Fundamental Reading Skills By the end of the lesson, you will have been able to describe a written text as a connected discourse; identity the different types of reading; identify the different reading activities in each stage of reading; summarize texts effectively; paraphrase texts accurately; and > > > > distinguish effective from ineffective reading practices; > > > apply appropriate reading skills and strategies when processing texts. I. Forma pair. Then, read the following questions. 1. What is the main idea of the passage? | 2. Where did the highest storm surge occur? Now get the answers to questions 1 and 2 from the paragraph below. As soon as you get the answers, raise your hands. The last pair to raise their hands must read the paragraph aloud in front of the class. : The Philippines is visited by an average of 20 typhoons annually. With these typhoons come other disasters, such as the storm surge. A storm surge is an abnormal rise of water primarily caused by the strong winds of a typhoon, It is produced when. the wind circulation near the eye of the typhoon blows on the surface of the sea or ocean. This produces a vertical circulation in the ocean which is disrupted by the ‘ocean floor once it reaches the shallow coastal area. Since the water cannot go down anymore, there is no other way but to go inland. A storm surge is further aggravated during high tides. For instance, a 20-feet storm surge on top of a 3-feet high tide will produce a 23-feet storm surge. The highest recorded storm surge in history is 43 feet at Bathurst Bay.Il, Re-read the paragraph in 3 1, 3. minutes. Then, do the following tasks. Identify the location of the main idea in the paragraph. SSeS eo Pee. 2 ee Summarize the paragraph in two sentences. Sica pete ema cme AT Pad INCOR IE 32S ernatatenciaimseacmeimermmern Describe how each sentence and idea is linked to one another in two sentences, Rewrite as much information as possible without looking at the text.Tick the column that best describes how frequent you practice each of the following statements. Do this as objectively as possible. You can use your performance in Let’s Warm Up as one of the bases in completing this task. Cece ae S) @ CeO) 1. am aware of the skills | use to maximize my reading experience. 2. Lanalyze the writer's purpose, tone, biases, and point of view when reading texts. 3. I know how ideas and sentences are linked to one another in a text. “4. Tam aware of the reading process and how it affects my reading. 5. [restate accurately the details in a reading text. 6. identify the meaning of difficult words in a reading text without the aid of a dictionary. 7. [get the main idea of a text without much difficulty, 8. | preview the reading text to get an overview of its content. 9, anticipate the content of a reading text. 10, I can quickly look for the needed information ina text TOTAL GRAND TOTAL 730 Score Level of Proficiency 28-30 ‘Advanced 25-27 Proficient 23-24 ‘Approaching Proficiency 21-22 Developing Proficiency 20 and below Beginning ProficiencyItis not true that reading is an effortless'task, Itis instead a complex See Aside from this, it is also highly visual because it involves the transmission Of messages through the optic nerves. Although you may not be aware of it, you apply different 7 when reading a particular text. You do more than just read. You also locate main ideas, summarize, paraphrase, note details, and get the meanings of words. : Reading. is a language skill which can he developed through: constant practice. Moreover, some scholars found out that you cah widen your vocabulary and develop skills in-writing when you read. But reading can be more meaningful if it will be viewed as.an Interactive process between the writer and the readét. As a teader, you interact with what you read by asking questions, analyzing the assertions, adding your own understanding, and relating your experience to the message. Text as a Connected Discourse Every day, we encounter texts whether in textbooks, the newspaper, articles, recipes, novels, or instructional manuals presented in multimodal forms such as print and digital, For the texts to achieve their purpose which-may be to inform, to entertain, to persuade, or to actuate, they need to achieve coherence. Coherence means a text must be composed of sentences with connected ideas presented in a logical arrangement. A coherent text, which can be spoken or written, is a connected discourse. Any discourse can be described and understood through discourse analysis, which refers to the study of microlinguistic (frequency courts, information structure, and text linguistic devices) and macrolinguistic (genre and levels of discourse of. texts) elements, and the learner's interactions with it. Furthermore, a discourse can be distinguished in terms of register or vocabulary and genre, which refers to the conventional style, format, and subject of a text. Itis important to understand that reading and interpreting any discourse is influenced by several factors such as the readers’ experiences, beliefs attitudes, language, and culture as well as his or her physical and social environment, vs Text Type_ Genre is different-from text type. While-genre classifies texts, based on external criteria such as activities which regularly occur in society, text type classifies texte based on similarities in linguistic forms and patterns. Note that texts from the sam \e genre can be classified under different text types.Genre Text Type Business letter Expository Business letter Procedure News Recount Film critique Review Product Brochure Descriptive Product Brochure Comparison-Contrast It is important that students be exposed to various genres and text types lest they be ill-prepared in processing texts and writing beyond personal narratives. Act ity 2.1 (Individual) Identify whether or not each text is a connected discourse. Explain your answer in two to three sentences. 