A POINT | Focuson Comprehension D> Semester-Il (Eng-112) Academic Reading & Writing University of the Punjab < & Affiliated Colleges Salient Features: Urdu Translation of Units Solution of Activities in Easy Language Meanings of Difficult Words Special Focus on Writing SkillsCONTENTS Description Page # IDENTIFYING AND SELECTING INFORMATION 1 Sa ey 9 2. KEY IDEAS 9 hi UNIT NO. 12 (SOLVED) 1 1. Focus: Identifying Information 11 2. ACTIVITY 12.1 (Exploring openings) 1 3. ACTIVITY 12.2 (Interpreting new information) 13 Reading 13 ACTIVITY 12.3 (Understanding the text) 19 Focus on Language: Noun Phrases: 20 ACTIVITY 12.4 (Understanding information provided| 21 by noun phrases) What I have learnt? 21 UNIT #13 EXAMINING INFERENCE AND IMPLICAITON fe YW teyu! 2 KEY IDEAS 2 UNIT NO. 13 (SOLVED) 2. Focus: Importance of Tone B ACTIVITY 13.1 (Establishing tone) 2B ACTIVITY 13.2 (Predicting) 24 Reading 24 ACTIVITY 13.3 (Exploring implied meanings) 32 ACTIVITY 13.4 (Writing a summary) 34 What I have learnt? the 36 TT #14 SUMMARIZING AN ARGUMENT te Vitex 37 KEY IDEAS 37 UNIT NO. 14 (SOLVED) 39 Focus: Following an Argument 39ye Point "Focus on Comprehension (Language in Use ~ 112) for Punjab University To The 6 . ACTIVITY 14.1 (Following an argument) rr UNIT #14 Le ACTIVITY 14.2 (Summarizing the argument) ® |. ACTIVITY 14.3 (Extending vocabulary) i | I. Reading iG lg. ACTIVITY 14.4 (Understanding the key ideas) st | Ib, ACTIVITY 14.5 (Extending Vocabulary) a 10. ACTIVITY 14.6 (Writing a Summary) fis) 11, What I have learnt? 45 | Prats SUMMARIZING COMPLEX TEXT = 1 Se teat 46 | bh. KEY IDEAS “ hx UNIT NO. 15 (SOLVED) 47 13. Focus: Making Notes 47 4. ACTIVITY 15.1 (Making simple notes) 9 Is. ACTIVITY 15.2 (Making complex notes) 31 6. ACTIVITY 15.3 (Expressing ideas in your own words) | 53 7, Reading 54 8. ACTIVITY 15.4 (Understanding the text) 58 Ib, ACTIVITY 15.5 (Practising summary writing skills) 59 10. What I have learnt? 60 frat A a i OILCLomprhension by Letei UNDERSTANDING CHARACTERS Ona I. SY ey KEY IDEAS 2. lx UNIT NO. 16 (SOLVED) Focus: Character in Context ACTIVITY 16.1 (Introducing characters) ACTIVITY 16.2 (Forming an impression) ACTIVITY 16,3 (Extending vocabulary) Reading ACTIVITY 16.4 (Comparing characters) ACTIVITY 16,5 (Summarizing your views) What I have learnt?To The Point "Focus on Comprehension (Language in Use ~ 112) for Punjab University jUNIT # 17 UNDERSTANDING CHARACTERS Questions I. Te fey 85 2. KEY IDEAS 85 lx UNIT NO. 17 (SOLVED) 87 3. Focus: Setting The Scene 87 4. ACTIVITY 17.1 (Understanding poetic effect) 89 Is. ACTIVITY 17.2 (Understanding viewpoint) 90 6. ACTIVITY 17.3 (Understanding symbol) 1 |7. ACTIVITY 17.4 (Extending vocabulary) 1 8. Focus: Creating A City a1 9. ACTIVITY 17.5 (Using people as part of the setting) 94, 10. Focus: Creating a Landscape 95 11. ACTIVITY 17.6 (Examining the effects of the landscape] 99 and weather) 12. ACTIVITY 17.7 (Exploring unusual words and phrases)| 100 What I have learnt? 100 UNIT #18 UNDERSTANDING ISSUES I. Se teat 101 2. KEY IDEAS 101 UNIT NO. 18 (SOLVED) 102 3. Focus: Responding toa Persuasive Text 102 4. ACTIVITY 18.1 (Exploring persuasive techniques) 104 Is. ACTIVITY 18.2 (Writing a summary) 105 6. Reading 106 I7.. ACTIVITY 18.3 (Understanding the text) 110 8. ACTIVITY 18.4 (Dealing with criticism) 112 pe What I have learnt? 