Outline

1. Introduction to Reading
2. The Burger Model
• In an essay
• In a paragraph
3. The 11 Expansion Techniques
• Egs for illustration
The Burger In An Essay

Introduction

Paragraph 1
Paragraph 2
Paragraph 3
Paragraph 4
Paragraph 5

Conclusion
The Burger In A Paragraph

Main Idea (Topic Sentence)

Expansion

(Explanation)
(Example)
(Elaboration)

Main Idea
(Summative Statement)
The Parts of a Burger (In A Paragraph)

• Main Idea: Main Point of

the Paragraph. This is
often captured in the
TOPIC SENTENCE of the
paragraph
What is a TOPIC SENTENCE?
• A sentence which states the main
idea of a body paragraph
• It expresses a view about the topic
and prepares the reader for what to
expect in the paragraph
• It usually occurs as the first or
second sentence of a typical
paragraph
Other reasons people reside in California are the
different forms of entertainment that are
available. From skiing in the mountains to surfing
at the beaches, there is always some form of
physical activity in which to engage during most
of the year. Other entertainment options include
a wide variety of amusement parks, sporting
events, the television and the motion picture
industry, museums, fine dining establishments,
and more shopping venues than could be visited
in a year. These events might seem like a luxury
to some, or perhaps a “must do” to others, but
either way, they are definitely a magnet to those
who do not consider themselves a “couch
potato.”
 MAIN IDEA
Other reasons people reside in California are the
different forms of entertainment that are
available. From skiing in the mountains to surfing
at the beaches, there is always some form of
physical activity in which to engage during most
of the year. Other entertainment options include
a wide variety of amusement parks, sporting
events, the television and the motion picture
industry, museums, fine dining establishments,
and more shopping venues than could be visited
in a year. These events might seem like a luxury
to some, or perhaps a “must do” to others, but
either way, they are definitely a magnet to those
who do not consider themselves a “couch
potato.”
 TOPIC SENTENCE
Other reasons people reside in California are the
different forms of entertainment that are
available. From skiing in the mountains to surfing
at the beaches, there is always some form of
physical activity in which to engage during most
of the year. Other entertainment options include
a wide variety of amusement parks, sporting
events, the television and the motion picture
industry, museums, fine dining establishments,
and more shopping venues than could be visited
in a year. These events might seem like a luxury
to some, or perhaps a “must do” to others, but
either way, they are definitely a magnet to those
who do not consider themselves a “couch
potato.”
 SUMMATIVE STATEMENT
Other reasons people reside in California are the
different forms of entertainment that are
available. From skiing in the mountains to surfing
at the beaches, there is always some form of
physical activity in which to engage during most
of the year. Other entertainment options include
a wide variety of amusement parks, sporting
events, the television and the motion picture
industry, museums, fine dining establishments,
and more shopping venues than could be visited
in a year. These events might seem like a luxury
to some, or perhaps a “must do” to others, but
either way, they are definitely a magnet to those
who do not consider themselves a “couch
potato.”
 EXPANSION
Other reasons people reside in California are the
different forms of entertainment that are
available. From skiing in the mountains to surfing
at the beaches, there is always some form of
physical activity in which to engage during most
of the year. Other entertainment options include
a wide variety of amusement parks, sporting
events, the television and the motion picture
industry, museums, fine dining establishments,
and more shopping venues than could be visited
in a year. These events might seem like a luxury
to some, or perhaps a “must do” to others, but
either way, they are definitely a magnet to those
who do not consider themselves a “couch
potato.”
11 Expansion Techniques

Created by Mrs Joey Tan;

Edited by Ms Joy Tan
1) Examples, Illustrations, Facts,
Statistics
Brad is a rebellious student.

Example: Yesterday, he smacked the principal.

