ADVANCING COLLEGE READING SKILLS

ADVANCING COLLEGE READING SKILLS
TEN STEPS TO ADVANCING COLLEGE READING SKILLS This presentation should be viewed in “Slide Show” view to display properly. [Mac: Go to “Slide Show” pulldown menu and click on “Play from Start.”] [PC: Go to “Slide Show” tab and click on “From beginning.”] Use the tab key, space bar, arrow keys, or page up/down to move through the slides. These slides are optimized for PowerPoint versions 12 (2007/2008) and 14 (2010/2011). If viewed in earlier versions of PowerPoint, some slides may not display properly.

TEN STEPS TO ADVANCING COLLEGE READING SKILLS
SIXTH EDITION TEN STEPS TO ADVANCING COLLEGE READING SKILLS John Langan © Townsend Press

4 Implied Main Ideas See page 145 in textbook

in one sentence. The reader must figure out such an
CHAPTER 4 Implied Main Ideas In Chapters 2 and 3, you learned the two basic parts of anything you read: a main idea and the supporting details that explain and develop that idea. As you have seen, the main idea may be clearly stated in one sentence of a selection. However, sometimes the main idea is implied—only suggested by the supporting details and not clearly stated in one sentence. The reader must figure out such an implied main idea by considering the supporting details. See page 145 in textbook

CHAPTER 4 Implied Main Ideas
See page 145 in textbook In this cartoon, you can figure out the implied main idea by noting the details.

See page 145 in textbook The speaker’s boyfriend hasn’t spoken to her in two months, won’t return her calls, and is dating one of her friends.

See page 145 in textbook The clearly implied idea is that that he has already broken up with her!

Implied Main Ideas in Paragraphs
CHAPTER 4 Implied Main Ideas Implied Main Ideas in Paragraphs Sometimes a selection lacks a sentence that directly states the main idea. In such cases, the author has simply decided to let the details of the selection suggest the main idea. See page 146 in textbook You must figure out what that implied idea is by deciding upon the point all the details support.

“Who or what is this paragraph about?”
CHAPTER 4 Implied Main Ideas Implied Main Ideas in Paragraphs To decide on the main idea, we must ask the same three questions we’ve already used to find main ideas: “Who or what is this paragraph about?” “What is the main point the author is trying to make about that topic?” See page 146 in textbook And when we think we know the main point, we can test it by asking, “Does all or most of the material in the paragraph support this idea?”

Implied Main Ideas in Paragraphs Read this selection, asking yourself, “Who or what is the paragraph about?” Slashing their swords wildly, swordfish swim through schools of fish, trying to slice as many as possible; then they feast. When hooked by fishermen, they have been known to fight nonstop for three or four hours. They have pulled some fishermen to their deaths, and if they are not clubbed senseless when captured, they will slash fishermen on deck. A puncture wound made by a swordfish bill means a severe and nearly instantaneous infection. Their sword, which is a bony extension of the upper jaw, is deadly sharp on the sides and can grow to a length of four or five feet. It is a weapon backed up by five hundred pounds of sleek, muscular fish. Swordfish have even been known to attack boats, driving their swords right through the hull and at times sinking them. See page 146 in textbook

All of the details are about swordfish, so that must be the topic.
CHAPTER 4 Implied Main Ideas Implied Main Ideas in Paragraphs Slashing their swords wildly, swordfish swim through schools of fish, trying to slice as many as possible; then they feast. When hooked by fishermen, they have been known to fight nonstop for three or four hours. They have pulled some fishermen to their deaths, and if they are not clubbed senseless when captured, they will slash fishermen on deck. A puncture wound made by a swordfish bill means a severe and nearly instantaneous infection. Their sword, which is a bony extension of the upper jaw, is deadly sharp on the sides and can grow to a length of four or five feet. It is a weapon backed up by five hundred pounds of sleek, muscular fish. Swordfish have even been known to attack boats, driving their swords right through the hull and at times sinking them. All of the details are about swordfish, so that must be the topic. See page 146 in textbook

