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TEN STEPS to IMPROVING COLLEGE READING SKILLS SIXTH EDITION TEN STEPS to IMPROVING COLLEGE READING SKILLS John Langan © 2014 Townsend Press

3 Supporting Details

Video Lesson http://www.townsendpress.net/class/exercises/assignment/22/5001

What Are Supporting Details? CHAPTER 3 Supporting Details What Are Supporting Details? Supporting details are reasons, examples, facts, steps, or other kinds of evidence that explain a main idea. See page 103 in textbook.

In this cartoon, what is the speaker’s main idea? CHAPTER 3 Supporting Details What Are Supporting Details? See page 103 in textbook. Answer: Main idea – the marriage has problems In this cartoon, what is the speaker’s main idea? The main idea is that the marriage has problems.

The supporting reasons are the three reasons stated by the wife. CHAPTER 3 Supporting Details What Are Supporting Details? 1 See page 103 in textbook. 2 3 The supporting reasons are the three reasons stated by the wife.

A Paragraph with Strong Support CHAPTER 3 Supporting Details What Are Supporting Details? / 3 Antonyms A Paragraph with Strong Support See page 104 in textbook.

As you read the paragraph, try to identify the three major details. CHAPTER 3 Supporting Details What Are Supporting Details? / A Paragraph with Strong Support In the paragraph below, three major details support the main idea that many people are strangely passive when they visit a doctor. As you read the paragraph, try to identify the three major details. Many people are strangely passive when they visit a doctor. First of all, they often fail to provide the doctor with complete information about their medical problem. They may barely describe their symptoms, believing that a skilled doctor—like a master car mechanic—will somehow easily be able to diagnose what is wrong with them. Secondly, many people fail to ask their doctors for a full and clear explanation of their condition. They don’t want to appear ignorant in front of their “all-knowing” doctor, and they don’t want to take up too much of this Important Person’s time, so they say little and ask almost nothing. Last of all, they often fail to understand a doctor’s orders. Studies show that many patients don’t understand why they should take a certain medication or for how long they should take it. Incredibly enough, some patients are not even sure, as they are about to be rolled into an operating room, why they are having surgery! See page 104 in textbook. Answers: First major detail – fail to provide complete information about problem; Second major detail – fail to ask for full and clear explanation; Third major detail – fail to understand doctor’s orders The next slide shows the answers.

CHAPTER 3 Supporting Details What Are Supporting Details? / A Paragraph with Strong Support Many people are strangely passive when they visit a doctor. First of all, they often fail to provide the doctor with complete information about their medical problem. They may barely describe their symptoms, believing that a skilled doctor—like a master car mechanic—will somehow easily be able to diagnose what is wrong with them. Secondly, many people fail to ask their doctors for a full and clear explanation of their condition. They don’t want to appear ignorant in front of their “all-knowing” doctor, and they don’t want to take up too much of this Important Person’s time, so they say little and ask almost nothing. Last of all, they often fail to understand a doctor’s orders. Studies show that many patients don’t understand why they should take a certain medication or for how long they should take it. Incredibly enough, some patients are not even sure, as they are about to be rolled into an operating room, why they are having surgery! 1 2 See page 104 in textbook. 3

CHAPTER 3 Supporting Details What Are Supporting Details? / A Paragraph with Strong Support Many people are strangely passive when they visit a doctor. First of all, they often fail to provide the doctor with complete information about their medical problem. They may barely describe their symptoms, believing that a skilled doctor—like a master car mechanic—will somehow easily be able to diagnose what is wrong with them. Secondly, many people fail to ask their doctors for a full and clear explanation of their condition. They don’t want to appear ignorant in front of their “all-knowing” doctor, and they don’t want to take up too much of this Important Person’s time, so they say little and ask almost nothing. Last of all, they often fail to understand a doctor’s orders. Studies show that many patients don’t understand why they should take a certain medication or for how long they should take it. Incredibly enough, some patients are not even sure, as they are about to be rolled into an operating room, why they are having surgery! 2 1 3 See page 104 in textbook.

CHAPTER 3 Supporting Details What Are Supporting Details? / A Paragraph with Strong Support Many people are strangely passive when they visit a doctor. First of all, they often fail to provide the doctor with complete information about their medical problem. They may barely describe their symptoms, believing that a skilled doctor—like a master car mechanic—will somehow easily be able to diagnose what is wrong with them. Secondly, many people fail to ask their doctors for a full and clear explanation of their condition. They don’t want to appear ignorant in front of their “all-knowing” doctor, and they don’t want to take up too much of this Important Person’s time, so they say little and ask almost nothing. Last of all, they often fail to understand a doctor’s orders. Studies show that many patients don’t understand why they should take a certain medication or for how long they should take it. Incredibly enough, some patients are not even sure, as they are about to be rolled into an operating room, why they are having surgery! Try to complete this basic outline of the paragraph. What is the first major detail that supports the main idea? See page 104 in textbook. Answer: Don’t provide enough information about their problem The next slide shows the answer. Main idea: Many people are strangely passive when they visit a doctor. Supporting detail 1: Supporting detail 2: Supporting detail 3:

Many people are strangely passive when they visit a doctor. CHAPTER 3 Supporting Details What Are Supporting Details? / A Paragraph with Strong Support Many people are strangely passive when they visit a doctor. First of all, they often fail to provide the doctor with complete information about their medical problem. They may barely describe their symptoms, believing that a skilled doctor—like a master car mechanic—will somehow easily be able to diagnose what is wrong with them. Secondly, many people fail to ask their doctors for a full and clear explanation of their condition. They don’t want to appear ignorant in front of their “all-knowing” doctor, and they don’t want to take up too much of this Important Person’s time, so they say little and ask almost nothing. Last of all, they often fail to understand a doctor’s orders. Studies show that many patients don’t understand why they should take a certain medication or for how long they should take it. Incredibly enough, some patients are not even sure, as they are about to be rolled into an operating room, why they are having surgery! 1 See page 104 in textbook. Main idea: Many people are strangely passive when they visit a doctor. Supporting detail 1: Don’t provide enough information about their problem Supporting detail 2: Supporting detail 3:

What is the second major detail that supports the main idea? CHAPTER 3 Supporting Details What Are Supporting Details? / A Paragraph with Strong Support Many people are strangely passive when they visit a doctor. First of all, they often fail to provide the doctor with complete information about their medical problem. They may barely describe their symptoms, believing that a skilled doctor—like a master car mechanic—will somehow easily be able to diagnose what is wrong with them. Secondly, many people fail to ask their doctors for a full and clear explanation of their condition. They don’t want to appear ignorant in front of their “all-knowing” doctor, and they don’t want to take up too much of this Important Person’s time, so they say little and ask almost nothing. Last of all, they often fail to understand a doctor’s orders. Studies show that many patients don’t understand why they should take a certain medication or for how long they should take it. Incredibly enough, some patients are not even sure, as they are about to be rolled into an operating room, why they are having surgery! What is the second major detail that supports the main idea? See page 104 in textbook. Answer: Don’t get a full explanation of their problem The next slide shows the answer. Main idea: Many people are strangely passive when they visit a doctor. Supporting detail 1: Don’t provide enough information about their problem Supporting detail 2: Supporting detail 3:

Many people are strangely passive when they visit a doctor. CHAPTER 3 Supporting Details What Are Supporting Details? / A Paragraph with Strong Support Many people are strangely passive when they visit a doctor. First of all, they often fail to provide the doctor with complete information about their medical problem. They may barely describe their symptoms, believing that a skilled doctor—like a master car mechanic—will somehow easily be able to diagnose what is wrong with them. Secondly, many people fail to ask their doctors for a full and clear explanation of their condition. They don’t want to appear ignorant in front of their “all-knowing” doctor, and they don’t want to take up too much of this Important Person’s time, so they say little and ask almost nothing. Last of all, they often fail to understand a doctor’s orders. Studies show that many patients don’t understand why they should take a certain medication or for how long they should take it. Incredibly enough, some patients are not even sure, as they are about to be rolled into an operating room, why they are having surgery! 2 See page 104 in textbook. Main idea: Many people are strangely passive when they visit a doctor. Supporting detail 1: Don’t provide enough information about their problem Supporting detail 2: Don’t get a full explanation of their problem Supporting detail 3:

What is the third major detail that supports the main idea? CHAPTER 3 Supporting Details What Are Supporting Details? / A Paragraph with Strong Support Many people are strangely passive when they visit a doctor. First of all, they often fail to provide the doctor with complete information about their medical problem. They may barely describe their symptoms, believing that a skilled doctor—like a master car mechanic—will somehow easily be able to diagnose what is wrong with them. Secondly, many people fail to ask their doctors for a full and clear explanation of their condition. They don’t want to appear ignorant in front of their “all-knowing” doctor, and they don’t want to take up too much of this Important Person’s time, so they say little and ask almost nothing. Last of all, they often fail to understand a doctor’s orders. Studies show that many patients don’t understand why they should take a certain medication or for how long they should take it. Incredibly enough, some patients are not even sure, as they are about to be rolled into an operating room, why they are having surgery! What is the third major detail that supports the main idea? See page 104 in textbook. Answer: Don’t understand a doctor’s orders The next slide shows the answer. Main idea: Many people are strangely passive when they visit a doctor. Supporting detail 1: Don’t provide enough information about their problem Supporting detail 2: Don’t get a full explanation of their problem Supporting detail 3:

Many people are strangely passive when they visit a doctor. CHAPTER 3 Supporting Details What Are Supporting Details? / A Paragraph with Strong Support Many people are strangely passive when they visit a doctor. First of all, they often fail to provide the doctor with complete information about their medical problem. They may barely describe their symptoms, believing that a skilled doctor—like a master car mechanic—will somehow easily be able to diagnose what is wrong with them. Secondly, many people fail to ask their doctors for a full and clear explanation of their condition. They don’t want to appear ignorant in front of their “all-knowing” doctor, and they don’t want to take up too much of this Important Person’s time, so they say little and ask almost nothing. Last of all, they often fail to understand a doctor’s orders. Studies show that many patients don’t understand why they should take a certain medication or for how long they should take it. Incredibly enough, some patients are not even sure, as they are about to be rolled into an operating room, why they are having surgery! 3 See page 104 in textbook. Main idea: Many people are strangely passive when they visit a doctor. Supporting detail 1: Don’t provide enough information about their problem Supporting detail 2: Don’t get a full explanation of their problem Supporting detail 3: Don’t understand a doctor’s orders

Many people are strangely passive when they visit a doctor. CHAPTER 3 Supporting Details What Are Supporting Details? / A Paragraph with Strong Support Many people are strangely passive when they visit a doctor. First of all, they often fail to provide the doctor with complete information about their medical problem. They may barely describe their symptoms, believing that a skilled doctor—like a master car mechanic—will somehow easily be able to diagnose what is wrong with them. Secondly, many people fail to ask their doctors for a full and clear explanation of their condition. They don’t want to appear ignorant in front of their “all-knowing” doctor, and they don’t want to take up too much of this Important Person’s time, so they say little and ask almost nothing. Last of all, they often fail to understand a doctor’s orders. Studies show that many patients don’t understand why they should take a certain medication or for how long they should take it. Incredibly enough, some patients are not even sure, as they are about to be rolled into an operating room, why they are having surgery! See page 104 in textbook. Main idea: Many people are strangely passive when they visit a doctor. Supporting detail 1: Don’t provide enough information about their problem Supporting detail 2: Don’t get a full explanation of their problem Supporting detail 3: Don’t understand a doctor’s orders

Many people are strangely passive when they visit a doctor. CHAPTER 3 Supporting Details What Are Supporting Details? / A Paragraph with Strong Support Many people are strangely passive when they visit a doctor. First of all, they often fail to provide the doctor with complete information about their medical problem. They may barely describe their symptoms, believing that a skilled doctor—like a master car mechanic—will somehow easily be able to diagnose what is wrong with them. Secondly, many people fail to ask their doctors for a full and clear explanation of their condition. They don’t want to appear ignorant in front of their “all-knowing” doctor, and they don’t want to take up too much of this Important Person’s time, so they say little and ask almost nothing. Last of all, they often fail to understand a doctor’s orders. Studies show that many patients don’t understand why they should take a certain medication or for how long they should take it. Incredibly enough, some patients are not even sure, as they are about to be rolled into an operating room, why they are having surgery! See page 104 in textbook. Main idea: Many people are strangely passive when they visit a doctor. Supporting detail 1: Don’t provide enough information about their problem Supporting detail 2: Don’t get a full explanation of their problem Supporting detail 3: Don’t understand a doctor’s orders

Understanding Major and Minor Details CHAPTER 3 Supporting Details What Are Supporting Details? Understanding Major and Minor Details There are often two levels of supporting details—major and minor. The major details explain and develop the main idea. In turn, the minor details help fill out and make clear the major details. See page 105 in textbook.

