is most important?\" \"How does this fit with what I already know?\" \"How is this useful to me?\" \"What do I need to do with this information?\" • When readers read critically, information in the book comes alive and they remember what they read. • Having recognized what a text says, it reflects on what the text does by making such remarks. Is it offering examples? Arguing? Appealing for sympathy? Making a contrast to clarify a point? Then, critical readers infer what the text, as a whole, means, based on the earlier analysis.Goals of Critical ReadingTextbooks on critical reading commonly ask students to accomplish certain goals: • to recognize an author’s purpose • to understand tone and persuasive elements • to recognize biasNotice that none of these goals actually refers to something on the page. Each requiresinferences from evidence within the text:How do we read achieve the goals above ?• Recognizing purpose involves inferring a basis for choices of content and language• Recognizing tone and persuasive elements involves classifying the nature of language choices• Recognizing bias involves classifying the nature of patterns of choice of content and language, as well as identifying facts and opinions the author uses.In addition, reading effectively requires approaching texts with a critical eye: evaluatingwhat we read for not just what it says, but how and why it says it. Effective reading is vitalto both effective research (when you evaluate sources) and effective writing (when you Page 12 of 120

1006236: ENGLISH READING AND WRITING 2understand how what you read is written, you can work to incorporate those techniques intoyour own writing).Critical reading is not simply close and careful reading. To read critically, one must activelyrecognize and analyze evidence upon the page.Some important strategies of critical readingIdentify what you’re reading for. • Knowing why you’re reading a given text can help you organize both your reading and how you can use what you read.Allow enough time to read, and take your time. • Reading critically is not a fast process. Many students do not set aside enough study time for reading (and rereading), and read everything either too quickly or at the same speed. If you know what you're reading for, you can better distinguish information that can be skimmed from that which should be more closely examined, and make better use of your reading time. • Preview or survey the text before detailed reading begins, looking for clues related to its purpose, its relevance, its difficulty, and how it connects with ideas or information you already know. • Be willing to struggle with the text in order to understand it—but don't get hung up on single, tough details in first readings. Rather, hold confusing passages in mental suspension, and continue to read with the idea that what seems difficult to understand now may be cleared up as you go along.Remember that re-reading is a part of effective, critical reading. • Just as having more than one conversation with another person leads to closer understanding, conducting a number of readings leads to a richer and more meaningful relationship with, and understanding of, a text. • If your first reading is for basic information and evaluation, subsequent readings can take on different levels of focus (on style and tone, on details, on examples, on intellectual or ideological tradition, etc.). • In re-reading, work to separate parts of arguments (e.g., thesis idea, evidence, preview, counterarguments) and to understand how these parts work to support the author’s thesis. Page 13 of 120

1006236: ENGLISH READING AND WRITING 2Engage with the text to get the most out of it. • Read with a pen or pencil, highlighting key statements, parts, or points—even those you find confusing. Also, make note of words or terms you don't understand so you can look them up later. • Note where and how the text relates to lectures or discussions, as well as general or specific questions you might wish to ask your instructor in class or office hours. • Record your own questions, points of agreement or disagreement, references to related ideas, and points at which ideas match up with each other. In other words, work to enter into a dialogue with the text, mark it up, and make it your own.Ask yourself if you can explain both “what the text says” and “what it does.” • In other words, can you both provide a summary of key claims and theses and understand its purpose, what this text seeks to do (to report or state facts, to contest a certain idea, to persuade, to open new inquiries, etc.)? • Keep in mind that all texts filter reality—distort, persuade, and arrive at different conclusions—and that all texts are trying to change your view in some way.Attempt to understand how each writer’s background and purposes influence how andwhat he or she writes. • Reading a text critically requires that you ask questions about the writer’s authority and agenda. You may need to put yourself in the author’s shoes and recognize that those shoes fit a certain way of thinking. • Work to determine and understand an author’s context, purpose, and intended audience.Reflect on your own reading process. • Ask yourself questions about how you read: Do you read too quickly or slowly? Do you tend to lose your focus? Can you scan for key information or ideas? • Consider the characteristics of effective reading above, in relation to those practices and strategies you already employ, to get a sense of your current reading strategies and how they might be improved.Source: Student writing support. (2011). Critical reading strategies. Center of writing, University of Minnesota. Retrieved from http://writing.umn.edu/sws/quickhelp/process/reading.html Page 14 of 120

1006236: ENGLISH READING AND WRITING 2 Source: Drum, L. (2013). Digging into Informational Texts. Retrieved from http://slideplayer.com/slide/695965/Notes:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Page 15 of 120

1006236: ENGLISH READING AND WRITING 2 Unit 2: Critical Reading StrategiesMost successful critical readers do some combination of the following strategies: 1. Previewing 2. Annotating 3. Summarizing 4. Analyzing 5. Re-reading 6. Responding1. Previewing a text means gathering as much information about the text as you can beforeyou actually read it. You can ask yourself the following questions: • What is my Purpose for Reading? If you are being asked to summarize a particular piece of writing, you will want to look for the thesis and main points. Are you being asked to respond to a piece? If so, you may want to be conscious of what you already know about the topic and how you arrived at that opinion. • What can the Title Tell Me about the Text? Before you read, look at the title of the text. What clues does it give you about the piece of writing? It may reveal the author's position, or make a claim the piece will try to support. Good writers usually try to make their titles do work to help readers make meaning of the text from the reader's first glance at it. • Who is the Author? If you have heard the author's name before, what comes to your mind in terms of their reputation and/or position on the issue you are reading about? Has the author written other things of which you are aware? How does the piece in front of you fit into to the author's body of work? What is the author's political position on the issue they are writing about? Are they liberal, conservative, or do you know anything about what prompted them to write in the first place? • How is the Text Structured? Sometimes the structure of a piece can give you important clues to its meaning. Be sure to read all section headings carefully. Also, reading the opening sentences of paragraphs should give you a good idea of the main ideas contained in the piece. Page 16 of 120

1006236: ENGLISH READING AND WRITING 22. Annotating is an important skill to employ if you want to read critically. Successfulcritical readers read with a pencil in their hand, making notes in the text as they read. Insteadof reading passively, they create an active relationship with what they are reading by \"talkingback\" to the text in its margins. You may want to make the following annotations as youread: • Mark the Thesis and Main Points of the Piece Mark the thesis and main points of the piece. The thesis is the main idea or claim of the text, and relates to the author's purpose for writing. Sometimes the thesis is not explicitly stated, but is implied in the text, but you should still be able to paraphrase an overall idea the author is interested in exploring in the text. The thesis can be thought of as a promise the writer makes to the reader that the rest of the essay attempts to fulfill. The main points are the major subtopics, or sub-ideas the author wants to explore. Main points make up the body of the text, and are often signaled by major divisions in the structure of the text. Marking the thesis and main points will help you understand the overall idea of the text, and the way the author has chosen to develop her or his thesis through the main points s/he has chosen. • Mark Key Terms and Unfamiliar Words While you are annotating the text you are reading, be sure to circle unfamiliar words and take the time to look them up in the dictionary. Making meaning of some discussions in texts depends on your understanding of pivotal words. You should also annotate key terms that keep popping up in your reading. The fact that the author uses key terms to signal important and/or recurring ideas means that you should have a firm grasp of what they mean. • Underline Important Ideas and Memorable Images You will want to underline important ideas and memorable images so that you can go back to the piece and find them easily. Marking these things will also help you relate to the author's position in the piece more readily. Writers may try to signal important ideas with the use of descriptive language or images, and where you find these stylistic devices, there may be a key concept the writer is trying to convey. • Write Your Questions and/or Comments in the Margins of the Piece Writing your own questions and responses to the text in its margins may be the most important aspect of annotating. \"Talking back\" to the text is an important meaning-making activity for critical readers. Think about what thoughts and feelings the text arouses in you. Do you agree or disagree with what the author is saying? Are you confused by a certain section of the text? Write your reactions to the reading in the margins of the text Page 17 of 120