113 UNIT #19 ANSWERING COMPREHENSION QUESTIONS I. Se toy 14 2. KEY IDEAS 14 ht UNIT NO. 19 (SOLVED) 116 3. Focus: Understanding Question Types 116 4. FOCUS: More Complex Inference and Deduction] 119Comprehension (Language In Use - 112) for Punjab University s To The Point “Focus 0” s. ACTIVITY Reading ly, ACTIVITY 19.2 (More explaining in one’s own words) ls. What I have learnt? sim .1 (Explaining in one’s own words) UNDERSTANDING HOW AN ARGUMENT IS PASSAGE A PASSAGE BTo The Point “Focus on Comprehension (Language in Use ~ 112) for Punjab University ® UNIT : IDENTIFYING AND SELECTING INFORMATION Ng fA toi Seftor epsisite ALO ive fin $LelfF A WL ose mp 2 ier sLtrrstp 43 OusleS hoor ee By Aisa ftenL0errFS (a) we difererMesrdfidst (b) ut Enid Seong ihi tie Shoot (6) Settle Kohl Age Mo tut dn dT e aoe ri @ Lye mewssr>LtelutdnCyserret eFC) Inte VS Go ese (iii) Pair aeeereFi (iv) ELSIE SB TOF) KEY IDEAS Reading is one of the important skills among the four skills of communication. It is a conscious (({") and deliberate process. We can become good readers by practice. In our professional life, we have to deal with material like memos, pamphlets, manuals, journals, reports and books, We can know about these things if we know the art of reading. First try to answer the basic questions as to why we read. Gre sh Fe Nbr Liye ple tury Lily g So bel bun ibrar we plac 22 Sb /ASneyud ie vba owil tha GELS Why we read? f We read in order to gather information. Reading enriches (t/Ut 1) our knowledge about different fields of life. Like listening, reading too is not just a passive activity We—) (¢€. A good reader has to understand the meaning of the words in the context. He has to relate sentences to each other and see how the information fits together in a meaningful way. Reading requires practice. It also depends on our creativity (J/G¥) and critical analysis, he Sachse te HL yh bu spbet ere iL pe Stihl we Uae PIL 2 bi sie tare RE eI APL PFS!ati, w wnt “FO ne ing (A Summ 4 rea plex (e469) activity to understany nryects of outing 1 8 a i different areas of life. oye sg us valuable information about ; 5 1, Reading 8ive8 UT vledge on different literary, scientific and technical topics. 2 Teens - our knowledge of grammar, and use of words. It builds up our SPelng | 3, Itstrengthen' e sronunciation. p ‘ - fata ur skill of word recognition and comprehension (#) | . en ah ALS Lag tel inte ALE Ree Muetitin | fs eas ft Pe Bde bs Tech | ea ioitaariine Lb 22 Sais re BL Sug tS LENE hice oy | Ber 2 ing i ition: es of collecting informa’ s : . aa ‘are many sources of written texts which give us information about life, world | and the things lying around us. Newspaper and magazines are the main sources whig, provide the reader with information. This is particularly true of the feature articles \, order to understand a newspaper feature or article fully, we need to identify and select ij, information it contains. The other forms of text like fiction stories and adventure tales 4; not contain much information. However, articles written on scientific inventions anj (a) A good information is based on facts. It may be rich with statistical figures and diagrams. (&) Itis not lopsided (AL). It is comprehensive (Cb) and deals with all aspects of te matter under discussion. (©) Itis fair, factual and objective in its treatment of a subject. It is not biased (eo) and Prejudiced. (4) Itis not written in a rhetoric style 442), Its aim is not to rectify (tLe) the habits and morals of the reader. It does not inspire or persuade (tf),To The Point "Focus on Compre! 