CHAPTER 3 Supporting Details What Are Supporting Details? / Understanding Major and Minor Details In the paragraph below, the main idea is stated in the first sentence. It is supported by two major details. As you read the paragraph, try to pick out the two major details that support the main idea. There are two ways to relate to people in our lives. One way is to see them as objects: we get something from them, but we are not concerned with how they feel. They are there only for our use. For example, we might treat as an object the person who sells us items in a convenience store or waits on us in a restaurant or even teaches a class we are taking. The second way we can see people is as subjects, letting ourselves be aware that they have feelings just as we do. There is a story about a British woman who was expecting important guests for tea one afternoon. She looked out from her front porch after lunch and was horrified to see that her gardener had not shown up for work. When he finally arrived, she tore into him. “Do you know who is coming here in an hour? I ought to fire you!” Without looking up, the man quietly said, “I’m sorry. My little girl died during the night, and we had to bury her today.” For the first time, the woman saw the man as a human being, not simply as a device for keeping her lawn attractive. He stopped being an object and became a subject, a possessor of feelings, needs, pains, and relationships to which she had never given a thought. See page 105 in textbook. Answers: Major detail 1 – see people as objects; Major detail 2 – see people as subjects The next slide shows the answers.

CHAPTER 3 Supporting Details What Are Supporting Details? / Understanding Major and Minor Details There are two ways to relate to people in our lives. One way is to see them as objects: we get something from them, but we are not concerned with how they feel. They are there only for our use. For example, we might treat as an object the person who sells us items in a convenience store or waits on us in a restaurant or even teaches a class we are taking. The second way we can see people is as subjects, letting ourselves be aware that they have feelings just as we do. There is a story about a British woman who was expecting important guests for tea one afternoon. She looked out from her front porch after lunch and was horrified to see that her gardener had not shown up for work. When he finally arrived, she tore into him. “Do you know who is coming here in an hour? I ought to fire you!” Without looking up, the man quietly said, “I’m sorry. My little girl died during the night, and we had to bury her today.” For the first time, the woman saw the man as a human being, not simply as a device for keeping her lawn attractive. He stopped being an object and became a subject, a possessor of feelings, needs, pains, and relationships to which she had never given a thought. 1 2 See page 105 in textbook.

The first major detail is followed by three examples. CHAPTER 3 Supporting Details What Are Supporting Details? / Understanding Major and Minor Details The two major details are in turn supported by minor details, which are examples in this case. The first major detail is followed by three examples. There are two ways to relate to people in our lives. One way is to see them as objects: we get something from them, but we are not concerned with how they feel. They are there only for our use. For example, we might treat as an object the person who sells us items in a convenience store or waits on us in a restaurant or even teaches a class we are taking. The second way we can see people is as subjects, letting ourselves be aware that they have feelings just as we do. There is a story about a British woman who was expecting important guests for tea one afternoon. She looked out from her front porch after lunch and was horrified to see that her gardener had not shown up for work. When he finally arrived, she tore into him. “Do you know who is coming here in an hour? I ought to fire you!” Without looking up, the man quietly said, “I’m sorry. My little girl died during the night, and we had to bury her today.” For the first time, the woman saw the man as a human being, not simply as a device for keeping her lawn attractive. He stopped being an object and became a subject, a possessor of feelings, needs, pains, and relationships to which she had never given a thought. See page 105 in textbook.

The second major detail is followed by one long example. CHAPTER 3 Supporting Details What Are Supporting Details? / Understanding Major and Minor Details The second major detail is followed by one long example. There are two ways to relate to people in our lives. One way is to see them as objects: we get something from them, but we are not concerned with how they feel. They are there only for our use. For example, we might treat as an object the person who sells us items in a convenience store or waits on us in a restaurant or even teaches a class we are taking. The second way we can see people is as subjects, letting ourselves be aware that they have feelings just as we do. There is a story about a British woman who was expecting important guests for tea one afternoon. She looked out from her front porch after lunch and was horrified to see that her gardener had not shown up for work. When he finally arrived, she tore into him. “Do you know who is coming here in an hour? I ought to fire you!” Without looking up, the man quietly said, “I’m sorry. My little girl died during the night, and we had to bury her today.” For the first time, the woman saw the man as a human being, not simply as a device for keeping her lawn attractive. He stopped being an object and became a subject, a possessor of feelings, needs, pains, and relationships to which she had never given a thought. See page 105 in textbook.

CHAPTER 3 Supporting Details What Are Supporting Details? / Understanding Major and Minor Details There are two ways to relate to people in our lives. One way is to see them as objects: we get something from them, but we are not concerned with how they feel. They are there only for our use. For example, we might treat as an object the person who sells us items in a convenience store or waits on us in a restaurant or even teaches a class we are taking. The second way we can see people is as subjects, letting ourselves be aware that they have feelings just as we do. There is a story about a British woman who was expecting important guests for tea one afternoon. She looked out from her front porch after lunch and was horrified to see that her gardener had not shown up for work. When he finally arrived, she tore into him. “Do you know who is coming here in an hour? I ought to fire you!” Without looking up, the man quietly said, “I’m sorry. My little girl died during the night, and we had to bury her today.” For the first time, the woman saw the man as a human being, not simply as a device for keeping her lawn attractive. He stopped being an object and became a subject, a possessor of feelings, needs, pains, and relationships to which she had never given a thought. See page 105 in textbook.

CHAPTER 3 Supporting Details What Are Supporting Details? / Understanding Major and Minor Details There are two ways to relate to people in our lives. One way is to see them as objects: we get something from them, but we are not concerned with how they feel. They are there only for our use. For example, we might treat as an object the person who sells us items in a convenience store or waits on us in a restaurant or even teaches a class we are taking. The second way we can see people is as subjects, letting ourselves be aware that they have feelings just as we do. There is a story about a British woman who was expecting important guests for tea one afternoon. She looked out from her front porch after lunch and was horrified to see that her gardener had not shown up for work. When he finally arrived, she tore into him. “Do you know who is coming here in an hour? I ought to fire you!” Without looking up, the man quietly said, “I’m sorry. My little girl died during the night, and we had to bury her today.” For the first time, the woman saw the man as a human being, not simply as a device for keeping her lawn attractive. He stopped being an object and became a subject, a possessor of feelings, needs, pains, and relationships to which she had never given a thought. See page 105 in textbook. The main idea in this paragraph is “two ways to relate to people in our lives.” The first major detail is to see people as objects, and the second detail is to see them as subjects.