1006236: ENGLISH READING AND WRITING 2 itself so you can refer to it again easily. This will not only make your reading more active and memorable, but it may be material you can use in your own writing later on. • Write any Personal Experience Related to the Piece One way to make a meaningful connection to a text is to connect the ideas in the text to your own personal experience. Where can you identify with what the author is saying? Where do you differ in terms of personal experience? Identifying personally with the piece will enable you to get more out of your reading because it will become more relevant to your life, and you will be able to remember what you read more easily. • Mark Confusing Parts of the Piece, or Sections that Need to be Reread Be sure to mark confusing parts of the piece you are reading, or sections that warrant a reread. It is tempting to glide over confusing parts of a text, probably because they cause frustration in us as readers. But it is important to go back to confusing sections to try to understand as much as you can about them. Annotating these sections may also remind you to bring up the confusing section in class or to your instructor. • Underline the Sources, if any, the Author has Used Good critical readers are always aware of the sources an author uses in her or his text. You should mark sources in the text and ask yourself the following questions: • Is the source relevant? In other words, does the source work to support what the author is trying to say? • Is the source credible? What is his or her reputation? Is the source authoritative? What is the source's bias on the issue? What is the source's political and/or personal stance on the issue? • Is the source current? Is there new information that refutes what the source is asserting? Is the writer of the text using source material that is outdated?Notes:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Page 18 of 120

1006236: ENGLISH READING AND WRITING 2Sample Annotated Reading Page 19 of 120

1006236: ENGLISH READING AND WRITING 2 Page 20 of 120

1006236: ENGLISH READING AND WRITING 23. Summarizing the text you've read is a valuable way to check your understanding of thetext. When you summarize, you should be able to find and write down the thesis and mainpoints of the text.4. Analyzing a text means breaking it down into its parts to find out how these parts relate toone another. Being aware of the functions of various parts of a piece of writing and theirrelationship to one another and the overall piece can help you better understand a text'smeaning. To analyze a text, you can look at the following things: • Analyzing Evidence Consider the evidence the author presents. Is there enough evidence to support the point the author is trying to make? Does the evidence relate to the main point in a logical way? In other words, does the evidence work to prove the point, or does is contradict the point, or show itself to be irrelevant to the point the author is trying to make? • Analyzing Assumptions Consider any assumptions the author is making. Assumptions may be unstated in the piece of writing you are assessing, but the writer may be basing her or his thesis on them. What does the author have to believe is true before the rest of her or his essay makes sense? Example: \"[I]f a college recruiter argues that the school is superior to most others because its ratio of students to teachers is low, the unstated assumptions are (1) that students there will get more attention, and (2) that more attention results in a better education\" (Crusius and Channell, THE AIMS OF ARGUMENT, Mayfield Publishing Co., 1995). • Analyzing Sources If an author uses outside sources to back up what s/he is saying, analyzing those sources is an important critical reading activity. Not all sources are equal. There are at least three criteria to keep in mind when you are evaluating a source: Is the Source Relevant? Is It Credible? Is It Current? • Analyzing Author Bias Taking a close look at the author's bias can tell you a lot about a text. Ask yourself what experiences in the author's background may have led him or her to hold the position s/he does. What does s/he hope to gain from taking this position? How does the author's position stand up in comparison to other positions on the issue? Knowing where the author is \"coming from\" can help you to more easily make meaning from a text.5. Re-reading is a crucial part of the critical reading process. Good readers will reread apiece several times until they are satisfied they know it inside and out. It is recommended thatyou read a text three times to make as much meaning as you can. Page 21 of 120

1006236: ENGLISH READING AND WRITING 2 • The First Reading The first time you read a text, skim it quickly for its main ideas. Pay attention to the introduction, the opening sentences of paragraphs, and section headings, if there are any. Previewing the text in this way gets you off to a good start when you have to read critically. • The Second Reading The second reading should be a slow, careful read, and you should have your pencil in your hand so you can annotate the text. Taking time to annotate your text during the second reading may be the most important strategy to master if you want to become a critical reader • The Third Reading The third reading should take into account any questions you asked yourself by annotating the margins. You should use this reading to look up any unfamiliar words, and to make sure you have understood any confusing or complicated sections of the text.6. Responding to what you read is an important step in understanding what you read. You can respond in writing, or by talking about what you've read to others. Here are several ways you can respond critically to a piece of writing: • Discussing the Text with Others Cooperative activities are important to critical reading just as they are to the writing process. Sharing your knowledge of a text with others reading the same text is a good way to check your understanding and open up new avenues of comprehension. You can annotate a text on your own first, and then confer with a group - 6 - | P a g e of classmates about how they annotated their texts. Or, you can be sure to participate in class discussion of a shared text--verbalizing your ideas about a text will reinforce your reading process. • Writing a Response in Your Writer's Notebook One way to make sure you have understood a piece of writing is to write a response to it. It may be beneficial to first write a summary of the text, covering the thesis and main points in an unbiased way. Pretend you are reporting on the \"facts\" of the piece to a friend who has not read it, the point being to keep your own opinion out of the summary. Once you have summarized the author's ideas objectively, you can respond to them in your writer's notebook. You can agree or disagree with the text, interpret it, or analyze it. Working with your reading of the text by responding in writing is a good way to read critically.………………………………………………………………………………………………… Page 22 of 120

1006236: ENGLISH READING AND WRITING 2Adapted from the following sources:http://www.criticalreading.com/critical_reading.htmhttp://writing.colostate.edu/guides/reading/critread/com5a4.cfm Writing@CSU Home Page | WritingGuides | Critical ReadingSource:http://www.lyndonmerrett.com/wp-content/uploads/2013/04/Critical-Reading-And-Writing.pdfhttp://www.lyndonmerrett.com/wp-content/uploads/2013/04/Things To Consider When Reading An Article In order to read an article effectively and critically, you will need to answer thefollowing questions:1. What is your purpose for reading? What do you already know about this topic?2. What can the title tell you about the text? Is there any strong language used? What does itshow/suggest?3. Who is the author? What does he/she do?4. How is the text structured? What headings are given?5. What is the thesis, and what are the main points of the text?6. What are the key terms and unfamiliar words?7. Highlight or underline important ideas.8. Do you have any questions or comments related to the text? If so, write them in themargins of the text.9. Are there any confusing parts? If so, mark them for rereading.10. Has the author used any sources? If yes, are they relevant? Are they reliable? Are theycurrent?11. Is there enough evidence to support the point the author is trying to make? Does theevidence work to prove the point, or does is contradict the point, or show itself to beirrelevant to the point the author is trying to make? Page 23 of 120