112) for Punjab University UNIT NO. 12 (SOLVED! Focus: Identifying Information (tg fs): Usually, newspapers and magazines provide the reader with information. Often, they are written to amuse or influence us as well as to inform. This is particularly true of the feature articles. In order to understand a newspaper feature article fully, we need to identify and select the information it contains, Here is the headline and introduction (strapline) of a feature article from a news website: BLANKS Sots A OA tL ve heei ben Role isigite ge BIEL, me tthe PSAP St NLL LENNIE etn Sip Mba Are gic On the prowl Sarah Barrell braves sub-zero temperatures to trek across the Siberian wilderness in search of the elusive and endangered snow leopard. ACTIVITY 12.1 Exploring openings 1, What does the headline refer to? Now read on. It's the middle of the night on the edge of the world. On the fringes of civilization where man and beast have barely left a mark, 12 people are sleeping in small nylon tents Pitched in the scant shelter of two towering mountains, the camp is at the mercy of the elements; and here on the edge of the world, where the steppe rolls relentlessly towards the horizon, the elements aren't that accommodating. As you can see, this establishes the setting of the article and adds colour and interest but it doesn't give the reader straightforward information However, by reading the paragraph carefully, we can work out or infer what the information may be about. 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Explain hension (Language in Us Int "Focus on Compre! There he had a good free dinner. When he went te ‘oho had come throught a testing time without a sera ey anges dramatically with the words, 41. The passage chi a re words why he was ; A Tecate of emergency landing, Amis did not feel the dangerous effects of g, ns: In journey. He was apparently quite satisfied but inwardly he was not so, Later on, he felt i ody was quite disturbed and he felt a sort ‘of numbness (u-) and teling Sensati, in his body. He found that he was growing old. He thought that he was ying. At the ‘moment, he felt that he was wrong and could not judge the correct position of j, aftermath effects of the journey. 12, Finally describe, in your view, ‘Ans: The behaviour of Amis during the journey shows that he was a not afraid of emergency landing. He remained peaceful and calm during the course journey, whereas the passengers were ‘panicky’. In those distressed moments, he tried help a girl with sprained ankle, He watched people running while he sat calmly on his sat He came to his home like a returning hero ‘who overcomes the testing time! We can say thet was Amis frightened during his experience or not brave person. He wa, ‘Amis was a brave person and not a coward one at all. 13, Explain each of the following words as it is used in the article. (a) urgently (b) relief (c) pressing (d)_ jeopardy ‘Ans: (a) urgently: in a way that needs to be dealt with immediately. (WAS) In the article, it is used to refer to the emergency landing. (b) relief: feeling of satisfaction after experiencing moments of distress. (UbityFaLetl aS) ‘The passengers enjoyed a sense of relief after the plane landed safely. (©) pressing: that needs to be dealt with immediately. CePA M RA POKL AL) The need to land the plane safely on the ground was pressing. (4) jeopardy: a dangerous positions. The plane was in jeopardy when it was in the process of landing. (e) camaraderie: a sort of friendships (i G1) a to develop a spirit of camaraderie among all the passengers ot Focus: Summary Writing Skills ACTIVITY 13.4 Writing a summ. Lo ‘ae es at oe Paragraph of the text and create a title or heading for it to 5#™ ‘ent, For example, for paragraph 1, you could write: (e) camaraderie 1 - etlTo The Point "Focus on Comprehension (Language in Use ~ 112) for Punjab University 36 The writer is in a holiday mood Read through your ct of headings and then explain how the list helps you to trace the writer's experiences and moods. ‘Ans: Paragraph No. Title / A Heading ay The writing is in a holiday mood. Cs 2 Amis feels disturbance at the disorderly condition of passengers. 