ENGLISH 1

Which of the following statements would appear in section B of the Venn diagram?

A) The authors believe that visitors to the state can enjoy its cultural, historical, and natural landscape.

What is the topic sentence in the paragraph? Last night's basketball game was great. At the end of the first half, the Jaguars were ahead by 10 points. In the last minute, the game was tied. With five seconds to go, the Jaguars got the ball and scored to win the game.

Last night's basketball game was great.

What is the main idea of this letter?

I would like to recommend Ericka Alonso for a position at your library.

Based on your summary, which of the following sentences best summarizes the passage?

Like plants in a greenhouse, humans would not be able to survive on Earth without the greenhouse effect and the heat it traps.

Which of the following statements most accurately describes who is in the illustration, what is happening, when is it happening, and where is it happening?

Students are eating lunch at noon in the cafeteria.

Textual Support

Textual Support

Read the paragraph. What is the topic sentence? Click or tap the button to view the answer. What is the main idea of the paragraph? As you have learned, if the topic sentence does a good job explaining the paragraph's message, then it contains the stated main idea. Therefore, the main idea in the paragraph is that the city was in a middle of a heat wave.

The city was in the middle of a heat wave. The temperature had been more than 100 degrees for seven days in a row. There had been no rain to cool things off. Even at night, the temperature stayed in the 90s. So many people were using air conditioners and fans that the power kept going off. Answer:The city was in the middle of a heat wave.

The Greenhouse Effect If you have ever visited a greenhouse, you know that these structures trap heat to keep plants warm. The greenhouse effect on Earth works in much the same way. Sunlight passes through Earth's atmosphere. Some of the sun's heat is absorbed by land, air, and water. The rest is reflected back into space or trapped by gases such as carbon dioxide, water vapor, and methane within the atmosphere. The trapped heat raises Earth's temperature and makes it suitable for supporting life. Without the greenhouse effect, Earth would be too cold for humans. However, if the greenhouse effect becomes stronger, it could cause Earth's temperature to rise too much and have a serious negative impact.

Without the greenhouse effect, Earth would be too cold for humans.

Read the following sentence. I will wake up when my alarm goes off at 6 a.m. Which word or words could be substituted for "wake up" to communicate a positive viewpoint in the sentence?

bounce out of bed

After locating the supporting details of a passage, you should take notes in your own words. Although many different notes can be taken from the passage, the following questions ask you to take notes about two specific supporting details. Take notes about the following supporting details. The trapped heat raises Earth's temperature and makes it suitable for supporting life. Without the greenhouse effect, Earth would be too cold for humans to survive.

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Drawing Conclusions

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Supporting Detail The trapped heat raises Earth's temperature and makes it suitable for supporting life. Without the greenhouse effect, Earth would be too cold for humans to survive.

Your notes trapped heat helps support life no greenhouse, no humans

Read the following sentence. Nicole struggles to make the cut at the tryouts. Which word could be substituted for "struggles" to communicate a neutral viewpoint in the sentence?

attempts

Is the main idea of the following paragraph stated or implied? Gum chewing has been occurring in classrooms for decades. Many teachers are distracted by the constant sound of gum chewing while they teach class. Teachers often have to remove gum from the backs of desks or from classroom floors. The gum is unsanitary and unsightly.

implied

Summarizing Reading Passages

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Facts Facts are one kind of supporting detail. Here is an example of facts that support a topic sentence. Topic sentence: Antarctica has the most hostile environment on Earth for humans. Supporting facts: Neither a tree nor a bush grows there. No human beings are native to the land. The only permanent inhabitants of Antarctica—such as seals, penguins, and a few other birds—must feed in the sea. Each of these facts helps explain why Antarctica has the most hostile environment on Earth for humans. If only a few animals are able to live there, it would indicate that it is not a suitable place for humans.

Facts Statements that can be proved, or verified. Facts support a main idea by providing clear evidence or proof.

Read the paragraph and decide which of the sentences that follow best states the implied main idea? Gum chewing has been occurring in classrooms for decades. Many teachers are distracted by the constant sound of gum chewing while they teach class. Teachers often have to remove gum from the backs of desks or from classroom floors. The gum is unsanitary and unsightly.

Gum chewing should not be allowed in class.

The graphic illustrates the strategy or finding the stated main idea. Added to this graphic is information about supporting details. It is important that the supporting details support the main idea. You now know how to find supporting details and how to organize them. Let's apply your knowledge in a real-world situation.

Letters Letters convey important information from one person to another. When you receive a letter, especially a business letter, you should identify the main idea. The strategy you have learned for finding the stated main idea of a paragraph can be used to find the main idea of a letter. Locating the supporting details that the writer included to support the main idea will enable you to better understand the writer's viewpoint on the topic he or she wrote about. Next, you will be reading examples of formal business letters. When reading a friendly, or personal, letter, it may not be as important to identify the main idea and supporting details.

Viewpoint vs. Purpose It is important to distinguish between an author's viewpoint and an author's purpose. Purpose is the author's reason for writing, while viewpoint is the author's perspective or opinion expressed about the subject. Click or tap the Review button to review the author's purpose.

Read the following text. In your notebook, identify the author's purpose and the author's viewpoint. The new Express Scooter gets more than 125 miles per gallon and can reach speeds of up to 50 miles per hour. Its durable construction, fuel efficiency, and affordable price make the Express Scooter the right solution for urban commuters. The author's purpose in this passage is to persuade. The author wants to persuade readers of the benefits of the Express Scooter.

Which of the following is an example that supports the main idea that Erika would be great for the position at the Crowell Public Library?

She quickly captivated her audiences with creative ideas and contagious enthusiasm.

What is the stated main idea in the paragraph? Solar power uses the sun to make energy. Special panels are placed in the sunlight. These panels turn the sun's energy into electricity. On cloudy days, the panels cannot make electricity because there is not enough sunlight. Therefore, solar power is not useful in some places.

Solar power uses the sun to make energy.

Now you know the main idea is, "The greenhouse effect on Earth's atmosphere works the same way as a greenhouse works for plants—by raising temperatures." The second step of summarizing involves listing the supporting details that explain the who, what, when, where, why and how of the passage.

The Greenhouse Effect If you have ever visited a greenhouse, you know that these structures trap heat to keep plants warm. The greenhouse effect on Earth works in much the same way. Sunlight passes through Earth's atmosphere. Some of the sun's heat is absorbed by land, air, and water. The rest is reflected back into space or trapped by gases such as carbon dioxide, water vapor, and methane within the atmosphere. The trapped heat raises Earth's temperature and makes it suitable for supporting life. Without the greenhouse effect, Earth would be too cold for humans. However, if the greenhouse effect becomes stronger, it could cause Earth's temperature to rise too much and have a serious negative impact.

The main idea of the letter to Mr. Wilson is that the students at Memorial High School would like to start a recycling program. Details found in the letter that support the main idea and convince Mr. Wilson that he should consider Memorial High as a recycler include the following: We share your commitment to reclaim as much reusable material as we can. Because your program has been successful in other neighborhoods, we are sure it can work in our community. Would you send us some information about your community recycling program? At least 50 students have expressed an interest in getting involved, so I know we will have the "people power" to make the program work.

The sentence that follows the topic provides which type of supporting detail? Topic: Tornadoes are destructive forces that can occur in the United States. Tornadoes are more common in the Midwestern states. A) fact

Here is another question that requires you to use supporting details to draw a conclusion. Read the passage again. I was lying in a sleeping bag listening to the sounds of the forest: rustling leaves, hooting owls, and chirping bugs. That's when I heard the loud snap of a twig. My heart began to beat faster and I whipped my sleeping bag over my head. Something was lurking in the woods just outside the tent! I heard the snap again, and this time it was closer. With trembling hands, I slowly unzipped my sleeping bag and felt around for the flashlight. I dropped it twice before I finally found the on switch. Taking a deep breath, I reached one shaking hand toward the zipper of my tent.