1, Gghgadhigh jhgakhdvf khgakv hg hkgka jugde khjoa juha. Bckvgha bka hnjd bkahgka. Bkcague gkajb bjka gag h kajdh bgkagd uhkac. Bvjkahd hgje bhal ohav ndejng-t. | 2, Randy: I didn’t tell Mama what you did. Grace: That's good. At least it will be a surprise. Randy: So when do you plan to reveal it? Grace: Perhaps next week.5. A storm surge is an abnormal rise of seawater level during a storin, It i§ caused by a strong wind that pushes the water to the shore. Its height depends on several factors such as the physical attributes of the coastline and the intensity of the storm,Reading Process Asa complex process, reading consists of the following stages. EE While-reading Read the following excerpt. One morning, when Gregor Samsa ‘woke from troubled dreams, he found himself transformed in his bed into a horrible vermin. He lay Pre-reading ‘on his armour-like back, and if he e Based on the lifted his head a little he could see Post-reading title, "The Imp his brown belly slightly domed gly Why do you think Metamorphosis,” and divided by arches into stiff this happened to what do you think is sections. The bedding was hardly Gregor? the story about? able to cover it and seemed ready to slide off any moment. His many legs, pitifully thin compared with the size of the rest of him, waved about helplessly as he looked. } ~The Metamorphosis, Franz Kafka Before you read the excerpt, you have to draw on your background knowledge by looking at the title. This is the pre-reading stage. It aims to motivate the readers to read and to activate their schema or background knowledge. The skills used in this stage include previewing, freewriting, surveying, questioning, making assumptions about the author, identifying the purpose, and selecting a reading system such as SQ3R (survey, question, read, recite, review). In the while-reading stage, you may reread the text until you fully understand its meaning. The skills used in this stage include getting the meaning of words through context clues, predicting, inferencing, monitoring comprehension, annotating the text, and reflecting. In the last stage or the post-reading stage, you have to check your understanding of the text. The skills used in this stage include reflecting, summarizing, paraphrasing, drawing conclusions, making graphic organizers, and journal writing.D . i ti ‘Write P1 on the space provided if the task is done in ie Oe Sastre : ae W if it is done in the while-reading stage, and P2 if it is done i. stage. Checking the table of contents Checking the length of the article Getting the main idea of the article Getting the meanings of difficult words through context clues a ‘Marking the text for possible contradictions: Predicting the possible ending of the article Predicting the theme of the article Preparing a fishbone map Sereerene LEVEL ‘Summarizing the text Writing a reading log s Basic Reading Skills The following are various skills which can enhance your reading experience and make you. an effective reader. 1. Rapid Reading aims to locate specific information or main ideas in a Very short span of time. Examples of this include skimming and scanning, which are both pre- reading skills. a, Skimming Get an overview of the paragraph and state its main idea. tory, the love Story of Antony most remarkable! It has tasked It-has been made the theme of reappeared in a thousand forms, as it did. when Antony deserted ift galley from Actium in pursuit ‘Of all love stories that are knowin to huinan hist. and Cleopatra has been for nineteen centuries the the resources of the plastic’and the graphicarts: it poets and of prose narrators. It has appeared and and it appeals as much to,theimagination today his almost victorious troops and hastened in a swi of Cleopatra, ~lynddon Or, Famous Affinities of History: Volume | (The Romance Of Devotion) Skimming is a type of quick reading which ai and overview of the m magazines, books, and I skimming. ims to get the main idea aterial. It is usually done when reading newspapers, letters. The following are some techniques for effective eob. c i. Use your finger as a guide when reading across the lines. . Pay special attention to the first and last sentences of each paragraph; they usually contain the main idea of the text. Locating the main idea In the short ‘activity, you are also tasked to state the main idea of the paragraph. Locating the main idea is a reading skill which involves identifying the central message of a reading selection. ‘The main idea is usually found in either or both the first and last sentences of a paragraph, but it may at times appear in the middle of the text. It may also be implied and not explicitly stated in the text. To determine the main idea more easily, study the levels of ideas in a paragraph, and