Illustration: He often attacked the principal, bullied
the girls and stole money from the canteen vendors.
Facts: He was arrested by the police five times in the
last year for rioting.
Statistics: In 2004, he was publicly caned by the
principal twice, and in 2005, his behaviour worsened
and he was publicly caned thrice. This increase of
public caning showed that he was not deterred at all.
1) Examples, Illustrations,
Facts, Statistics
 In elementary and secondary school textbooks, sexism
takes many forms. One example are the books used in US
schools. In those books, boys predominate in stories for
children; they outnumber girls 5 to 2. When girls are
present in texts, they are almost always younger than the
boys they are interacting with, which thus makes them foils
for the boys’ greater experience and knowledge; a situation
commonly referred to as the ‘ninny sister syndrome.’ Girls
are shown to be far more passive than are boys and to
engage in fewer activities. In fact, sometimes grown
women are portrayed who rely on small boys, often their
young sons, to help them out of difficulty. One study found
sixty-five stories that openly belittled girls while only two
were found that belittled boys. This works out to be a
shocking 96% of children’s books that propagate the idea
of sexism!
1) Examples, Illustrations,
Facts, Statistics
 In elementary and secondary school textbooks, sexism
takes many forms. One example are the books used in US
schools. In those books, boys predominate in stories for
children; they outnumber girls 5 to 2. When girls are
present in texts, they are almost always younger than the
boys they are interacting with, which thus makes them foils
for the boys’ greater experience and knowledge; a situation
commonly referred to as the ‘ninny sister syndrome.’ Girls
are shown to be far more passive than are boys and to
engage in fewer activities. In fact, sometimes grown
women are portrayed who rely on small boys, often their
young sons, to help them out of difficulty. One study found
sixty-five stories that openly belittled girls while only two
were found that belittled boys. This works out to be a
shocking 96% of children’s books that propagate the idea
of sexism!
2) By Analogy or Comparison
Analogy: Just like an ugly caterpillar that
metamorphosed into a gorgeous butterfly, William
Hunk transformed into a famous singer when he
was selected for the Sillypore Idol.

Comparison: William Hunk’s transformation to

become a famous singer is like how an ugly
caterpillar metamorphosed into a gorgeous butterfly
when he was selected for the Sillypore Idol.
2) By Analogy or Comparison
 For the most part, genetic modification is
unnecessary, unpredictable and an infringement on
nature. Nuclear energy was once thought to be the
answer for all of our power problems and this might
be a similar case, where the technology ends up
having too many negative repercussions to be used
in everyday life. There is no test that can determine
for certain whether genetically modified foods will be
toxic after they are produced, other than the use of
trial and error, thus making humans experimental
guinea pigs. The world has enough food in
circulation and does not need more food or more
efficient food. This science is best left as mystery for
the sake of our bodies, as well as our environment.
2) By Analogy or Comparison
 For the most part, genetic modification is
unnecessary, unpredictable and an infringement on
nature. Nuclear energy was once thought to be the
answer for all of our power problems and this might
be a similar case, where the technology ends up
having too many negative repercussions to be used
in everyday life. There is no test that can determine
for certain whether genetically modified foods will be
toxic after they are produced, other than the use of
trial and error, thus making humans experimental
guinea pigs. The world has enough food in
circulation and does not need more food or more
efficient food. This science is best left as mystery for
the sake of our bodies, as well as our environment.
3) By the use of Contrast

Unlike Lindsay, Angelina is beautiful and

humble. She spends most of her time on
helping the poor. Whereas Lindsay cares
about being famous for all the wrong
reasons, Angelina is a symbol of love and
charity.
3) By the use of Contrast
 In the 1950's, most parents allotted a certain amount of
time for their children each day to watch television. Boys
often stayed more interested in playing baseball or going
fishing and did not have the time to devote a whole evening
to watching the tube. Girls worried and fussed over dolls
and tea parties, seldom regretting having missed an
episode of “The Honeymooners”. This day and age,
children have more free time to pollute their minds with
value-less garbage the media throws out to them. Children
become permanently glued to the couch and reside in front
of the television until bedtime. The good old days where
the family congregated around the dinner table for a hot
meal no longer exists. That scenario has been replaced by
micro waved T.V. dinners shoved in the faces of wide eyed
children. We live in a world of instant gratification, through
mass media.
3) By the use of Contrast
 In the 1950's, most parents allotted a certain amount of
time for their children each day to watch television. Boys
often stayed more interested in playing baseball or going
fishing and did not have the time to devote a whole evening
to watching the tube. Girls worried and fussed over dolls
and tea parties, seldom regretting having missed an
episode of “The Honeymooners”. This day and age,
children have more free time to pollute their minds with
value-less garbage the media throws out to them. Children
become permanently glued to the couch and reside in front
of the television until bedtime. The good old days where
the family congregated around the dinner table for a hot
meal no longer exists. That scenario has been replaced by
micro waved T.V. dinners shoved in the faces of wide eyed
children. We live in a world of instant gratification, through
mass media.
4) Repetition

