Selamat Hari Raya, Maaf Zahir & Batin

to all my former students and to Muslim visitors of this blog (if there's any).

Welcome

This blog is open for anyone who wants to learn to read critically.

ANNOUNCEMENT - Journals

Assalamualaikum

Some of you have not posted your 3rd reading journal and a few have not posted journal 2. Please do so as soon as possible. It may be too late to post them once the overall results for the course are submitted to the office.

Thank you.

ANNOUNCEMENT - Final Exam

General Information

Date : 30th April 2007
Time :2.15 – 4.15 (2 hours)
Venue : To be decided later

Please be at the examination venue at least 30 minutes before the start of the exam. Please do not be LATE!

Exam Format

Two parts (A & B)

Part A

2 sections

Section 1 – Making inferences
3 paragraphs
Each has several statements of inferences based on the paragraph. State whether each statement can be inferred or cannot be inferred.

Section 2 – Main Idea & pattern of organization
5 paragraphs
State the main idea and the pattern of organization
Remember the main idea must be stated in full sentence
E.g. The National Service Program has many advantages than disadvantages
Not – The National Service Program and its advantages.

Pattern of organization: cause & effect, compare & contrast, Time order – process, sequence of dates and events, definition, classification


Part B
1 Long passage

Questions on :

Figurative language – identification and meaning
General comprehension Fact and opinion
Bias
Purpose – intended audience
Purpose
Tone
Inferences
Main idea of the whole passage.
Vocabulary – provide the meanings to several words and phrases.


Revision suggestions:

Review all the handouts given and the lecture notes posted on this blog. Go through also the blog assigments you have done and also your friends'. Read also the reflection you and your friends have done on what you have understood about the skills you have learned. Go through the tutorials and exercise linked under Tutorials and Exercises on the side bar.

If you have any questions or need any clarification please do not hesitate to ask me through this blog or sms me.

Good Luck. I pray that all of you will proceed to the degree program next semester, Insyaallah!

In-Class Assigment - Reflection-Blogging

Please write an entry reflecting on your perception/opinion on blogging/blogs.


Here are some questions as a guide. You are free to add any other comments and free to say anything and as long as you want.

Before participating in this class had you ever used a blog?
How have you used that particular blog?
How do you feel about using a blog for that purpose(s)?

How do you feel about using blog in the reading class? Would you recommend other teachers to use weblog in any classes/subjects?
Would you recommend other teachers using a blog for responding to class readings? Why/Why not?

Would you recommend English teachers/lecturers to use a blog? Give reasons.

Do you think using the blog to discuss the class readings helped you understand the reading better? Why/Why not?

How do you think the class blog, your friends' blogs , and your blog have helped (or could help)you to read critically?

Which feature(s) of the blogs you find is the most helpful?

What part of the blog or blogging activities you find interesting/advantageous?

What part of the blog or blogging activities you find troublesome/disadvantageous?

Compare the blog environment to regular classroom lessons.

What feedback have you received or comments have you heard (from your classmates) about using weblog in the reading class?

Describe any other notable thoughts or experiences during the blogging activities.

Would you continue using a blog for any other purposes after this?

In-Class Assigment - Reflection - Critical Reading Skills

For this assignment please write a reflection on what you have learned so far in the reading class. You may based your reflection on the following questions :

1. What is your understanding of the following skills covered in the course:

Main idea, pattern of organization, fact or opinion, bias, tone, purpose.

2. Which skill is the most difficult to you? Which is the easiest?

3. Which skill do you think is the most useful in reading or in helping you to read?

4. Which skill do you think you will probably apply?
5. How do you tackle the problem of a difficult skill? Give example.
6. What do you understand about critical reading?
7. How important do you think is critical reading in your future university studies?
8. In reading the articles for your journal which of the skills do you normally apply or have applied?

ANNOUNCEMENT - Quiz 3

Details for the 3rd quiz:


Date : Friday, 20th April 2007

Time : 9 - 10 am

Topics : Bias, Purpose and Tone.

Venue : To be decided later.

In-Class Assigment - Purpose and Tone

Read the following article from TIME magazine and this article from Reader's Digest. Decide on the author's purpose and tone for each then state your reasons in the Comment feature of this entry. Read your friends' answers and respond to them. In other words have a discussion.

Answers to the Handout

Check to see whether your answers is similar to mine. I will gladly reply to all your queries.

Page 1: Identifying Audience

1. People with extra cash to save or to invest. Purpose is to persuade you to invest in mutual fund.

2. Consumers of water, particularly housewives, houseowners. Purpose is to persuade you to buy a device that can filter water.

3. Car owners who are interested in sound systems. Also to persuade you to buy the Supertuner III.

4. Housewives or anyone who does his/her own laundry. A persuasion to buy Bright and White laundry detergent.

5. Car owners. To persuade you to be aware of your car engine or perhaps purchase a certain product that prevents the 'drip' and 'squeak' in your car.

Recognizing Tone (Choose from Table 6.1). May have multiple tones.

1. Assertive. The writer is confident that nuclear power is safe (last sentence)

2. Angry (outraged or disgusted) . Angry at the condition of the city. Last sentence is stated in an angry tone, "Where are our city tax dollars going if not to correct these problems"

3. Bitter (or distressed). All sentences begin with "I'm tired of..."

4. Instructive. It is telling you what to be aware of, " Be sure that they are..."

5. Solemn, sad, loving, admiring. "She was a beautiful little girl...", "...and we will never cease to mourn her death.."

Multiple Choice Exercise.