What do you think the character did next? Answer: She walked outside the tent to investigate the situation.

Our school's mission statement stresses community, cooperation, and personal and intellectual growth. But one of our school's practices—selecting a valedictorian and salutatorian each year—does not support our mission. This practice is divisive, unfair, and archaic. So, let's end it now!

What is the author's viewpoint? A) Negative

Benjamin Franklin was an inspired inventor, a remarkable scientist, a talented writer, and a notable diplomat. A practical man, Franklin devoted himself to improving everyday life. His boundless imagination led to inventions still in use today. Perhaps Franklin's greatest invention, however, was himself. He demonstrated that a poor American could educate himself and become one of the most important and influential men in American history.

What is the author's viewpoint? A) Positive

Today we took the train to New York City. We saw the United Nations, Yankee Stadium, and Rockefeller Center. We watched the ice skaters there, and I bought some roasted chestnuts from a street vendor. I wanted to go to the top of the Empire State Building, but we didn't have time.

Where does this story take place? Answer: New York City

Last night's basketball game was great. At the end of the first half, the Jaguars were ahead by 10 points. In the last minute, the game was tied. With five seconds to go, the Jaguars got the ball and scored to win the game.

When does this story take place? Answer: last night

Main Ideas and Supporting Details

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Drag each step to its proper position on the flow chart, and then click or tap Done.

1) Introduce the author or speaker and the text you are writing about. 2) Use appropriate verbs to write at least one sentence that tells what the text is about. 3) Make a claim about the author's or speaker's viewpoint. 4)Use evidence from the text—about the word choice, details, or structure—to support your thesis.

Using the same reading strategy, see if you can draw conclusions from this passage. On Saturday night, I babysat my neighbor's kids. After they were in bed and the dishes were done, I picked up a copy of a magazine that had just arrived. I turned on the radio to some nice, gentle music, sat down on the soft sofa, and started to read. I was very interested in what I was reading and eager to find out some news about the upcoming presidential election. I was also very tired.

After reading the passage, what do you think the character did next? Answer: She fell asleep almost instantly.

Supporting Details That Answer When? Sometimes, supporting details indicate dates, times, or days. You may notice that this passage does not mention any dates, times, or days. Yet, you can answer the question When? from reading the supporting details. Click or tap Answer to view the supporting details that help indicate the when in this passage. The biggest clue about when the story occurs comes in the second paragraph. Notice the bold sentence. The only time a person would need a flashlight outside would be at night. Other supporting details, such as "lying in a sleeping bag," also imply that the when is at night. When you examine supporting details and make assumptions based on what you find, you are drawing conclusions. You will learn more about drawing conclusions in the next session. I was lying in a sleeping bag listening to the sounds of the forest: rustling leaves, hooting owls, and chirping bugs. That's when I heard the loud snap of a twig. My heart began to beat faster and I whipped my sleeping bag over my head. Something was lurking in the woods just outside the tent! I heard the snap again, and this time it was closer. With trembling hands, I slowly unzipped my sleeping bag and felt around for the flashlight. I dropped it twice before I finally found the on switch. Taking a deep breath, I reached one shaking hand toward the zipper of my tent.

Answer: I slowly unzipped my sleeping bag and felt around for the flashlight.

Supporting Details That Answer Why? When you are looking for supporting details that answer why something happened, you might look for helpful clue words and phrases, such as because, effect, therefore, the reason is, and as a result. Read the passage and try to identify the supporting details that answer the question Why did it happen? Why did Jacques get macaroni and cheese instead of a birthday cake? Click or tap Answer to view the supporting details that indicate the why in the passage. In this passage, the clue word is "because." Think About It Can you think of other clue words with similar meanings? I tried to make a birthday cake for my friend Jacques, but he ended up with macaroni and cheese. The day before his birthday, I went to the store to buy the ingredients. When I got home, I mixed, shifted, blended, and poured until the cake batter was ready for the oven. After about 20 minutes, I heard a little boom! I opened the oven door to check on the cake, and batter had splattered all over. I was so upset! Puzzled, I looked over the recipe. I had done all but one thing right: I turned the oven switch to broil instead of bake. Because the birthday cake was ruined, Jacques received a bowl of macaroni and cheese the next day instead of a birthday cake.

Answer: Because the birthday cake was ruined,

Supporting Details That Answer Who? Supporting details might describe who the author is writing about. Read the passage again, and this time identify the details that answer the who question. Did you correctly identify who the author is writing about? Click or tap Answer to see if you are correct. Notice the bold words in the passage. The who in this passage is "I." I was lying in a sleeping bag listening to the sounds of the forest: rustling leaves, hooting owls, and chirping bugs. That's when I heard the loud snap of a twig. My heart began to beat faster and I whipped my sleeping bag over my head. Something was lurking in the woods just outside the tent! I heard the snap again, and this time it was closer. With trembling hands, I slowly unzipped my sleeping bag and felt around for the flashlight. I dropped it twice before I finally found the on switch. Taking a deep breath, I reached one shaking hand toward the zipper of my tent.

Answer: I and MY

Supporting Details That Answer Where? Supporting details may be places or events. In the passage you are currently reviewing, the question Where? may be the most important supporting detail of the story. Click or tap Answer to view the where in this passage. Notice the bold sentences in the passage. The supporting details indicate that the where is in a sleeping bag in the forest. Think About It Imagine this story in a different setting. How would that change the supporting details? I was lying in a sleeping bag listening to the sounds of the forest: rustling leaves, hooting owls, and chirping bugs. That's when I heard the loud snap of a twig. My heart began to beat faster and I whipped my sleeping bag over my head. Something was lurking in the woods just outside the tent! I heard the snap again, and this time it was closer. With trembling hands, I slowly unzipped my sleeping bag and felt around for the flashlight. I dropped it twice before I finally found the on switch. Taking a deep breath, I reached one shaking hand toward the zipper of my tent.

Answer: I was lying in a sleeping bag listening to the sounds of the forest: rustling leaves, hooting owls, and chirping bugs. Something was lurking in the woods just outside the tent!

Supporting Details That Answer What Happened? Supporting details might describe your actions or someone else's actions. This passage is full of supporting details that describe actions. Ask yourself what happened. Click or tap Answer to view the what happened in this passage. Notice the bold words in the passage. Each of these phrases is a supporting detail that answers the what happened question. Think About It Are all of these actions of the same importance, or are they leading to a bigger What happened? I was lying in a sleeping bag listening to the sounds of the forest: rustling leaves, hooting owls, and chirping bugs. That's when I heard the loud snap of a twig. My heart began to beat faster and I whipped my sleeping bag over my head. Something was lurking in the woods just outside the tent! I heard the snap again, and this time it was closer. With trembling hands, I slowly unzipped my sleeping bag and felt around for the flashlight. I dropped it twice before I finally found the on switch. Taking a deep breath, I reached one shaking hand toward the zipper of my tent.

Answer: lying in a sleeping bag listening to the sounds I heard the loud snap My heart began to beat I whipped my sleeping bag over my head. lurking in the woods I slowly unzipped my sleeping bag I dropped it twice I finally found the on switch. Taking a deep breath, I reached one shaking hand

Author's Viewpoint

Author's Viewpoint

Look at the first paragraph of the passage. I remember when Mick first moved here. For the first month, he sat on his front porch by himself, his eyes locked on the ground. His answers to my questions never exceeded more than a word or two, and he refused to meet my eyes. He looked longingly at old pictures that filled several photo albums.