CHAPTER 3 Supporting Details What Are Supporting Details? / Understanding Major and Minor Details There are two ways to relate to people in our lives. One way is to see them as objects: we get something from them, but we are not concerned with how they feel. They are there only for our use. For example, we might treat as an object the person who sells us items in a convenience store or waits on us in a restaurant or even teaches a class we are taking. The second way we can see people is as subjects, letting ourselves be aware that they have feelings just as we do. There is a story about a British woman who was expecting important guests for tea one afternoon. She looked out from her front porch after lunch and was horrified to see that her gardener had not shown up for work. When he finally arrived, she tore into him. “Do you know who is coming here in an hour? I ought to fire you!” Without looking up, the man quietly said, “I’m sorry. My little girl died during the night, and we had to bury her today.” For the first time, the woman saw the man as a human being, not simply as a device for keeping her lawn attractive. He stopped being an object and became a subject, a possessor of feelings, needs, pains, and relationships to which she had never given a thought. See page 105 in textbook. The first major detail is to see people as objects, and the second detail is to see them as subjects.

CHAPTER 3 Supporting Details What Are Supporting Details? / Understanding Major and Minor Details There are two ways to relate to people in our lives. One way is to see them as objects: we get something from them, but we are not concerned with how they feel. They are there only for our use. For example, we might treat as an object the person who sells us items in a convenience store or waits on us in a restaurant or even teaches a class we are taking. The second way we can see people is as subjects, letting ourselves be aware that they have feelings just as we do. There is a story about a British woman who was expecting important guests for tea one afternoon. She looked out from her front porch after lunch and was horrified to see that her gardener had not shown up for work. When he finally arrived, she tore into him. “Do you know who is coming here in an hour? I ought to fire you!” Without looking up, the man quietly said, “I’m sorry. My little girl died during the night, and we had to bury her today.” For the first time, the woman saw the man as a human being, not simply as a device for keeping her lawn attractive. He stopped being an object and became a subject, a possessor of feelings, needs, pains, and relationships to which she had never given a thought. See page 105 in textbook. The minor details are the examples the author has used to make those two major details clear.

CHAPTER 3 Supporting Details What Are Supporting Details? / Understanding Major and Minor Details There are two ways to relate to people in our lives. One way is to see them as objects: we get something from them, but we are not concerned with how they feel. They are there only for our use. For example, we might treat as an object the person who sells us items in a convenience store or waits on us in a restaurant or even teaches a class we are taking. The second way we can see people is as subjects, letting ourselves be aware that they have feelings just as we do. There is a story about a British woman who was expecting important guests for tea one afternoon. She looked out from her front porch after lunch and was horrified to see that her gardener had not shown up for work. When he finally arrived, she tore into him. “Do you know who is coming here in an hour? I ought to fire you!” Without looking up, the man quietly said, “I’m sorry. My little girl died during the night, and we had to bury her today.” For the first time, the woman saw the man as a human being, not simply as a device for keeping her lawn attractive. He stopped being an object and became a subject, a possessor of feelings, needs, pains, and relationships to which she had never given a thought. See page 105 in textbook. A brief, informal outline can show the relationships between the main idea and its major and minor details can be seen at a glance.

Two ways to relate to people in our lives CHAPTER 3 Supporting Details What Are Supporting Details? / Understanding Major and Minor Details There are two ways to relate to people in our lives. One way is to see them as objects: we get something from them, but we are not concerned with how they feel. They are there only for our use. For example, we might treat as an object the person who sells us items in a convenience store or waits on us in a restaurant or even teaches a class we are taking. The second way we can see people is as subjects, letting ourselves be aware that they have feelings just as we do. There is a story about a British woman who was expecting important guests for tea one afternoon. She looked out from her front porch after lunch and was horrified to see that her gardener had not shown up for work. When he finally arrived, she tore into him. “Do you know who is coming here in an hour? I ought to fire you!” Without looking up, the man quietly said, “I’m sorry. My little girl died during the night, and we had to bury her today.” For the first time, the woman saw the man as a human being, not simply as a device for keeping her lawn attractive. He stopped being an object and became a subject, a possessor of feelings, needs, pains, and relationships to which she had never given a thought. See page 105 in textbook. Main idea: Two ways to relate to people in our lives

Two ways to relate to people in our lives CHAPTER 3 Supporting Details What Are Supporting Details? / Understanding Major and Minor Details There are two ways to relate to people in our lives. One way is to see them as objects: we get something from them, but we are not concerned with how they feel. They are there only for our use. For example, we might treat as an object the person who sells us items in a convenience store or waits on us in a restaurant or even teaches a class we are taking. The second way we can see people is as subjects, letting ourselves be aware that they have feelings just as we do. There is a story about a British woman who was expecting important guests for tea one afternoon. She looked out from her front porch after lunch and was horrified to see that her gardener had not shown up for work. When he finally arrived, she tore into him. “Do you know who is coming here in an hour? I ought to fire you!” Without looking up, the man quietly said, “I’m sorry. My little girl died during the night, and we had to bury her today.” For the first time, the woman saw the man as a human being, not simply as a device for keeping her lawn attractive. He stopped being an object and became a subject, a possessor of feelings, needs, pains, and relationships to which she had never given a thought. See page 105 in textbook. Main idea: Two ways to relate to people in our lives 1. See them as objects 2. See them as subjects

Two ways to relate to people in our lives CHAPTER 3 Supporting Details What Are Supporting Details? / Understanding Major and Minor Details There are two ways to relate to people in our lives. One way is to see them as objects: we get something from them, but we are not concerned with how they feel. They are there only for our use. For example, we might treat as an object the person who sells us items in a convenience store or waits on us in a restaurant or even teaches a class we are taking. The second way we can see people is as subjects, letting ourselves be aware that they have feelings just as we do. There is a story about a British woman who was expecting important guests for tea one afternoon. She looked out from her front porch after lunch and was horrified to see that her gardener had not shown up for work. When he finally arrived, she tore into him. “Do you know who is coming here in an hour? I ought to fire you!” Without looking up, the man quietly said, “I’m sorry. My little girl died during the night, and we had to bury her today.” For the first time, the woman saw the man as a human being, not simply as a device for keeping her lawn attractive. He stopped being an object and became a subject, a possessor of feelings, needs, pains, and relationships to which she had never given a thought. See page 105 in textbook. Main idea: Two ways to relate to people in our lives 1. See them as objects Examples: convenience-store salesperson, waiter, teacher 2. See them as subjects Example: British woman and her gardener

