Chapter 9: Reading Critically: Inferences and Author’s Purpose

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Chapter 5: Making Inferences

Chapter 4: Locating Main Ideas

Chapter 5: Locating Main Ideas

The Critical Reading Process

Chapter 5: Identifying Supporting Details and Transitions

Chapter 5: Making Inferences

Chapter 3: Thesis, Main Ideas, Supporting Details, & Transitions

Chapter 3: Thesis, Main Ideas, Supporting Details, & Transitions

Chapter 8: Recognizing Basic Patterns of Organization

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Presentation transcript:

Chapter 9: Reading Critically: Inferences and Author’s Purpose Active Reading Skills, 1/e Kathleen McWhorter PowerPoints by Gretchen Starks-Martin © 2005 Pearson Education Inc. Publishing as Longman

© 2005 Pearson Education Inc. Publishing as Longman Inference An inference is an educated guess or prediction about something unknown based on available facts and information. It is the logical connection that you draw between what you observe or know and what you do not know. © 2005 Pearson Education Inc. Publishing as Longman

© 2005 Pearson Education Inc. Publishing as Longman Inference Example A well-dressed man walks toward the front of your lecture hall on the first day of class. What can you infer? © 2005 Pearson Education Inc. Publishing as Longman

© 2005 Pearson Education Inc. Publishing as Longman How to Make Inferences Understand the literal meaning. Notice details. Add up the facts. Look at the writer’s choice of words. Understand the writer’s purpose. “Why did the author write this”? Be sure your inference is supportable with facts. © 2005 Pearson Education Inc. Publishing as Longman

Understanding a Writer’s Purpose Inform Persuade Amuse Give Instructions © 2005 Pearson Education Inc. Publishing as Longman

© 2005 Pearson Education Inc. Publishing as Longman Example of “to inform” Maria Montessori founded her first school for young children in Italy in 1906. Today there are thousands of Montessori schools throughout the world. © 2005 Pearson Education Inc. Publishing as Longman

Example of “to persuade” New Baked Fat-Free Spicy Chips: Finally a tasty snack without the fat. We bake them instead of frying and add your favorite spices. Try a bag today! © 2005 Pearson Education Inc. Publishing as Longman

© 2005 Pearson Education Inc. Publishing as Longman Example of “to amuse” Children tell it like it is…sometimes to the embarrassment of their parents. © 2005 Pearson Education Inc. Publishing as Longman

Example of “to give instructions” In case of an emergency, remain calm and proceed in an orderly manner to the nearest exit. © 2005 Pearson Education Inc. Publishing as Longman

Style & Intended Audience The characteristics that make a piece of writing unique is known as style. Some Characteristics: uses many examples uses long, complicated sentences uses informal word choice uses technical language Intended Audiences: news magazines professional journals newspapers children’s books retirement news letters textbooks © 2005 Pearson Education Inc. Publishing as Longman

© 2005 Pearson Education Inc. Publishing as Longman Denotation Denotation: The meaning stated in the dictionary; its literal meaning © 2005 Pearson Education Inc. Publishing as Longman

© 2005 Pearson Education Inc. Publishing as Longman Connotation Connotation: The additional implied meanings that a word may take on. It can carry either a positive or negative, favorable or unfavorable, impression. © 2005 Pearson Education Inc. Publishing as Longman

© 2005 Pearson Education Inc. Publishing as Longman Connotative Meanings Old or mature? Self-centered or self-absorbed? Fun or amusing? Persistent or stubborn? © 2005 Pearson Education Inc. Publishing as Longman

Visit the Companion Website http://www.ablongman.com/mcwhorter © 2005 Pearson Education Inc. Publishing as Longman