see which elements help in pointing to the main idea. MAIN IDEA -—>| directly support the main idea Major details Minor details ————}1_, |. directly support the major detail Below are some techniques in locating the main idea. 4, Identify the topic or the subject of a text. ii, Take note of transitional devices such as thus, therefore, to conclude, and to sum up, as they may signal the main idea. Validate your identified main idea by analyzing if all supporting details directly or indirectly support it. Perea oe} Paragraph Scanning Check the following information and look for the grade of Brutus. Do it as quickly as you can. Julius Caesar ‘Anthony Pontius Sophocles 76 Brutus 88. ‘Archimedes 96 Aristotle 86Since you aré focused on getting only the grade of Brutus, you do not have to read through the whole list. That is called scanning. It is a quick reading strategy which aims to get specific information from a given text. Scanning is useful in locating the specific name of a board passer from a list, looking for an old email in your inbox, checking specific information in a graph or table, and other such intances. Develop this skill further by applying the following tips. i, Be lear with the information that you need. Check if you are looking for a date, figure, person, place, or event, and then focus on that specific information. ii, Avoid reading every word; focus on what you need. iii, Relax your eyes as you move them across the lines rapidly. 2. Previewing is a skill wherein a reader looks over a material and focuses on the information he/she finds relevant. Previewing allows readers to set the purpose and link the content of the material to their background knowledge. It is conducted during the pre-reading stage. Effective previewing involves clarifying the purpose, reading the title and headings, and checking the illustration and other visuals. Browsing, or inspecting unhurriedly, the table of contents, introduction, or summary, is also a previewing technique. i) Read the questions listed below. Afterwards, read each article that will be shown by your teacher for 15 seconds. Answer the questions after reading each article. ‘Activi Title: CAP upgrades air traffic system Lin hp /newsnoinairerne/66952/canp upgrades sictracsytem 1, Whatis the main idea of the news article? 2, Whois the CAAP director general? a Se ee ee ee 3. Which system was upgraded byCAAP?—— 4, How much was the cost of the project? Se hn Rea lee ieee How old was the air traffic system to be replaced? ae es oe i Sd asadTitle: Supreme Court junks Erap disqualification case Unk htp:/ fm pilstarcom headine/2015/01/21/1415215 supreme-courtjunks-eapidisqualication-ase 1. Whatis the main idea of the news article? 2. Who wrote the decision of the Supreme Court? 3. Who filed the disqualification case against Estrada? 4, How many justices voted for the dismissal of the disqualification case? 5. Whois the spokesperson of the Supreme Court? CoE y 2.4 (individual) | Read the following paragraphs very carefully, Encircle the topic and underline the main idea of each paragraph. If the main idea is not explicitly stated, write it ‘on the space provided. 1. Have you ever wondered what happens in your stomach when you eat? A series of processes starts when you feel hungry and you get the urge to sate your hunger. The process starts when you get food and your brain commands your muscles to pick it up and put it in your mouth. Inside the mouth, food will be blended with saliva and broken down into smaller pieces by your teeth through chewing. Once you swallow the food, it will pass through your esophagus. It will then move to your stomach, where gastric juices will be released to digest carbohydrates and proteins. The semi-digested food is, ‘then transported to the duodenum arid then to the jejunum, ileum, and liver for further absorption. All of these processes constitute the digestion process. Implied main idea: 2: ‘According to National Geographic, global warming may have catastrophic effects. One of these consequences is the melting of polar caps at an alarming rate which leads to higher sea levels—an event which poses a danger to low-lying areas across continents. In {fact, the polar caps are mélting so fast that the Glacier National Park in the United States will be gone by 2070 if it keeps up. Aside from this, global warming also causes severe heat waves in North America. According to reports, at least 225 people had died due to heat waves, Erratic and more extreme weather pattern isianother undesirable effect of global warming; summers become hotter and winters become colder. Hurricanes or typhoons are also becoming more and more intense. If we will not do something today, our children’s children will inevitably face the consequences. Implied main idea:flexible time instead of cumen? If your answer mall business. The first After that, you have to 3. Are you tired of being an employee? Do you want to have a oat an 8 a.m. to 5 p.m. job? Do you want to practice your busines: i to these questions is yes, then it is time for you to start your ony ‘ thing you have to do is to research and define your target marke and formal plan: you come up with a business plan. It does not need to be an elaborate ation artes just have to include the essential information such as your vision an iene nec strategies, financial capital, and