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Tens Steps To Advancing College Reading

by: Amanda Notetaker

Tens Steps To Advancing College Reading Rea0017

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Amanda Notetaker

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This is Chapter 7-8 for Ms. March's class. Enjoy!
Developmental Reading II
Professor March
Class Notes
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This 2 page Class Notes was uploaded by Amanda Notetaker on Sunday September 25, 2016. The Class Notes belongs to Rea0017 at St Petersburg College taught by Professor March in Fall 2016. Since its upload, it has received 10 views. For similar materials see Developmental Reading II in Reading at St Petersburg College.


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Date Created: 09/25/16
Amanda Graley Graley 1 Professor March Rea 0017 25 September 2016 Chapter 7­ Inferences When you “read in between the lines,” you pick up ideas that are not directly stated in what you  are reading. (pg. 281) These implied ideas are often important for full understanding of what an author means. (pg.  281) Discovering the ideas in writing that are not stated directly is called making inferences or  drawing conclusions. (pg. 281) Inferences In Reading (pg. 281) In reading, we make logical leaps from information given in a straightforward way to ideas that  are not stated directly. (pg. 282) As one scholar has said inferences are “statements about the unknown made on the basis of  the known” (pg. 282)  Guidelines for making Inferences in Reading (pg. 285) 1. Never lose of the available information. (pg 285) 2. Use your background information and experiences to help you make inferences.  (pg. 285) 3. Consider the alternatives. (pg. 285) Inferences in Literature (pg. 291) Inferences are very important in reading literature. (pg. 291) While writers of factual material usually state directly much of what they mean, creative writers  often provide pictures that show us what they mean. (pg. 291) It is up to the reader to infer the point of what the creative writer has said. (pg. 291) To get the most out of literature, you must often infer meanings­ just as you do in everyday life.  (pg. 291) A note on figures of speech (pg. 294) Creative writers use comparison known as figure of speech to imply their meaning and give us a fresh or more informed way of looking at something. (pg. 294) Simile­ a stated comparison, introduced with like,as  or as if. (pg.294) Metaphor­ an implied comparison, with like, as, as if omitted. (pg. 295) Amanda Graley  Graley 1 Professor March Rea 0017 25 September 2016 Chapter 8­ Purpose of Tone  There is an author­ a person with thoughts, feelings, and opinions­ behind everything you read.  (pg. 329) That point of view reflected in (1) the purpose of a piece of writing­ to inform, to persuade, or to  entertain­ as well as (2) its tone:  the expression of attitude and feelings. (pg. 329) Purpose (pg. 330)  The authors reason for writing is also called the purpose of a selection. (pg. 330) To Inform­ to give information about a subject. (pg. 330) To persuade­ to convince the reader to agree with the author’s point of view on a subject. (pg.  330)  To entertain­ to amuse and delight; to appeal to the reader’s sense and imagination. (pg. 330) Tone (pg. 335) A writer’s tone reveals the attitude that he or she has toward a subject. (pg. 335) Tone is expressed through the words and details the writer selects. (pg. 335)  A Note of Irony (pg. 338) When writing has an ironic tone, it says one thing but means the opposite. (pg. 338) Irony is found in everyday conversations as well as in writing. (pg. 338) Irony also refers to situations in which what happens is the opposite of what we might expect.  (pg. 339)


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