Based on the supporting details, what can you conclude about Mick? Answer: He was homesick and missed his old friends.

Now look at the second paragraph of the passage. One day, I was outside playing baseball with some other kids in the neighborhood. Mick watched us for a while, and then he disappeared into his house. A few minutes later he returned and, slipping a mitt onto his hand, crouched down by second base. Now, a day doesn't go by when Mick doesn't join us in the yard.

Based on these supporting details, what can you conclude about Mick? Answer: He was looking forward to making new friends.

Example Read the letter and look for the main idea and supporting details. If you were Mr. Wilson, would you know the main idea or purpose of this letter?

Dear Mr. Wilson: Memorial High School would like to start a branch of your successful recycling program. We share your commitment to reclaim as much reusable material as we can. Because your program has been successful in other neighborhoods, we are sure it can work in our community. Our school includes grades 9-12 and has about 800 students. Would you send us some information about your community recycling program? For example, we need to know what materials can be recycled and how we can begin the program. At least 50 students have expressed an interest in getting involved, so I know we will have the "people power" to make the program work. Please help us get started. Thank you in advance for your time and consideration. Sincerely, Yolanda Dodson

What is the topic sentence in the paragraph? A group of fish is called a school. A flock is a group of birds. A group of coyotes is a pack. The name for a group of lions is a pride. Different groups of animals have special names.

Different groups of animals have special names.

Implied Main Ideas So far in this lesson, you have learned that a stated main idea is often found in the topic sentence of a paragraph. Now, in this session, you will learn that the topic sentence may not always contain the main idea of a paragraph. Read the paragraph, the topic sentence is in bold.

During the Great Depression, millions of average, middle-class Americans became homeless. Of that number, about 250,000 were under twenty-one.

Examples and Illustrations The third type of supporting details includes examples and illustrations. Here is an example of a specific event that supports a topic sentence. Topic Sentence: Seals are very popular zoo attractions. Supporting example: Last weekend, spectators lined up 20 minutes in advance to view the seals' afternoon feeding. This example supports the topic sentence by explaining one specific instance of the seals' popularity.

Examples and Illustrations An example or illustration is a specific thing, person, or event that demonstrates a point.

What would be the best headline for this newspaper article? MADRID, Spain—After years of debate, scientists now confirm that remains in a Spanish church belong to Christopher Columbus. DNA samples taken from bone fragments confirm that the explorer was buried in Spain. Scientists compared the bones to remains known to be from Diego Columbus, Christopher's brother. It is a perfect match according to Marcial Castro, the historian leading the study.

Explorer Christopher Columbus Found at Last

I was lying in a sleeping bag listening to the sounds of the forest: rustling leaves, hooting owls, and chirping bugs. That's when I heard the loud snap of a twig. My heart began to beat faster and I whipped my sleeping bag over my head. Something was lurking in the woods just outside the tent! I heard the snap again, and this time it was closer. With trembling hands, I slowly unzipped my sleeping bag and felt around for the flashlight. I dropped it twice before I finally found the on switch. Taking a deep breath, I reached one shaking hand toward the zipper of my tent.

Here is a list of the supporting details that provide clues about why the character is in the woods at night. She was lying in a sleeping bag. She was listening to the sounds of the forest. She was inside a tent. Although the character never says I went camping, many of the supporting details in the passage clearly suggest that she was camping. Think About It What other conclusions can you draw based on the supporting details?

Understanding Written Passages To understand a written passage, ask yourself questions about it. This will help you recognize the supporting details, or the pieces of information in a passage that support the main idea. Supporting details answer the following questions: Who or what was involved in the situation? What happened? Where did it happen? When did it happen? Why did it happen? Read the passage, and consider each of these questions in more detail.

I was lying in a sleeping bag listening to the sounds of the forest: rustling leaves, hooting owls, and chirping bugs. That's when I heard the loud snap of a twig. My heart began to beat faster and I whipped my sleeping bag over my head. Something was lurking in the woods just outside the tent! I heard the snap again, and this time it was closer. With trembling hands, I slowly unzipped my sleeping bag and felt around for the flashlight. I dropped it twice before I finally found the on switch. Taking a deep breath, I reached one shaking hand toward the zipper of my tent.

Summary In this session, you have learned the following: Viewpoint is the perspective or opinion expressed by an author. The three basic viewpoints are positive, neutral, and negative. To identify viewpoint in a text, analyze the word choice, details, and structure used by the author or speaker. Word choice involves how formal the language is, what kind of vocabulary is used, and the meaning of the words used. Details are the specific ideas, facts, and points of information used. Structure has to do with the text's organization—how the sentences are written, what information comes first, and which points are emphasized.

Identifying Viewpoint You have learned how to analyze the word choice, details, and structure of a text to recognize the author's or speaker's viewpoint. When you read or hear a complicated text, you may find it useful to begin your analysis of the text by first examining the word choice, then moving on to the details, and, finally, analyzing the text's structure. For simple texts, you may find it more useful to just look for things that stand out about the text—whether those things have to do with word choice, details, or structure. After looking at the features that stand out, you can then make sure your analysis has addressed each of those three categories. Take a look at the passage. Can you identify word choice, details used, and text structure that indicate the viewpoint being expressed? Click or tap the passage to identify these components in the passage. The author is clearly expressing a negative viewpoint about the situation. How detailed your analysis is may depend on your purpose for studying the text and what you are expected to do with it. You may be asked to write about the author's viewpoint—whether for a school project, or to explain to a co-worker, friend, or boss why you feel as you do about a specific text. The skills you learn in this session will help you write and communicate effectively about others' viewpoints.

Since you know this text is from the SanTan County website, you can assume it is written by a person or group in charge of voter registration. This helps you answer the second question (What is the source of the details?). The details are directly from the source of information—they are facts about how to register to vote. Click or tap the Passage button to see the voter registration information again. Questions for Analyzing Details What details appear in the text? What is the source of those details?Are they from personal experience, experiments, scholarly resources, facts, or other sources? Are some available details omitted, and if so, why?

In response to the last question about possible omissions (Are some available details omitted, and if so, why?), you might have concluded that the list of three ways to register is likely complete. However, you may have also noted that the exact details about where to register and the process involved in registering are omitted. Readers are referred to other sources for more details. When you asked yourself why, perhaps you concluded that the writer wanted to keep things simple, or that the writer wanted to keep the list short and easier to read. Analyzing a text's details by asking and answering the three questions can help you determine a writer's viewpoint. The details in the text about registering to vote in SanTan county might lead you to conclude that the author's viewpoint is neutral—neither positive or negative—and that the author is just supplying information. Questions for Analyzing Details What details appear in the text? What is the source of those details? Are they from personal experience, experiments, scholarly resources, facts, or other sources? Are some available details omitted, and if so, why?

Where should you look for a topic sentence? It is often at the beginning of the paragraph. However, topic sentences can also be found in the middle or at the end of a paragraph. In this example, the topic sentence is at the beginning of the paragraph; it gives readers a preview of the information that follows. All cars and trucks require regular maintenance. You should check the oil level to make sure it is not too low. It is also important to check the air pressure in your tires frequently. You should make sure that your automobile has enough brake fluid. You can see that the other sentences in the paragraph all relate to the topic sentence that "all cars and trucks require regular maintenance."

In the following example, the topic sentence is in the middle of the paragraph. Sometimes, a paragraph flows better with the topic sentence in this position. Termites eat wood and paper. They tunnel their way through the woodwork in houses. They snack on books and furniture. Termites are very destructive insects. Some figures show that termites cause as much damage to houses as fires. You can see that the other sentences in the paragraph provide examples of ways that termites are destructive.

