Fusion, Integrated Reading and Writing, Book 1Kemper/Meyer/Van Rys/Sebranek Fusion: Integrated Reading and Writing, Book 1 Ch. 3 - The Traits of Academic Reading

Fusion, Integrated Reading and Writing, Book 1Kemper/Meyer/Van Rys/Sebranek Voice (Tone) is the personality in a piece of writing. 1.Write a paragraph in which you discuss a recent, fun event in your life. 2.Then, re-write the paragraph as if you were unhappy, or angry, about the same event. 3.Lastly, compare the two paragraphs and underline the word choices that help provide clues to your voice (tone) in both paragraphs. Activity

Fusion, Integrated Reading and Writing, Book 1Kemper/Meyer/Van Rys/Sebranek Voice (Tone) is the personality in a piece of writing. 1.______________________________________ ______________________________________ 2.______________________________________ ______________________________________ 3.______________________________________ ______________________________________ Activity

Fusion, Integrated Reading and Writing, Book 1Kemper/Meyer/Van Rys/Sebranek 1.Topics, main ideas, and supporting details 2.Organization 3.Voice (Tone) 4.Word choice and sentences Learning Outcomes for the Chapter

Fusion, Integrated Reading and Writing, Book 1Kemper/Meyer/Van Rys/Sebranek Topic - what a reading is about Steps to follow to identify a topic: 1.For paragraphs, read the title and first sentence. If you’re still not sure, check the closing sentence, too. 2.For essays, read the title, any headings, and the first paragraph. If you’re still not sure, simply keep reading. As you go along, you’re sure to identify the topic. Topics, Main Ideas, and Supporting Details

Fusion, Integrated Reading and Writing, Book 1Kemper/Meyer/Van Rys/Sebranek Topics are often stated in three different locations: 1.In a heading and / or first sentence 2.At the end of the first paragraph 3.The middle of the essay (delayed identification of the topic) Topics, Main Ideas, and Supporting Details

Fusion, Integrated Reading and Writing, Book 1Kemper/Meyer/Van Rys/Sebranek Main idea - the topic and usually a particular feeling or idea about it In a narrative text, the main idea will tell you what experience the writer is going to share: For example: “My final moments on stage during the musical Grease are ones I’ll never forget.” Identifying the Main Idea

Fusion, Integrated Reading and Writing, Book 1Kemper/Meyer/Van Rys/Sebranek In an informational text, the main idea will tell you what the author is going to explain or discuss: For example: “One word in medical reports strikers fear into people everywhere, and that word is pandemic.” In a persuasive text, the main idea will tell you what claim or opinion the writer is going to argue for: For example: “Text messaging should be banned in all states because it is making U.S. roads dangerous.” Identifying the Main Idea

Fusion, Integrated Reading and Writing, Book 1Kemper/Meyer/Van Rys/Sebranek Steps to follow to identify the main idea: 1.Study the title, and the first and last sentences of paragraphs. For essays, study the title and first and last paragraphs. (Just as you would to identify the topic.) 2.Then read the paragraph from start to finish. For an essay read the opening few paragraphs to gain a general understanding of the topic. 3.Next, in a paragraph, look for a sentence (usually the first one) that directs the writing. In an essay, look for this sentence at the end of one of the opening paragraphs. Identifying the Main Idea

Fusion, Integrated Reading and Writing, Book 1Kemper/Meyer/Van Rys/Sebranek Steps to follow to identify the main idea: 4. Write this statement down, or underline it if you own the text or are reading a copy. (If you can’t find such a statement, try to state it in your own words.) 5. Read the paragraph again (or the essay completely) to make sure that this statement makes sense as the main idea. In a paragraph, each new sentence should support or develop this idea. In an essay, each new paragraph should support or develop it. 6. If your thinking changes, identify or write down what you now believe to be the main idea. Identifying the Main Idea

Fusion, Integrated Reading and Writing, Book 1Kemper/Meyer/Van Rys/Sebranek A topic sentence or thesis statement usually consists of two parts: (1) a specific topic plus (2) a particular feature or feeling about it. Together, these two parts express the main idea. For example: “The United States must invest in wind power (topic) to resist our dependence on fossil fuel (feeling/opinion).” Topic Sentences and Thesis Statements

Fusion, Integrated Reading and Writing, Book 1Kemper/Meyer/Van Rys/Sebranek Implied main ideas – when the main idea is implied, or suggested, rather than directly stated Steps to follow to identify implied main ideas: 1.Identify the topic in the first reading. 2.Pay close attention to each set of details in additional readings. 3.Write down the important idea that can “cover” all of the details. 4.Read the paragraph again to make sure that this idea accurately covers the details. (Revise your statement as needed.) Implied Main Ideas

Fusion, Integrated Reading and Writing, Book 1Kemper/Meyer/Van Rys/Sebranek Supporting details – information which explains or develops the main idea Types of supporting details: Facts and statistics give specific details about a main point or topic. Explanations move the discussion along. Examples show or demonstrate something. Descriptions or observations show how something or someone appears. Recognizing and Analyzing Supporting Details