Implied Main Ideas in Paragraphs Ask yourself, “What is the main point the author is trying to make about swordfish?” Slashing their swords wildly, swordfish swim through schools of fish, trying to slice as many as possible; then they feast. When hooked by fishermen, they have been known to fight nonstop for three or four hours. They have pulled some fishermen to their deaths, and if they are not clubbed senseless when captured, they will slash fishermen on deck. A puncture wound made by a swordfish bill means a severe and nearly instantaneous infection. Their sword, which is a bony extension of the upper jaw, is deadly sharp on the sides and can grow to a length of four or five feet. It is a weapon backed up by five hundred pounds of sleek, muscular fish. Swordfish have even been known to attack boats, driving their swords right through the hull and at times sinking them. See page 146 in textbook

The details reveal the author’s general point.
CHAPTER 4 Implied Main Ideas Implied Main Ideas in Paragraphs Slashing their swords wildly, swordfish swim through schools of fish, trying to slice as many as possible; then they feast. When hooked by fishermen, they have been known to fight nonstop for three or four hours. They have pulled some fishermen to their deaths, and if they are not clubbed senseless when captured, they will slash fishermen on deck. A puncture wound made by a swordfish bill means a severe and nearly instantaneous infection. Their sword, which is a bony extension of the upper jaw, is deadly sharp on the sides and can grow to a length of four or five feet. It is a weapon backed up by five hundred pounds of sleek, muscular fish. Swordfish have even been known to attack boats, driving their swords right through the hull and at times sinking them. The details reveal the author’s general point. See page 146 in textbook

Implied Main Ideas in Paragraphs Slashing their swords wildly, swordfish swim through schools of fish, trying to slice as many as possible; then they feast. When hooked by fishermen, they have been known to fight nonstop for three or four hours. They have pulled some fishermen to their deaths, and if they are not clubbed senseless when captured, they will slash fishermen on deck. A puncture wound made by a swordfish bill means a severe and nearly instantaneous infection. Their sword, which is a bony extension of the upper jaw, is deadly sharp on the sides and can grow to a length of four or five feet. It is a weapon backed up by five hundred pounds of sleek, muscular fish. Swordfish have even been known to attack boats, driving their swords right through the hull and at times sinking them. Which statement expresses the general point that the author is trying to make about the topic? See page 146 in textbook ANSWER: D The next slide shows and explains the answer. Swordfish will attack entire schools of fish. A swordfish bill can cause severe infections and even sink a boat. A. B. C. Swordfish will fight for hours when hooked and have even pulled some fisherman to their deaths. Swordfish are aggressive, dangerous fish. D.

Swordfish will attack entire schools of fish. B.
CHAPTER 4 Implied Main Ideas Implied Main Ideas in Paragraphs Slashing their swords wildly, swordfish swim through schools of fish, trying to slice as many as possible; then they feast. When hooked by fishermen, they have been known to fight nonstop for three or four hours. They have pulled some fishermen to their deaths, and if they are not clubbed senseless when captured, they will slash fishermen on deck. A puncture wound made by a swordfish bill means a severe and nearly instantaneous infection. Their sword, which is a bony extension of the upper jaw, is deadly sharp on the sides and can grow to a length of four or five feet. It is a weapon backed up by five hundred pounds of sleek, muscular fish. Swordfish have even been known to attack boats, driving their swords right through the hull and at times sinking them. See page 146 in textbook A. Swordfish will attack entire schools of fish. B. Swordfish will fight for hours when hooked and have even pulled some fisherman to their deaths. C. A swordfish bill can cause severe infections and even sink a boat. Swordfish are aggressive, dangerous fish. D. Swordfish are aggressive, dangerous fish. D.