After you have read an essay, it is easy to say that you understand it, but can you really explain what the essay is about? Do you remember the main idea of the essay? Do you remember the supporting details the author used to back up the main idea? Summarizing can help you understand what you have read, seen, or heard. If you can identify the main idea and supporting details in an essay, then you can summarize it. If you cannot identify the essay's main idea and supporting details, you need to reread the essay.

In this lesson, you will learn the steps for summarization. If you follow the process outlined in this lesson, you should be able to summarize many different types of writing easily. Again, you may not realize it, but you probably summarize things you read almost every day. When you do, you might be following the steps for good summarizing without even knowing it. Or, you may have fallen into one of the classic traps of poor summarizing. Learning the right and wrong way to summarize will help you excel at writing summaries and improve your reading comprehension.

A good single statement that summarizes the passage may be: During the Great Depression, many teenagers were homeless. You can check implied main ideas by making sure all the sentences in the paragraph support your one-sentence summary. The other sentences in the paragraph do support the implied main idea: During the Great Depression, many teenagers were homeless.

Many of the affected teenagers decided to leave home in search of jobs elsewhere. With little money for food or shelter, other teens left home because they felt like they were burdens to their families. Many took to the road in search of adventure and new beginnings.

Topic Sentences Often, the main idea of a paragraph is stated in the topic sentence, which is a sentence that explains the intent of the paragraph. The other sentences in the paragraph provide details that support the main idea. Finding the topic sentence of a paragraph is a good first step in trying to determine the main idea of the paragraph. Main ideas can either be stated or implied. When the main idea is stated in the topic sentence, it is a stated main idea. Later in this lesson, you will learn about implied main ideas. Read the following paragraph. Can you locate its topic sentence? One kind of South American spider is so big that it can eat animals. It eats lizards. It also gets big enough to eat birds. This type of spider can grow so large that one of them could fill a dinner plate.

One kind of South American spider is so big that it can eat animals. It eats lizards. It also gets big enough to eat birds. This type of spider can grow so large that one of them could fill a dinner plate. You may have determined that the topic sentence of the paragraph is "One kind of South American spider is so big that it can eat animals." The main idea drawn from this topic sentence is that there is a spider in South America that can eat all different types of animals. This idea is broad enough to relate to all the other sentences in the paragraph.

Questions for Analyzing Details What details appear in the text? What is the source of those details? Are they from personal experience, experiments, scholarly resources, facts, or other sources? Are some available details omitted, and if so, why?

Passage SanTan County offers residents three ways to register to vote. Register at any Department of Motor Vehicles location. See www.santan.dmv.gov for more details. Register online at www.santan.voter_reg.gov. Obtain a mail-in registration form at any public library or post office in SanTan County. For a complete listing of sites distributing mail-in forms, see www.santan.mail_in.gov.

By examining the picture and giving it a title, you have identified the main idea of the picture. The details that you listed to determine your title are called supporting details. Not only is it possible to identify the main idea of a picture, but you can use the same concept to recognize main idea of a written piece. In this lesson, you will learn a strategy that will help you identify stated and implied main ideas, and supporting details.

Reading for Understanding When you read a book, story, letter, or article, you are presented with a lot of information. How can you better understand the written information? One way is to read carefully and identify the topic of each paragraph. A paragraph is group of sentences that are related to the same topic. The topic of a paragraph is the main idea. You may know that most paragraphs consist of one main idea. The main idea is the most general, or conclusive, statement in the paragraph. In order to determine the main idea of a paragraph, it is important to read the paragraph once all the way through. Then go back to examine what you read. In this session, you will learn a strategy to help you identify the main idea by locating the topic sentence.

You will notice that more information has been added to your strategy or finding the main idea. When reading, it is important to look for the topic sentence. Then determine if the topic sentence states the main idea. If it does, check to be sure the supporting details support the stated main idea. If it does not, use the supporting details to help summarize the main idea in a single statement. This will allow you to arrive at the implied main idea.

Real-World Applications Information comes in a variety of formats including books, newspapers, magazines, letters, and Web sites. Regardless of the format, you need to be able to identify the main idea and supporting details. Doing so will help you better understand the information presented. Newspapers cover the latest news using headlines to draw the reader's attention. These headlines serve as great single statement summaries of the articles to come.

Step Three: Take Notes in Your Own Words Remember, when taking notes on the supporting details, it is helpful to write them in your own words. You may also want to combine supporting details that express the same thought. Look at the Saint Bernard passage. Move through the activity to look at the supporting details and the page of notes for the Saint Bernard passage.

Remember that these notes are not written in complete sentences. Your notes do not have to express complete thoughts. They should capture the main idea and supporting details in a precise and simple way. Sometimes, you will have to replace multiple words with one word that explains them all. For instance, if you were to explain that you love daisies, tulips, and roses, you could replace these words with the word flowers to summarize what it is that you love.

Drawing Conclusions in a Passage Sometimes, authors provide clues about a character or an event rather than make direct statements. The supporting details are there, but like a detective, it is up to the reader to discover the clues. To understand these types of passages, you need to look for supporting details that will help you to draw conclusions. Now you will learn a strategy that will help you to draw conclusions. As you are reading, pause occasionally to ask yourself two types of questions: Ask basic questions about what is happening in the story. Ask deeper-level questions about the motivation of characters or the author's overall message.

Remember the passage about the character in the tent? Even though the author does not make a direct statement concerning the time of day that the story takes place, you are able to draw a conclusion. Because the character needs a flashlight to see outside the tent, you can conclude that the story takes place at night. Now read the passage again. Using the reading strategy you have just learned, see if you can answer the question, Why is the character in the woods?

Statistics Statistics are another type of supporting detail. Here is an example of a statistic that supports a topic sentence. Topic sentence: The children's zoo is very busy on weekends. Supporting statistic: Surveys reveal that the zoo receives 70% of its visitors on weekends. The numeric figure 70% is a statistic that supports the topic sentence.

Statistics A statistic is a fact that is stated using numbers.

Step Three: Making a Claim Once you have introduced readers to the text you are writing about, you can make a claim about the author's or speaker's viewpoint. Depending on what you found when reading the text, and your purpose for writing about it, your claim might simply be about whether the author's viewpoint is positive, neutral, or negative. A more specific claim about the text is usually more interesting. For instance, does the author or speaker write from a parental, scholarly, or religious viewpoint? If so, you can make your claim about that more detailed perspective. Four Steps for Communicating about Others' Viewpoints Introduce the author or speaker and the text you are writing about. Use appropriate verbs to write at least one sentence that tells what the text is about. Make a claim about the author's or speaker's viewpoint. Use evidence from the text—about the word choice, details, or structure—to support your thesis.

Step Four: Using Evidence from the Text Once you have made a claim, you will need to support it with evidence, or proof, from the text. This evidence can come from your analysis of the word choice, details, and structure of the text. Use the evidence to convince your readers that you have a good and logical reason for making your claim. To do this, avoid simply stating your evidence. Instead, after stating your evidence, tell readers how your evidence supports your claim. Four Steps for Communicating about Others' Viewpoints Introduce the author or speaker and the text you are writing about. Use appropriate verbs to write at least one sentence that tells what the text is about. Make a claim about the author's or speaker's viewpoint. Use evidence from the text—about the word choice, details, or structure—to support your thesis.

Steps for Good Summarizing You will learn about the steps you should take to produce superior summaries. Click or tap the image to see the steps needed to summarize effectively. Remember, your summary should be shorter than the original piece of writing. Think About It Why is it helpful to follow steps when summarizing?