Fusion, Integrated Reading and Writing, Book 1Kemper/Meyer/Van Rys/Sebranek Types of supporting details:  Reasons answer the question “Why?” about something.  Quotations share the specific thoughts of people knowledgeable about the main point.  Reflections offer the writer’s personal thoughts and feelings.  Analysis shows the writer’s critical thinking about the topic. Recognizing and Analyzing Supporting Details

Fusion, Integrated Reading and Writing, Book 1Kemper/Meyer/Van Rys/Sebranek Organization is necessary to help the reader follow the writer’s ideas Common Patterns of Organization: Chronological – Paragraphs that recall experiences or explain how something works or how to do something usually follow chronological or time order. Spatial –Paragraphs that describe something or someone are often organized spatially or by location, working from top to bottom, right to left, and so on. Organization

Fusion, Integrated Reading and Writing, Book 1Kemper/Meyer/Van Rys/Sebranek Common Patterns of Organization: Logical – Paragraphs that simply present supporting ideas in a sensible or reasonable order are organized logically. Cause-effect – Paragraphs that explain the relationship between causes and effects usually explore the causes first, then the effects. Comparison-contrast – Paragraphs that compare show the similarities and differences between two ideas. Organization

Fusion, Integrated Reading and Writing, Book 1Kemper/Meyer/Van Rys/Sebranek Common Patterns of Organization: Problem-solution – Paragraphs that explore a particular problem often begin with a summary of the problem, follow with possible solutions, and then focus on the best solution. Order of importance (argumentative) – Paragraphs that support a claim or an opinion may be organized from the most important argument to the least important or the other way around. Objections to the claim or arguments often come first or last. Organization

Fusion, Integrated Reading and Writing, Book 1Kemper/Meyer/Van Rys/Sebranek When analyzing a text, keep a three-part structure in mind. Organization Paragraph Structure Essay Structure Topic Sentence Names the topic and focus Beginning Part Introduces the topic Provides background information Identifies the main idea or thesis Body Sentences Provide supporting details Follow a pattern of organization Middle Part Supports or develops the main idea Follows one or more patterns of organization Closing Sentence Wraps up the paragraph Ending Part Summarizes the key ideas Restates the thesis Provides final thoughts or analysis

Fusion, Integrated Reading and Writing, Book 1Kemper/Meyer/Van Rys/Sebranek Voice (Tone) – the personality in a piece of writing There are three types of voice in informational texts: 1.Academic voice – voice used in most textbooks, professional journals, and serious research. An academic uses formal English and sounds serious and objective. 2.Personal voice - voice used in personal essays, articles in popular magazines, and personal blog postings uses informal English and sounds somewhat relaxed and subjective. Voice (Tone)

Fusion, Integrated Reading and Writing, Book 1Kemper/Meyer/Van Rys/Sebranek There are three types of voice in informational texts: 3. Satiric voice - is used in essays and commentaries in which the writer speaks humorously or sarcastically about someone or something. A satire may be objective or subjective. Voice (Tone)

Fusion, Integrated Reading and Writing, Book 1Kemper/Meyer/Van Rys/Sebranek Word choice - words used help create the writer’s voice. Academic passages contain content-specific words. Examples of content specific words: turbine, displace, carbon dioxide, power plants Personal essays contain mostly familiar words. Word Choice and Sentences

Fusion, Integrated Reading and Writing, Book 1Kemper/Meyer/Van Rys/Sebranek Sentences come in all shapes and sizes. Academic sentences are often long and complex; they sometimes contain many different ideas. For example: While North American wealth grew out of the Industrial Revolution, today’s capitalism is a system largely based on consumerism—an attitude that values the purchase of goods in the belief that it is necessary. Personal sentences are usually simpler than academic sentences. Personal sentences have more variety in their sentence length and structure. Word Choice and Sentences

Fusion, Integrated Reading and Writing, Book 1Kemper/Meyer/Van Rys/Sebranek Activity Supporting details are information which explains or develops the main idea. For the following topic and main idea, develop at least three supporting details. Topic: Recycling Main idea: The Federal Government should give U.S. Citizens incentives to recycle. Supporting detail 1: __________________ Supporting detail 2: __________________ Supporting detail 3: __________________

Fusion, Integrated Reading and Writing, Book 1Kemper/Meyer/Van Rys/Sebranek Activity Supporting details are information which explains or develops the main idea. Supporting detail 1: __________________ Supporting detail 2: __________________ Supporting detail 3: __________________ While over 75% of waste is recyclable, Americans only recycle about 30% of it. States, such as Delaware, with well- developed systems of recycling incentives in place have had success. The planet’s limited supply of natural resources is rapidly depleting, and a solution cannot be further delayed.

Fusion, Integrated Reading and Writing, Book 1Kemper/Meyer/Van Rys/Sebranek