Rachel is one of the most hardworking

student in this class. She is really
conscientious, devoted and committed to her
studies. She strives to do every piece of
tutorial perfectly and never misses a lesson.
She pays full attention, even in the most
boring lecture.
4) Repetition
 In the 21st century society, the human race has
become its own greatest enemy. Progressing at an
incalculably rapid speed, technology, social and
humanitarian issues are threatening the very existence
of human beings as individuals. A century ago,
individuals faced a change in societal values,
technology, and an outbreak of rebellions and wars. A
century ago, there was a lack of awareness of the
outside world, and constant conflict between change
and lack thereof. A century ago, social, technological
and humanitarian issues were swept under the carpet
because individuals were not aware of their problems,
did not know how to solve these issues, or even
worse, did not want to resolve them. Now, in the 21st
century, the human race faces yet another challenge.
4) Repetition
 In the 21st century society, the human race has
become its own greatest enemy. Progressing at an
incalculably rapid speed, technology, social and
humanitarian issues are threatening the very existence
of human beings as individuals. A century ago,
individuals faced a change in societal values,
technology, and an outbreak of rebellions and wars. A
century ago, there was a lack of awareness of the
outside world, and constant conflict between change
and lack thereof. A century ago, social, technological
and humanitarian issues were swept under the carpet
because individuals were not aware of their problems,
did not know how to solve these issues, or even
worse, did not want to resolve them. Now, in the 21st
century, the human race faces yet another challenge.
5) Justification thru Reasons &
Explanations