Step One: Find the Main Idea As you may recall, the main idea of a written piece expresses what it is mostly about. Sometimes, the main idea of a written piece appears directly in the text. This is a stated main idea. The main idea can usually be found in the topic sentence. Other times, however, the main idea will not be stated in the topic sentence. In this case, you must use the information in the text to figure out the main idea on your own. This is an implied main idea.

Summarizing Different Kinds of Writing Now that you know the steps of good summarizing, you will be able to summarize many different types of writing. In this session, you will learn how to summarize informational passages. Informational writing is a type of writing that gives information and shares knowledge.

Step One: Find the Main Idea Remember, understanding the main idea is the first step to summarizing a passage. Read the following informational passage about Saint Bernard dogs. Saint Bernards Many people keep Saint Bernard dogs as pets because they are loyal and lovable, but these dogs once served a much more important purpose. Saint Bernards were originally raised as rescue dogs in a dangerous, snowy mountain range in Europe. They were able to sniff out and uncover a person buried in the snow. They saved many lives this way. Though they still have this ability, they are now mostly kept as charming pets.

Step Two: Identify Supporting Details Once you think you have found the main idea, look for the supporting details that explain it. Make a list of details you think are important. An easy way to do this is to ask yourself who, what, where, when, why, and how. This set of questions is referred to as the five Ws and H. The answers to these questions are the supporting details. Of course, some of the details are more important than others. It is useful to rank the details based on their importance in relation to the main idea. Finding the main idea and supporting details in a written piece will help you create a good summary.

Step Three: Take Notes in Your Own Words Now that you have picked out the most important supporting details in the article, it is time to begin taking notes on these details. However, there are four things you should remember when you begin to take notes: Your notes should be shorter than the original material. Your notes will often be phrases or incomplete sentences, not complete thoughts. You should include only the supporting details that are most important to the main idea. You should usually try to take notes in your own words. If you quote the author, give him or her credit.

As you read the passage, were you able to locate the main idea? Is the main idea stated in the passage? If so, which sentence states the main idea? Move forward in the activity to see the main idea of the passage. Read the bold sentence in the passage. This sentence tells you what the article is about. It describes the important purpose that Saint Bernards once served. It is the stated main idea of the article. While this sentence is a good start, there is not enough information here to create a good summary. You have identified the main idea, but now you need to pick out the details that support this idea.

Step Two: Identify Supporting Details Once you have identified the main idea, look for the supporting details. To identify the supporting details, ask yourself the five Ws and H about the article on Saint Bernards. Click or tap the questions to see the answers. These supporting details will help you create a summary of this article. Think About It When writing a summary, which supporting details should be included?

Common Summary Mistakes Now that you have learned the process of creating a good summary, you can avoid falling into the traps of poor summarizing. The following are some common mistakes people make when summarizing. Try to avoid these mistakes whenever possible. Including too much information. Focus only on the main idea and a few of the most important supporting details. Including too little information. Include enough information to provide a good overview for someone who has not read the original document. Copying sentences word for word. Use your own words. You should never copy an author's work and try to pass it off as your own.

Steps to create a good summary 1)identify the main idea 2)locate supporting details 3)take notes 4)write a summary

Step Four: Use Your Notes to Create an Original Summary Your notes represent the main points of what the original author wrote. To summarize these, rewrite them in a new paragraph, using your own words. You may need to rearrange the order of the details that the author originally provided. Also, you do not need to include all of the details the author used. Your summary should be much shorter than the original piece. It could be one sentence, or it could be several sentences. When you summarize, figure out the best way to explain what the author wrote, using fewer words. Think About It Why do you think it is important to write a summary using your own words?

Summary Checklist Once you have written your summary, check to make sure it makes sense. A good summary includes the main idea; includes only the most important supporting details; is written in your own words; and expresses a complete thought. Use a checklist, like the one shown here, to make sure you have included everything you need for a good summary. Think About It How can a checklist help you when summarizing?

Step Four: Use Your Notes to Create an Original Summary Next you will combine your notes into one or more sentences that explain the main idea of the passage. When you summarize, you need to figure out—using fewer words—the best way to explain what the author has written. You should also use your own words when you summarize. Click or tap the paragraph to look at the summary of the passage about Saint Bernards.

Take another look at the summary. Does it include all the components of a good summary? This summary does include all the key components. You should have noticed that it includes the main idea; includes only the most important supporting details; does not include copied text; and expresses a complete thought. Think About It How would you have written this summary? Would it look similar to this one? Summary: Saint Bernards Passage Today, many people only think of Saint Bernards as good pets. However, in the past, Saint Bernards were considered valuable for their ability to save the lives of people who were buried in the snow.

What is the stated main idea in the paragraph? The temperature had been more than 100 degrees for seven days in a row. The city was in the middle of a heat wave. There had been no rain to cool things off. Even at night, the temperature stayed in the 90s. So many people were using air conditioners and fans that the power kept going off.

The city was in the middle of a heat wave.

In the following example, the topic sentence is at the end of the paragraph. In this position, the topic sentence concludes or summarizes the paragraph. Some worms are smaller than a grain of rice. On the other hand, one kind of worm found in Australia can grow to be 12 feet long. However, the longest worm ever found was in South Africa. It was more than 20 feet long. Worms come in all sizes. All of the sentences in this paragraph lead the reader to the conclusion that "worms come in all sizes."

The graphic illustrates a strategy you can use to determine the stated main idea of a paragraph. First, locate the topic sentence. It may be at the beginning, middle, or end of the paragraph. Then, determine if it explains the message of the paragraph. If it does, then the main idea is a stated main idea.

The Greenhouse Effect If you have ever visited a greenhouse, you know that these structures trap heat to keep plants warm. The greenhouse effect on Earth works in much the same way. Sunlight passes through Earth's atmosphere. Some of the sun's heat is absorbed by land, air, and water. The rest is reflected back into space or trapped by gases such as carbon dioxide, water vapor, and methane within the atmosphere. The trapped heat raises Earth's temperature and makes it suitable for supporting life. Without the greenhouse effect, Earth would be too cold for humans. However, if the greenhouse effect becomes stronger, it could cause Earth's temperature to rise too much and have a serious negative impact.

The greenhouse effect on Earth's atmosphere works the same way as a greenhouse works for plants—by raising temperatures.

Structure Like word choice and details, the structure of a text is influenced by the author's viewpoint. Structure has to do with the text's organization— including how the sentences are written, what information comes first, what information is saved for last, and which points are emphasized. Learning Strategy How you analyze the structure of a text depends on its length and organization. Ask the following questions as you begin your analysis: What kind of text is it? Is it a list, a paragraph, a report, a memo? How is the text structured? Does it follow expectations for the type of text? Does the most important information appear first, and is it written in chronological order? How are the sentences written? Are they simple or complex, short and choppy, or long and hard to read? Read this text and use the questions to help you analyze the text's structure. Write your answers to the questions in your notebook.

The title of the text probably helped you determine the answer to the first question. This text is a course description for a writing class, WRTG 101. Click or tap the button to view the course description again. Questions for Analyzing Structure What kind of text is it—a list, a paragraph, a report, a memo? How is the text structured? Does it follow expectations for the type of text? Does the most important information appear first, and is it written in chronological order? How are the sentences written? Are they simple or complex, short and choppy, or long and hard to read?