1. a. to persuade ( to change people's perception of postal workers by stating the hard work that they do).

b. insulted ( Last sentence is clear that the writer is insulted)

2. a. to persuade ( to persuade to read or buy the book) (The writer has only praises about the author of the book. e.g. "Dr. Oliver Sacks give readers an important and insightful perspective on injuries..." and "His book should be required reading..."

a. admiring tone. (the writer uses words such as 'renowned, insightful, with compassionate insight to describe Dr. Oliver Sacks)

3. a. to inform ( merely to present information about how we learn)

c. emotionally neutral (no connotative words used)

4. b. to persuade ( to persuade you to like, to honor, to be grateful or perhaps to listen to his kind of music the jazz pianist Michel Petrucciani. e.g. "The world, in turn, should be grateful for the music this young man produced."
c. enthusiastic and admiring ( "For Petrucciani - who remained upbeat, determined...", "...Petrycciani's music...it's also lush and lyrical, filled with sense of passionate longing.", "...his talent is rare and great.")

5. b. to persuade ( to persuade people not to buy SUVs due to its heavy oil consumptions, e.g. ..but by getting rid of their gas guzzling cars...", " SUV owners use more than their fair share of oil...")

a. irritated (e.g. "Owners of SUVs should show their patriotism...", "Just look at the Ford Excursion,...monsters that gobbles up...", )

ANNOUCEMENT - Journal 3 and 4

For the 3rd Journal entry please find a slightly longer article, preferably from online magazines or journals (e.g. the ones linked in the Online Newspaper and Magazines). In your reflection, in addition to what your would normally write please include also the purpose, the tone, the bias, that you can detect. Also include examples of figurative language (if there's any), examples of statements of fact or opinion.

Due Date : Latest 23 April 2007

The 4th journal entry will be replaced with the in-class assignments you have been asked to complete. So far you should have done:

1. graphic material
2. fact and opinion
3. figurative language
4. bias

There will be other entries which will be based on:

• purpose and tone
• reflection on the skills you have learned in this reading class
• To be announced.

TONE

TONE IN WRITING


Tone refers to the author’s attitude towards his/her subjects. Tone also refers to the feeling, mood, or emotional quality of a piece of writing Tone in writing is similar to what we call tone of voice. For instance, the phrase “Thanks a lot!” can have different meanings based on the tone of voice used. We infer the tone of voice by looking at the facial expression, body language, and voice volume


However, in writing it is not as easy to determine the tone as in speaking. Thus, we have to depend on the what the author has written. We look at word choice (connotations), phrasing (the phrases used), and subject matter.
As a critical reader you must be aware of the author’s tone.

For example, is the author being humorous?, or argumentative or both?

Is the author expressing outrage or giving praise?
Is the author being ironic (saying something positive but the intention is the opposite) or earnest (honest)?

Tone is closely related to author’s purpose. If you can identify the tone, you can determine the author’s purpose, his point of view, his stance regarding the subject


Here some words to describe tone:

Loving, affectionate, fond
Surprised, astonished, amazed
Mournful, sorrowful
Cruel, brutal, vicious
Angry, outraged, offended
Bitter, resentful

Formal, stiff
Cheerful, joyful, ecstatic
Humorous, funny, amusing, comical
Arrogant, contemptuous
Cynical, negative, pessimistic
Optimistic, positive, encouraging
Whining, complaining
Witty, clever
Charming, pleasing, attractive
Scolding, chiding
Sad, glum
Dictatorial, domineering, tyrannical
Rude, boorish
Compassionate, caring
Self-pitying, self-indulgent
Critical, disapproving
Depressed, gloomy
Solemn, somber
Informal, casual, relaxed
Vindictive, vengeful
Sarcastic, mocking
Admiring, appreciative
Playful. Lively
Disgusted, offended



DETERMINING TONE


Pay attention to word choice, types and length of sentences, description
Pay particular attention to descriptive language and connotative meanings.
Ask, “How does the author feel about his or her subject? How are these feelings revealed?”
Determining tone takes a lot of practice


TONE - EXAMPLES

I hate this job. The customers are rude, the managers are idiots, and the food smells like dog chow..

Tone: bitter, angry.
Clues : ‘hate, rude, idiots, dog chow (name calling etc)

I have no doubt that flipping burgers and toasting buns will prepare me for a top position on Wall Street..

Tone: mocking, sarcastic.
Clues : Wall Street refers to the economic, business center of NY

I love working at Burger Barn. I meet interesting people, earn extra money, and get to eat all the chicken nuggets I want when I go on break..

Tone: enthusiastic, positive.
Clues: meet interesting people, eat all the chicken nuggets


NOSTALGIC TONE.
Reveals a kind of homesickness for the past, a desire to return to "the good ole days." The following statement reflects nostalgia:

"Oh, for the halcyon days of our childhood when there was time for playing family games, reading good books, enjoying dinner conversation; we knew each other; we shared our joys and disappointments--no boob tube then," the mother reminisced.


SENTIMENTAL TONE.
Identifies that which is affectedly or extravagantly emotional instead of rational; it may also reveal romantic feelings. A good example is the paragraph which follows:

Jim and Mary Smith had looked forward to the trip for months. They were returning to a city they had fallen in love with during the five years it was their home over a decade ago. So many memories were rooted in those years when they lived near Washington D.C. They had bought their first house while they lived in a nearby suburb. Their two sons had begun school during those years, and Jim and Mary had established many close friendships. Above all, they had become caught up in the excitement of living in the nation's capital, with its continual political intrigue and constant awareness of international affairs. Indeed, they were more than eager to return, see friends, and visit the beautiful city they loved.