Two ways to relate to people in our lives CHAPTER 3 Supporting Details What Are Supporting Details? / Understanding Major and Minor Details There are two ways to relate to people in our lives. One way is to see them as objects: we get something from them, but we are not concerned with how they feel. They are there only for our use. For example, we might treat as an object the person who sells us items in a convenience store or waits on us in a restaurant or even teaches a class we are taking. The second way we can see people is as subjects, letting ourselves be aware that they have feelings just as we do. There is a story about a British woman who was expecting important guests for tea one afternoon. She looked out from her front porch after lunch and was horrified to see that her gardener had not shown up for work. When he finally arrived, she tore into him. “Do you know who is coming here in an hour? I ought to fire you!” Without looking up, the man quietly said, “I’m sorry. My little girl died during the night, and we had to bury her today.” For the first time, the woman saw the man as a human being, not simply as a device for keeping her lawn attractive. He stopped being an object and became a subject, a possessor of feelings, needs, pains, and relationships to which she had never given a thought. See page 105 in textbook. Main idea: Two ways to relate to people in our lives 1. See them as objects Examples: convenience-store salesperson, waiter, teacher 2. See them as subjects Example: British woman and her gardener

CHAPTER 3 Supporting Details Outlining Preparing an outline of a passage will help you understand and see clearly the relationship between a main idea and its supporting details. See page 106 in textbook.

CHAPTER 3 Supporting Details Outlining Outlines start with a main idea (or a heading that summarizes the main idea), followed by major supporting details. Sometimes there will be a level of minor details as well. See page 106 in textbook.

Here is the paragraph on bullying that you saw in Chapter 2. CHAPTER 3 Supporting Details Outlining School bullies have been around as long as there have been schools. Studies reveal several reasons why some children become bullies. Research shows that a certain combination of size and personality may be one factor. Bigger, more aggressive children are more likely to try to dominate their smaller, quieter peers. Another factor linked to bullying is overexposure to violent TV programs. By the time the average American child is ten years old, he or she has watched thousands of acts of violence, including assault and murder. Such exposure can lead to aggression and violence. Finally, exposure to real violence is a factor in bullying. Studies indicate that victims of bullies often turn into bullies themselves. Whether abused by family members or tormented by other kids, bullies typically learn their behavior from others. Look closely into the eyes of a bully, and you may be looking into the eyes of a former victim. Here is the paragraph on bullying that you saw in Chapter 2. See page 106 in textbook. In that chapter, you picked out the main idea of the paragraph—that there are “several reasons why some children become bullies.”

CHAPTER 3 Supporting Details Outlining School bullies have been around as long as there have been schools. Studies reveal several reasons why some children become bullies. Research shows that a certain combination of size and personality may be one factor. Bigger, more aggressive children are more likely to try to dominate their smaller, quieter peers. Another factor linked to bullying is overexposure to violent TV programs. By the time the average American child is ten years old, he or she has watched thousands of acts of violence, including assault and murder. Such exposure can lead to aggression and violence. Finally, exposure to real violence is a factor in bullying. Studies indicate that victims of bullies often turn into bullies themselves. Whether abused by family members or tormented by other kids, bullies typically learn their behavior from others. Look closely into the eyes of a bully, and you may be looking into the eyes of a former victim. See page 106 in textbook. Answers: First major detail - a certain combination of size and personality; Second major detail - is overexposure to violent TV programs; Third major detail - exposure to real violence The next slide shows the answers. Now reread the paragraph and try to pick out the three major supporting details.

CHAPTER 3 Supporting Details Outlining School bullies have been around as long as there have been schools. Studies reveal several reasons why some children become bullies. Research shows that a certain combination of size and personality may be one factor. Bigger, more aggressive children are more likely to try to dominate their smaller, quieter peers. Another factor linked to bullying is overexposure to violent TV programs. By the time the average American child is ten years old, he or she has watched thousands of acts of violence, including assault and murder. Such exposure can lead to aggression and violence. Finally, exposure to real violence is a factor in bullying. Studies indicate that victims of bullies often turn into bullies themselves. Whether abused by family members or tormented by other kids, bullies typically learn their behavior from others. Look closely into the eyes of a bully, and you may be looking into the eyes of a former victim. 1 2 3 See page 106 in textbook.

of the first part of the paragraph. CHAPTER 3 Supporting Details Outlining School bullies have been around as long as there have been schools. Studies reveal several reasons why some children become bullies. Research shows that a certain combination of size and personality may be one factor. Bigger, more aggressive children are more likely to try to dominate their smaller, quieter peers. Another factor linked to bullying is overexposure to violent TV programs. By the time the average American child is ten years old, he or she has watched thousands of acts of violence, including assault and murder. Such exposure can lead to aggression and violence. Finally, exposure to real violence is a factor in bullying. Studies indicate that victims of bullies often turn into bullies themselves. Whether abused by family members or tormented by other kids, bullies typically learn their behavior from others. Look closely into the eyes of a bully, and you may be looking into the eyes of a former victim. 1 Main idea: Studies reveal several reasons why some children become bullies. Major detail: 1. A certain combination of size and personality See pages 106–107 in textbook. Minor details: Bigger, more aggressive children may dominate their smaller, quieter peers. Here is an outline of the first part of the paragraph.

Complete the items that are missing from the outline. CHAPTER 3 Supporting Details Outlining School bullies have been around as long as there have been schools. Studies reveal several reasons why some children become bullies. Research shows that a certain combination of size and personality may be one factor. Bigger, more aggressive children are more likely to try to dominate their smaller, quieter peers. Another factor linked to bullying is overexposure to violent TV programs. By the time the average American child is ten years old, he or she has watched thousands of acts of violence, including assault and murder. Such exposure can lead to aggression and violence. Finally, exposure to real violence is a factor in bullying. Studies indicate that victims of bullies often turn into bullies themselves. Whether abused by family members or tormented by other kids, bullies typically learn their behavior from others. Look closely into the eyes of a bully, and you may be looking into the eyes of a former victim. 1 Main idea: Studies reveal several reasons why some children become bullies. Major detail: 1. A certain combination of size and personality See pages 106–107 in textbook. Answers: Major detail 2 - Overexposure to violent TV programs; Minor details - By age 10, a child has watched thousands of acts of violence, including assault and murder. Major detail 3 - Exposure to real violence; Minor details - Kids abused by family members or bullied by other kids often become bullies. The next slides show the answers. Minor details: Bigger, more aggressive children may dominate their smaller, quieter peers. Complete the items that are missing from the outline. Major detail: 2. Minor details: Major detail: 3. Minor details:

1. A certain combination of size and personality CHAPTER 3 Supporting Details Outlining School bullies have been around as long as there have been schools. Studies reveal several reasons why some children become bullies. Research shows that a certain combination of size and personality may be one factor. Bigger, more aggressive children are more likely to try to dominate their smaller, quieter peers. Another factor linked to bullying is overexposure to violent TV programs. By the time the average American child is ten years old, he or she has watched thousands of acts of violence, including assault and murder. Such exposure can lead to aggression and violence. Finally, exposure to real violence is a factor in bullying. Studies indicate that victims of bullies often turn into bullies themselves. Whether abused by family members or tormented by other kids, bullies typically learn their behavior from others. Look closely into the eyes of a bully, and you may be looking into the eyes of a former victim. 1 2 Main idea: Studies reveal several reasons why some children become bullies. Major detail: 1. A certain combination of size and personality See pages 106–107 in textbook. Minor details: Bigger, more aggressive children may dominate their smaller, quieter peers. Major detail: 2. Overexposure to violent TV programs 2. Minor details: By age 10, a child has watched thousands of acts of violence, including assault and murder. Major detail: 3. Minor details:

1. A certain combination of size and personality CHAPTER 3 Supporting Details Outlining School bullies have been around as long as there have been schools. Studies reveal several reasons why some children become bullies. Research shows that a certain combination of size and personality may be one factor. Bigger, more aggressive children are more likely to try to dominate their smaller, quieter peers. Another factor linked to bullying is overexposure to violent TV programs. By the time the average American child is ten years old, he or she has watched thousands of acts of violence, including assault and murder. Such exposure can lead to aggression and violence. Finally, exposure to real violence is a factor in bullying. Studies indicate that victims of bullies often turn into bullies themselves. Whether abused by family members or tormented by other kids, bullies typically learn their behavior from others. Look closely into the eyes of a bully, and you may be looking into the eyes of a former victim. 1 2 3 Main idea: Studies reveal several reasons why some children become bullies. Major detail: 1. A certain combination of size and personality See pages 106–107 in textbook. Minor details: Bigger, more aggressive children may dominate their smaller, quieter peers. Major detail: 2. Overexposure to violent TV programs 2. Minor details: By age 10, a child has watched thousands of acts of violence, including assault and murder. Major detail: 3. 3. Exposure to real violence Minor details: Kids abused by family members or bullied by other kids often become bullies.

1. A certain combination of size and personality CHAPTER 3 Supporting Details Outlining School bullies have been around as long as there have been schools. Studies reveal several reasons why some children become bullies. Research shows that a certain combination of size and personality may be one factor. Bigger, more aggressive children are more likely to try to dominate their smaller, quieter peers. Another factor linked to bullying is overexposure to violent TV programs. By the time the average American child is ten years old, he or she has watched thousands of acts of violence, including assault and murder. Such exposure can lead to aggression and violence. Finally, exposure to real violence is a factor in bullying. Studies indicate that victims of bullies often turn into bullies themselves. Whether abused by family members or tormented by other kids, bullies typically learn their behavior from others. Look closely into the eyes of a bully, and you may be looking into the eyes of a former victim. Main idea: Studies reveal several reasons why some children become bullies. Major detail: 1. A certain combination of size and personality See pages 106–107 in textbook. Minor details: Bigger, more aggressive children may dominate their smaller, quieter peers. Major detail: 2. Overexposure to violent TV programs 2. Minor details: By age 10, a child has watched thousands of acts of violence, including assault and murder. Major detail: 3. Exposure to real violence 3. Minor details: Kids abused by family members or bullied by other kids often become bullies.

CHAPTER 3 Supporting Details Outlining Notice that just as the main idea is more general than its supporting details, so major details are more general than minor ones. Main idea: Studies reveal several reasons why some children become bullies. Major detail: 1. A certain combination of size and personality See pages 106–107 in textbook. Minor details: Bigger, more aggressive children may dominate their smaller, quieter peers. Major detail: 2. Overexposure to violent TV programs 2. Minor details: By age 10, a child has watched thousands of acts of violence, including assault and murder. Major detail: 3. 3. Exposure to real violence Minor details: Kids abused by family members or bullied by other kids often become bullies.

For instance, the major detail that “overexposure CHAPTER 3 Supporting Details Outlining Notice that just as the main idea is more general than its supporting details, so major details are more general than minor ones. For instance, the major detail that “overexposure to violent TV programs” is a factor in bullying is more general than the minor detail that the average American child of ten “has watched thousands of acts of violence.” See pages 106–107 in textbook. Major detail: 2. 2. Overexposure to violent TV programs Minor details: By age 10, a child has watched thousands of acts of violence, including assault and murder.

Outlining Tips Outlining CHAPTER 3 Supporting Details See page 107 in textbook.

Here are some common list words that you saw in Chapter 2: CHAPTER 3 Supporting Details Outlining / Outlining Tips TIP TIP 1 Look for words that tell you a list of details is coming. Here are some common list words that you saw in Chapter 2: List Words See pages 107–108 in textbook. Studies reveal several reasons why some children become bullies. Examples There are two ways to relate to people in our lives.

Look for words that tell you a list of details is coming. CHAPTER 3 Supporting Details Outlining / Outlining Tips TIP TIP 1 Look for words that tell you a list of details is coming. List Words See pages 107–108 in textbook. You will not always be given such helpful signals that a list of details will follow. However, you will want to note such words when they are present. Such list words help you to understand quickly the basic organization of a passage.

CHAPTER 3 Supporting Details Outlining / Outlining Tips TIP TIP 2 Look for words that signal major details. Such words are called addition words. Here are some common addition words: Addition Words See page 108 in textbook.