1006236: ENGLISH READING AND WRITING 2While reading critically, you need to identify the author’s strategies in his or herwriting.As mentioned earlier, a non-critical reader may accept texts and arguments which are flawed,biased and subjectively written. It is essential that students learn to read critically andanalytically to best understand a passage. You need to learn how to… – differentiate facts (or truth) and opinions – determine the author’s strategies: purpose, audience and tone of writing.Differentiating facts and opinionsFacts are statements that can be verified (or proved) with evidence. For example: Lionel Messi was named FIFA World Footballer of The Year.  We can check this by looking at FIFA records. How to test for Facts (ERO) • Experiment (E) Ex: The Glaser study showed that elder residents of retirement homes in Ohio who learned progressive relaxation and guided imagery enhanced their immune function and reported better health than the other residents. • Research (R) Ex: According to the survey, more than 45 percent of all parents with children between the ages of 2 and 13 plan to purchase a new device for their child to read ebooks this holiday season. • Observation (O) — Ex: After 15-year observation, an international team of scientists has confirmed the discovery of a new bird species after the elusive animal was first seen on the Indonesian island of Sulawesi. — However, facts can be changed over time. For example, the belief that earth was flat was the fact at early time, but now it is not. Page 24 of 120

1006236: ENGLISH READING AND WRITING 2Opinions are statements of personal beliefs, judgments or conclusions that cannot beproved true, or ideas which are open to debate. For example: Cats are better than dogs because they are lovely and clean. Happiness will never appear to those who seek to find it. The best treatment for lower back pain is physical therapy. – The conclusion that is done by someone whereas other types of treatment can be more appropriate for particular patient.NOTE: Sometimes an opinion is supported with a fact, especially when a quotation isinvolved.More lessons on https://www.youtube.com/watch?v=W2zIA1C4xlcPractice: Write “F” for fact beside the statements below that are facts. Write “O” for opinionbeside the statements below that are opinions.1. The chicken sandwiches are more expensive than double cheeseburgers. _____2. Skateboarding on public property is against the law. _____3. Students who are caught cheating in college can be kicked out of the university without a refund. _____4. Sometimes curly hair looks better than straight hair. _____5. Each year more people are taken to the hospital for injuries while playing football than basketball. _____6. Justin Bieber is a very talented entertainer. _____7. It is worth sacrificing some personal liberties to protect our country from terrorism. _____8. The average giant tortoise will outlive the average human. _____9. Heart disease is the leading cause of death in America. _____10. Burning the flag should be a crime. _____11. There are more cell phones in Japan than people. _____12. It is much harder for someone who is sixteen to raise a child than it is for someone who is 30. _____13. The video game industry generated more money than the film industry last year. _____14. Playing video games is more fun than doing homework. _____15. Filet mignon steak tastes better than Ramen noodles. _____ Page 25 of 120

1006236: ENGLISH READING AND WRITING 2Source: Ereadingworksheets. Fact and opinion worksheets Retrieved fromhttp://www.ereadingworksheets.com/reading-worksheets/fact-and-opinion-worksheet-2-answers.htmlDetermining the Author’s StrategiesThe author’s strategies refer to the method the author uses to relate information to the readerwhich are: 1. Audience 2. Purpose 3. Tone of writing Audience The individual or group whom the writer intends to address. How to determine the audience: • the level of language, • the choice of words, • the complexity of the ideas, examples, or arguments. Types of audience • General audience = wide population of readers • Specific audience = people who have different background and interests — Example: Water (H2O) consists of two hydrogen atoms and one oxygen atom which are bonded together. They join tightly and are difficult to break. Audience: Elementary students who are learning science. Practice: 1. Being healthy is really about being at a weight that is right for you. The best way to find out if you are at a healthy weight or if you need to lose or gain weight is to talk to a doctor or dietitian, who can compare your weight with healthy norms to help you set realistic goals. If it turns out that you can benefit from weight loss, then you can follow a few of the simple suggestions listed below to get started. 2. Smoking cigarettes is very dangerous. In fact, one in two people who smoke their entire life will die. Smoking also is an easy way to get cancer. The mixture of chemicals and substances in your cigarette can strain your heart and blood vessels. This strain can cause heart attacks or a stroke. The carbon monoxide will begin to close your airways, making it harder to breathe. Author’s Purposes Page 26 of 120

1006236: ENGLISH READING AND WRITING 2In order to effectively evaluate a passage, it is essential to determine the author’spurpose of writing-- the reason an author writes about a topic.An author writes to share a main idea about a topic. An author’s main idea is directlyrelated to the author’s purpose. One of the three following purposes will drive a mainidea: to inform, to entertain, and to persuade.To inform – to give information about a subject. Authors with this purpose wish toprovide facts that will explain or teach something to readers. Few opinions areexpressed. Examples of informative texts include: cookbooks, textbooks and historicalaccounts. Example: Pain is a normal part of a physical process that lets us know something iswrong.• To entertain – to amuse and delight; to appeal to the reader’s senses and imagination. Authors might tell a story or describe characters, places, or events (real or imaginary).Example: “Yes, I have gained weight. I weighed only 8 pounds when I was born.”• To persuade – to convince the reader to agree with the author’s point of view on a subject. Authors with this purpose may give facts, but their main goal is to argue or prove a point to readers.Example: The death penalty is deeply flawed and should be abolished.NOTE: An author may have a more specific purpose in mind other than to inform, entertain,or persuade. The following chart shows examples of specific purposes. General and Specific Purposes To inform To entertain To persuadeTo analyze To amuse To argue againstTo clarify To delight To argue forTo discuss To frighten To convinceTo establish To criticizeTo explain To inspire (motivate a change) Page 27 of 120

1006236: ENGLISH READING AND WRITING 2Exercise for author’s purpose and audienceInstructions: Read the paragraphs that follow and answer the questions that follow each. 1. Hey, man, I need to borrow twenty bucks. Okay? I have to buy this stupid book for my music class. It's about lullabies or something. I can't believe a book of lullabies is so expensive. And I can't believe my instructor is making us buy this book. I know. I should have used the twenty bucks I had yesterday to buy the book, but I forgot about it, and, besides, I really wanted that new CD. So, come on, be cool and lend me the money. I'll pay you back on my next payday. Who is the audience? The writer's music instructor The writer's supervisor at work The writer's friend The writer's parents 2. What is the purpose of the previous paragraph? To tell the audience how expensive music books are To convince the audience that the writer has a job To persuade the audience to lend the writer twenty dollars To apologize for having spent book money on a CD3. As I prepared to send you my payment, I noticed an error in my monthly statement.You listed a charge against my credit card (account number 1234-5678-9123-4567) in theamount of $23.56 for a purchase at Wal-Mart twice. I made only one purchase at Wal-Martfor that amount not two. Please correct this error immediately by crediting my account in theamount of $23.56. Thank you.Who is the audience? The writer's credit card company The writer's friend The writer's parents Wal-Mart4. What is the purpose of the previous paragraph? To tell the audience that the writer shops at Wal-Mart To convince the audience to correct the error To inform the audience that a payment is on the way To show the audience what a good shopper the writer is Page 28 of 120