Randy feels very strongly that paedophiles

should be allowed to work as primary school
teachers. This is because they have a strong
sense of love towards the children and will be
committed to work even harder than an
ordinary person. They will be willing to stay
back for extra lessons, bring children on
excursions and let them have more fun.
5) Justification thru Reasons &
Explanations
 In spite of being beaten perpetually, abused wives
seldom leave their husbands. This is because an abused
wife may realistically fear that the abuser will become
more violent and perhaps even fatal if she attempts to
leave. Also, her friends and family may not support her
leaving. This leaves her with no one to turn to for refuge.
For those with children, the difficulties of single parenting
in both emotional and financial sense means they would
rather endure the abuse from their husbands for the
sake of their offspring. Other abused wives remain
delusional as there is a mix of good times, love and hope
along with the manipulation, intimidation, and fear. More
importantly, one may not know about or have access to
safety and support. Thus abused wives stay confined in
a hell hole known only to them as their life.
5) Justification thru Reasons &
Explanations
 In spite of being beaten perpetually, abused wives
seldom leave their husbands. This is because an abused
wife may realistically fear that the abuser will become
more violent and perhaps even fatal if she attempts to
leave. Also, her friends and family may not support her
leaving. This leaves her with no one to turn to for refuge.
For those with children, the difficulties of single parenting
in both emotional and financial sense means they would
rather endure the abuse from their husbands for the
sake of their offspring. Other abused wives remain
delusional as there is a mix of good times, love and hope
along with the manipulation, intimidation, and fear. More
importantly, one may not know about or have access to
safety and support. Thus abused wives stay confined in
a hell hole known only to them as their life.
6) By Refutation of a View
Unlike Randy, Justin feels very strongly that
paedophiles should be banned from teaching
primary school children. As they have an
unnatural sexual interest in children, such
people should be kept away from children as
they can potentially molest and rape these
innocent children. Children should not have
to fear their teachers in primary schools.
6) By Refutation of a View
 Some advocates believe in the virtue of early release
programs which let prisoners out of jail before their
sentence is complete. This promotes good behavior in
prison and keeps the prison population lower. However,
many released prisoners simply commit another crime and
are returned to jail. Most criminals need the time spent in
jail to repent the mistake of their crime, and releasing them
early would undo what punishment seeks to achieve: to
reform the criminal. Would – be criminals would also
presume that their punishment would not be as severe as
they need not serve their full sentence. I believe that
prisoners should not be released early, despite their good
behavior in jail. They should serve out their complete term.
If early release was not an option, it will certainly impede
many from committing the crime in the first place.
6) By Refutation of a View
 Some advocates believe in the virtue of early release
programs which let prisoners out of jail before their
sentence is complete. This promotes good behavior in
prison and keeps the prison population lower. However,
many released prisoners simply commit another crime and
are returned to jail. Most criminals need the time spent in
jail to repent the mistake of their crime, and releasing them
early would undo what punishment seeks to achieve: to
reform the criminal. Would – be criminals would also
presume that their punishment would not be as severe as
they need not serve their full sentence. I believe that
prisoners should not be released early, despite their good
behavior in jail. They should serve out their complete term.
If early release was not an option, it will certainly impede
many from committing the crime in the first place.
7) Definition
Johnny is asking, is this class really as terrible as
what the teachers think? ‘Terrible’ means to cause
great fear or alarm. Surely, while the boys do look
like mini-Shreks and the girls scream like burning
witches, the teachers are definitely much worse.
They do not hesitate to skin the students alive for
not bringing their notes, so actually, the class is not
as terrible at all.
7) Definition
 The First and the Second world wars were global conflicts
in that both involved and affected the whole globe. The
main differences lay in the development of older forms of
technology, the vast implications this had on the people
and the countries that were involved, the time span of the
war, and finally the ideologies concerned. In this
discussion, global is defined as worldwide, affecting the
whole world and covering a wide scope. Conflict is defined
as a state of open, often prolonged fighting, a state of
disharmony between incompatible or antithetical persons,
ideas, or interests, an open clash between two opposing
groups, or a hostile meeting of opposing military forces in
the course of war. Therefore, global conflict can be defined
as a war that is fought between two opposing sides, which
affects the whole world and covers a wide scope of land
and sea.
7) Definition
 The First and the Second world wars were global conflicts
in that both involved and affected the whole globe. The
main differences lay in the development of older forms of
technology, the vast implications this had on the people
and the countries that were involved, the time span of the
war, and finally the ideologies concerned. In this
discussion, global is defined as worldwide, affecting the
whole world and covering a wide scope. Conflict is defined
as a state of open, often prolonged fighting, a state of
disharmony between incompatible or antithetical persons,