Statements A, B, and C are supporting details for this main idea.
CHAPTER 4 Implied Main Ideas Implied Main Ideas in Paragraphs Slashing their swords wildly, swordfish swim through schools of fish, trying to slice as many as possible; then they feast. When hooked by fishermen, they have been known to fight nonstop for three or four hours. They have pulled some fishermen to their deaths, and if they are not clubbed senseless when captured, they will slash fishermen on deck. A puncture wound made by a swordfish bill means a severe and nearly instantaneous infection. Their sword, which is a bony extension of the upper jaw, is deadly sharp on the sides and can grow to a length of four or five feet. It is a weapon backed up by five hundred pounds of sleek, muscular fish. Swordfish have even been known to attack boats, driving their swords right through the hull and at times sinking them. A B C Statements A, B, and C are supporting details for this main idea. See page 146 in textbook A. Swordfish will attack entire schools of fish. Support B. Swordfish will fight for hours when hooked and have even pulled some fisherman to their deaths. Support Support C. A swordfish bill can cause severe infections and even sink a boat. Swordfish are aggressive, dangerous fish. D.

Swordfish are aggressive, dangerous fish. Main idea:
CHAPTER 4 Implied Main Ideas Implied Main Ideas in Paragraphs Slashing their swords wildly, swordfish swim through schools of fish, trying to slice as many as possible; then they feast. When hooked by fishermen, they have been known to fight nonstop for three or four hours. They have pulled some fishermen to their deaths, and if they are not clubbed senseless when captured, they will slash fishermen on deck. A puncture wound made by a swordfish bill means a severe and nearly instantaneous infection. Their sword, which is a bony extension of the upper jaw, is deadly sharp on the sides and can grow to a length of four or five feet. It is a weapon backed up by five hundred pounds of sleek, muscular fish. Swordfish have even been known to attack boats, driving their swords right through the hull and at times sinking them. Swordfish are aggressive, dangerous fish. Main idea: See page 146 in textbook Although the main idea is not directly stated, it is clearly implied by all the material in the paragraph.

Figuring Out Implied Main Ideas in Paragraphs
CHAPTER 4 Implied Main Ideas Implied Main Ideas in Paragraphs Figuring Out Implied Main Ideas in Paragraphs Remember, to find implied main ideas, it often helps to decide on the topic first. Do so by asking yourself, “Who or what is the selection about?” After you find the topic, then ask yourself, “What is the author’s main point about the topic?” See page 147 in textbook

What is the topic of this paragraph?
CHAPTER 4 Implied Main Ideas Implied Main Ideas in Paragraphs / Figuring Out Implied Main Ideas in Paragraphs What is the topic of this paragraph? All writers get bogged down now and then. Accept the fact that sooner or later writer’s block will happen to you. When it does, one response is to try to write something—no matter how awkward or imprecise it may seem. Just jot a reminder to yourself in the margin (“Fix this,” “Redo,” or “Ugh!”) to fine-tune the section later. Another way to deal with a writing snag is leave a blank space—a spot for the right words when they finally come to mind at a later time. Then move on to an easier section, see if you can write that, and then return to the challenging part. It may also help to reread—to yourself or out loud—what you’ve already written. Regaining a sense of the large context may be enough to overcome writer’s block. You might also try talking your way through a troublesome section. Like most people, you probably speak more easily than you write; by speaking aloud, you tap this oral fluency and put it to work in your writing. See page 147 in textbook ANSWER: A The next slide shows and explains the answer. Writer’s block The writing process Writing and talking Rereading your writing A. B. C. D.

CHAPTER 4 Implied Main Ideas Implied Main Ideas in Paragraphs / Figuring Out Implied Main Ideas in Paragraphs What is the topic of this paragraph? All writers get bogged down now and then. Accept the fact that sooner or later writer’s block will happen to you. When it does, one response is to try to write something—no matter how awkward or imprecise it may seem. Just jot a reminder to yourself in the margin (“Fix this,” “Redo,” or “Ugh!”) to fine-tune the section later. Another way to deal with a writing snag is leave a blank space—a spot for the right words when they finally come to mind at a later time. Then move on to an easier section, see if you can write that, and then return to the challenging part. It may also help to reread—to yourself or out loud—what you’ve already written. Regaining a sense of the large context may be enough to overcome writer’s block. You might also try talking your way through a troublesome section. Like most people, you probably speak more easily than you write; by speaking aloud, you tap this oral fluency and put it to work in your writing. See page 147 in textbook Writer’s block A. The writing process Writing and talking Rereading your writing B. C. D.