1006236: ENGLISH READING AND WRITING 25. My neighborhood, Tranquil Village, is a wonderful place. It is a clean and safe placeto raise children. The only thing missing is a neighborhood park. Our children need a place toplay that is not only clean and safe but also close to home. Parents are busy people—theywork, they take their children to school, and they vote. The parents of Tranquil Village askyou, as their City Council representative, to vote in favor of establishing a park in TranquilVillage.Who is the audience? The writer's City Council representative The parents of Tranquil Village The children of Tranquil Village People who like parks6. What is the purpose of the preceding paragraph? To convince the audience that Tranquil Village is a nice place to live To convince the audience to vote in favor of establishing a park in Tranquil Village To inform the audience that the writer lives in Tranquil Village To show that parents in Tranquil Village are busy7. FOR SALE: a cozy, two-bedroom, one-bath home on a quiet, tree-lined street in thenew Happy Seniors Retirement Estates development. This home is perfect for the retiredcouple or single who wants an extra room for a visiting grandchild or for sewing and crafts. Ithas all the modern conveniences and no stairs to climb. This home is pleasant and affordable,even for those on a fixed income.Who is the audience? Senior citizens who want to buy a house Grandchildren who like to visit their grandparents People who want to sell a house A young couple with a large family8. What is the purpose of the preceding paragraph? To convince the audience to buy this house To show the audience that Happy Seniors Retirement Estates is a nice place To tell the audience that a small house is good To show the audience that the real estate market is profitable Page 29 of 120

1006236: ENGLISH READING AND WRITING 2 9. Single, white female, 25 years of age, in search of a single male, 25–30 years of age, who likes romantic movies, quiet walks on the beach and chili-cheese fries. I love junk food, hate working out, and want to date someone with similar tastes. You be the same. Who is the audience? A single male who is 25 to 30 years of age and interested in dating someone like the writer Single women Married men The writer's parents 10. What is the purpose of the preceding paragraph? To find someone suitable for the writer to date To inform the audience that the writer is desperate for a relationship To tell the audience that the writer is the perfect date To convince the audience that the writer should have found Mr. Right by now Tone of WritingWhat is the \"Tone\" of Writing?Tone is the author’s attitude toward the topic.The author’s attitude is expressed through the words and details he or she selects.For example, textbooks are usually written with an objective tone which includes facts andreasonable explanations. The objective tone is matter-of-fact and neutral. The details aremostly facts. • Objective tone is impartial. It does not show any feelings for or against a topic; therefore, it is unbiased or neutral. Often objective tone uses higher level words and avoids pronouns such as ‘I’ and ‘you’, creating a formal tone.On the other hand, fiction and personal essays are usually written with a subjective tone. Asubjective tone uses words that describe feelings, judgments, or opinions. The details arelikely to include experiences, senses, feelings, and thoughts. • Subjective tone is personal, biased, emotional, and often informal. Page 30 of 120

1006236: ENGLISH READING AND WRITING 2For example: Spanking must be avoided as a way to discipline due to its long-term negativeeffects on the child. Consider what the author is writing about spanking. • Is the author going to discuss the disadvantages of spanking? • Is the author going to argue for or against spanking as a means of discipline?The answer is s/he goes against it. How do we know? • The tone words ‘must’ and ‘negative’ indicate the author‟s point of view is against spanking. • The phrase “long-term effects” indicates that the details will be organized as a list of effects.How to Identify Tone of Writing Tone is expressed through the words and details the author selects. To determine theauthor’s tone, you must notice word choice and details the author uses in the writing. 1. Word choice • Denotation refers to the literal meaning of a word, the \"dictionary definition.\"¨ For example, if you look up the word snake in a dictionary, you will discover that one of its denotative meanings is \"any of numerous scaly, legless, sometimes venomous reptiles, having a long, tapering, cylindrical body and found in most tropical and temperate regions.\" • Connotation, on the other hand, refers to the associations that are connected to a certain word or the emotional suggestions related to that word. The connotative meanings of a word exist together with the denotative meanings. The connotations for the word snake could include evil or danger. Thus, words used in a text can represent the author’s attitude toward the text. More examples: In the sentence, “Homeless people are at risk of several types of violence.” You can infer that the author shows sympathy for these people. The tone of writing will be likely to be sympathetic. However, if the author writes, “I wandered down dirty streets, past vacant looking vagrants, and across a railway line. All was dark and dusty.” The writer feels no compassion for these people. Instead, he probably considers them as people who only live in the unpleasant place (dirty, dark and dusty). The author might imply a negative tone, such as depressive, or annoying. Page 31 of 120

1006236: ENGLISH READING AND WRITING 2PracticeInstructions: Above each word or phrase below, write P for the one that is positive in the“Positive Connotation” category, N for the one that is negative in the “Negative Connotation”category, and D for the phrase that is a more neutral definition for both words in the\"Denotation\" column.Example: P N D homeless vagranto. people who have no houses1. gaze, look steadily, stare2. fragrance, odor, a smell sensed by the olfactory nerve3. brainwash, persuade, influence one way or another4. delayed, not on time, tardy5. somewhat interested, nosy, curious6. lazily, without haste, leisurely7. ask of someone, demand, request8. gathering, a large group, mob9. slim, skinny, less than average build10. discuss with others, debate, argue11. observe, watch, spy12. a young age, youthful, immature13. not having a care, irresponsible, carefree,14. unique, not commonly found, strange15. find, detect, snoop16. inexpensive, fairly priced, or cheap17. isolation, privacy, having an opportunity to be alone18. assertive, firmly confident, pushy19. extravagance, generosity, giving much,2. Details in the text Page 32 of 120

1006236: ENGLISH READING AND WRITING 2Authors also use particular details to indicate or imply their attitude toward the topic.Example: The following statements each express different attitudes about a shabby, or badconditioned, apartment.Six different tones are used: See how the author writes about the same apartment.1. This place may be shabby, but since both of my children were born while we lived here, it has a special place in my heart.The tone is sentimental. “It has a special place in my heart,” expresses tender emotions.2. This isn’t the greatest apartment in the world, but it’s not really that bad.The tone is tolerant. The words “not really that bad” show that the writer accepts the situation while recognizing that it could be better.3. If only there were some decent jobs out there, I wouldn’t be reduced to living in this miserable dump.The tone is bitter. The writer resents a situation that forces him or her to live in a “miserable dump.”4. This place does need some repairs, but I’m sure the landlord will be making improvements sometime soon.The tone is optimistic. The writer is expecting the apartment to be improved soon.5. When we move away, we’re planning to release three hundred cockroaches and tow mice, so we can leave the place exactly as we found it.The tone is humorous. The writer claims to be planning a comic revenge on the landlord by returning the apartment to the terrible condition it was in when the tenants moved in.6. This is the apartment we live in. It provides shelter.The tone is objective. The writer does not express feelings about the apartment. He simply states facts.Commonly Used Tone WordsTone words Definitionsabsurd silly, ridiculousambivalent undecided, having mixed emotions, unsureamused entertained, finding humor, expressed by a smile or laughangry enraged, very mad, incensed, threatening or menacingapathetic lacking concern, showing little or no interestarrogant haughty, acting with false superiority Page 33 of 120