MORALIZING TONE.
Attempts to explain or interpret good or bad features of something.
It is explicitly and clearly trying to reform. There is no subtlety involved. An example of moralizing is the following statement:

"Well, if you want to live like a yuppie, you better study hard and complete your education. That piece of parchment is the bottom rung of the yuppie ladder!"


CYNICAL TONE.
Reveals a sense of helplessness and hopelessness toward life--a feeling that nothing really can be changed, that evil will prevail, that man is basically selfish, incapable of being reformed.
As an example of cynicism, consider the following statement made by a person of voting age:

"Don't talk to me about voting or politics. I'm not interested. All politicians are self-serving and corrupt. My vote won't change a thing."

Here's an ad with several tones:

The attitude to the reader

One purpose of the Red Cross advertisement is to get people to send money to the charity, so it has to appeal to the reader in some way.

Consider what attitude the writer of the advertisement has towards the readers.

Is the tone challenging?
"That's what we do, now it's your turn."

Is the tone informative?
"That is what Red Cross workers do." "Did you know..."

Is the tone polite?

"Every little bit really does help."

The large bold headline - HELP - lets the reader know immediately that this advertisement is serious in tone. The photographs of the hungry child and the person being rescued back up this theme.

Think about that headline again. What would be your first impression of the tone if the headline was followed by an exclamation mark (HELP!)?

PURPOSE

Introduction

Whatever authors write – whether it be textbook material, short stories, novels, or poems – they have a general purpose. That is they have a reason for writing – just like all of us who have reasons for doing things


Because most writers do not directly state their general purpose, the reader must use indirect clues to determine it. We ask this question when determining purpose: Why did the author write this? Why do we need to be able to recognize the author’s purpose? Our awareness of the author’s purpose before, while, and after reading is a way of keeping ourselves from being fooled about the real message. Some writings are intended to manipulate us. For instance, political articles, advertisement, speeches, news report etc. You as a critical and effective reader must critically think about what ideas have been written.


Purpose is related to the main idea. If the purpose is not stated, the main idea should provide clues to that purpose. Recognizing the purpose is usually harder than getting the main idea. Nevertheless, by grasping the author’s main idea, you should at least be able to detect answers pointing to purposes.


3 broad categories of purpose:

To inform, To entertain, or To persuade

To inform:

An author who has this purpose will provide readers with knowledge and information. Ordinarily, the material will be presented in an objective, neutral fashion. E.g. authors of textbooks which presents factual material, 'The River Nile'


CAUTION You may feel that all the authors’ purpose is to inform. Not necessarily though. They may want to persuade you to do something, to think in some way, to change your mind etc.


To entertain

An author with this purpose will tell a story or describe someone or something in an interesting way. A piece of writing meant to entertain will often make an appeal to the reader’s imagination, sense of humor, or emotions. They can be fiction or non-fiction, e.g. 'My Cousin Vinnie'


To persuade

Persuasion goes beyond merely entertaining or providing information. Such writing tries to change the reader’s opinions by appealing to emotions or intellect. If making an emotional argument, the author may use vividly descriptive passages designed to manipulate reader’s feelings. If making an appeal to intelligence, the author will employ logic and reasoning. E.g. political article, editorials in newspaper, advertisement,

Remember that authors may have more than one purpose in mind. They may want to describe something and someone and at the same time persuade you to like the subject.


To inform - Example

Animals feel secure when at home and afraid when in unfamiliar environments, and this feeling influences their communication and their willingness and ability to fight. What results is a balance between aggression and fear. Animals frequently fight, but rarely do they fight to the death.

This paragraph is neutral in its presentation. The specific purpose is just to describe what animals do for the readers’ knowledge.


Example - To entertain

These two green beans are crossing the freeway when one of them is hit by a truck. His friend scrapes him up and rushes him to the hospital. After hours of surgery, the doctor says, “I have good news and bad news.” The healthy green bean says, “OK, give me the good news first.” “Well, he’s going to live.” “So what’s the bad news?” “The bad news is he’ll be a vegetable for the rest of his life.”

This story is written to entertain you as it tells the story of two green beans. Specifically, it is intended to amuse you, to make you laugh.


Example - To persuade

Cheating jeopardizes the basic fairness of grading process. Widespread cheating causes honest students to become cynical and resentful, especially when grades are curved and the cheating directly affects other students. Cheating may also have long-term effects. Taking the easy way in college may become a habit that can spill over into graduate school, jobs, and relationships. And consider this: would you want a doctor, lawyer, or accountant who had cheated on exams handling your affairs? Cheating sabotages your own academic and personal growth. Don’t cheat!

This paragraph is written to persuade you not to cheat – last sentence is the imperative “Don’t cheat!” It presents the negative consequences of cheating

Types of Purposes:

To state a problem
To analyze something
To classify
To offer a solution
To suggest an alternative
To defend an idea or action
To define something
To compare
To evaluate
To criticize



CLUES TO IDENTIFYING PURPOSE

Look for a statement of purpose (if there is one), : “My purpose is…”
Look for word clues: This discussion is focused on; My intention is
Tone: e.g. humorous or lighthearted than it is to entertain
Look at title, headings, boldface, and italics: e.g. title “Fire Dangers in Wok Cooking” – to warn you about the dangers of cooking with a wok ( in case you don’t know what a wok is, it is ‘kuali or belanga’
Purpose can sometimes be clearly seen in introductions, summaries or conclusions
Look at the author’s background : e.g.If the author is a member of the Al-Arqam, what could be his purpose of writing a religious article be ?
Look at the publication date: Opinions of what is happening during that time, for instance, articles written by Western reporters after September 11, 2001.

