Core Course Knowledge Lesson 6 Reading Comprehension 1: Exam Questions and Reading with a Purpose From: Cambridge International AS Level English General Paper Coursebook by Jill Pavich

Reading is the Key to Good Writing! One of the best ways to improve your own writing is to READ good writing. As there is now a reading comprehension component on the exam, we will be practicing this skill as well. The second part of the exam will consist of reading material and comprehension questions. You will be required to: Explain and interpret information Respond to material by writing a persuasive text that expresses an opinion and justifies a conclusion Demonstrate an understanding of how language features are used Analyze and evaluate the material Pg. 6

Answering Comprehension Questions Depending on the type of material, you may be asked to find the solution to a problem using common sense and logic. For example, you might need to choose the most appropriate renovation for a building; in this case, you might be given data, costs and/or a list of considerations to take into account before arriving at a decision. Comprehension questions might ask you to demonstrate understanding of a prose piece such as a speech, email, or news article. A question following a text like this, for instance, might ask you to put the ideas from the text into your own words to show understanding. You may also be asked about language specifically: for example, the definition of a word in context or the meaning of a colloquial phrase.

Answering Comprehension Questions Comprehension questions may ask you to do any of the following: Summarize ideas in different types of material Make inferences about the meaning of a text Analyze the reasoning of an argument Develop arguments of your own in response to a text or other material Discuss the implications of an issue Suggest a way of solving a problem What are “inferences”? Where else have we been discussing implication of an issue? Most comprehension questions will be based on your immediate comprehension of the material; however, some questions may allow you to use knowledge outside the reading to further support your answer. The material you will read for your comprehension practice can be up to 900 words long.

Answering Comprehension Questions The comprehension questions cover a wider range of topic areas than the essay topic areas list that we have already looked at. You will use the skills you have learned in the course to understand and analyze the information presented in the material; however, some questions may allow you to use knowledge outside the reading to further support your answer.

Answering Comprehension Questions- The Material The material you will read for comprehension questions can be up to 900 words long. It may consist of: Statistics Diagrams Maps Tables Notes Reports Listed information Reviews Essays Scripts Speeches Descriptions

The Most Important Thing to Remember: READ THE QUESTION CAREFULLY!!!! Knowing your command words is VITAL so that you understand WHAT is being asked of you in EACH question. It is also important to be aware of the number of marks each question is worth. You’ll find these in parentheses after each questions. This, along with your command words, will provide clues as to how long each answer should be. A GENERAL RULE (but with the always-present gray area!) is about 10 words per point. So in a 2 point question the answer should be about 20 words, an 8 point questions should be about 80 words, and so on. And no answer should be over 120 words, ESPECIALLY if they specify they want 120 or less. Look at the questions on pages 32-33 in your text for an example of exam-style questions.

Benefits of Critical Reading (page 30) As I’ve been saying, it’s extremely important to READ widely in order to develop prior knowledge to help you in the essay portion of the exam. Read section G: Benefits of Critical Reading on page 30. In a few sentences, summarize the section, writing down the most important parts on your powerpoint. Use your own words. This is one of skills you will need for this course, and for the exam. In addition, COPY the “TIP” on page 30 in your notes.

Before You Read Together, we will read the article “Why We Must Save Dying Tongues” and then work together to answer the exam style questions that follow. But first, we’re going to practice some skills we’ll be developing later on, like setting a purpose. Why is it important to set a purpose before reading? Setting a purpose for reading helps keep you focused on your task. If you’re reading something you’re not interested in (hello, Palm Beach Writes!) then it’s more likely that your mind will wander, you won’t absorb what you’re reading, you won’t learn anything, and you won’t be able to answer questions about it. If you read with a goal in mind you’re much more likely to finish the reading AND get something out of it, whether it’s about something we’re interested in or not.

Before Reading- Setting a Purpose Scan the text to identify its main features. Are there any headings? Subheadings? Images or graphics? Captions? Footnotes? What is the topic of the text? When was it written? What issue(s) will be addressed? What conclusions might the author reach about the issues? We can also ask ourselves questions while we read to help keep us focused. Before you read ANY passage for a test, always preview the questions so you know what you’re looking for. This can keep you focused on your goal. In addition, ask yourself other questions about what you’re reading. As we go through these questions, write the answers in your notes.

Questions to Consider During Reading What reasons does the author give for their statement or belief? Is the author using facts, theory, opinions or faith? What are the differences among these? (Look in the “Purpose-Setting Questions box on page 36. Copy the definitions of these in your notes.) Has the author used neutral or emotive words (words which express feelings)? When reading critically, you should look beyond the language to see if the reasons are clear. What seems to be the writer’s intellectual position (e.g. conservative, liberal, Marxist, nationalist, feminist)? What assumptions does it make? 3. If you were reading an essay written in this class and the author was using neutral words, what kind of essay would it be? What kind of essay would use emotive words? https://www.studentnewsdaily.com/conservative-vs-liberal-beliefs/ https://www.enotes.com/homework-help/what-marxism-simple-outline-please-392686 https://www.thestreet.com/politics/what-is-nationalism-14642847

Questions to Consider After Reading What does the text leave out? Whose perspective, experiences, and attitudes are NOT considered? Do you accept the arguments made by the author? Why or why not? Remember, you don’t HAVE to believe or agree with everything you read! You SHOULDN’T!!! Challenge what other people say if you disagree! QUESTION what you’re being told! You are living human beings with working (at times) brains! Learning to THINK for yourself is not only part of this class, but part of growing up and becoming your own, independent, thinking adult! (It may take a while)

Activity: Read and Answer Now that we’ve answered the “Before Reading” questions, we’re going to read the article, “Why We Must Save Dying Tongues” (page 31). We will PAUSE in the reading to answer the “During Reading” questions. Write the answers on your powerpoint. DO NOT write WHILE we’re reading- you need to be paying attention. After we read, answer the “After Reading” questions on your powerpoint.