III. Locating the Main Idea

One useful way to understand the main idea of a paragraph is to start by identifying the paragraph’s topic. A paragraph’s topic is the subject under discussion. When identifying the topic of a paragraph, remember that it should be general enough to cover the material in the paragraph, but not so general that the label could apply to many paragraphs

Once you have identified the topic of the paragraph, you can locate the main idea sentence by looking for a statement which contains some ideas/opinions about the topic. This sentence, however, must be broad enough to include all other ideas in the paragraph. The main idea must make the rest of the paragraph meaningful. It is the one idea that ties all of the other details together.

The main idea is often found in the first sentence of a paragraph; however, you may find it in other locations ; that is, in the last sentence, in the middle sentence, split between the first and the last sentences or not stated in the paragraph at all.

Study the sample paragraphs on the next page and notice the locations of the main idea and its relationship with the other sentences in the paragraph.

IV. Understanding Reference فهم الاشــــــارة

A. Pronoun

Writers use pronouns instead of repeating the same word or name many times. Pronouns can be singular or plural. This means they can replace a single name/idea or a group of names/ideas.

Example:

Modern technology has dramatically changed the way we view the world. With air travel, satellite communications, and computers, it seems a much smaller place these days.

The word ‘it’ refers to ‘the world’.

Exercise

Instructions: Write down what each underlined pronoun refers to.

The Problem of Old Computers

Approximately 10 million computers are thrown away each year! Because most unwanted computers are sent to a dump, (1) they have caused a problem. The computer industry and the government are working on ways to solve (2) it. (3) They have concluded that there must be changes in the way computers are built. (4) They must be made in ways that will allow their parts to be recycled. (5) These include the electronic parts, the glass screen of the monitor, and pieces of the printer.

(1) they = ……………………. (4) They = …………………

(2) it = ……………………… (5) These = ………………. (3) They = ……………………

A new company has started to recycle computer parts. When old computers and computer parts are received at the company, (1) they are carefully broken down into parts. (2) These include circuit boards, bits of aluminum, gold, and electronic chips. Sometimes it takes an hour to break an old personal computer down into its parts. Eventually, (3) they are all carefully sorted. Then the company sells (4) them to the many customers (5) it has found for used parts.

(1) they = …………………… (4) them = ………………

(2) These = ………………… (5) it = …………………. (3) they = ………………….

B. Substitution (Synonyms) المرادفات

Writers make their writing interesting and enjoyable to read by using a variety of words. They may use different words or phrases to name the same thing. It is important to remember that even though two different words are used, they refer to the same thing.

Example:

Many Estonians have country homes on the nearby island of Saaremaa in the Baltic Sea. They visit their simple cottages often and plant large gardens there.

The word ‘cottages’ refers to homes.

A pedicab is a small cab that is pulled by a bicycle. This human-powered transportation has been popular in Asian countries for many years.

The phrase ‘human-powered transportation’ refers to pedicab.

V. Making Inferences الاستدلال

The process of putting pieces of information together so that they make sense is called making an inference. In other words, when you “infer” something, you are drawing an unstated conclusion from the information that you already have.

Success at making inferences depends on the background knowledge and the facts given in the text. Logical reasoning will help you to make inferences about ideas or concepts that the author has not directly stated. Thus, while you are reading, look at the important details and think of them as clues or evidence that will support your inferences or conclusions.

Look at the example below to try to find clues in the facts given and use these to make inferences.

Situation: Mike is a student in Professor Brown’s biology class. Class starts at 9 a.m. It is now 9.15 a.m. and Professor Brown is speaking to the class. Mike opens the door and walks into the classroom.

Clues: Mike is a student in Professor Brown’s biology class.

Class starts at 9 a.m.

Mike walks into the classroom at 9.15 a.m.

Inference: Mike is late for class.