The Greenhouse Effect If you have ever visited a greenhouse, you know that these structures trap heat to keep plants warm. The greenhouse effect on Earth works in much the same way. Sunlight passes through Earth's atmosphere. Some of the sun's heat is absorbed by land, air, and water. The rest is reflected back into space or trapped by gases such as carbon dioxide, water vapor, and methane within the atmosphere. The trapped heat raises Earth's temperature and makes it suitable for supporting life. Without the greenhouse effect, Earth would be too cold for humans. However, if the greenhouse effect becomes stronger, it could cause Earth's temperature to rise too much and have a serious negative impact.

The trapped heat raises Earth's temperature and makes it suitable for supporting life.

Supporting Details You have learned how to locate the stated main idea of a paragraph. You have also learned that there are other sentences in a paragraph that support and give details about the main idea. These sentences explain or provide additional information about the topic sentence. These details are called supporting details. Supporting details are the pieces of information you read that support the main idea. They answer the following questions: Who or what was involved in the situation? What happened? Where did it happen? When did it happen? Why did it happen?

To focus your attention on supporting details in a paragraph, first identify the main idea. In the paragraph, the main idea is stated in the topic sentence. Some worms are smaller than a grain of rice. On the other hand, one kind of worm found in Australia can grow to be 12 feet long. However, the longest worm ever found was in South Africa. It was more than 20 feet long. Worms come in all sizes.

Now that you know the main idea is that worms come in all sizes, you can find the details that support the main idea. Reread the paragraph and identify any sentences that contain supporting details that answer the questions who, what, why, when, or where. The paragraph begins by explaining that some worms are smaller than a grain of rice. This answers the what question. There are also sentences explaining that one worm in Australia was 12 feet long, while another in South Africa was more than 20 feet long. These sentences answer the what and where questions.

Types of Supporting Details As you read, look for three different types of supporting details that answer the questions who, what, why, when, or where. These supporting details may be facts, statistics, or examples.

Comparing and Contrasting Viewpoints Comparing and contrasting others' viewpoints can help you better understand the texts you read. This is especially true when you find texts that address the same issue but reach different conclusions about it. Identifying and comparing viewpoints can help you understand why and how different conclusions are reached. A Venn diagram is a useful tool when comparing and contrasting. It provides a visual representation of the unique and shared characteristics of two texts. To complete a Venn diagram, you will need to identify the characteristics of each text you read. A student who read Margret Thompson's WRTG 101 course description made the following list. Topic: describes WRTG 101 Viewpoint: positive Word choice: "valuable" and "opportunity" show the importance and value the author places on writing and the course Details: tells how writing is important at school and work Structure: focus is first on writing, then on the course Click or tap the button to re-read the course description. Notebook Record this list of characteristics in your notebook. It will serve as a model, and it will help you compare Thompson's course description to the one you will read next.

WRTG 101 Course Description by Margret Thompson Writing well is one of the most valuable skills for success in school and in business. Students who write well perform better on essay exams, lab reports, and research papers. Workers who send professional e-mails, draft to-the-point memos, and create effective technical documentation, quickly earn the respect of managers and co-workers. In this course, you will have the opportunity to develop your own writing skills and learn techniques that can improve your ability to write appropriately, no matter the topic or your audience. WRTG 101 will introduce you to the skills and resources successful writers use in a range of school and professional contexts. Your experience in this class will contribute to your immediate academic success as it prepares you to meet and even exceed the writing standards of top employers. Dedicate yourself to success in this course, and you will reap benefits for many years to come. Course Description By Andy Wayne Students in WRTG 101 submit 15 two-page weekly reaction papers (one per week for the first 15 weeks of the semester) and five formal reports, 7-12 pages each. Students learn to prepare a variety of reports, including those that describe procedures, make proposals, and report research results. The importance of proper formatting, correct grammar, and attention to audience expectations will be stressed throughout the course. Using your notes, identify the characteristics the two texts share. A) Both texts describe WRTG 101.

Read the following passage from the National Park Service about Baltimore, Maryland, which is a National Heritage Area. Baltimore is an industrial city that has gone through 30 years of challenging decline, but is re-emerging due to its thriving medical and education institutions. The city is in a recovery phase and with improvements to its core urban issues, some focus has been able to be shifted, making it more attractive as a tourist destination. The city's most viable tourism hot spot is the Inner Harbor, and with support from the Baltimore National Heritage Area (BNHA), the neighborhoods surrounding the harbor have been made more accessible, in turn allowing for this area's rich history to be shared by visitors and residents alike.

What details give the reader a context clue about the writer's viewpoint? A) Details such as "viable tourism hot spot" and "area's rich history" indicate that the viewpoint is positive about the city of Baltimore.

Montana Montana's vast cultural and natural landscape tells the history of the Indian Wars of the 1800s and the struggle over clashing cultures and values....The spectacular glacial and mountain landscapes are protected and enjoyed by all through the international cooperation. Watch your step and take a steamy walk through our nation's first national park and keep your eyes and ears open to spot spectacular wildlife. Washington Washington's cultural sites provide a glimpse into the history and culture of the northwest, the starting point for those with gold in their eyes, and evidence that [humans] can solve their problems peacefully. Visitors can find natural wonders among the recreational lakes, active volcanoes, ruggedly beautiful mountains, temperate rainforests and wild coastline.

What do the two passages have in common in terms of their structure? A) Both passages are short paragraphs containing long and complex sentences.

Now that you have analyzed the structure of the course description, you are ready to determine the author's viewpoint. WRTG 101 Course Description by Margret Thompson Writing well is one of the most valuable skills for success in school and in business. Students who write well perform better on essay exams, lab reports, and research papers. Workers who send professional e-mails, draft to-the-point memos, and create effective technical documentation, quickly earn the respect of managers and co-workers. In this course, you will have the opportunity to develop your own writing skills and learn techniques that can improve your ability to write appropriately, no matter the topic or your audience. WRTG 101 will introduce you to the skills and resources successful writers use in a range of school and professional contexts. Your experience in this class will contribute to your immediate academic success as it prepares you to meet and even exceed the writing standards of top employers. Dedicate yourself to success in this course, and you will reap benefits for many years to come.

What is the author's viewpoint about the course being described? A) Positive

Guided Practice You have just learned how asking questions about the details in a text helps you determine an author's viewpoint. Now, you have an opportunity to further practice this skill. Benjamin found this information about registering to vote in SanTan County on a blog maintained by someone who calls himself "The SanTan Election Adviser." Read the passage and analyze the details. The SanTan Election Adviser's Blog The SanTan County Voter Registration Office offers residents three ways to register to vote. Here is what I have learned about the three methods after helping many young people through the inconvenient process. You can register by standing in line at any Department of Motor Vehicles location. Wait time tends to exceed 45 minutes. After you register, you will need to wait up to three weeks for your voter registration card to arrive in the mail. Register online at www.santan.voter_reg.gov. Once you get there, you will need to dig around a bit to find the online form. Once you have found it, be prepared to spend up to 20 minutes reading the materials and entering the information requested. Also be aware that the form "times out" after only 15 minutes. Be sure to hit "Save" often, or your session may be interrupted and you will have to start over. In theory, you can get a mail-in registration form at any public library or post office in SanTan County. In reality, you may find these locations are all out of forms. I would not recommend making a special trip to any of these locations just to get the form. But, if you are going to the library or post office for other reasons and you happen to find a form, the mail-in option can be cost effective.

What is the author's viewpoint? A) Negative

Read this passage from NASA about the International Space Station. The International Space Station is a unique laboratory for performing investigations that affect human health both in space and on Earth. Throughout its assembly, the space station has supported research that is providing a better understanding of certain aspects of human health, such as aging, trauma, disease and the environment. Several biological and human physiological investigations have yielded important results, including improved understanding of basic physiological processes normally masked by gravity and development of new medical technology and protocols driven by the need to support astronaut health. Advances in telemedicine, disease models, psychological stress response systems, nutrition, cell behavior and environmental health are just a few examples of benefits that have been gained from the unique space station microgravity environment.