The topic is referred to repeatedly in the paragraph.
CHAPTER 4 Implied Main Ideas Implied Main Ideas in Paragraphs / Figuring Out Implied Main Ideas in Paragraphs All writers get bogged down now and then. Accept the fact that sooner or later writer’s block will happen to you. When it does, one response is to try to write something—no matter how awkward or imprecise it may seem. Just jot a reminder to yourself in the margin (“Fix this,” “Redo,” or “Ugh!”) to fine-tune the section later. Another way to deal with a writing snag is leave a blank space—a spot for the right words when they finally come to mind at a later time. Then move on to an easier section, see if you can write that, and then return to the challenging part. It may also help to reread—to yourself or out loud—what you’ve already written. Regaining a sense of the large context may be enough to overcome writer’s block. You might also try talking your way through a troublesome section. Like most people, you probably speak more easily than you write; by speaking aloud, you tap this oral fluency and put it to work in your writing. See page 147 in textbook Writer’s block A. The topic is referred to repeatedly in the paragraph.

Talking about what you are trying to write may help you break out of
CHAPTER 4 Implied Main Ideas Implied Main Ideas in Paragraphs / Figuring Out Implied Main Ideas in Paragraphs All writers get bogged down now and then. Accept the fact that sooner or later writer’s block will happen to you. When it does, one response is to try to write something—no matter how awkward or imprecise it may seem. Just jot a reminder to yourself in the margin (“Fix this,” “Redo,” or “Ugh!”) to fine-tune the section later. Another way to deal with a writing snag is leave a blank space—a spot for the right words when they finally come to mind at a later time. Then move on to an easier section, see if you can write that, and then return to the challenging part. It may also help to reread—to yourself or out loud—what you’ve already written. Regaining a sense of the large context may be enough to overcome writer’s block. You might also try talking your way through a troublesome section. Like most people, you probably speak more easily than you write; by speaking aloud, you tap this oral fluency and put it to work in your writing. Which statement best expresses the unstated main idea of the paragraph? See page 147 in textbook ANSWER: B The next slide shows and explains the answer. Writing is not easy. Talking about what you are trying to write may help you break out of a writing snag. A. B. C. There are various ways to deal with writer’s block. Write easier sections of a paper first and come back later to a harder section. D.

Implied Main Ideas in Paragraphs / Figuring Out Implied Main Ideas in Paragraphs All writers get bogged down now and then. Accept the fact that sooner or later writer’s block will happen to you. When it does, one response is to try to write something—no matter how awkward or imprecise it may seem. Just jot a reminder to yourself in the margin (“Fix this,” “Redo,” or “Ugh!”) to fine-tune the section later. Another way to deal with a writing snag is leave a blank space—a spot for the right words when they finally come to mind at a later time. Then move on to an easier section, see if you can write that, and then return to the challenging part. It may also help to reread—to yourself or out loud—what you’ve already written. Regaining a sense of the large context may be enough to overcome writer’s block. You might also try talking your way through a troublesome section. Like most people, you probably speak more easily than you write; by speaking aloud, you tap this oral fluency and put it to work in your writing. See page 147 in textbook Writing is not easy. A. Statement A is too broad, covering a great deal more than is in the selection. It does not focus on the topic of writer’s block.

Implied Main Ideas in Paragraphs / Figuring Out Implied Main Ideas in Paragraphs All writers get bogged down now and then. Accept the fact that sooner or later writer’s block will happen to you. When it does, one response is to try to write something—no matter how awkward or imprecise it may seem. Just jot a reminder to yourself in the margin (“Fix this,” “Redo,” or “Ugh!”) to fine-tune the section later. Another way to deal with a writing snag is leave a blank space—a spot for the right words when they finally come to mind at a later time. Then move on to an easier section, see if you can write that, and then return to the challenging part. It may also help to reread—to yourself or out loud—what you’ve already written. Regaining a sense of the large context may be enough to overcome writer’s block. You might also try talking your way through a troublesome section. Like most people, you probably speak more easily than you write; by speaking aloud, you tap this oral fluency and put it to work in your writing. D C Statements C and D are too narrow—each referring to only one specific way to deal with writer’s block. See page 147 in textbook Talking about what you are trying to write may help you break out of a writing snag. C. Write easier sections of a paper first and come back later to a harder section. D.