In-Class Assigment - BIAS

In order to become well-informed adults, it is a good idea for students to develop the habit of reading the news and keeping informed on important topics, such as geography, the environment, and world events. With the overwhelming amount of information available both in print and online, it is critical that students learn to read news stories with a critical eye. This lesson will help you evaluate news stories by determining their sources and recognizing biases or viewpoints.

Read the following two articles: Kids and Food Ads from Newsweek and Nepalese Sherpas from National Geographic. In your blog, answer the following questions based on one of the articles:

What is the article about?

Are there biases in this article? If yes, is the bias against or for someone or something?

Explain the bias and provide examples.

If you have the time read this commentary titled Rocking the Vote which contains many examples of bias against individuals.



Answers to the exercises in the handout.

The Presidency of John F. Kennedy

b. The authors are critical of John F Kennedy

Examples of bias:

...promised more than Kennedy could deliver...
Only eight months into his first year, it was evident that Kennedy lacked the ability to move Congress (no evident to support)
Still struggling to appease conservative members of Congress, the new president pursued civil rights with a notable lack of vigor.

Statements above are merely opinions with no facts to support.


The Animal Rights Movement.

c. It's is impossible to determine the authors' personal feelings.

Explanation:

The authors of this article have presented views from those who support the movement (e.g. Singer) and those who by reseachers who used animals in experiments (Jasper & Nelkin; Novak)


Frida Kahlo

a. The author admires Kahlo's work.

Example:

...developing her brand of colorful, personalized surrealism. (positive description)


The Civil Right Act of 1964.

c. It's impossible to determine the authors' personal feelings.

Explanation.

The article merely presents the events as they actually happened with no judgment and use of emotional words.


Lowel, Robert (1917 - 1977)

b. The author is critical of Robert Lowell.

Example(s):

For better or for worse, Lowell was the modern poet-as-film-star..
Lowell was extremely gifted....even where it judges the most recent poems as failures, is not quite incorrect, for it mistakes potential for achievement, and overrates him.

The description on Lowell's work are positive. Thus, the author is biased for Lowell.

If you have any questions, need clarification or disagree with me ask me in the 'comment' feature. I'll be glad to answer them.

ANNOUNCEMENT - In class assignment.

Assalamualaikum wbkth.

Some students have not completed the in-class assignments given (one reason, lab time is used to visit/update Friendster, MySpace etc). Mind you, points are given to the tasks and will be considered in the calculation of your on-going assessment. These assignments are meant for you the apply the skills you have learned. They are short and should be completed within the class hours.

Some of the blogs do not contain the 'comment' feature, thus, feedback to your entries cannot be made. Please rectify the problem.

BIAS

Introduction

A bias is a strong leaning in either a positive or negative direction. It is similar to prejudice Bias in writing occurs when a writer favors one side over the other. Most media e.g. news station, newspaper do this. The writer writes form a subjective point of view influenced (or distorted) by his/her political, economic, social, ethnic/racial, or religious views.

Good critical readers must be aware of their own biases and the biases of others. Sometimes writers state their biases directly, sometimes they are implied. Materials which are more based on subjective opinions rather than facts display a strong bias.

Bias is not necessarily bad. You can either be biased against or biased for. Biased for – inclined to favor a person, things because of strong fondness or attachment (true facts may be regarded). Biased against – we let our emotions of suspicion, fear, intolerance, hatred, dislike and lack of knowledge about the issue influenced our reasoning.

Example:

Rose is a good worker. She can tackle this new technical job – biased for (if you like Rose).
Johan is useless. He cannot do a thing – biased against (if you like Johan).

A critical reader will study the author’s line of reasoning and notice whether opinions are supported by facts and reasons. Then decide if the author’s bias has hindered the making of good judgment. As you read a textbook, keep in mind that the author’s have their biases They biases will influence the way they present the material e.g. history, social sciences, textbooks etc. You can detect biases in the choice of words (connotations) the writer uses.

Here are cartoons with bias as a theme:

Exercise:

Which quotes give a more negative view of Alexander Hamilton?

Hamilton even secretly plotted with certain members of the cabinet against President Adams, who had a conspiracy rather than a cabinet on his hands.

Although Hamilton had resigned from the Treasury Department in 1795, key members of Adam’s cabinet turned to the former secretary for advice.

The 1st quote portrays Hamilton in a sinister way. The words plotted and conspiracy are words with strong negative feelings (connotations). What are the positive connotations of these words?

plotted – planned
conspiracy – a plan

Seven Forms of Bias

Invisibility
A complete or relative exclusion of a particular group(s), e.g. in the US, books published before the 1960s excluded African-Americans

Stereotyping
Assigning rigid roles or characteristics to all members of a group. Individual differences and attribution are denied e.g. all Muslims are considered terrorists. In the US: Asians are laundry workers, cooks or scientists; Mexicans are migrants; Native Americans are ‘blood-thirsty savages’; women as passive and dependent.

Imbalance and selectivity
Presents only one interpretation of an issue, a group, a situation. Omit different perspective , e.g. In some books in the US the origins of European white settlers are emphasized, other racial groups are omitted. Math and science courses reference only to European discoveries and formulas, omit Islamic contributions.

Unreality
Tendency to ignore facts that are unpleasant or that indicate positions or actions by individual leaders or nations as a whole. Books/texts ignore the existence of racism, discrimination, exploitation, intergroup conflict e.g. technology as the resolution of all persistent social problems.