ideas, or interests, an open clash between two opposing
groups, or a hostile meeting of opposing military forces in
the course of war. Therefore, global conflict can be defined
as a war that is fought between two opposing sides, which
affects the whole world and covers a wide scope of land
and sea.
8) Chronological Narration
Mimi did not begin life as a juvenile delinquent.
Actually, she was a sweet little girl in primary school
until she joined the Lian-Lian gang. She started
smoking and bullying, and later, in secondary
school, she started beating up boys for fun. Next,
she targeted teachers and went further to vandalise
police stations. Finally, when she was arrested last
month, she had become a professional drug
smuggler.
8) Chronological Narration
 The First World War was a war that had been coming for years
but needed a force to start it. The First World War was triggered
by the assassination of Franz Ferdinand, the Archduke of Austria
and heir to the Austro-Hungarian throne who was assassinated
in Sarajevo by Gavrilo Princip, a Bosnian Serb student on the
28th of June 1914. This event caused Austria-Hungary to declare
war on Serbia on the 28th of June 1914 after it was not satisfied
with the response of Serbia with the ultimatum it gave. This
caused a wave of countries to get involved in the issue, due to
the alliances the country had either with Austria-Hungary or
Serbia or either with a country that had treaties or alliances with
the country involved. Russia was the first country to mobilize its
armies and defend Serbia and this caused Germany to issue an
ultimatum to Russia to stand down, but this was futile and thus
Germany declared war on Russia, which started the whole globe
from supporting either side. Russia supported Serbia, France
supported Russia, Germany supported Austria Hungary, Britain
supported Russia, Japan supported Britain, and the Ottoman for
Germany.
8) Chronological Narration
 The First World War was a war that had been coming for years
but needed a force to start it. The First World War was triggered
by the assassination of Franz Ferdinand, the Archduke of Austria
and heir to the Austro-Hungarian throne who was assassinated
in Sarajevo by Gavrilo Princip, a Bosnian Serb student on the
28th of June 1914. This event caused Austria-Hungary to declare
war on Serbia on the 28th of June 1914 after it was not satisfied
with the response of Serbia with the ultimatum it gave. This
caused a wave of countries to get involved in the issue, due to
the alliances the country had either with Austria-Hungary or
Serbia or either with a country that had treaties or alliances with
the country involved. Russia was the first country to mobilize its
armies and defend Serbia and this caused Germany to issue an
ultimatum to Russia to stand down, but this was futile and thus
Germany declared war on Russia, which started the whole globe
from supporting either side. Russia supported Serbia, France
supported Russia, Germany supported Austria Hungary, Britain
supported Russia, Japan supported Britain, and the Ottoman for
Germany.
9) Process Description
Eugene worked hard to achieve his wealthy status
that he enjoys today. Firstly, he excelled
academically and university was a breeze for him.
Next, he married his boss’ daughter and was
automatically promoted to the vice-president of the
company. Next, he murdered his father-in-law to
inherit all the wealth. He has really come a long way.
9) Process Description
 The process of abortion is a cruel one. The
abortionist first paralyzes the cervix (womb
opening). He then inserts a hollow plastic tube
with a knife-like tip into the uterus. The tube is
connected to a powerful pump with a suction
force 29 times more powerful than a home
vacuum cleaner. The procedure tears the baby's
body into pieces and the hose frequently jerks
as pieces of the baby become lodged. The
placenta is then cut from the inner wall of the
uterus and the scraps are sucked out into a
bottle.
9) Process Description
 The process of abortion is a cruel one. The
abortionist first paralyzes the cervix (womb
opening). He then inserts a hollow plastic tube
with a knife-like tip into the uterus. The tube is
connected to a powerful pump with a suction
force 29 times more powerful than a home
vacuum cleaner. The procedure tears the baby's
body into pieces and the hose frequently jerks
as pieces of the baby become lodged. The
placenta is then cut from the inner wall of the
uterus and the scraps are sucked out into a
bottle.
10) Classification / Categorisation
There are three types of criminals. Those, like
John, commit crimes out of situational
reasons, for instance, poverty. James
belongs to the second category. They commit
crimes because they want to challenge the
authority and feel powerful. The third
category which includes Bryan, commit
crimes solely for fun.
10) Classification / Categorisation
 There are several types of wife abusers, although in
many instances, some abusive husbands belong to
more than one category. The first is one who
objectifies a woman. He doesn't see her as a
woman, and thus feels that it is justifiable to beat his
wife. Another is one who possesses low self-
esteem and feels powerless in the world. His
beating of his wife, or anyone for that matter, gives
him power. Some abuse their spouses due to the
need to externalize inabilities to deal with problems
such as stress, work, or alcohol.
10) Classification / Categorisation
 There are several types of wife abusers, although in
many instances, some abusive husbands belong to
more than one category. The first is one who
objectifies a woman. He doesn't see her as a
woman, and thus feels that it is justifiable to beat his
wife. Another is one who possesses low self-
esteem and feels powerless in the world. His
beating of his wife, or anyone for that matter, gives
him power. Some abuse their spouses due to the
need to externalize inabilities to deal with problems
such as stress, work, or alcohol.
11) Cause n Effect Relationship