Implied Main Ideas in Paragraphs / Figuring Out Implied Main Ideas in Paragraphs All writers get bogged down now and then. Accept the fact that sooner or later writer’s block will happen to you. When it does, one response is to try to write something—no matter how awkward or imprecise it may seem. Just jot a reminder to yourself in the margin (“Fix this,” “Redo,” or “Ugh!”) to fine-tune the section later. Another way to deal with a writing snag is leave a blank space—a spot for the right words when they finally come to mind at a later time. Then move on to an easier section, see if you can write that, and then return to the challenging part. It may also help to reread—to yourself or out loud—what you’ve already written. Regaining a sense of the large context may be enough to overcome writer’s block. You might also try talking your way through a troublesome section. Like most people, you probably speak more easily than you write; by speaking aloud, you tap this oral fluency and put it to work in your writing. Almost the entire paragraph above is made up of practical suggestions for responding to writer’s block. See pages 147–148 in textbook B. There are various ways to deal with writer’s block.

There are various ways to deal with writer’s block. Main idea:
CHAPTER 4 Implied Main Ideas Implied Main Ideas in Paragraphs / Figuring Out Implied Main Ideas in Paragraphs All writers get bogged down now and then. Accept the fact that sooner or later writer’s block will happen to you. When it does, one response is to try to write something—no matter how awkward or imprecise it may seem. Just jot a reminder to yourself in the margin (“Fix this,” “Redo,” or “Ugh!”) to fine-tune the section later. Another way to deal with a writing snag is leave a blank space—a spot for the right words when they finally come to mind at a later time. Then move on to an easier section, see if you can write that, and then return to the challenging part. It may also help to reread—to yourself or out loud—what you’ve already written. Regaining a sense of the large context may be enough to overcome writer’s block. You might also try talking your way through a troublesome section. Like most people, you probably speak more easily than you write; by speaking aloud, you tap this oral fluency and put it to work in your writing. See page 147 in textbook There are various ways to deal with writer’s block. Main idea:

Putting Implied Main Ideas into Your Own Words
CHAPTER 4 Implied Main Ideas Implied Main Ideas in Paragraphs Putting Implied Main Ideas into Your Own Words In the previous paragraphs in this chapter, you have been asked to choose the implied main idea from a list of statements. In general, however, when you read you will often have to infer—figure out on your own—an author’s unstated main idea. See page 152 in textbook

Look for repeated words as you read.
CHAPTER 4 Implied Main Ideas Implied Main Ideas in Paragraphs / Putting Implied Main Ideas into Your Own Words To help you identify the topic and the main idea, remember these strategies you saw in Chapter 2: 1 Look for repeated words as you read. 2 Major details are often signaled by such common addition words as the following: Try to mark major supporting details. Addition Words See page 152 in textbook

CHAPTER 4 Implied Main Ideas Implied Main Ideas in Paragraphs / Putting Implied Main Ideas into Your Own Words Nonverbal messages are more emotionally powerful than verbal ones. Nonverbal behaviors tell people about our emotional state. When we want to convey how we feel about someone, language often fails us. Nonverbal messages are also more universal than verbal ones. Members of different linguistic groups must spend a lot of time and effort to learn each other’s verbal codes, but they can communicate instantly by smiling or wrinkling their faces in disgust. Some researchers have shown a number of emotions to be expressed in the same way by members of different cultural groups. Last, nonverbal messages are more continuous and natural than spoken language. Because gestures and body movements flow into one another without obvious beginnings and endings, they seem to be a more natural part of our existence than words. What is the topic of this paragraph? See pages 152–153 in textbook ANSWER: Nonverbal messages The next slide shows and explains the answer.