Fragmentation and isolation
Takes two forms: 1st – content regarding certain groups may be physically or visually fragmented and delivered separately. 2nd. – racial and ethnic group members may be depicted as interacting only with persons like themselves, isolated from other cultural communities Suggests that nondominant groups are major member of the society e.g. use of Pan –Asian looks in ads.

Linguistic bias
Language is a powerful conveyor of bias – directly or indirectly e.g. Native Americans are frequently referred to as ‘roaming’, ‘wandering’; Malays ‘lepaking’, White Americans frequently referred to as ‘traveling’. Use of mankind, businessman, forefathers deny the contribution of women.

Cosmetic bias
Offers an appearance of an up-to-date, well-balanced curriculum. e.g. a science textbook showing the pictures of female scientists but no mention of women scientists’ contributions.


Bias is often present when a writer’s choice of words arouses the reader’s emotions, but is always there when the material being read includes one or more of these elements

Name-calling

The political candidate was not able to continue speaking because of irresponsible interruptions by several ill-mannered, unkempt weirdoes.

People who do not keep their yards looking nice are irresponsible and inconsiderate.

Contradictions
Our religious organization is in no trouble at all. The recent scandal will blow over, people will resume their giving, and we will save the ministry.

All state council members have represented the will of the people and continue to do so, but this state council member s representing his own best interests and needs to stop.

Highly emotional, even inflammatory statements.
We all feel the same way: let them go back where they came from and stop causing trouble in our community. They don’t belong here with normal people.

If the police would stop acting like tyrants and spend their time catching criminals, we would all be better off.

False assumptions, based on weak or inaccurate information.
Asian refugees have a hard time adjusting to Western society because they are used to being told when to do everything, and in this country everyone is his own boss and does what he wants to do.

Most delinquent girls who run away from the village and become prostitutes in Kuala Lumpur originally intended to become popular actresses .

Stereotyping, often with overgeneralizations full of inaccuracies
Everyone knows that men make much better airline pilots than women do.

Women make much better child-care workers because they instinctively know how to respond.

ANNOUNCEMENT - Journal 2 and Quiz 2

Journal 2

Due date : Latest, Saturday 31st March 2007 (of course you can always submit it earlier)

For the 2nd journal entry short news reports such as 'Two Died in Kota Baru" will not be allowed. Feature articles, commentaries, letters to the editors and the likes are allowed. Articles from magazines such as TIME and US News and World Report (and the likes) are encouraged. I have created the links to those magazines in the sidebar under Online Newspaper and Magazines. You can also review blogs (e.g. Marina Mahathir's, and there links to other blogs in there) that discuss certain issues.

Please have your reflection longer than your summary. For this entry include also application of the skills you have learned in class such as distinguishing between fact and opinion, use of figurative language and connotative language and inferences.

Quiz 2

Will be held on Tuesday, April 3rd, 1.oo pm in Angsana. Topics covered : graphic materials, distinguishing between fact and opinion, connotative and figurative language. Please revise the handouts given and go through this blog. Visit also your classmates' blog to look at the in-class assignment. Good luck.

FIGURATIVE LANGUAGE - In class Assigment.

Please choose a story from the 'True Stories' section of the Reader's Digest webpage which I have linked under 'Online Newspaper and Magazines' in the sidebar.

Locate about 2 (min.) to 5 (max.) examples of the use of figurative language from the article you have chosen. Copy and paste the examples in your blog. Decide on the type of figure of speech for the examples, explain what objects are being compared and explain also the meaning. Then discuss what effect/impact the figures of speech used have on what the writer is trying to convey or the whole purpose of the article or on the readers.

FIGURATIVE LANGUAGE

Look at the following sentences:

I worked like a dog last night.
I told him to stop bugging me.
Sorry I stole your thunder.
Either spend that fifty dollars or put it in the bank. You can’t have your cake and eat it too!

None of the above expressions is literal – that is, not one means exactly what it says. The speakers are not talking about dogs, cakes, bugs or thunder. The expressions used above are called figurative language.

Figurative language – language that compares – paints a picture. Writers use figurative language to make you understand the points he/she is trying to make by comparing that point or that mood to something that is familiar to you. Figurative language is language that makes comparisons between things so that readers can understand these things better or visualize them more vividly.


I worked like a dog last night.
I told him to stop bugging me
Sorry I stole your thunder
Either spend that fifty dollars or put it in the bank. You can’t have your cake and eat it too


like a dog – the speaker tries to show how hard she worked, and she compares herself to a dog to achieve she wants.
bugging me – the speakers compares someone to an insect. This suggest that the person is behaving like an annoying bug – a mosquito or an ant.
stole your thunder – means to take someone else’s idea or plan and use it as your own
have your cake and eat it too – the person is saying that you cannot both use something up and keep it to use later. He compares the person he’s talking to with someone who wants to eat a piece of cake and, at the same time, to save it for later – an impossible thing to do.


It is important to recognize figurative language or you may not understand what the author is really saying. Not only that, you must also be able to understand figurative language .


How to recognize and understand figurative language:
Decide what things are being compared. Think of the qualities that are characteristic of the figurative language Decide which of these qualities is appropriate to the context in which the figurative language is being used.

He hit a solid wall in his attempt to solve the algebra problem.

What does a solid wall represent?

Suggests separation – things on the other side is separated from this side of the wall. Another quality – impenetrability. Prevents you from progressing further (unless you are a character on HEROES – the TV series). This quality of the solid wall is being compared to the progress of solving an algebraic problem.

The old man’s face was a raisin.