No wonder Tina’s temper is so explosive today. She

was refused entry by the bus driver because she
looked like a mad woman. Being forced to walk to
school from Pasir Ris, she was punished by the
principal for being 5 hours late. Finally, when she
was all ready to sit for the Maths test, she realised
that it was a Physics test instead! You should have
seen her erupt like a volcano just now!
11) Cause n Effect Relationship
 Human trafficking of young girls in developing countries,
such as Nepal, is a growing worry. The country's poverty
is the main reason for girl trafficking. As the country
faces economic problems, people’s income have been
dwindling, and the rate of unemployment has started to
increased. Therefore, people try to find ways to survive
in a difficult situation which leads some parents to sell
their daughters and some girls even sell themselves.
The low status of girls in households only worsens the
situation. Lack of education is the second reason. Some
girls who cannot afford or do not want to learn find
themselves unaware of their human rights. As they are
not educated, they tend to remain gullible, hence easily
tricked by human traffickers with their empty promises.
11) Cause n Effect Relationship
 Human trafficking of young girls in developing countries,
such as Nepal, is a growing worry. The country's poverty
is the main reason for girl trafficking. As the country
faces economic problems, people’s income have been
dwindling, and the rate of unemployment has started to
increased. Therefore, people try to find ways to survive
in a difficult situation which leads some parents to sell
their daughters and some girls even sell themselves.
The low status of girls in households only worsens the
situation. Lack of education is the second reason. Some
girls who cannot afford or do not want to learn find
themselves unaware of their human rights. As they are
not educated, they tend to remain gullible, hence easily
tricked by human traffickers with their empty promises.
The Titanic was sinking, and there weren’t enough lifeboats.
So the captain had to persuade male passengers to jump
into the icy waters to make room for women and children.
To the British he said. ‘You must act like gentlemen.’ They
jumped.
To the Americans he said, ‘You can be heroes.’ They
complied.
To the Germans he said, ‘It’s the rule.’ They obeyed.
To the Japanese he said,’ It’s the consensus.’ They obliged.
Then came the Singaporean and they just weren’t budging
until he came up with the appeal: ‘Free life jackets for those
who jumped.’
Are we ready to
move on??
Locating the Topic
Sentences/Main Ideas
Recall… …
 Topic sentences are sentences that states
the author’s main idea.
 Focal point/subject/controlling idea of the
paragraph.
 Often – most general/broad statement.