3. Backward journey. 4, Amis is still satisfied. 5. Measures for emergency landing. Amis's concern for his family. The shaky and Jerky plane landing. Disorder created by passengers. 9. ‘The plane touches the runaway. 10, ‘The condition and crying of injured passengers. 11. Amis's observation of people. a 12, Amis's worry for sutvival. 13. ‘Amis's imaginary feelings. 14. [amiss worry about his disease of brain tumour. 15. ‘Amis's remembrance of the air journey. 2, Now, write a summary of the text in which you explain Amis's changing moods in your own words (no more than 80). Ans: Summary of the text ‘Amis was in a carefree mood when he started his journey. He remained satisfied and calm during the journey for a long time. He remained urinerved at the bomb hoax. He offered a bottle of whisky as a measure of relief to the ankle sprained girl. He began to worry about his wife and eight month son when there was going to be emergency landing. During the emergency landing, he remained stable and continued to wait, whereas other passengers were leaving the plane quickly. He had a free lunch at Dinar. He went to his home like a 'retuning hero’ who faced bravely the ‘testing time'. However, he was worried erhen he-damne to lnow that he iufteped from. brain tgavbue (dprSt)) and hee apprehended his death as a result of that distance. 3, Write a summary of emergency landing. Ans: Amis was flying out to join his wife and eight month son. It was British Airwey (BA) that was going to Malaga. The writer was in a holiday mood. 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OF Suypuodsay SAYINGS PATEL TIIN POMP AGA AI sue OC yumeeaste Hl 133) Yonenyena :spesterdde ‘eure Suysn auuop 3509 29 3481s “Kproud w st Aysouoy axoya ‘sesteadde 20m ‘sqnsax smy weard 3g “OL See APU Pg A AGORA OLSEN PASE NG WEY D- spooursAvrya Sp Mpstoatomuviuon) pr Pas4- Ba PPR SHOT PAY Tr Capa UDI) pny aq o} sreadde yy eup Aeon v ur eads o pny ayrar OU THIN Be) YOIS OF eH uyueaY pur SpIOM TMOG “gna aip ypiatis 0} pa8esnooua ose soeKojdua arya sores 40} wmnypaus ysaq. ayy aq usr auoyd axp ‘eouejsuT 304 “SeoqUMUUIOD o} ssaAoydur> sip 205 sem 38aq au ano 510m sanedu09 ‘yoteases sty sodoy ypoouwy, % Ayres Bre NG pe seco pone, (647) osu ‘uoRDeaL :asu0ds>1 4/9) (ree wonwsaqyap jnowpiss ‘99u0 ye ssnoouEjuods umsuy Ue UE apeur aSessouT ‘aU [eOr UL siujueayA Pur SpIOM TMBTG .ssaxp Au ayy] nox oq, ‘sv yons ‘pueutep pepadxoun ue 0} sesuodsax snoauxjuods isduyuRayy pur sprom IPB vsuoyd a “unosDe O} WAY Ploy o} pasn yeaye aq, 0} swadde ajdoog ere yg eR AT IY Iie yk nei sO, Eo) 1 suoyd 40 oBes ou jueysuy Ue UT oUMR [eax ‘9oNId SOE) ssInI90 {¢q¢d) yeRUDSED HYP? isdupueayy pur spo yous ro “hisionun aofund 10) ik ~ 087 U} eBenBue7) Vojsueyeidog wo sree, yujod Ou412) for Punjab University a To The Point "Focus on Comp! ae ae an aad Understanding the key ideas ond are what is the principal reason for people being more honest in 1 the eS are more honest in email than of telephone, The reason is quite es The : They contain recorded materi.) emails are recorded automatically and they come to us. They which can be called to account. On telephone, there is no such thing. é 2, Inyour own words, explain how Hancock's research was carried ou ce ‘Ans: Hancock asked 30 students to maintain a record of the conversation 0! The People wig talked through emails or telephone, They talked about more than 10 Beer, The students asked different questions about them and they admitted that they told lies. 3. Why were psychologists surprised by Hancock's findings? Ans: The psychologists were greatly shocked at the results collected by Hancock abou; telling of lies. The psychologists expected that people told lies the most on telephone than in emails. They were surprised to know that the email writers were the greatest liars, It was because the email writers were detached in the process of conversation. They were not afraid of telling lies. The persons who talked on telephone were afraid of being caught soon even during the talk of the telephone. 