What are some of the qualities of raisins? Small, soft, wrinkled.They are really dried up grapes.
Which of the qualities above would help you visualize the old man’s face? The quality of being wrinkled.

There are several types of figurative language- also called figures of speech however, for this course we will look at only three:

Similes
Metaphors
Allusions.

Similes are direct comparisons. When authors/writers use similes they often use the words like or as. Example:

The grass was like a green carpet.
The room was quiet like a graveyard.
The moon looked as white as a skull
The tree bent in the wind like an old man praying.


Metaphors are used when the author compares two things indirectly by saying that one thing is something else. His blackberry eyes darted nervously. The eyes are being compared to blackberries so that you can see the eyes as small and black

One of the two objects being compared is said to be the other object, but the things compared are usually quite different from each other. At first glance, these two things may not seem to be comparable A brown, withered leaf of a hand fluttered gently on her lap and then lifted up to wipe a tear away. The hand is being compared to a leaf to suggest frailty and the approaching end of life.

His home was an antique shop.
The home is full of antiques, compared to an antique shop

George is a fish in the water.
George is probably small among many people just like one fish in a school of fish in the ocean


An allusion is a literary device that stimulates ideas, associations, and extra information in the reader's mind with only a word or two. Allusion means 'reference'. It relies on the reader being able to understand the allusion and being familiar with all of the meaning hidden behind the words.

Here's an example:

"As the cave's roof collapsed, he was swallowed up in the dust like Jonah, and only his frantic scrabbling behind a wall of rock indicated that there was anyone still alive". (Click on Jonah the find out the story of Nabi Yunus).

The allusion in the sentence above is to Jonah. The reader is expected to recognize the reference to Jonah and the whale, which should evoke an image of being 'swallowed alive' ... in this case, behind a wall of dust and rock.


Allusions in writing help the reader to visualize what's happening by evoking a mental picture. But the reader must be aware of the allusion and must be familiar with what it alludes to. Allusions are commonly made to the Bible, nursery rhymes, myths, famous fictional or historical characters or events, and Shakespeare. They can be used in prose and poetry. Here are some more prose examples:

"Christy didn't like to spend money. She was no Scrooge, but she seldom purchased anything except the bare necessities".

Did you spot the allusion to Scrooge?
That name should bring to mind an image of someone who 'pinches pennies' and hoards money with a passion. But the allusion only works if the reader is familiar with Charles Dickens' story 'A Christmas Carol'.

The cinnamon rolls were huge and golden brown, reminiscent of the twisted buns on the sides of Princess Leia's head.

The romance between that man and I was no Romeo and Juliet, but we will sacrifice for each other in any situation.

It has been very difficult for me to land the job of my dreams to become a teacher. Sometimes I feel like I have a huge stamp on my forehead the says 'Don Quixote'. I won't let the job hunt defeat me, because one day I want to be known as the Mother Teresa of education

Mother Teresa was a nun who selflessly devoted her life to caring for the poor and sick.
Don Quixote was a fictional hero; a dreamer who was always going on quests to try to accomplish impossible tasks. .

Marty's presence at the dance was definitely a 'Catch 22' situation; if he talked to Cindy she'd be mad at him, but if he ignored her there'd be hell to pay. His anger bubbled to the surface. He realized that by coming to the dance he had brought his problems with him like a Trojan Horse, and he could only hope he would be able to keep them bottled up".

The first allusion is to the novel 'Catch 22' by Joseph Heller; this should suggest a situation where there is a problem with no right answer ... whatever you do will be wrong. If you have read Heller's novel, you know exactly how Marty is feeling! The second reference is to the Trojan Horse from Virgil's Aeneid, which chronicles the Greeks conquering Troy by giving a gift of a horse to their enemies and filling the belly of the horse with warriors. A vivid image ... if you recognize it.There is also a reference to 'hell', which evokes images from the Bible of something definitely unpleasant. Finally, there is a very subtle reference to 'bottling up' problems, which might suggest an image of tightly containing something, although there is no direct connection to anything.

CONNOTATIVE LANGUAGE

Look at the following words:
female, woman, girl, lady, and chick

What do all the words above have in common? All of them refers to a person opposite of the male gender. However, in each case the meaning is different where they cannot be used interchangeably. All the words above have the same denotation but they have different connotations.

Denotation

The literal meaning of the word or what the word literary means. The strict dictionary meaning of a word. E.g. bicycle – a two wheeled vehicle

Connotation

Implied (suggested) meaning of a word. Meanings beyond their surface meaning. The emotional and imaginative association surrounding a word.

female, woman, girl, lady, chick

The words above denote the opposite of the male gender . Their connotations are different:
female – a member of the sex that produce eggs or bears young (also use to describe animals)
woman – an adult female human being
girl – a human female who has not matured into womanhood
lady – a woman with refined habits and gentle manners
chick – a slang word for a young woman

Knowing connotations of words helps you understand language more fully. Like in this list of words: female, woman, girl, lady, chick, they should not be used interchangeably, even of they share similar denotations. For example, when you refer to doctor who is not a man you should say woman doctor (more accurate in the general sense). You use a lady doctor when you are talking about her behavior. Which would you like to be called?

More examples:

Denotation – a forward movement

Connotations

stride – walking purposely
saunter/stroll – walking in a leisurely, unhurried way
meander – walking in no particular direction, wandering here and there
glide – walking in an elegant, graceful manner
mince- walking in little steps
lumber – walking heavily and clumsily
plod/trudge – walking in a heavy or laborious manner
stagger/lurch – walking in an unsteady manner due to illness, drunkenness etc.
stomp – walking with purposeful step like in anger
march – military sense.