1006236: ENGLISH READING AND WRITING 2bitter resentful, having strong animosity or rancorcheerful jovial, happy, in good spiritscomic humorous, funnycompassionate sympathetic, having feeling for others, showing pity, empathycomplex complicated, having many varying characteristicscritical disapprovingcruel causing suffering, causing paincynical scornful of the motives or virtues of others, bitterly mockingdepressed dejected, sad, unhappy, troubleddistressed upsetearnest sincere, showing deep feeling, seriousnessformal accepting rules, stiff, using textbook style, factualgentle considerate, kind, mild, softhard unfeeling, hard-hearted, unyieldingincredulous doubtful, disbelieving, skepticalindignant angry, angered by something unjust, mean, unworthyintense deeply felt, concentratedintimate personal, close, deeply associatedironic wry, an unexpected opposite meaning in words or eventsirreverent lacking respect , lacking reverencejoyous extremely happyloving affectionate, compassionate, showing intense, deep feelingmalicious spiteful, desiring to harm others or to see others suffermocking ridiculing, imitatingnostalgic yearning for the past, homesick, wistfulobjective factual, uninfluenced by emotion or personal prejudiceoptimistic positive, believing in positive outcomesoutspoken frank, candid, spoken without reservepathetic pitiful, useless, wretchedpessimistic tending to take the worst possible view of a situationplayful fun-filled, full of good spirits, humorous, jestingreverent respectful, showing deep respect and esteemrighteous morally just, morally right, guiltlesssatiric ridiculing or attacking by means of irony or caustic witsentimental emotional, showing special feelings for (possibly romantic)serious earnest, not funnystraightforward direct, frank, honestsympathetic understandingtragic disastrous, calamitousuneasy lacking security, lacking comfortvindictive revengeful, spiteful, bitter, unforgivingMore frequently used tones Page 34 of 120

1006236: ENGLISH READING AND WRITING 2• Cheerful, joyous, happy (feeling • Sarcastic (saying one thing and meaning good about the topic) another)• Angry, bitter, hateful (feeling • Cynical (expecting the worst from people) bad/upset about the topic) • Sentimental, nostalgic (remembering the good• Objective, factual, old days) straightforward (using fact • Mocking, scornful (ridiculing the topic) without emotions) • Ironic (the opposite of what is expected; a twist• Subjective, opinionated at the end, showing that you really mean the (expressing opinions and feelings opposite of what you are saying) based on one's own thoughts, • optimistic (believing that good things will experiences, and beliefs) happen in the future) • pessimistic (believing that bad things will• Humorous, jovial (being funny) happen in the future)• Serious (concerned, very • skeptical (doubting that something is true or useful) important and needing a lot of • supportive (showing agreement and giving thought or attention) encouragement)• sincere (being honest and • negative concerned) • neutral• anxious (worried and nervous) • biased• hopeful • informative, factual• relaxingChoose the word which best describes the writer's tone in the passage.1) The Ministry of Transportation is investing a great deal of money in a new campaign about thedangers of a using a cell-phone while driving. I doubt it will stop many people from talking on thephone while they drive.The writer's tone is : optimistic skeptical supportive humorous2) Although not many schools are using laptop computers in schools at the moment, I'm confidentthat in the future, as the costs go down, we will find that every student has access to one.The writer's tone is: skeptical negative neutral optimistic3) Airlines have stopped giving peanuts to passengers on flights. This was done to help people whoare allergic to peanuts. They can become ill even after breathing air with peanuts. However, somepeople have complained of being deprived of their precious peanuts and have threatened to sue theairlines. Why do they care if other people become ill?The writer's tone is: supportive neutral sarcastic humorous4. The woman was a terrible singer. But she was rich, so she made her own albums which she called (incredibly) \"the beauty of the human voice\"!!! It was so bad that people bought them as a joke.The writer's tone is: pessimistic anxious supportive humorous5. The British football team was punished after there were acts of violence at the game against the Italian team. It isn't fair – the British players were polite and followed the rules. It was all the fault of the Italian players but the judge doesn't see that. He must love Italian players.The writer: is biased is optimistic is supportive6. Finally, the Ministry of Transportation is devoting a substantial sum of money to fighting traffic accidents. This is money well spent. Too many people are killed or injured in traffic accidents in this country and more should be done about it. This is a step in the right direction. Page 35 of 120

1006236: ENGLISH READING AND WRITING 2The author 's tone is: biased skeptical supportive sarcastic7. Mr. Jones, since you obviously appear to know everything, would you like to come up here and teach this class for me? a. sarcastic b. critical c. disrespectful8. Did you see what he just did? My goodness! a. insecure b. humorous c. surprised9. Your essay? Oh, it was just fabulous. Really, I've never seen anything like it. a. insincere b. critical c. disrespectful10. This is one of the best essays I've ever seen. It's clear, concise, and convincing. a. complimentary b. wistful c. hopeful11. Bill had stayed up all night preparing for this presentation. He had everything ready: charts, graphs, lists, and statistics. This was the biggest meeting of his career. He was ready. He smiled as the cab pulled up to 505 Park Avenue, and he gave the taxi driver an extra-large tip. He entered the building confidently and pushed #11 on the elevator. Suddenly, as the doors of the elevator closed, he realized that he had left his briefcase in the cab. a. cheerful b. ironic c. critical Page 36 of 120

1006236: ENGLISH READING AND WRITING 2Review Exercise 1: Read the following paragraphs and fill in the blanks.1. Before each practice begins, make sure you check the court and remove any debris from the playing surface. When your players arrive, check that they have the proper footwear and that they've removed any jewelry, which could injure the player wearing the jewelry or another player. Always carry a list of emergency phone numbers for your players, and know where the nearest phone is located. You should also have a first-aid kit, and you might want to take a first-aid course.Main idea:_______________________________________________________________________Author’s purpose:________________________________________________________________Intended audience:________________________________________________________________Tone of writing:________________________________________________________________2. The purple aliens landed with a crash and a boom. The residents of the small Iowa town ran in all directions as the multi-fingered creatures got off their spaceship. They landed right in front of the local cell phone store and appeared to be eager to check out Earth’s communication technology. Fortunately, the salesman kept his head and showed the aliens many kinds of cell phones. The friendly purple creatures soon discovered that cell phones were cool. And surprisingly, the salesman had never seen anyone learn how to text so quickly. Maybe friendly aliens would do well on Earth after all.Main idea:_______________________________________________________________________Author’s purpose:________________________________________________________________Intended audience:________________________________________________________________Tone of writing:________________________________________________________________3. Tomatoes were once considered poisonous. Some brave people finally took a bite of a tomato, and they survived. Now, we use tomatoes in our salads and sandwiches. Do you ever use tomato sauce or ketchup? These products are made of tomatoes. If it weren't for these brave individuals, you might not be able to enjoy ketchup with your French fries. Page 37 of 120