What is the main idea of the passage? The International Space Station provides a place where research can be conducted that helps us understand human health.

Read this passage from "The Einstein Theory of Relativity" by H.A. Lorentz. Whether it is true or not that not more than twelve persons in all the world are able to understand Einstein's Theory, it is nevertheless a fact that there is a constant demand for information about this much-debated topic of relativity. The books published on the subject are so technical that only a person trained in pure physics and higher mathematics is able to fully understand them. In order to make a popular explanation of this far-reaching theory available, the present book is published.

What is true about the main idea of this paragraph? The main idea is stated: This book is being published to provide a popular explanation of the Theory of Relativity.

Read this paragraph from the National Oceanic and Atmospheric Administration, a federal agency focused on the condition of our oceans and atmosphere. Sunlight reaching the Earth can heat the land, ocean, and atmosphere. Some of that sunlight is reflected back to space by the surface, clouds, or ice. Much of the sunlight that reaches Earth is absorbed and warms the planet.

What logical conclusion can you draw from details in this passage? Answer: If ice melts, less sunlight will be reflected and more will be absorbed.

Read this sentence from the National Oceanic and Atmospheric Administration, a federal agency focused on the condition of our oceans and atmosphere. When Earth emits the same amount of energy as it absorbs, its energy budget is in balance, and its average temperature remains stable.

What logical conclusion can you draw from this sentence? Answer: Increasing or decreasing the amount of energy the earth emits will destabilize earth's average temperature.

Now take another look at the passage about Randy. Randy is a girl with a mind of her own. She is very determined and almost always gets her way. When someone tries to convince her she is wrong, she can never see the other side of the story. After high school, she moved away from home to go to college. She struggled with many of her classes because she did not agree with the viewpoints presented by her professors. After arguing a point in her communications class for 20 minutes, one of her professors made a suggestion to Randy. She was so excited about the idea that she went right to her room to call her parents so she could share the news.

What news did Randy most likely tell her parents? Answer: She agreed to put her skills to good use by joining her professor's debate team.

Read this passage from an argument written in 1911 by a California State Senator, J. B. Stanford. Woman suffrage (voting rights) has been proven a failure in states that have tried it. It is wrong. California should profit by the mistakes of other states. Not one reform has equal suffrage effected. On the contrary, statistics go to show that in most equal suffrage states, Colorado particularly, that divorces have greatly increased since the adoption of the equal suffrage amendment, showing that it has been a home destroyer. Crime has also increased due to lack of the mothers in the home.

What viewpoint is being supported by the details in this paragraph? A) California should not give women the right to vote.

Details Analyzing details, like analyzing word choice, can help you identify an author's or speaker's viewpoint. Details are the specific ideas, facts, and points of information the author uses. Learning Strategy Authors and speakers may choose to include or omit details, depending upon their viewpoints. To analyze the viewpoint of written or spoken text, ask these questions: What details appear in the text? What is the source of those details? Are they from personal experience, experiments, scholarly resources, facts, or other sources? Are some available details omitted, and if so, why? Benjamin is about to turn 18 years old. He wants to register to vote, so he found this information about voter registration on the SanTan County website. Read the information and use the questions to analyze its details. Write your answers to the questions in your notebook. SanTan County Voter Registration SanTan County offers residents three ways to register to vote. Register at any Department of Motor Vehicles location. See www.santan.dmv.gov for more details Register online at www.santan.voter_reg.gov. Obtain a mail-in registration form at any public library or post office in SanTan County. For a complete listing of sites distributing mail-in forms, see www.santan.mail_in.gov. 15 of 63

When you asked yourself the first question (What details appear in the text?), perhaps you noted that the details list the three means of registering to vote. Click or tap the Passage button to see the voter registration information again.

Does the bold topic sentence state the main idea of the paragraph? No, it does not. Does this mean that there is no main idea in this paragraph? No. The paragraph still has a main idea but instead of being stated in the topic sentence, it is implied, or suggested by the all the other information in the paragraph. An implied main idea is a main idea that is determined from gathering information about the topic of the paragraph from the supporting details. How is an implied main idea different from a stated main idea?

When you have read a paragraph and do not think that the main idea is stated in the topic sentence you will need to determine the implied main idea. To identify an implied main idea, you will need to summarize the paragraph's message based on the details provided. A good way to do this is to think about what title you could give the paragraph. How would you summarize the main idea of this paragraph?

Read this passage from NASA about preventing bone loss in astronauts. Bone loss and kidney stones are well known as essential problems for astronauts to overcome during extended stays in space. Crew members engage in physical exercise for two and a half hours a day, six times a week (fifteen hour a week) while in orbit to avoid these issues. Nevertheless, the risks of these problems occurring cannot be completely eliminated through physical exercise alone.

Which detail in the passage is the most specific? Astronauts exercise for at least 15 hours per week while in space.

Read this passage from "Suited for Spacewalking," A NASA publication. The temperature range of outer space and on planetary bodies is affected by a wide range of factors. In outer space, the temperature on a surface depends upon whether that surface is in sunlight and if so, the angle of that surface to the Sun's rays. On a planetary body, the temperature also varies with the ambient atmospheric temperature, winds, and nearby surface materials. For example, on Earth temperatures can vary dramatically on a summer day between asphalt parking lots and grassy borders.

Which of the following details is the most specific in its support of the main idea? A) On Earth, temperatures can vary on a summer day between asphalt parking lots and grassy borders.

With so little participation in the voting process, it is little wonder there are so many problems in society. Note that half of eligible voters vote for the President of the United States. That means that half of the population doesn't care about the future of the country. It also means that their own needs and wishes are not reflected by the leadership of the country. Voting for effective leaders is one of the best ways to deal with major social problems. But if people cannot even be bothered to vote, then that is perhaps the biggest social problem of all because it means that half the population is not serious about improving their nation and society.

Which of the following does not convey the author's viewpoint? A) Note that half of eligible voters vote for the President of the United States.

Guided Practice You have learned in detail about all four steps that help you communicate about others' viewpoints. Now, you have an opportunity to check your understanding. Take a look at the course description. A student wrote the following claim about Margret Thompson's WRTG 101 course description. Thompson's positive opinion of academics is demonstrated by a course description that stresses the importance of participating in academic pursuits. WRTG 101 Course Description by Margret Thompson Writing well is one of the most valuable skills for success in school and in business. Students who write well perform better on essay exams, lab reports, and research papers. Workers who send professional e-mails, draft to-the-point memos, and create effective technical documentation, quickly earn the respect of managers and co-workers. In this course, you will have the opportunity to develop your own writing skills and learn techniques that can improve your ability to write appropriately, no matter the topic or your audience. WRTG 101 will introduce you to the skills and resources successful writers use in a range of school and professional contexts. Your experience in this class will contribute to your immediate academic success as it prepares you to meet and even exceed the writing standards of top employers. Dedicate yourself to success in this course, and you will reap benefits for many years to come.

Which statement provides the most direct example of evidence from the course description to support the student's claim? A) Thompson uses details from academic situations—essay exams, lab reports, and research papers.

Read the following paragraph and see if you can determine the implied main idea. Despite dropping temperatures and decreased daylight, finches, sparrows, and mockingbirds are birds commonly seen in winter. These birds feed mostly on seeds and berries. This food is plentiful even through the coldest months.