Implied Main Ideas in Paragraphs / Putting Implied Main Ideas into Your Own Words Nonverbal messages are more emotionally powerful than verbal ones. Nonverbal behaviors tell people about our emotional state. When we want to convey how we feel about someone, language often fails us. Nonverbal messages are also more universal than verbal ones. Members of different linguistic groups must spend a lot of time and effort to learn each other’s verbal codes, but they can communicate instantly by smiling or wrinkling their faces in disgust. Some researchers have shown a number of emotions to be expressed in the same way by members of different cultural groups. Last, nonverbal messages are more continuous and natural than spoken language. Because gestures and body movements flow into one another without obvious beginnings and endings, they seem to be a more natural part of our existence than words. One key to the topic here is the phrase nonverbal messages or nonverbal behaviors, which is used repeatedly in the paragraph. See pages 152–153 in textbook

Implied Main Ideas in Paragraphs / Putting Implied Main Ideas into Your Own Words Nonverbal messages are more emotionally powerful than verbal ones. Nonverbal behaviors tell people about our emotional state. When we want to convey how we feel about someone, language often fails us. Nonverbal messages are also more universal than verbal ones. Members of different linguistic groups must spend a lot of time and effort to learn each other’s verbal codes, but they can communicate instantly by smiling or wrinkling their faces in disgust. Some researchers have shown a number of emotions to be expressed in the same way by members of different cultural groups. Last, nonverbal messages are more continuous and natural than spoken language. Because gestures and body movements flow into one another without obvious beginnings and endings, they seem to be a more natural part of our existence than words. also Last, The other key to the topic is major details in the paragraph. Two of the details are signaled by addition words. See pages 152–153 in textbook

There are three major details in this paragraph.
CHAPTER 4 Implied Main Ideas Implied Main Ideas in Paragraphs / Putting Implied Main Ideas into Your Own Words Nonverbal messages are more emotionally powerful than verbal ones. Nonverbal behaviors tell people about our emotional state. When we want to convey how we feel about someone, language often fails us. Nonverbal messages are also more universal than verbal ones. Members of different linguistic groups must spend a lot of time and effort to learn each other’s verbal codes, but they can communicate instantly by smiling or wrinkling their faces in disgust. Some researchers have shown a number of emotions to be expressed in the same way by members of different cultural groups. Last, nonverbal messages are more continuous and natural than spoken language. Because gestures and body movements flow into one another without obvious beginnings and endings, they seem to be a more natural part of our existence than words. 1 2 also 3 Last, There are three major details in this paragraph. See pages 152–153 in textbook

All three major details are about nonverbal messages (or behaviors).
CHAPTER 4 Implied Main Ideas Implied Main Ideas in Paragraphs / Putting Implied Main Ideas into Your Own Words Nonverbal messages are more emotionally powerful than verbal ones. Nonverbal behaviors tell people about our emotional state. When we want to convey how we feel about someone, language often fails us. Nonverbal messages are also more universal than verbal ones. Members of different linguistic groups must spend a lot of time and effort to learn each other’s verbal codes, but they can communicate instantly by smiling or wrinkling their faces in disgust. Some researchers have shown a number of emotions to be expressed in the same way by members of different cultural groups. Last, nonverbal messages are more continuous and natural than spoken language. Because gestures and body movements flow into one another without obvious beginnings and endings, they seem to be a more natural part of our existence than words. All three major details are about nonverbal messages (or behaviors). See pages 152–153 in textbook