To make a point a writer will choose words with connotative meaning. Which sentence is more demeaning?

The beefy politician fibbed about his background.
The obese politician lied about his background.

You as a critical reader must be aware of the writer’s choice of one word over a similar one which can influence you when you read. Dictionaries sometimes do not include the definitions of all connotations. This is where your thinking comes in.

A group of words (synonyms) may share similar meanings, but different connotations E.g. pleased, thrilled and ecstatic All referring to the state of joy/happiness but of different degrees and reactions.

A word may have a meaning as stated in the dictionary (denotation) but may have other meanings that go beyond the dictionary meaning. e.g. lemon Denotation – a citrus fruit Connotation – The car he bought is a lemon. Old, useless, almost unusable.

More examples:

Snake -Denotation: any of numerous scaly, legless, sometimes venomous reptiles having a long, tapering, cylindrical body and found in most tropical and temperate regions. Connotation: could include evil or danger – He’s a snake.

John is prudent with his money.
John is frugal with his money.
John is stingy with his money.

Which word has a more negative connotation?
prudent – exercising sound judgment in money and other practical matters
frugal – spending money only when necessary
stingy – would not want to spend even when necessary.

mother
Denotation : A female parent . She is my mother. Connotation: love, care and tenderness Sulaiman mothers his wife.
soar
Denotation : What birds and airplanes do when they fly high in the air. The eagle soared into the blue sky. Connotation: Rising above usual levels. The prices of food in Shah Alam have soared.

FACT OR OPINION - In class assignment

Read the following article by Suraya Al-Attas or the following letter from NST.

Detect as many statement of fact and opinion (and that which may have both fact and opinion) as you can from either of the article. In your own blog, reproduce those statements and explain why are those statements fact or opinion (or if there are both opinion and fact in the statement, explain each part). At the same time, respond briefly to the article by agreeing or disagreeing with the writer.

FACT OR OPINION

For critical reading of any text, your main aim is to get accurate information. Often students assume that because it is written in a textbook or journal article, a statement is automatically a fact. To be a successful reader you will need to know if you are being presented an opinion, a fact, or fact and opinion combined. To do so you have to be able to distinguish between what is a fact and what is an opinion.

FACT

Facts are actual truths, which can be checked for their accuracy from data, statistics, evidence, observation, records or references. E.g. ‘There are thirteen states in Malaysia.’ In other words, a fact is anything that can be validated or proved (verified in records, tests, historical or scientific documents). If a statement can be proved right or wrong by verifiable measurement or testing, it is a fact. Statements of fact present information without interpreting it. They imply neither judgment nor evaluation.

Example:

1. The background of this blog is white.
•(even if you have been diagnosed to be color blind you can see that the board is white – no argument there)

2. Malaysia is in the Asian continent.

3. There are six male and twenty female students in the Pre-TESL group at UiTM.
•(unless anyone here is disguising to be the opposite sex)

4. Malaysia’s main airport is located in Sepang.

5. The distance between Kuala Lumpur and Singapore is 393 km.

For each of the statement above, you can verify the accuracy by going to source books, measurements, or even personal experience.



OPINION

Opinions are evaluations, impressions, estimations, beliefs, judgments, or conclusions of the quality or worth of a person, thing or situation. An opinion cannot be validated. If no validation can be arrived at, if no right or wrong can be established, the statement is an opinion. Opinions are beliefs not based on absolute certainty or positive knowledge but on what seems to be true, valid or probable to our minds or judgments. They are conclusions based on evidence that we may not be able to prove absolutely from the given text or passage. Keep in mind that an opinion is not necessarily incorrect, but it hasn’t been proved. An opinion may seem true, but it hasn’t been proved. Opinions presented by authors cannot be judged true or false, right or wrong because they are that author’s individual impression about something.

Example:

1. This blog is spectacular.
•Does everyone agree?

2. Malaysia is a beautiful Asian country.
•What is ‘beautiful’ to some may not be to others.

3. The Big Mac is the best hamburger around for money.
•Some might disagree and say roadside burgers are better and cheaper.

4. Cats are more loving than dogs.
•Cat lovers would be of this opinion probably not dog lovers

5. Toronto is the best city to visit in North America.
•Arguable, the word ‘best’ is subjective.

6. Fishing relaxes you better than sleeping.
•I prefer sleeping and watching TV

7. Milo tastes wonderful when taken cold.
•Some like it hot.

These sentences present information of opinion about real things, but they are still unverifiable opinions.

Mix Fact and Opinion

The Jaguar XJS has a twelve-cylinder engine and is the most beautiful car made.

Many universities in the United States provide condoms for sale in machines on campus, but they are morally wrong to do so.

Florida gets considerably hotter in July than California does, and that’s why people move from Florida to California.

Marigolds are usually gold-orange and are enjoyed by everyone.

She is having a 50th birthday March 31 and will be emotionally upset.

Remember these guidelines:

1.Statements dealing with persons, places, objects, occurrences, or processes that exist or did exist, and that can have their truth or falsity proved, are facts: Last night ‘Desperate Housewives’ was aired on Channel 8.

2.The fact in a statement of fact is not always accurate or correct, but they are still a statement of fact: They are 25 students in this class.

3.Statements that deal with evaluations, attitudes, or probabilities are statements of opinion because they cannot be proved true or false: Not many people care about the environmental situation in this state to ensure any change. (Datuk Seri Azmi Khalid, Natural Resources and Environment Minister)

4.Statements about future events are opinion even when those events seem very probable: Eventually, consumption of water will be controlled by the government.