While determining the implied main idea, it is helpful to look at the supporting details. Answer the questions to find the main idea for the paragraph. It is all right if you cannot find answers for all of these questions. Remember, they serve as a guide to help you determine the main idea. Despite dropping temperatures and decreased daylight, finches, sparrows, and mockingbirds are birds commonly seen in winter. These birds feed mostly on seeds and berries. This food is plentiful even through the coldest months. Who or what was involved in the situation? What happened? Where did it happen? When did it happen? Why did it happen?

Read the passage. Randy is a girl with a mind of her own. She is very determined and almost always gets her way. When someone tries to convince her she is wrong, she can never see the other side of the story. After high school, she moved away from home to go to college. She struggled with many of her classes because she did not agree with the viewpoints presented by her professors. After arguing a point in her communications class for 20 minutes, one of her professors made a suggestion to Randy. She was so excited about the idea that she went right to her room to call her parents so she could share the news.

Who is the story about? Answer: Randy

Despite dropping temperatures and decreased daylight, finches, sparrows, and mockingbirds are birds commonly seen in winter. These birds feed mostly on seeds and berries. This food is plentiful even through the coldest months. Take a look at the table to see how to use supporting details to determine the implied main idea. The main idea of this passage is that finches, sparrows, and mockingbirds can survive the coldest winter months. Again, you will know that you have identified the implied main idea of the paragraph when all the other sentences in that paragraph support it.

Who or what was involved in the situation? finches, sparrows, and mockingbirds What happened? being seen in the winter Where did it happen? not answered by the passage When did it happen? during the coldest months Why did it happen? plenty of seeds and berries to eat

What is Summary? A summary is a brief statement of the main idea and supporting details of a piece of writing. When you summarize something you have read, your goal is to present the general idea in as few words as possible.

Why Summarize? Although you may not be aware of it, you probably summarize information and events all the time. Summarizing allows you to share your experiences with others, both inside and outside of school. Your teacher might ask you to tell the class about a book you have read. A friend might ask you what you did over the weekend. Your parents might ask you what happened during your soccer game. All of these situations require you to summarize. As you go through this lesson, think about how you summarize in your daily life.

Read the passage again. Randy is a girl with a mind of her own. She is very determined and almost always gets her way. When someone tries to convince her she is wrong, she can never see the other side of the story. After high school, she moved away from home to go to college. She struggled with many of her classes because she did not agree with the viewpoints presented by her professors. After arguing a point in her communications class for 20 minutes, one of her professors made a suggestion to Randy. She was so excited about the idea that she went right to her room to call her parents so she could share the news.

Why did Randy struggle with her classes? Answer: She did not agree with her professors' viewpoints.

Ways to Identify Viewpoint Viewpoint is not only present in written texts. You can also identify the viewpoint in speeches. While the techniques you will learn in this lesson can be applied to both written and spoken texts, the emphasis will be on written text. Notebook An author's viewpoint is expressed through the following three components: word choice—the specific vocabulary the author uses details—the specific ideas, facts, and points of information the author uses structure—the organization of the text and how the sentences are written

Word Choice Words form the basis of all written or spoken communication. An author's or speaker's choice of words provides important insight into his or her viewpoint on a subject. Evaluating word choice involves considering how formal the language is, what kind of vocabulary is used, and the meanings of the words used. Learning Strategy While analyzing an author's word choice, ask yourself the following questions: What information is being discussed? In other words, what is the topic? Are the words used to express the information loaded with additional meaning that might indicate the viewpoint? Let's try using those questions to guide your reading and analysis of a conversation between a teacher and a student. Record your analysis in your notebook. Click or tap the image to read the student's response.

Read the paragraph. What is the topic sentence in the paragraph?

Worms come in all sizes.

Often, you can find a more specific verb, one that tells readers what the text does. Here are some specific verbs used to introduce a text: argues claims suggests admits concludes describes

You have just learned the first two steps for communicating about others' viewpoints. Before you learn about the third and fourth steps, let's check your understanding of Step 1 and Step 2. Which statement is true about communicating others' viewpoints? A) It is useful to tell readers the author's or speaker's name, as well as the name of the text under discussion.

Viewpoint When you are faced with any source of information—whether a report on global warming or a review of a movie that will open this weekend—it is useful to identify the author's viewpoint, or perspective. There are many possible viewpoints, or perspectives, from which an author may write. The following are three basic viewpoints: positive—in which the author writes from a favorable perspective neutral—in which the author writes without expressing his or her opinion negative—in which the author writes from an unfavorable perspective Click or tap the image to read examples of different viewpoints. Additionally, more specific viewpoints may be identified. For example, an author may write from a political, religious, parental, or youthful perspective. Think About It How would you expect the viewpoint of a teacher to differ from the viewpoint of a student in an essay on the value of homework? Notebook Viewpoint is the author's expressed opinion and reflects the source of the author's information—general research, for example, or personal experience.

You have just learned the three basic viewpoints. Now, you have an opportunity to test your understanding. Read the passage. The Express Scooter is a dangerous vehicle. Weighing only 10 pounds, the scooter falls over easily and offers no protection to its rider in an accident. No matter the potential savings, the Express Scooter comes at too high a cost. Your life and your health deserve better protection than the Express Scooter can provide. Which statement is true about this passage? A)The viewpoint is negative.

Did you identify the topic of each sentence? Both sentences are about homework. Which words do the speakers use to express their viewpoints about the studying to be done at home? Perhaps you noted that the teacher uses the verb "to invest," whereas the student uses the verb "to waste." The choice of verbs provides an important clue about each speaker's viewpoint. Also, the teacher and the student differ in how they describe what the hour would be spent doing. The teacher calls it "improving your study habits," while the student calls it "doing mindless busywork." How would you label the teacher's and the student's viewpoints—positive, neutral, or negative?

You probably recognized the teacher's viewpoint as positive and the student's viewpoint as negative. The teacher's word choices—"invest" and "to improve your study skills"—are more positive than the student's word choices—"waste" and "doing mindless busywork." Read the following partial sentence. I am asking you to invest an hour a night... Which word could be substituted for "invest," if the speaker wanted to express a neutral viewpoint? A) TAKE

The sentence following the topic provides which type of supporting detail? Topic: Tornadoes are destructive forces that can occur in the United States. Garbage cans may roll down the street, and traffic signals may dance crazily on their wires.

example

The sentence following the topic provides which type of supporting detail? Topic: Tornadoes are destructive forces that can occur in the United States. Air pressure inside a tornado is lower than the area outside the tornado.

fact

Using Web Diagrams Sometimes, it is helpful to use a web or cluster diagram to organize the material presented in a paragraph. A web diagram is a graphic organizer. You can use this type of graphic organizer to break down the parts of a paragraph. Move through the activity to view the web diagram parts.

see how the web diagram can be used to break down the paragraph. An average person has about 20 square feet of skin. It weighs an average of 5.6 pounds. The skin is the largest and heaviest human organ. Many people may not even know that the skin is a human organ. Move through the activity to view the web diagram parts.

The sentence following the topic provides which type of supporting detail? Topic: Tornadoes are destructive forces that can occur in the United States. Last year, there were 25 tornado touchdowns in the state of Kansas.

statistic

Remember that a summary is a brief statement of the main idea and supporting details of a piece of writing. When you summarize something you have read, your goal is to present the general idea in as few words as possible.

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Writing About Others' Viewpoints When you write about others' viewpoints, you need to do more than just state the author's or speaker's perspective. It is important to consider the needs and expectations of the members of your audience, who may be unfamiliar with the text. These four steps will help you clearly communicate your ideas in a logical manner. Introduce the author or speaker and the text you are writing about. Use appropriate verbs to write at least one sentence that tells what the text is about. Make a claim about the author's or speaker's viewpoint. Use evidence from the text—about the word choice, details, or structure—to support your thesis.

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