 Other sentences – more specific, expressing

a smaller part of an idea (E.g. - for example,
firstly, etc.)
 Why
Bother?
• Helps you to clearly trace the
line of argument.
argument
• Your overall understanding of
the passage improves if you
can identify and follow the
development of main ideas
within each paragraph itself
(how meaning is packaged
within the paragraph itself).
Sleep problems can be avoided if you
follow a few simple guidelines. First,
don’t drink alcoholic beverages or
drinks with caffeine before bedtime.
Next, do not exercise within three
hours of bedtime. Finally, plan a sleep
routine. Every day, go to bed at the
same time and get up at the same
time.
Sleep problems can be avoided if you
follow a few simple guidelines. First,
don’t drink alcoholic beverages or
drinks with caffeine before bedtime.
Next, do not exercise within three
hours of bedtime. Finally, plan a sleep
routine. Every day, go to bed at the
same time and get up at the same
time.
Location of the Main Idea (TS) in a Paragraph

Beginning
Refrain from drinking alcoholic beverages
or any drink containing caffeine before
bedtime. Also, try to avoid exercising
three hours before bedtime. More
importantly, plan a sleep routine. Every
day, go to bed at the same time and get
up at the same time. As can be seen,
sleep problems can be avoided by
following the above simple guidelines.
Refrain from drinking alcoholic beverages
or any drink containing caffeine before
bedtime. Also, try to avoid exercising
three hours before bedtime. More
importantly, plan a sleep routine. Every
day, go to bed at the same time and get
up at the same time. As can be seen,
sleep problems can be avoided by
following the above simple guidelines.
Location of the Main Idea (TS) in a Paragraph

End
One can avoid sleep problems by
following a few simple guidelines. First,
don’t drink alcoholic beverages or
drinks with caffeine before bedtime.
Next, do not exercise within three
hours of bedtime. Finally, plan a sleep
routine. Every day, go to bed at the
same time and get up at the same
time. If you follow these guidelines,
you will be able to avoid problems
associated with sleeping.
One can avoid sleep problems by
following a few simple guidelines.
guidelines First,
don’t drink alcoholic beverages or
drinks with caffeine before bedtime.
Next, do not exercise within three
hours of bedtime. Finally, plan a sleep
routine. Every day, go to bed at the
same time and get up at the same
time. If you follow these guidelines,
you will be able to avoid problems
associated with sleeping.
Location of the Main Idea (TS) in a Paragraph

Beginning

End
Do not drink alcoholic beverages or
drinks with caffeine before bedtime.
Abstain from exercise within three
hours of bedtime. Finally, plan a sleep
routine. Every day, go to bed at the
same time and get up at the same
time. These are some of the ways to
avoid sleep problems. There are also
more ways to overcome the problems
associated with sleeping, such as the
use of aroma-therapy.
Do not drink alcoholic beverages or
drinks with caffeine before bedtime.
Abstain from exercise within three
hours of bedtime. Finally, plan a sleep
routine. Every day, go to bed at the
same time and get up at the same
time. These are some of the ways to
avoid sleep problems. There are also
more ways to overcome the problems
associated with sleeping, such as the
use of aroma-therapy.
Location of the Main Idea (TS) in a Paragraph

Middle
One can avoid sleep problems by following a
few simple guidelines. First, don’t drink alcoholic
beverages or drinks with caffeine before
bedtime. Next, do not exercise within three
hours of bedtime. Finally, plan a sleep routine.
Every day, go to bed at the same time and get
up at the same time. If you follow these
guidelines, you will be able to avoid problems
associated with sleeping. There are also less
conventional means of addressing sleep
problems. The use of aroma – therapy and
hypnosis have been proven to work for some
insomniacs. As such, there are a variety of
methods we can employ to overcome our sleep
problems.
One can avoid sleep problems by following a
few simple guidelines.
guidelines First, don’t drink alcoholic
beverages or drinks with caffeine before
bedtime. Next, do not exercise within three
hours of bedtime. Finally, plan a sleep routine.
Every day, go to bed at the same time and get
up at the same time. If you follow these
guidelines, you will be able to avoid problems
associated with sleeping. There are also less
conventional means of addressing sleep
problems. The use of aroma – therapy and
hypnosis have been proven to work for some
insomniacs. As such, there are a variety of
methods we can employ to overcome our sleep
problems.
Location of the Main Idea (TS) in a Paragraph