1006236: ENGLISH READING AND WRITING 2Main idea:_______________________________________________________________________________Author’s purpose:________________________________________________________________Intended audience:________________________________________________________________Tone of writing:________________________________________________________________4. What do you do with aluminum cans? Do you throw them in the trash, or do yourecycle when you are finished with them? At the rate we are filling our landfills, we will nothave anywhere else to put our trash. If you recycle, you will help the environment. The nexttime you throw away your Coke can, think about putting it in a recycling bin. Your effort willhelp save your community.Main idea:_______________________________________________________________________Author’s purpose:________________________________________________________________Intended audience:________________________________________________________________Tone of writing:________________________________________________________________Notes:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Page 38 of 120

1006236: ENGLISH READING AND WRITING 2Exercise: Read the following passages below and identify the author’s strategies: purpose, audienceand tone.Reading passage 1 Connecticut shooting: President Obama reactsYou have probably heard the news that a young 20-year-old American man killed his mother and then went tothe Connecticut school where she worked, where he shot and killed 20 children and six adults before finallykilling himself. The final death toll appears to be 28.Later in the day, a heart-broken President Barack Obama, the parent of two teenage girls, spoke to the nation.Below is his speech.\"This afternoon, I spoke with Governor Malloy and FBI Director Mueller. I offered Gov. Malloymy condolences on behalf of the nation and made it clear he will have every single resource thathe needs to investigate this heinous crime, care for the victims, counsel their families.\"\"We've endured too many of these tragedies in the past few years. And each time I learn thenews, I react not as a president, but as anybody else would as a parent. And that was especiallytrue today. I know there's not a parent in America who doesn't feel the same overwhelminggrief that I do.\"\"The majority of those who died today were children — beautiful, little kids between the ages of5 and 10 years old. They had their entire lives ahead of them — birthdays, graduations,weddings, kids of their own. Among the fallen were also teachers, men and womenwho devoted their lives to helping our children fulfill their dreams.\"\"So our hearts are broken today for the parents and grandparents, sisters and brothers of theselittle children, and for the families of the adults who were lost.\"\"Our hearts are broken for the parents of the survivors, as well, for as blessed as they are to havetheir children home tonight, they know that their children's innocence has been torn away fromthem too early and there are no words that will ease their pain.\"\"As a country, we have been through this too many times. Whether it is an elementary school inNewtown, or a shopping mall in Oregon, or a temple in Wisconsin, or a movie theater in Aurora,or a street corner in Chicago, these neighborhoods are our neighborhoods and these children areour children. And we're going to have to come together and take meaningful action to preventmore tragedies like this, regardless of the politics.\"\"This evening, Michelle and I will do what I know every parent in America will do, whichis hug our children a little tighter, and we'll tell them that we love them, and we'll remind eachother how deeply we love one another. But there are families in Connecticut who cannot do thattonight, and they need all of us right now. In the hard days to come, that community needs us tobe at our best as Americans, and I will do everything in my power as president to help, becausewhile nothing can fill the space of a lost child or loved one, all of us can extend a hand to those inneed, to remind them that we are there for them, that we are praying for them, that the love theyfelt for those they lost endures not just in their memories, but also in ours.\" Page 39 of 120

1006236: ENGLISH READING AND WRITING 2\"May God bless the memory of the victims and, in the words of Scripture (the Bible), heal thebrokenhearted and bind up their wounds.\"SOURCE: http://www.bangkokpost.com/learning/learning-from-news/326306/connecticut-shooting-president-obama-reactsVOCABULARYreact – to respond as a result of something that happens มีปฏิกิริยาตอบโต้death toll – the number of people killed ยอดผเู้ สียชีวติheart-broken – extremely sad because of something that has happened ช้าํ ใจ, เสียใจcondolences – sympathy that you feel for somebody when a person in their family or that theyknow well has died; an expression of this sympathy การแสดงความเสียใจตอ่ ผอู้ ื่นon behalf of – as a representative of ในนามของ ในฐานะของresource – a supply of something that a country, an organization or a person has and canuse ทรัพยากรinvestigate – to try to find out the facts about something in order to learn the truth about it ตรวจสอบหาความจริงheinous – morally very bad and shocking เลวร้าย, ชวั่ ร้ายcounsel – advice, especially given by older people or experts; a piece of advice ขอ้ เสนอแนะendure – to suffer something difficult or unpleasant in a patient way over a long period of timeอดทนเพื่อใหผ้ า่ นเวลาหรือเหตกุ ารณ์ที่เลวร้ายtragedy – a very sad event that causes people to suffer or die โศกนาฏกรรมoverwhelming – to be so bad or so great that a person cannot deal with it; to coversomebody/something completely ทว่ มทน้ ,รุนแรงมากgrief – a strong feeling of sadness, usually because someone has died ความเศร้าโศกmajority – more than half of the people in a group ส่วนมากgraduation – the act of successfully completing a university degree, or studies at an Americanhigh school; a ceremony at which degrees, etc. are officially given out การสาํ เร็จการศึกษา, การไดร้ ับปริญญาdevote – to spend a lot of time or effort doing something อทุ ิศ,สละ,ใส่ใจsurvivor – someone who still exists after an event that could have killed or destroyed themผรู้ อดชีวติblessed – lucky, having a sense of peace or a feeling of freedom from anxiety or pain มีโชค, มีความสุขinnocence – lack of knowledge and experience of the world, especially of evil or unpleasantthings ความไร้เดียงสา, ความออ่ นประสบการณ์ease – to make a problem, situation or pain less severe or serious บรรเทาneighbourhood – a particular area of a city or town ละแวก, ยา่ นregardless of – without being affected or influenced by anything else that happens or exists โดยไม่คาํ นึงถึงhug –to put your arms round someone กอดremind – to make someone think of something they have forgotten or might have forgotten เตือน Page 40 of 120

1006236: ENGLISH READING AND WRITING 2ความจาํendure – to last for a long time คงอย,ู่ อยรู่ อดscripture – the Bible คมั ภีร์ไบเบิลheal – to make somebody/something healthy again; the cause to get better after an emotionalshock รักษาใหห้ ายbind – to tie a long thin piece of cloth around something มดัwound – an injury in which your skin or flesh is damaged บาดแผล……………………………………………………………………………………………………………Instructions: Answer these questions.1. What is the Obama’s purpose of his speech? Support your answer with evidence from the text.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________2. Who is the intended audience? Support your answer with evidence from the text._________________________________________________________________________________________________________________________________________________________________________________________________________________________________3. What is the tone of his speech? Support your answer with evidence from the text._________________________________________________________________________________________________________________________________________________________________________________________________________________________________4. What kind of evidence does the author (Obama) use to support his speech?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Page 41 of 120

