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Transcript of inferencing
Inferences in Reading
1. Never lose sight of the available information
3. Consider the alternatives.
Making logical leaps from information stated directly to ideas that are not stated directly.
To get the main point, what do you have to infer?
What do you infer about the audience's feelings about the speech?
What do you infer about the president's mood during the speech?
From the passage, what do you infer is the main reason the president spoke to the group?
A corporate president recently made a visit to a nearby Native American reservation as part of his firm's public relations program. "We realize that we have not hired any Indians in the five years our company has been located in this area," he told the assembled tribespeople, "but we are looking into the matter very carefully." "Hora, hora," said some of the audience. "We would like to eventually hire 5% of our total work force from this reservation," he said. "Hora, hora," shouted more of the audience. Encouraged by their enthusiasm, the president closed his short address by telling them that he hoped his firm would be able to take some hiring action within the next couple of years. "Hora, hora, hora," cried the total group. With a feeling of satisfaction, the president left the hall and was taken on a tour of the reservation. Stopping in a field to admire some of the horses grazing there, the president asked if he could walk up closer to the animals. "Certainly," said his guide, "but be careful not to step in the hora."
A man got angry at the person using a cellphone in the theater.
Reading between the lines
What inference do you make?
A. The couple is not likely to have a good dining experience at the restaurant.
B. The couple will never eat at the restaurant.
C. The restaurant was recently closed for health violations.
D. Whoever is running the restaurant is not doing a good job.
Check Your Understanding
A sociology professor wrote on the board, "A woman without her man is nothing" and with a smile, asked students to punctuate the sentence correctly. The men wrote, "A woman, without her man, is nothing." However, the women wrote, "A woman: without her, man is nothing.
A. The professor was definitely a man.
B. The professor did not believe students could punctuate the words correctly.
C. The professor knew there was more than one way to punctuate the words correctly.
D. The professor is not a good teacher.
E. Gender differences caused students to read and punctuate the professor's words differently.
2. Use your background information and experience to help you in making inferences.
Thomas turned to face the laughing red-haired girl sitting behind him in the theater. A vein on his forehead was throbbing. "Would you mind very much turning off that cell phone?" he hissed. "A few of us are here to actually see the movie."
Figures of Speech
Simile: Compares using "like" or "as."
Metaphor: Compares by stating one thing is another.
Less Rude Metaphors
compares without using "like" or "as."
The warm honey of her voice melted my anger.
The dancer's head was a rose on the slender stem of her neck.
Inferences in Graphs and Tables
Steps in Reading a Graph or Table
1. Read the title.
2. Check the source.
3. Read labels or
1. Dilbert thinks the boss is unfair to temps.
2. Dilbert agrees with the boss.
3. The boss values saving money more than caring for workers.
4. The boss feels a bit guilty about his treatment of temps.
5. The boss has probably hired and fired other temps.
6. The worker the boss is carrying is about to be promoted.
7. The cartoonist implies that temps have no power in the workplace.
8. The cartoonist implies that companies should not hire temps.
Go to www.townsendpress.net. Take and pass one online mastery test for chapter 7.
Take and pass one online test for Vocabulary chapter 23; take the test for
chapter 24 (Unit 4 Test 4); and take and pass one of the Unit 4 tests (1-3).
1. The work force of 1900 was very different from that of today.
2. Before 1900, farmers made up the smallest percentage of workers.
3. In 1940, the percentages of farm workers and white-collar workers were about equal.
4. In general, as the number of farming and blue-collar workers has decreased, the number of white-collar workers has increased.
5. In 1940, blue-collar workers made up about 25% of the US work force.
6. In the future, most US workers are likely to be white-collar.