4. Why are people more likely to lies in "real time"? setae Ans: People tell lies in real time because they have to give answers spontaneously. They do not find time to coin truth. An answer given spontaneously may be false than an answer that is thought out. 5. How might Hancock's research be used? Ans: Hancock's research would help companies to find ways for their workers te communicate best. For instance, phone is the best medium for the promotion of business Here the employees have the opportunity to stretch out truth and lay the foundation of truth and honesty. 1. ACTIVITY 145 Extending Vocabulary 3% _Give the meaning of each of the following expressions as it is used in the article. 3._whepping aegis ilTo The Point "Focus on Comprehension (Language In Use - 112) for Punjab University 45 in an instant message or phone call sible (oxi) stretch the truth to say something that is not completely true, ambiguous truth Ge Focus: Summary Writing Skills Before you write a summary of a given text, identify the main point, and then the supporting points. You may need details to explain each point carefully. When you are happy that your outline, mind map or plan conveys the argument fully, write the summary. ACTIVITY 14.6 Writing a Summary In your own words, explain Hancock's research on people and their lies, showing clearly how he carried out the research and what he found from this. Do not use more than 100 words in your summary. Ans: People tell lies on all types of technologies. However, they are more attracted to tell lies on phone than in e-mails. The e-mails come back and the e-mail writers are more answerable to the recorded material. Summ Hancock asked 30 students to make a record of their conversation lasting more than 10 minutes. The students confessed that they told lies. The psychologists were surprised to know that some e-mailers were the biggest liars. Some of them expected that the detachment of the e-mail writers would make it easier to lie. Others were of the view that people lie more in fact to face exchanges. Some people lied face to face and they told lies while giving a spontaneous answer. Hancock feels that his research would help the employees of the companies to improve the ways their employees might use in communication skills. What I have learnt? 3 To plan the summary of a text, construct a series of logical statements. Mary Pen cievle Ae * tr Connect the statements, or points, to write a coherent summary. eel Arye esteth *112) for Punjab University To The Point "Focus on Compre! Jon (Language in Use = 0 UNIT SUMMARIZING COMPLEX TEXT Se Vilar, his unit, you will a ‘. : identify Pe Aion ia stadia thet Coweta a gale relevant information and:construct a mind map t/vA554! tiem uniy se rewrite the text in your own words. Ar teWZv Tet ‘As we saw in the previous unit, when asked to summarize a passage, We need ), tackle it in two stages: we byte RLU pt WLLL LBB acre tH Bb Se (1) make notes -- as a list, or mind map, and so on t * eI L Set eed (2). paraphrase the passage by using our own words Artes Hervivies In this unit, we will look at how to summarize a more complex text. MAM rp Linco KEY IDEAS cuteud PLLA a Sp up-ut 7 Key Ideas sie-3 G36 Unit No. 4To The Point "Focus on Comprehension (Language In Use ~ 112) for Punjab University a7 UNIT NO. 