forecasted income and expenses. a See financial, technical, and human resource capital. Once you have all thes ie Bist business, set-up your accounting system, then execute your marketing plan. Implied main idea: 4. This is inarguably the era of computers and information technology: Everywhere you go, you can see stores offering different types of computers flocked by interested Consumers. If you are one of those searching for a new computer, check out these tips in finding the right one for you. First, be clear with your purpose: are you buying it for academic, entertainment, or work-related reasons? The purpose will determine the size and specifications that you need to look for. Remember that the larger the screen and the more advanced the system is, the more expensive a computer becomes. Make sure to factor in your budget when deciding. Implied main idea; 225014 7 bivrbont ivon suis sbient uns wey ni jiats bmg 3. Literal reading involves the understanding of ideas and facts that are directly stated in the material. This skill includes note-taking, paraphrasing, and summarizing. These are typically done in the postreading stage. a. Summarizing It Js a technique that involves condensing a, lengthy text into a shorter Passage which is usually 15 to 30 percent of the source material while retaining its essence. It is important that the thesis statement or the topic sentence is included in the summary. Major details may also be mentioned, but they are not required. A citation of the original source is always necessary. By practicing effective summarizing, you can improve your studying, writing, and reading skills. The folowing are some strategies in summarizing, i. Annotate or add notes to the original text to highlight’ importafit ideas. However, avoid putting personal comments, 4 Ifyou are summarizing a text with multiple paragraphs, get the main idea ofeach paragraph and write them in your own words. Combine them into a coherent article using transitional devices,iii, Ensure accuracy by comparing your summary to the original text. Read the following text and summarize its contents. In 1980, Michael Canale and Merill Swain published their seminal work titled “Theoretical Base of Communicative Approaches to Second Language Teaching and Testing" where they proposed a framework for communicative competence. Their paper discusses three components of communicative competence: grammatical, sociolinguistic, and strategic competence. Grammatical competence Tefers to the,knowledge about the rules and mechanics of language. Sociolinguistic knowledge includes. the individual's understanding of social telations and how itis used to communicate appropriately. Strategic competence covers the way in which the speaker improvises and overcomes a communication problem. Compare your summary to the following sample, Michael Canale and Merrill Swain discussed in their 1980 article titled “Theoretical Base of Communicative Approaches to Second Language Teaching and Testing” the three different components of communicative competence. These components are grammatical, sociolinguistic, and strategic competence. Paraphrasing Paraphrasing involves restating ideas from the original text. Unlike a summary, the length of a paraphrased text is almost similar to the length of the original text because it focuses on the details and not on the main idea. A paraphrased text also cites and preserves the tone of the original text. Generally, paraphrasing is done to simplify a complex text, improve study skills, and borrow ideas without quoting directly. The following are some strategies for effective paraphrasing. i, Donot change the original thought of the text; change the way itis conveyed. . Do not confuse it with a summary. Focus on details, not on the main idea alone.ed texts, iii, Ensure accuracy by comparing the original and the paraphras Paraphrase the following selection. According to Conway and Clark in their article “The Journey Inward oe ‘Outward: A” Re-Examination of Fuller's Concemns-Based Model of Teacher Development,” teachers undergo three stages in their professional life (2003). In the first stage, teachers desire to project an ideal image and be liked by their students. In the next stage, they are more concerned with classroom control and ‘management. Both of these stages cover a large part of teachers’ professional life, By the third stage, teachers develop the needed confidence to sacrifice classroom Popularity and focus more on improving students’ learning outcomes. Teachers at. this stage are able to formulate their own teaching philosophies and strategies. This article indicates that teachers may have different teaching principles, beliefs, and strategies based on the stage they ar Compare your paraphrased text to the following sample. Were you able to rewrite the text in the same way? Conway and Clark (2003) discussed the three stages of teachers professional Journey in their article titled, “The Journey Inward and Outward: A Re-Examination of Fuller's Concerns-Based Model of Teacher Development.” The first two stages span most of a teacher's professional life; the former is characterized by teachers’ yearning for the approval of students and their desire to be an ideal image, while the'latter is characterized by a shift in focus to the successful supervision of the class, As they approach the last stage, they focus more on developing their students’ learning capabilities rather than wanting to be well-liked. This phenomenon shows that teachers’ philosophies and strategies change as they move up the stages of their career.