We know how to find the central idea of a text. Now, how do we find the evidence that helps support the central idea? We look in the text for it. We look for the details that support the central idea and are significant to the text. Readers also should look for evidence to support inferences and generalizations, but first one must understand the structure of nonfiction.
Today's lesson objective is: students will be able to use evidence from a text to determine what the text says explicitly.
Take a moment to think about this objective. What learning skills will you use to achieve this objective? Maybe you will make a list of details in your digital notebook and use the list to compare and contrast to see which details are more important to the
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These are:
Sometimes – Always – Never – Most – Many – All – Generally – Seldom – None -Everyone
Inferences and generalizations are essential to, and part of, being human. We engage in them every day. We infer it is raining when we see someone with an open umbrella. We infer people are thirsty if they ask for a glass of water. We generalize that everyone works. We generalize that all people use umbrellas when it is raining.
Inferences-
Example: In chapter 2, “No Man’s Land,” of The Worst Hard Time: The Untold Story of Those Who Survived the Great American Dust Bowl, the author writes:
“If anyone from the development company had been around, the life would have been choked out of them by the best-dressed mob in the plains. On Boise City’s imaginary streets, the buyers found stakes in the ground and flags flapping in the wind. No railroads. No tracks. No plans for railroads. No fine houses. No businesses. The artesian well was a stockman’s crude tank next to a windmill, full of flies.”
We can infer that the people who arrived expecting a flourishing town were upset. The evidence includes the repetition of “no” in regards to what was supposed to be there.
Generalizations-
Examples within the text helped me determine, understand, and relate to the theme. From the very start of the story the narrator and writer, Amy, gave us clues on whom or what she was trying to be. She begged her mother to shop for her in the boys department of JC Pennys and wears clothes that are baggy with sport slogans on them.
Reading for detail Students will be given HO and they are expected to read for detail. They are going to read the text individually to complete True/ False exercise. (Appendix 5) The teacher reminds them: “The student who finishes with correct answers will be the winner.”
While people participate in various methods of everyday reading and writing, there are extensive benefits to be gained from extending the experience to apply these abilities to literature. In the beginning chapter of Literature: A Portable Anthology, third edition the benefits of reading, analyzing, and writing about literature is explored, while also explaining literature class expectations, at a college or university level. Reading literature expands horizons by exposing readers to various perspectives, locations, and interactions, which molds opinions, attitudes, and behaviors. Taking this a step further to include analysis of the reading serves to train the brain to contemplate information and expand attention spans. Finally, writing about
One of the major things that ties into one of the main topics of my essay is evidence when accusing someone of a crime. In Modern Day America, a person is no longer allowed to accuse someone of a crime without having evidence to prove them guilty. After the events like The Red Scare and The Salem Witch Trials, Modern Day America has learned a lesson on a new way to accept valid accusations, rather than spiritual or dream evidence and McCarthyism. With the new way of accusing people of committing crimes, this will make sure that only the criminal will receive punishment for
One such pattern is that levels of alcohol abuse are related to trouble. Another pattern is that students who are also sports fans are more likely to drink than a student who is not a sports fan. One theory found in a few different chapters of Dalton Conley’s book You May Ask Yourself, is the theory of stereotypes. A stereotype is a fixed idea about someone or something. One common stereotype is that of different roles based on a person’s gender.
Foster puts into words how these determine the setup and meaning of literature using examples and ideas that are useful for high school and college students.
The situations take place in the story are evidence for the theme. First, the theme
Primary texts can be helpful in explaining complex ideas. For example, placing stigmas on people. The police shootings between white police officers and black individuals have led to stigmas being placed onto the individuals involved. A stigma is a negative connotation or opinion associated with a certain thing, for example, stereotypes. Just about anyone and any groups can be stigmatized in today’s
This logical fallacy is known as a hasty generalization. The conclusion that all people with James’ opinions are
We shall not make generalizations that include a whole ethnicity of people. If people do this, then people could say that all Muslims are terrorists, that all Mexicans are undocumented, that all Asians can’t see, and that all Americans are rude and opinionated. These can all be examples of generalizations people should be wary
A hasty generalization is a conclusion based on bias evidence. “A woman who lacks the means to manage her fertility lacks the means to manage her life.” The author bases this sentence on what she thinks and not on what is
Spearman provides the student learning outcomes which state that students will learn various strategies of reading and writing that connects sources to their ideas to various topics. Some of the lessons she will be teaching includes synthesizing sources, demonstrating appropriate tone and structure of a paper, in addition to using rhetorical devices to analyze texts. In the middle of explaining what the students will learn from her class, Ms. Spearman makes sure that her students know a grade of a C at the least is needed to earn credit and to pass the course and later explains what is needed to pass her
Evidence need to be put up by the author to prove his/her claim from his end as well. 4) Is support based on analysis of the readings? a. Does the evidence used from the reading set support the position?. NO b. Is it clear how quotes/paraphrases are being used?
7. Generalization: an opinion or statement made about a large group, neglecting to take individuality into account. Textual Evidence Interpretation/Explanation “A gentle riddance.—Draw the curtains, go. — Let all of his complexion choose me so.”