1006236: ENGLISH READING AND WRITING 2Reading passage 2 Mission MosquitoI remember the night when I was sleeping inside the mosquito net in a remote area in Rajasthan. Sincethere was no light, so I had to sleep outside where I could get some air as the summer season was atits peak. I was about to go into a deep sleep when a mosquito came near my ear and started makingthat irritating noise.I waved my hand to shoo it away but it did not pay any heed to my gesture. I did this for the secondtime and then the third and so on, but still the noise was on. It carried on like this, but there was noeffect on him. After getting fed up of this I decided to kill him. When he came this time and sat on myearlobe, I slapped on my ear expecting that it would get killed. But it did not happen as I expectedsince he had already escaped resulting into me slapping my own self. There was silence for sometime. Soon the same thing continued after a gap of few seconds as the insect was still alive. Thiscarried on for half an hour intermittently. I kept cursing the mosquito net manufacturers for makingineffective mosquito nets. I made many attempts to kill him, but it resulted either in slapping my ownself for clapping at the middle of the night.Soon it then became a prestige issue for me and I decided to kill it any cost whether I would go tosleep or not. Accomplishing this mission was now the highest priority for me. So the first step Idecided to take was to carry out a detailed analysis of the fact that how at first place he had enteredthe net and where he hid when I hit him. I therefore sat down on the bed inside the net with the torchlights on without blinking my eyes and was vigilantly giving the sentry duty to watch the enemycreeping in.After about two minutes I saw another mosquito outside the net who landed on one of the small mesh(of size 1mm by 1mm) of the net, and started to wave his forelimbs for investigating the area and thensuddenly, with a thrust, entered his head inside it to enter the mosquito net. Since the mesh was sosmall that he faced difficulty in taking his hind limbs and the remaining body inside. After applyingadequate efforts he finally managed to bring two more of his middle limbs inside. Thereafter withadditional efforts he managed to bring his hind legs also inside one by one and finally his completebody. Then he took off with his friend inside who guided him to the areas where abundant bacteriaand human blood was available: on the back of my ankles just over the heels which is their favouritespot for having their cuisine, on the back of the hands for the dessert and behind the ears for finallyquenching their thirst. They did not dare to sit on my temple as they knew that I was awake and myhand was waiting for the next strike. As they sat on my ankle, I swiftly slid my right hand from myknees to the ankle and with a sudden thrust managed to kill one of them. The other one was smarter;he took off while my right hand was on the shin.I then waited and again struck him in anger while he was sucking my blood from just under myearlobe only to get one more slap for myself in the bargain. After all the attempts to kill him failed, Ithen made a final plan after giving a careful thought.I allowed it to sit on my foot this time but did not take any action though I could have easily killedhim since the target was visible and right on the top of my foot. Giving such an easy death was notcommensurate to the amount of torture he had given me in the middle of the night by taking about onehour of my sleep. Page 42 of 120

1006236: ENGLISH READING AND WRITING 2I watched him quietly as he sat on my foot and could see him injecting his needle like proboscispiercing my skin through and through from where he was sucking my blood which he sucked to hisheart’s content. I still did not disturb him. After he had his fill, I pushed him from his back slightlywith my finger and he flew away. It was my turn now. He would sit on the net at another place whereI again pushed him and again at the next place thereby not giving him any time to rest. I think he gotfed up after some time and then decided to leave the net and go out. He sat on a mesh and with athrust managed to take his head out of the mosquito net in order to finally get out of it. Then came theturn to take out his front limbs of which he could only take out one of it. He tried his level best to takethe second limb out but was unable to since he had become fat after drinking my blood and got stuckhalfway.Now it was my show. It was the moment for which I was waiting anxiously for such a long time andthe reason for which I had sacrificed my drop of blood. I then caught hold of his two rear limbs andpulled him back as a result of which his front limb was uprooted from his body and separated. Idecided to deal with him the Taliban way. Unfortunately I did not have chains with me at that timewith which I would have tied all his remaining limbs and hit him 100 lashes on his back for the crimehe had committed. So I pulled out his two hind limbs and kept him on my left palm and watched himin pain but could not hear any noise thereafter and the fat body rolled from one edge of my palm toanother. After some time my conscience did not allow me to torture any further and I decided toterminate the mission. So I clapped on him with my other hand for the final time. As I opened myhand I could see my own red blood splashed out of the body of the enemy. The missionwas accomplished. I washed my hands from the water bottle kept on my side and went to have agood night’s sleep.May 10th, 2010 by Rajinder. http://www.bukisa.com/articles/285185_mission-mosquitoRead more: http://www.bukisa.com/articles/285185_mission-mosquito#ixzz1JzIoGLfi……………………………………………………………………………………………………………Instructions: Read this passage and also write annotations to mark the content, structure, languageand purpose of his writing. Also give evidence to support your answer.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Page 43 of 120

1006236: ENGLISH READING AND WRITING 2______________________________________________________________________________________________________________________________________________Reading passage 3I was walking around in a Big Bazaar store making shopping, when I saw a Cashier talking to a boycouldn't have been more than 5 or 6 years old..The Cashier said, 'I'm sorry, but you don't have enough money to buy this doll. Then the little boyturned to me and asked: ''Uncle, are you sure I don't have enough money?''I counted his cash and replied: ''You know that you don't have enough money to buy the doll, mydear.'' The little boy was still holding the doll in his hand.Finally, I walked toward him and I asked him who he wished to give this doll to. 'It's the doll that mysister loved most and wanted so much . I wanted to Gift her for her BIRTHDAY.I have to give the doll to my mommy so that she can give it to my sister when she goes there.' Hiseyes were so sad while saying this.'My Sister has gone to be with God.. Daddy says that Mommy is going to see God very soon too, so Ithought that she could take the doll with her to give it to my sister...''My heart nearly stopped. The little boy looked up at me and said: 'I told daddy to tell mommy not togo yet. I need her to wait until I come back from the mall.' Then he showed me a very nice photo ofhimwhere he was laughing. He then told me 'I want mommy to take my picture with her so my sisterwon't forget me.' 'I love my mommy and I wish she doesn't have to leave me, but daddy says that shehas to goto be with my little sister.' Then he looked again at the doll with sad eyes, very quietly..I quickly reached for my wallet and said to the boy. 'Suppose we check again, just in case you do haveenough money for the doll?'''OK' he said, 'I hope I do have enough.' I added some of my money to his without him seeing and westarted to count it. There was enough for the doll and even some spare money.The little boy said: 'Thank you God for giving me enough money!'Then he looked at me and added, 'I asked last night before I went to sleep for God to make sure I hadenough money to buy this doll, so that mommy could give It to my sister. He heard me!'' 'I alsowantedto have enough money to buy a white rose for my mommy, but I didn't dare to ask God for too much.But He gave me enough to buy the doll and a white rose. My mommy loves white roses.'I finished my shopping in a totally different state from when I started. I couldn't get the little boy outof my mind. Then I remembered a local news paper article two days ago, which mentioned a drunkman in a truck, who hit a car occupied by a young woman and a little girl. The little girl died right Page 44 of 120