15 (SOLVED) Focus: Making Notes The only way to select information from a complex article is to make notes, Note « taking is a skill that is essential in effective communication, where identifying important points made and referring to them in an exchange can lead to better understanding and fewer problems. EL bee help RIL Ie bo hI Yle eth Sole Ma Si Lh Viat Ange ktupssigl Ubsve usaf ula atl Leste fetal LienfSecn ACTIVITY 15.1 Making simple notes Read the following article. Note down as much information as you can under two headings: UI tian tiene MeiLus ate iii 3x Advantages of GM crops estLuom we Disadvantages of GM crops. etl uhom New year, new debate Will the world finally make up its mind on genetically modified food? 1. Three ‘years ago, a scientist in Scotland called Arpad Pusztai claimed that the genetically modified potatoes he had fed his rats made them ill. The resulting furore sent questions about the safety of GM food hurtling around the globe, confirmed Britain as a nation of GM sceptics, and added personal health fears to what might otherwise have seemed a list of distant environmental concerns. Difficult Words and Meanings: claimed: asserted (YOM); genetically: relating to genes or hereditary (Evs¢#* dL): furore: excitement (Viz); GM: generally modified («UL47;.#7); sceptics: who doubt the claim of something (wd AUSiKE) eke ung iu Viator daOied Arpad Pusztaivhy iL tae tude Jot Wye Suge te ALL bP LV CML ulinlaguiie at bare Le BULL ew Jor Lael Gui tsitety te ALL alte tL ILE MILY GMiebal liye LL tla g ren ln£t 2. Since then we have seen the world split into two camps. Some countries, many in Europe, have imposed bans on importing and growing GM crops. Others, notably the US, have grown, cooked and eaten them without knowing about it, or seeming to care that they don't know. One way or another; 2003 promises to shake up this globalFocus on Comprehension oe aes 7 offer people on both sides 0! ivide an‘ : i ike it? ae positions. Will they take i ae (eVOKH Eb /P); neil Difficult Words and Meanings: . sai “4 ; pit: div lt. ied (7 ); bans: put an end to it Seas (rE; Blobal: regio, 3 wpe ke importan' p: to mal sf ‘¢); shake uy : Ge ally (gt 2 Ce 6.24 40S OME NUS Lg t Be 7 ote ad OR phe bth terLumse Vales Be = 1 tinge y CMP Le Solo EEE CMM TSE Bite Slash of the world’s Farmers. Last yen, 3, One country to watch is India, home toa quarter eae ’ Indian government gave the go-ahead for growing te farmers from a ee will cut crop losses to the dreaded bollworm and liberate : Gong es on hazardous pesticides. But will the GM varieties, devel lope eran a thrive in tougher Indian conditions? Will we see insect resistance emerge? And iS will biotech corporations stop farmers using the seed without paying for it? }, answers will be crucial. esi a chemical used for killing insects (Sin 4e 4); thrive: flourish (vis) go-ahead: permission for somebody to start doing something = 141 SA, Gu SP Lae (ty; dreaded: causing fear (t/4,/#); bollworm: an insect which harms the crops Wisi) @ vive LLY CML EIS Le Seg BL, Wee ood Len Ac HieuPhialben 6h ATA BL iL ne Bollwome he shopi Sue sms Wf Lucid. pate weton tnd LetiKterig CML Be inSitte MyiLe! ri RL Led Lrg sl Ved IK Bele 7, Pt tl pAobabrp bers 4. India is also worth watching because it is developing its own crops. Some of Het = : pe variety with extra protein, are at an advanced stage. It is simplisti" oh : “oP as an instant answer to hunger, but stich Projects at least offer Iné* Pethaps other developing countries, th i jot? : : ’ the chance to sidestep Western bio corporations and set their own biotechnolo, + : Difficult Words and Meanings: eee Che ipa ete 6 Sake sie sie : Sb enti ng GSI 2 BOY