‘Activity 2.5 (Individual) Part A. Read the following text and summarize it effectively. A prerequisite to leamer- and learning-centered philosophy is the recognition and consideration of the learners’ individual differences. Since successful second language learning cannot be attributed alone to cog is important to identify and understand the individual differences of the learners for a more effective and sensitive instruction. Individual differences refer to students’ unique set of abilities and ways of learning due to environment and heredity. ‘One of the components of individual differences that influence language learning is the student's learning style. It refers to the students’ preferred mode for perceiving, organizing, {and retaining information. From the many learning styles, Andreou et al. pointed out that students tend to favor tactile and kinaesthetic styles (2008). Moreover, it was also reported that university students do not prefer passive learning and teachers controlling everything, Another component of individual difference is a student's type of intelligence. According to Stemberg's triarchic theory of human intelligence, intelligence can be classified into analytic, creative, and practical information processing (1996). Analytic thinkers appear to put. ‘emphasis on high grades and test scores, follow directions very well, and often prefer to be given directions. Creative thinkers are more moderate in nature. They are intermediate to lower in terms of grade and test'scores, do not like to follow directions but prefer to direct their own selves, and prefer to create their own ideas. They do not fit well in school and feel that schooling is a form of confinement. Finally, there are practical thinkers. Similar to creative ‘thinkers, practical thinkers are intermediate to lower in terms of grade and test scores. They feel bored by formal instruction, prefer to apply ideas pragmatically, and they tend to look for the practical use of tasks assigned to them. These individual differences must be considered ‘to’ understand each type of learner. Learning about them can help an educator adjust the method of instruction to’effectively teach learners with different learning styles and types of intelligence.‘Activity 2.5 (Individual) ‘Then; paraphrase Part B. Choose two paragraphs from the text given in part A. Then, parapl them effectively. 4. Inferential Reading refers to the process of deducing facts and ideas not directly expressed in the text. It is also known as “reading between the lines.” This skill includes making generalizations, inferences, and conclusions. Thisis applied during the while-reading stage. Read the following paragraph. Based on the given details, state why the git] acted the way she did. The girl returmed home from her friend's party. She carefully opened the door of their house to avoid making any sound. It was dark inside, but she did not turn on any ofthe lights. She wary checked if anyone was up. Satisfied that everyone was asleep, she slowly tiptoed to her room and silently opened her door so a¢ not to wake her parents. When you deduced why the girl acted the way she did stated in the text, you were making an inference. An i from facts or details in the text, Along with the evidence and experiences as well as personal beliefs, inference. The ability to make inferences allo text, even when some of the information is left out by the author: based on the information inference is an idea drawn in the text, prior knowledge are also used as bases in making an ws the reader to fully understand the‘Activity 2.6 (Individual) Read the poem. Then, encircle the letter of your answer to the succeeding questions. The Child's Wish Granted By George Parsons Lathrop Do you remember, my sweet, absent son, How in the soft June days forever done You loved the heavens so warm and clear and high ‘And when | lifted you, soft came your ery "Put me ‘way up—way, ‘way up in blue sky"? | aughed and said I could not-—set you down, Your gray eyes wonder-flled beneath that crown Of bright hair gladdening me as you,raced by. Another Father now, more strong than |, Has borne you voiceless to your dear blue sky. 1, What is the poem about? a. The death of the persona’s child b. The relationship of the persona with his child c. The child’s fascination with the sky 2. Whois the “Father” referred to in the second to the last line? a. The child’s real father b. God ¢. Death 3. What does the phrase “dear blue sky” refer to? a.” Heaven. b, Home c. The future 5. Critical reading refers to the close and thorough evaluation of the claims in the text in terms of relevance, validity,/arid logic. This skill includes distinguishing facts from opinions and detecting logical fallacies. As with inferential reading, critical reading happens in the while-reading stage.