Look again at the paragraph on bullying. CHAPTER 3 Supporting Details Outlining / Outlining Tips TIP TIP 2 Look for words that signal major details. Look again at the paragraph on bullying. School bullies have been around as long as there have been schools. Studies reveal several reasons why some children become bullies. Research shows that a certain combination of size and personality may be one factor. Bigger, more aggressive children are more likely to try to dominate their smaller, quieter peers. Another factor linked to bullying is overexposure to violent TV programs. By the time the average American child is ten years old, he or she has watched thousands of acts of violence, including assault and murder. Such exposure can lead to aggression and violence. Finally, exposure to real violence is a factor in bullying. Studies indicate that victims of bullies often turn into bullies themselves. Whether abused by family members or tormented by other kids, bullies typically learn their behavior from others. Look closely into the eyes of a bully, and you may be looking into the eyes of a former victim. Addition word one Addition word Another Addition word Finally, See page 108 in textbook. Answers: First major detail – one; Second major detail – Another; Third major detail – Finally Which word introduces the first major detail? one Which word introduces the second major detail? Another Which word introduces the third major detail? Finally

CHAPTER 3 Supporting Details Outlining / Outlining Tips TIP TIP 3 When making an outline, put all supporting details of equal importance at the same distance from the left margin. In the model outline below, the three major supporting details all begin at the same distance from the margin. Main idea 1. Major detail a. Minor detail b. Minor detail 2. Major detail 3. Major detail c. Minor detail See page 109 in textbook.

CHAPTER 3 Supporting Details Outlining / Outlining Tips TIP TIP 3 When making an outline, put all supporting details of equal importance at the same distance from the left margin. Likewise, the minor supporting details are all indented at the same distance from the margin. Main idea 1. Major detail a. Minor detail b. Minor detail 2. Major detail 3. Major detail c. Minor detail See page 109 in textbook.

CHAPTER 3 Supporting Details Mapping Maps, or diagrams, are highly visual outlines in which circles, boxes, or other shapes show the relationships between main ideas and supporting details. See page 111 in textbook. Each major detail is connected to the main idea. If minor details are included, each is connected to the major detail it explains.

Here is how you might create a map of the paragraph on bullying. CHAPTER 3 Supporting Details Mapping Here is how you might create a map of the paragraph on bullying. Main idea School bullies have been around as long as there have been schools. Studies reveal several reasons why some children become bullies. Research shows that a certain combination of size and personality may be one factor. Bigger, more aggressive children are more likely to try to dominate their smaller, quieter peers. Another factor linked to bullying is overexposure to violent TV programs. By the time the average American child is ten years old, he or she has watched thousands of acts of violence, including assault and murder. Such exposure can lead to aggression and violence. Finally, exposure to real violence is a factor in bullying. Studies indicate that victims of bullies often turn into bullies themselves. Whether abused by family members or tormented by other kids, bullies typically learn their behavior from others. Look closely into the eyes of a bully, and you may be looking into the eyes of a former victim. Studies reveal several reasons why some children become bullies. See page 111 in textbook.

Studies reveal several reasons why some children become bullies. CHAPTER 3 Supporting Details Mapping School bullies have been around as long as there have been schools. Studies reveal several reasons why some children become bullies. Research shows that a certain combination of size and personality may be one factor. Bigger, more aggressive children are more likely to try to dominate their smaller, quieter peers. Another factor linked to bullying is overexposure to violent TV programs. By the time the average American child is ten years old, he or she has watched thousands of acts of violence, including assault and murder. Such exposure can lead to aggression and violence. Finally, exposure to real violence is a factor in bullying. Studies indicate that victims of bullies often turn into bullies themselves. Whether abused by family members or tormented by other kids, bullies typically learn their behavior from others. Look closely into the eyes of a bully, and you may be looking into the eyes of a former victim. Major details Studies reveal several reasons why some children become bullies. See page 111 in textbook. A certain combination of size and personality Overexposure to violent TV programs Exposure to real violence

Studies reveal several reasons why some children become bullies. CHAPTER 3 Supporting Details Mapping School bullies have been around as long as there have been schools. Studies reveal several reasons why some children become bullies. Research shows that a certain combination of size and personality may be one factor. Bigger, more aggressive children are more likely to try to dominate their smaller, quieter peers. Another factor linked to bullying is overexposure to violent TV programs. By the time the average American child is ten years old, he or she has watched thousands of acts of violence, including assault and murder. Such exposure can lead to aggression and violence. Finally, exposure to real violence is a factor in bullying. Studies indicate that victims of bullies often turn into bullies themselves. Whether abused by family members or tormented by other kids, bullies typically learn their behavior from others. Look closely into the eyes of a bully, and you may be looking into the eyes of a former victim. Minor details Studies reveal several reasons why some children become bullies. See page 111 in textbook. A certain combination of size and personality Overexposure to violent TV programs Exposure to real violence Bigger, more aggressive children may dominate their smaller, quieter peers. By age 10, a child has watched thousands of acts of violence, including assault and murder. Kids abused by family members or bullied by other kids often become bullies.

Studies reveal several reasons why some children become bullies. CHAPTER 3 Supporting Details Mapping School bullies have been around as long as there have been schools. Studies reveal several reasons why some children become bullies. Research shows that a certain combination of size and personality may be one factor. Bigger, more aggressive children are more likely to try to dominate their smaller, quieter peers. Another factor linked to bullying is overexposure to violent TV programs. By the time the average American child is ten years old, he or she has watched thousands of acts of violence, including assault and murder. Such exposure can lead to aggression and violence. Finally, exposure to real violence is a factor in bullying. Studies indicate that victims of bullies often turn into bullies themselves. Whether abused by family members or tormented by other kids, bullies typically learn their behavior from others. Look closely into the eyes of a bully, and you may be looking into the eyes of a former victim. Studies reveal several reasons why some children become bullies. See page 111 in textbook. A certain combination of size and personality Overexposure to violent TV programs Exposure to real violence Bigger, more aggressive children may dominate their smaller, quieter peers. By age 10, a child has watched thousands of acts of violence, including assault and murder. Kids abused by family members or bullied by other kids often become bullies.

As you read this paragraph, try to pick out the major details. CHAPTER 3 Supporting Details Mapping As you read this paragraph, try to pick out the major details. Several factors can interfere with having a good memory. One such factor is a lack of motivation. Without a real desire to learn or remember something, you probably won’t. Another cause is a lack of practice. To stay sharp, memory skills, like any other skill, must be used on a regular basis. A third factor that can hurt memory is self-doubt. If you’re convinced you won’t remember something, you probably won’t. A person with a positive attitude will do much better on a test than someone who is sure he or she won’t remember the material. Last, distraction can interfere with memory. If you are being distracted by the sound of a television or a conversation nearby, try to find a quiet environment before you attempt to commit something to memory. See page 112 in textbook.