5. Statements of facts often use more concrete words referring to things, events, or measurable characteristics. Words such as blue, rock, bottle, ten, years 130 pounds, rubber tree are all concrete words.

6. Statements of opinions may rely on abstract words. Abstract words refers to things cannot be touched or measured such as faith, love, hope, courage, patriotism. Because they cannot be specifically defined and limited, people use them to mean different degrees of the same things, or often to mean something completely different. E.g. the word ‘love’ mean one thing to one person but not necessarily the same thing to another.

7. Opinions may have value-judgment words such as good, bad, attractive, necessary, quality, or phrases such as I believe, it appears, we suggest. With these words or phrases there is a strong probability that opinion may exist and not fact.

CRITICAL READING

Reading at the tertiary level requires more than just basic comprehension skills. In addition to the above skill, university students must be able to read textbooks, articles etc. critically. Development of your critical reading skills is necessary if your are to be as successful in university (and after university) as you can be. Reading critically means evaluating, judging what you read. Efficient reading for comprehension requires that you read beyond what is stated in the text. You have to try to follow the writer’s thoughts and go beyond it and refer to your own prior knowledge (though this not always the case). High-comprehension reading requires that you question, compare, and evaluate as you read. E.L. Thorndike stated that “Reading Is Thinking”. When you read you have to tune to the writer’s thoughts and follow his line of thoughts. You must be mentally alert as a writer does not often think in a linear pattern. There are strategies/skills that you can apply in order to be able to read critically. These skills will enable you to determine the value of works that you read and whether you should accept or reject the ideas, or seek additional information.

GRAPHIC MATERIALS

Some readings are accompanied by the various types of reading aids which give that extra valuable information. However, some students tend to just concentrate on the text alone and forget the accompanying reading aids. In academic writing and reading, these aids are useful to authenticate or back-up the point the writer is stressing. The readers are more likely to believe the fact stated when it is followed by such aids.

Here are links to tutorials on charts and graphs:

1. charts and graphs 1,

2. charts and graphs 2,

2. charts and graphs 3

3. charts ang graphs 4

4. charts and graphs 5

Please go to the following link about gender differences in road fatality. Draw one or more conclusions on each graph and table (except the table on Passenger vehicle occupant deaths per 100,000 people by gender, 1975-2005) , i.e. analyze each table and graph to detect some general patterns that show the difference between male and female in terms of road accidents. Also, look at one or two tables and make one or more inferences that can be supported by evidence (e.g. from the table for age differences, a safe inference to make is that there are more females aged 85 yrs + than there are males in the US since there are more female aged 85+ who died from accidents) . There are all together two line graphs and 5 tables.

TIME ORDER

Some paragraph ideas are put together so that we see them in the time order in which they happened. When you read this type of organization you must keep in mind the sequence: i.e. one idea follows another and relates to an event or idea that comes before. This order is used to tell a story or to explain how to do or make something. Two different patterns rely heavily on time order: process and sequences of dates and events.

Process

A process is a series, a sequence, an orderly progression. One step or event follows another: first this, then that, then something else. A process paragraph or essay explains how to do something--how to tune an engine, how to make junk sculpture, how to water ski, how to bake a cake etc. In college textbooks, you may find explanations on processes such as: how to write an essay, how to conduct research, how children acquire language, how we store information in our brains, how currency rates fluctuate, how do adults learn, how does socio-economic background affect education, etc.

Here are links to websites that explain the following processes:

coughing, sweating, snoring, computer virus, facelift.

Example of a process paragraph:

Car Buying

Buying a good car takes several steps. First, you must decide on a new car or a used one. You must also figure out your budget and know how much you want to spend. If you decide to buy a used car, check the Blue Book values. Research new cars in consumer magazines and the Internet for price, safety, and value. Road test to see how the car handles on the freeway, city streets, and on curves. Check the brakes. Listen for sounds or squeaks inside the car from the engine or in the wheels. Ask family and friends about the car. Most dealerships will let you take the car off the lot and have a computer analysis on it. These steps can help you select the right car for many years of reliable transportation.

Sequence of Dates and Events

Sequence of dates and events merely presents dates and events in order of time. This organization is also called chronological order. Most history books, biographies, autobiographies, daily, weekly or yearly schedule follow this first sequence chronological order of starting from beginning to end. Example : The life of political figures e.g. the first Prime Minister of Malaysia, the events that lead to World War 2, events that lead to the failing of a company.

Here are two sites on history of cellphones and fashion: cellphone, fashion

Example of a chronological paragraph:

Tunku Abdul Rahman

Our beloved Bapa Malaysia, Tunku Abdul Rahman Putra bin Sultan Hamid was born on February 8, 1903. In 1911, when he was eight years old, he went to what is now Sultan Abdul Hamid College in Alor Setar. After two years in 1913, the ten-year-old Tunku followed his eldest brother Tunku Yussuf to Bangkok where he was admitted to the Thai noblemen and commoners, who later occupied high posts in the Thai Government. In 1916, the Tunku studied at the Penang Free School. At 16 years, he won the first Kedah State Scholarship to study at St. Catherine’s College, Cambridge University. In 1925, the Tunku graduated with a B.A. degree. After 6 years in England, he returned to Kedah but was later sent back to London to finish his law studies, which took him 22 years to complete at the age of 45.

This biography has been arranged according to dates
1903 – Birth
1911 – went to SAHC
1913 – went to Bangkok
1916 – Penang Free School
1925 – Graduate with a B.A.