1006236: ENGLISH READING AND WRITING 2away, and the mother was left in a critical state. The family had to decide whether to pull the plug onthelife-sustaining machine, because the young woman would not be able to recover from the coma. Wasthis the family of the little boy?Two days after this encounter with the little boy, I read in the news paper that the young woman hadpassed away.. I couldn't stop myself as I bought a bunch of white roses and I went to the funeral homewhere the body of the young woman was exposed for people to see and make last wishes before herburial. She was there, in her coffin, holding a beautiful white rose in her hand with the photo of thelittle boy and the doll placed over her chest. I left the place, teary-eyed, feeling that my life had beenchanged for ever...The love that the little boy had for his mother and his sister is still, to this day, hard to imagine. And ina fraction of a second, a drunk driver had taken all this away from him.1. What is the author’s purpose? Support your answer with evidence in the text._________________________________________________________________________________________________________________________________________________________________________________________________________________________________2. Who is the intended audience? Support your answer with evidence in the text._________________________________________________________________________________________________________________________________________________________________________________________________________________________________3. What is the tone of the passage? Support your answer with evidence in the text._________________________________________________________________________________________________________________________________________________________________________________________________________________________________4. What kind of evidence does the author use to support his/her passage?_________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Page 45 of 120

1006236: ENGLISH READING AND WRITING 2Reading passage 4Instructions: Identify the author’s purpose and point of view, intended audience and tone . Gov’t must not close the book on those at margins of societyThere may be many different reasons for people to choose or be forced to live on the streets.We may try to help the homeless, but we must never try to remove them from the streets byforce.But that was exactly what the Taipei City Government tried to do earlier this week when itattempted to remove the homeless people from Wanhua District.City workers sprayed water on the streets during a cold spell hitting the island, depriving thehomeless people of the “comfort” of sleeping on dry ground.As if the action was not cruel enough, a city councilor, Ying Hsiao-wei, suggested that anycity workers who sprayed water directly on the homeless people should be given a reward.After being condemned by human rights activists, she apologized for her remark, claimingthat she had been active in helping the city's homeless people. But she stressed that theworries of Wanhua's residents must also be addressed.Wanhua, one the oldest districts of the city, is “home” to many of Taipei's homeless people.Its residents have long complained about the presence of the homeless, citing concerns oversafety and public hygiene.It is indeed a problem. But just like any other problem, a solution resorting to violence simplyis not a solution. It is like driving away the Occupy Wall Street protesters and pretending theeconomic problem does not exist. The problem remains.It is equally pointless to try and drive these homeless people away. You make the streets ofWanhua uninhabitable, and they simply move to other areas. The homeless remain homeless.If buildings that house people's homes represent the center of society, the streets thensymbolize the margins, places where people who cannot fit into the social institution stay.These homeless people are indeed on the margins of society. But the margins, which seeminsignificant and dispensable, are actually the frames that define the institution — like themargins of the pages of a book.These margins look empty, but it is the activities that occur here that serve as comments onthe center — like the notes one makes on the margins of a page while reading.Retrieved from: http://www.chinapost.com Page 46 of 120

1006236: ENGLISH READING AND WRITING 21. What is the author’s purpose? Support your answer with evidence in the text._______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________2. Who is the intended audience? Support your answer with evidence in the text._______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________3. What is the tone of the passage? Support your answer with evidence in the text._______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________4. What kind of evidence does the author use to support his/her passage?_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Page 47 of 120

1006236: ENGLISH READING AND WRITING 2 Unit 3: Criticizing a TextConsidering the author’s purpose, ways of presenting the message When an author writes his text with a purpose in mind, she or he will find a way toachieve his goal. For example, s/he may use facts, and credible references to support his/heropinions. The goal of critical reading is to evaluate whether or not the text is valid, solid andreliable without showing favoritism or bias toward the author.Rules of critical reading • Good critique essays are perceptive and balanced – perceptive = very good at noticing and understanding things that many people do not notice – Balanced = considering all sides or opinions equallyThings to remember before writing a critique As a novice critic, you should always ask the questions on page 23 while reading anarticle, (Things to Consider When Reading an Article) In addition, four points that you need to bear in mind while critiquing a piece ofwriting 1. Content • Is the content relevant and valid to the topic? • Supporting details (examples, reasons, stories, pictures, graphs, etc). 2. Technique • Comment on the style the author uses through his/her entire paper • Look at how s/he presents his opinions (tone, word choice, etc). 3. Organization • Look at the structure of the article. • Has the introduction been written appropriately? • Does it flow seamlessly into the next paragraph? • Does the whole essay wend its way towards the conclusion in a logical way? 4. Grammar and form • Making statements that are not grammatically right could indicate that the writer is not familiar with essay writing basics; so make sure that the grammar, punctuation, spelling and syntax are right in all respects. Page 48 of 120

1006236: ENGLISH READING AND WRITING 2 To summarize, critical readers evaluate an author’s supports for his or her claim and determine whether that support is solid or not.Logical Fallacies Frequently, the authors want to persuade their intended audience to think and behave in a certain manner. They use logical fallacies, or errors of reasoning, in their writing. As a result, their writing is invalid and untrustworthy. There are several common forms of fallacy that you may encounter in the type of expository or research writing. Since a convincing argumentative essay is based on sound reasoning, logical errors can make your argument lose strength. Following are logical fallacies you should avoid: 1. Sweeping generalization This logical error occurs when a general conclusion is drawn from too little evidence like this: All police officers are corrupt. Since one or two police officers you know are corrupt, you should not conclude that all are corrupt too. To avoid generalizing, do not use words like all, every, everyone, none, nobody, always, and never. Instead, use such words as some, most, may, usually, frequently, and rarely. 2. Climbing on the bandwagon This refers to the belief that an argument is valid because a majority of people accept it. Everyone I know is voting for John Smoot, so he’s obviously the best choice for president. 3. Post hoc, ergo propter hoc (“after this, therefore because of this”) When one event follows another, the first event is not necessarily the cause of thesecond. A. Since the Democratic Party came to power, we have been in an economic slump. Sentence A. shows a false connection between two events. In fact, the economic slump could result from many other factors, not just the Democratic Party’s policies. B. President Jones raised taxes, and then the rate of violent crime went up. Jones is responsible for the rise in crime. Page 49 of 120

1006236: ENGLISH READING AND WRITING 2 Similar to the first example, this sentence shows a logical error. The rise of crime can result from many factors, not just the President’s taxes policies. 4. Non sequitur (“it doesn’t follow”) refers to the conclusion that is irrelevant or addsvery little support to the conclusion. A. Ben is a famous writer, so he will be a good teacher of English literature. This conclusion is invalid because being a famous writer does not necessarily make one a good teacher. B. Professor Berger has published numerous articles in immunology. Therefore, she is an expert in HIV medicine. Though the professor knows a lot about immune systems, it is not be true that she knows how to treat AIDS patients. C. Jane Jones is a forceful speaker, so she’ll make a good mayor. What does speaking ability have to do with being a good mayor? 5. Circular reasoning Don’t restate the claim as part of the evidence. The following sentence, for example, restates the point without giving any reason to prove it. The traffic is heavy because there are many cars on the roads. 6. False authorities Don’t use famous people’s names or opinions to support your point if they are not experts on the topic of your argument. Consider the following statement. Pepsi is better than Coke because David Beckham drinks Pepsi. The fact that David Beckham is a famous football player does not prove that Pepsi is better than Coke. Page 50 of 120