Which word introduces the first major detail? One CHAPTER 3 Supporting Details Mapping Several factors can interfere with having a good memory. One such factor is a lack of motivation. Without a real desire to learn or remember something, you probably won’t. Another cause is a lack of practice. To stay sharp, memory skills, like any other skill, must be used on a regular basis. A third factor that can hurt memory is self-doubt. If you’re convinced you won’t remember something, you probably won’t. A person with a positive attitude will do much better on a test than someone who is sure he or she won’t remember the material. Last, distraction can interfere with memory. If you are being distracted by the sound of a television or a conversation nearby, try to find a quiet environment before you attempt to commit something to memory. One Another See page 112 in textbook. Answers: First major detail – One; Second major detail – Another Which word introduces the first major detail? One Which word introduces the second major detail? Another

Which word introduces the third major detail? third CHAPTER 3 Supporting Details Mapping Several factors can interfere with having a good memory. One such factor is a lack of motivation. Without a real desire to learn or remember something, you probably won’t. Another cause is a lack of practice. To stay sharp, memory skills, like any other skill, must be used on a regular basis. A third factor that can hurt memory is self-doubt. If you’re convinced you won’t remember something, you probably won’t. A person with a positive attitude will do much better on a test than someone who is sure he or she won’t remember the material. Last, distraction can interfere with memory. If you are being distracted by the sound of a television or a conversation nearby, try to find a quiet environment before you attempt to commit something to memory. One Another third Last, See page 112 in textbook. Answers: Third major detail – third; Fourth major detail - Last Which word introduces the third major detail? third Which word introduces the fourth major detail? Last

Complete this map of the paragraph by filling in the major details. CHAPTER 3 Supporting Details Mapping Several factors can interfere with having a good memory. One such factor is a lack of motivation. Without a real desire to learn or remember something, you probably won’t. Another cause is a lack of practice. To stay sharp, memory skills, like any other skill, must be used on a regular basis. A third factor that can hurt memory is self-doubt. If you’re convinced you won’t remember something, you probably won’t. A person with a positive attitude will do much better on a test than someone who is sure he or she won’t remember the material. Last, distraction can interfere with memory. If you are being distracted by the sound of a television or a conversation nearby, try to find a quiet environment before you attempt to commit something to memory. One Another third Last, Complete this map of the paragraph by filling in the major details. See page 112 in textbook. Answers: First major detail – Lack of motivation; Second major detail – Lack of practice Several factors interfere with memory. Lack of motivation Lack of practice

Several factors interfere with memory. CHAPTER 3 Supporting Details Mapping Several factors can interfere with having a good memory. One such factor is a lack of motivation. Without a real desire to learn or remember something, you probably won’t. Another cause is a lack of practice. To stay sharp, memory skills, like any other skill, must be used on a regular basis. A third factor that can hurt memory is self-doubt. If you’re convinced you won’t remember something, you probably won’t. A person with a positive attitude will do much better on a test than someone who is sure he or she won’t remember the material. Last, distraction can interfere with memory. If you are being distracted by the sound of a television or a conversation nearby, try to find a quiet environment before you attempt to commit something to memory. One Another third Last, See page 112 in textbook. Answers: Third major detail – Self-doubt; Fourth major detail – Distraction Several factors interfere with memory. Lack of motivation Lack of practice Self-doubt Distraction

Several factors interfere with memory. CHAPTER 3 Supporting Details Mapping Several factors can interfere with having a good memory. One such factor is a lack of motivation. Without a real desire to learn or remember something, you probably won’t. Another cause is a lack of practice. To stay sharp, memory skills, like any other skill, must be used on a regular basis. A third factor that can hurt memory is self-doubt. If you’re convinced you won’t remember something, you probably won’t. A person with a positive attitude will do much better on a test than someone who is sure he or she won’t remember the material. Last, distraction can interfere with memory. If you are being distracted by the sound of a television or a conversation nearby, try to find a quiet environment before you attempt to commit something to memory. See page 112 in textbook. Several factors interfere with memory. Lack of motivation practice Self-doubt Distraction

CHAPTER 3 Supporting Details Summarizing A summary is the reduction of a large amount of information to its most important points. As a general guideline, a paragraph might be reduced to a sentence or two, an article might be reduced to a paragraph, and a textbook chapter might be reduced to about three pages of notes. See page 114 in textbook.

CHAPTER 3 Supporting Details Summarizing One of the most common types of summarizing occurs when you are taking study notes on textbook material. Very often you will find it helpful to summarize examples of key terms. See page 115 in textbook.

CHAPTER 3 Supporting Details Summarizing Read the textbook passage below. In some circumstances, the most effective way of coping with stress is withdrawal—avoiding the situation. A person at an amusement park who is overcome by anxiety when just looking at a roller coaster can walk on to a less threatening ride or even leave the park entirely. A woman whose promotion depends on temporarily relocating might simply quit her job and join another company. Or she might withdraw emotionally from the stressful situation by deciding that promotion no longer matters to her and that she has already advanced in her career as far as she wants to go. Now read this summary of the passage. Summary See page 115 in textbook. Withdrawal—coping with stress by avoiding the situation. For example, a person made anxious by being near a roller coaster can walk elsewhere. Note that a textbook definition of a key term (such as withdrawal) should generally not be summarized, but should be worded in the language chosen by the author.

CHAPTER 3 Supporting Details Summarizing In some circumstances, the most effective way of coping with stress is withdrawal—avoiding the situation. A person at an amusement park who is overcome by anxiety when just looking at a roller coaster can walk on to a less threatening ride or even leave the park entirely. A woman whose promotion depends on temporarily relocating might simply quit her job and join another company. Or she might withdraw emotionally from the stressful situation by deciding that promotion no longer matters to her and that she has already advanced in her career as far as she wants to go. 83 words Summary See page 115 in textbook. Withdrawal—coping with stress by avoiding the situation. For example, a person made anxious by being near a roller coaster can walk elsewhere. 15 words On the other hand, it usually makes sense to summarize the supporting information.

Summarizing often involves two steps: CHAPTER 3 Supporting Details Summarizing Summarizing often involves two steps: 1 Select one example from several that might be given. 2 Condense the example if it’s not already very brief. See page 115 in textbook.

CHAPTER 3 Supporting Details Summarizing See pages 116–119 in the textbook for further examples and practice in summarizing. See pages 116–119 in textbook.

CHAPTER 3 Supporting Details See page 119 in textbook.