The repeated phrase plus the major details tell you the topic.
CHAPTER 4 Implied Main Ideas Implied Main Ideas in Paragraphs / Putting Implied Main Ideas into Your Own Words Nonverbal messages are more emotionally powerful than verbal ones. Nonverbal behaviors tell people about our emotional state. When we want to convey how we feel about someone, language often fails us. Nonverbal messages are also more universal than verbal ones. Members of different linguistic groups must spend a lot of time and effort to learn each other’s verbal codes, but they can communicate instantly by smiling or wrinkling their faces in disgust. Some researchers have shown a number of emotions to be expressed in the same way by members of different cultural groups. Last, nonverbal messages are more continuous and natural than spoken language. Because gestures and body movements flow into one another without obvious beginnings and endings, they seem to be a more natural part of our existence than words. The repeated phrase plus the major details tell you the topic. See pages 152–153 in textbook Nonverbal messages Topic:

The author’s main point about the topic could be stated like this:
CHAPTER 4 Implied Main Ideas Implied Main Ideas in Paragraphs / Putting Implied Main Ideas into Your Own Words Nonverbal messages are more emotionally powerful than verbal ones. Nonverbal behaviors tell people about our emotional state. When we want to convey how we feel about someone, language often fails us. Nonverbal messages are also more universal than verbal ones. Members of different linguistic groups must spend a lot of time and effort to learn each other’s verbal codes, but they can communicate instantly by smiling or wrinkling their faces in disgust. Some researchers have shown a number of emotions to be expressed in the same way by members of different cultural groups. Last, nonverbal messages are more continuous and natural than spoken language. Because gestures and body movements flow into one another without obvious beginnings and endings, they seem to be a more natural part of our existence than words. See pages 152–153 in textbook Nonverbal messages Topic: The author’s main point about the topic could be stated like this: Nonverbal messages have several advantages over verbal ones. Main idea:

Nonverbal messages have several advantages over verbal ones.
CHAPTER 4 Implied Main Ideas Implied Main Ideas in Paragraphs / Putting Implied Main Ideas into Your Own Words Nonverbal messages are more emotionally powerful than verbal ones. Nonverbal behaviors tell people about our emotional state. When we want to convey how we feel about someone, language often fails us. Nonverbal messages are also more universal than verbal ones. Members of different linguistic groups must spend a lot of time and effort to learn each other’s verbal codes, but they can communicate instantly by smiling or wrinkling their faces in disgust. Some researchers have shown a number of emotions to be expressed in the same way by members of different cultural groups. Last, nonverbal messages are more continuous and natural than spoken language. Because gestures and body movements flow into one another without obvious beginnings and endings, they seem to be a more natural part of our existence than words. Nonverbal messages Topic: See pages 152–153 in textbook Nonverbal messages have several advantages over verbal ones. Main idea:

Implied Central Ideas in Longer Passages
CHAPTER 4 Implied Main Ideas Implied Main Ideas in Paragraphs Implied Central Ideas in Longer Passages More often than not, authors of essays, articles, and textbook selections will state their central points or ideas in much the same way as they state their main ideas in a single paragraph. Occasionally, however, the central point will be implied rather than stated directly. See page 155 in textbook In this case, you have to infer an author’s unstated central point. The implied central idea that you come up with should cover all or most of the details in the passage.

“Who or what is this selection about?” That will be the topic.
CHAPTER 4 Implied Main Ideas Implied Main Ideas in Paragraphs / Implied Central Ideas in Longer Passages To decide on the implied central idea, we must ask the same three questions we’ve already used to find main ideas: “Who or what is this selection about?” That will be the topic. “What is the point the author is trying to make about that topic?” See page 155 in textbook And when we think we know the central point, we can test it by asking, “Does all or most of the material in the selection support this idea?”

Implied Main Ideas in Paragraphs / Implied Central Ideas in Longer Passages See pages 155–157 in the textbook for examples and practice in figuring out implied central ideas in longer passages. See pages 155–157 in textbook

Chapter Review In this chapter, you learned the following:
CHAPTER 4 Implied Main Ideas Chapter Review In this chapter, you learned the following: At times authors imply, or suggest, a main idea without stating it clearly in one sentence. In such cases, you must figure out that main idea by considering the supporting details. To find implied central points in longer reading selections, you must again look closely at the supporting material. See page 158 in textbook The next chapters—Chapters 5 and 6—will explain common ways that authors organize their material.

ADVANCING COLLEGE READING SKILLS

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