‘Acti SEAT) : Write E if the statement refers to an effective s! refers to an ineffective strategy. strategy in reading. Write Lig it 1. Adding personal comments on a paraphrased or summarized text Citing paraphrased text Making inferences based on own assumptions Changing all the words in a paraphrased text Preserving the tone of the original text during paraphrasing Comparing the paraphrased and summarized text to the original text Stopping and looking back at the previously read lines during scanning and skimming 8. Focusing on all parts of the paragraph during skimming . Using transitional devices as a clue when locating the main idea 10. Identifying the subject when locating the main idea IIIT | ‘Types of Reading According to Purpose Some of the various types of reading are defined and classified according to purpose. Read the following to learn about them. Francis reads a fen Cae Karen reads her | Felipe reads a college | pronunciation chart his reading. | f2¥otite book, To Killa | application form to. | with his teacher to comprehension | Mockingbird to relax | understand how to fill | help him eowrect his skills, TMI, it out. pronunciation of diphthongs. ¥ Y + + Developmental | Pleasure reading | Functional reading | Remedial reading reading aye of reading | a more passive type of | a type of readin a type of reading which aims to teading that primariy, | designed to help. | aR ena ace develop the readers’ | aims to provide readers learn basic | the effects of poor reading skils enjoyment and functional reading, | teaching and poor entertainment such as reading schoo! | learning forms and instructions‘Activity 2.8 (Individual) Identify which type of reading is used in each of the given situations. 1. Jack reads tips on how to paraphrase well because he got a low score in his research paper for using too many direct quotations. 2. Jack reads his favorite magazine to ease his stress. —— 3. Jack reads the procedure and requirements for passport renewal. 4, Jack reads news articles every day for six months to expand his vocabulary. He uses context clues and annotates while reading the articles. PROMOTE UT Individual Activity. Match the items in column A to the descriptions in column B. Write the letter of your choice on the space provided. text . Rapid reading involves reading between the lines A B —— 1. Browsing a, aims to correct reading problems 2. Critical reading b. aims to develop readers’ ability to read materials such as forms and manuals —— 3. Developmental reading. sirns to entertain —— 4 Functional reading ._aims to systematically improve reading + 5S. Inferential reading, skills a titmak reading involves inspecting a text leisurely : f, involves a direct comprehension of —— 7. Pleasure reading explicitly stated information 8, Previewing g. involves an in-depth evaluation of a 9 10. Remedial reading involves reading the text ina short span of time j. involves the reading of table of contentsLm, Let's Practice Individual Activity, Read the article about fake news in the link below. Then, answer the following questions and perform the given tasks. Title: Fake news in PH: Hete’s the teal story Link: https://www.manilatimes.netifake news-ph-heres-real-story/380295/ 1. At the pre-reading stage, what do you think is the content of the article? 2. Browse the text. What knowledge do you already have about the article? 3. What are the unfamiliar terms that you encountered? Provide the meaning of each unfamiliar term. 4, ‘What strategy did you use in getting the meaning of the termis? retentive 5. What statements are not clear to you? How did you get their intended meaning? aisles) bwin snanteotlovtt ipalte Kong Plots oe San — oo Ath oo9. Are there any logical fallacies in the article? What are they? 10. How can you use the information that you have learned from the article? 11. Give three facts and three opinions from the article. 12, How are the ideas linked with one another? 13, Summarize the article in four to seven sentences. 14. Paraphrase one of the paragraphs in the article.i i tand tl 15. List the problems that you have encountered while reading the text and the reading strategies you employed to solve those problems: Me Peeeyer rns 2 oe Rea RT Oe an oreo es oe oT Re ote ig hn oe forcement Activity Choose one public figure whom you think can be the best senatorial candidate. Prepare a political campaign brochure about this candidate. Use reliable sources in Preparing the brochure. Make sure that you read these sources carefully and that you effectively summarize and paraphrase the information you borrowed from these sources, You may use the following link to serve as a guide in preparing your brochure. Link: “hetp://www.ontinecandidate.convarticles/tips-for-creating-a-great-campaign- brochure Below are some online links to exercises which may hone your reading skills. Paraphrase and Summary Exercise *htips//owl purdue.edu/ow.exercises/esexercises/paraphrase_and. summary. exercises/basic. fevel_paraphrase_and_summary_writing.html = *_https//owl purdue edu/owl exercises/es| exercises/paraphrase_and_summary_exercises/ intermediate_paraphrase_exercises htm! eB e Implied Main Idea, Exercise 1 * _htp://highered.mheducation.com/sites/0073123587/student. view0/chapter10/implied_main. ‘idea_exercise_1.htm! ae ‘Skimming and Scanning »_htipi//au2.ec polyuedu hk/cillicosa/Skimming_ and Scanning/index htmLet’s Reflect Name: Section: Date: Reflect on the learning that you gained after taking up this lesson by answering the questions below. 2 What were your eee ica Beata | PR) eee 2 Peet earned that... Gere 1 eric) Sere ‘taking up 2 pre) Perey Ponsa i | attitude?