Beginning

Middle

End
Exercise
 Actual teaching situations are also prone to sexism. For the
most part teachers do not try to be sexist but, for sociological
reasons, can not help it. A perfect example of society’s male-
dominance interfering in education unintentionally is when
teachers assign projects to their students. The teachers may
hand out lists of acceptable topics ranging, in a history class
for example, from fashion to transportation. The teachers then
give the students a choice as to which topic they would like to
do the project on. The underlying problem with this is that girls
tend to choose what could be considered more “feminine”
topics while the boys will choose the more “masculine” ones.
“Offered to the pupils as free choice, such selections are self-
perpetuating, leading to the expected choices and amplifying
any differences there may have been in attitudes” (Marland
152). The reason for this could be that society, through the
media and other modes of communication, has pre-conceived
notions as to what issues are “male,” “female,” or unisex.
 Actual teaching situations are also prone to sexism. For the
most part teachers do not try to be sexist but, for sociological
reasons, can not help it. A perfect example of society’s male-
dominance interfering in education unintentionally is when
teachers assign projects to their students. The teachers may
hand out lists of acceptable topics ranging, in a history class
for example, from fashion to transportation. The teachers then
give the students a choice as to which topic they would like to
do the project on. The underlying problem with this is that girls
tend to choose what could be considered more “feminine”
topics while the boys will choose the more “masculine” ones.
“Offered to the pupils as free choice, such selections are self-
perpetuating, leading to the expected choices and amplifying
any differences there may have been in attitudes” (Marland
152). The reason for this could be that society, through the
media and other modes of communication, has pre-conceived
notions as to what issues are “male,” “female,” or unisex.
 Actual teaching situations are also prone to sexism. For the
most part teachers do not try to be sexist but, for sociological
reasons, can not help it. A perfect example of society’s male-
dominance interfering in education unintentionally is when
teachers assign projects to their students. The teachers may
hand out lists of acceptable topics ranging, in a history class
for example, from fashion to transportation. The teachers then
give the students a choice as to which topic they would like to
do the project on. The underlying problem with this is that girls
tend to choose what could be considered more “feminine”
topics while the boys will choose the more “masculine” ones.
“Offered to the pupils as free choice, such selections are self-
perpetuating, leading to the expected choices and amplifying
any differences there may have been in attitudes” (Marland
152). The reason for this could be that society, through the
media and other modes of communication, has pre-conceived
notions as to what issues are “male,” “female,” or unisex.
  Actual teaching situations are also prone to sexism. For the
most part teachers do not try to be sexist but, for sociological
reasons, can not help it. A perfect example of society’s male-
dominance interfering in education unintentionally is when
teachers assign projects to their students. The teachers may
hand out lists of acceptable topics ranging, in a history class
for example, from fashion to transportation. The teachers then
give the students a choice as to which topic they would like to
do the project on. The underlying problem with this is that girls
tend to choose what could be considered more “feminine”
topics while the boys will choose the more “masculine” ones.
“Offered to the pupils as free choice, such selections are self-
perpetuating, leading to the expected choices and amplifying
any differences there may have been in attitudes” (Marland
152). The reason for this could be that society, through the
media and other modes of communication, has pre-conceived
notions as to what issues are “male,” “female,” or unisex.
Main Idea: Classroom teaching can lead to sexism
 Textbooks are one of the most important tools used in
educating students whether they are elementary school
storybooks or university medical textbooks. It is therefore no
surprise that these books are some of the most crucial
information sources that a student has throughout their
schooling. Many studies have been done examining the
contents of these books to reveal the amount of sexism
displayed in these educational tools. The results clearly show
that gender inequality definitely runs rampant in textbooks
some of the sexism subtle and some overt. To begin with, it is
apparent that historical texts show a distorted view of women
by portraying them unfairly and inaccurately and neglecting to
mention important female figures, instead opting to describe
their sometimes less influential male counterparts. Elementary
and secondary school textbooks are also guilty of gender
bias.
 Textbooks are one of the most important tools used in
educating students whether they are elementary school
storybooks or university medical textbooks. It is therefore no
surprise that these books are some of the most crucial
information sources that a student has throughout their
schooling. Many studies have been done examining the
contents of these books to reveal the amount of sexism
displayed in these educational tools. The results clearly show
that gender inequality definitely runs rampant in textbooks
some of the sexism subtle and some overt. To begin with, it is
apparent that historical texts show a distorted view of women
by portraying them unfairly and inaccurately and neglecting to
mention important female figures, instead opting to describe
their sometimes less influential male counterparts. Elementary
and secondary school textbooks are also guilty of gender
bias.
 Textbooks are one of the most important tools used in
educating students whether they are elementary school
storybooks or university medical textbooks. It is therefore no
surprise that these books are some of the most crucial
information sources that a student has throughout their
schooling. Many studies have been done examining the
contents of these books to reveal the amount of sexism
displayed in these educational tools. The results clearly show
that gender inequality definitely runs rampant in textbooks
some of the sexism subtle and some overt. To begin with, it is
apparent that historical texts show a distorted view of women
by portraying them unfairly and inaccurately and neglecting to
mention important female figures, instead opting to describe
their sometimes less influential male counterparts. Elementary
and secondary school textbooks are also guilty of gender
bias.
  Textbooks are one of the most important tools used in
educating students whether they are elementary school
storybooks or university medical textbooks. It is therefore no
surprise that these books are some of the most crucial
information sources that a student has throughout their
schooling. Many studies have been done examining the
contents of these books to reveal the amount of sexism
displayed in these educational tools. The results clearly show
that gender inequality definitely runs rampant in textbooks
some of the sexism subtle and some overt. To begin with, it is
apparent that historical texts show a distorted view of women
by portraying them unfairly and inaccurately and neglecting to
mention important female figures, instead opting to describe
their sometimes less influential male counterparts. Elementary
and secondary school textbooks are also guilty of gender
bias.
Main Idea: How textbooks are written can lead to sexism
Exercise
 There was among couples an acceptance from the
outset that their marriage was and always going to
be, far from perfect and that not every difference or
difficulty needed to be resolved or solved--that some
things could just be let be. They didn't focus on
negatives, but concentrated on strengthening what
they had in common so that those strengths lay at
the centre of the marriage. They found ways to work
around the things they decided they couldn't change
or didn't want to expend the energy settling 'once
and for all' so that they could enjoy other benefits of
the relationship.
Exercise
 There was among couples an acceptance from the
outset that their marriage was and always going to
be, far from perfect and that not every difference or
difficulty needed to be resolved or solved--that some
things could just be let be. They didn't focus on
negatives, but concentrated on strengthening what
they had in common so that those strengths lay at
the centre of the marriage. They found ways to work
around the things they decided they couldn't change
or didn't want to expend the energy settling 'once
and for all' so that they could enjoy other benefits of
the relationship.
Exercise
 There was among couples an acceptance from the
outset that their marriage was and always going to
be, far from perfect and that not every difference or
difficulty needed to be resolved or solved--that some
things could just be let be. They didn't focus on
negatives, but concentrated on strengthening what
they had in common so that those strengths lay at
the centre of the marriage. They found ways to work
around the things they decided they couldn't change
or didn't want to expend the energy settling 'once
and for all' so that they could enjoy other benefits of
the relationship.
 Exercise
 There was among couples an acceptance from the
outset that their marriage was and always going to
be, far from perfect and that not every difference or
difficulty needed to be resolved or solved--that some
things could just be let be. They didn't focus on
negatives, but concentrated on strengthening what
they had in common so that those strengths lay at
the centre of the marriage. They found ways to work
around the things they decided they couldn't change
or didn't want to expend the energy settling 'once
and for all' so that they could enjoy other benefits of
the relationship.
Main Idea: Accepting their less-than-perfect marriage
 Among the spouses there was an attitude
that the marriage must last because, as
imperfect as it might have been, it was
important to the couple (not to their Church or
their family). In this sense, the spouses were
committed to "the marriage" as well as each
other and were prepared to make
concessions in order to protect and nurture
the relationship.
 Among the spouses there was an attitude
that the marriage must last because, as
imperfect as it might have been, it was
important to the couple (not to their Church or
their family). In this sense, the spouses were
committed to "the marriage" as well as each
other and were prepared to make
concessions in order to protect and nurture
the relationship.
 Among the spouses there was an attitude
that the marriage must last because, as
imperfect as it might have been, it was
important to the couple (not to their Church or
their family). In this sense, the spouses were
committed to "the marriage" as well as each
other and were prepared to make
concessions in order to protect and nurture
the relationship.
  Among the spouses there was an attitude
that the marriage must last because, as
imperfect as it might have been, it was
important to the couple (not to their Church or
their family). In this sense, the spouses were
committed to "the marriage" as well as each
other and were prepared to make
concessions in order to protect and nurture
the relationship.
Main Idea: Spouses want their marriage to work
 Often raised by couples, trust remained the
constant among the ups and downs of
marriage, underpinning the sense of the
marriage as a sanctuary and their
commitment to, and expectation of, fidelity. It
was the basis upon which couples developed
their unique patterns of interaction and kind
of intimacy. For those in long lasting and
satisfactory marriages, trust was clearly the
linchpin of the relationship.
 Often raised by couples, trust remained the
constant among the ups and downs of
marriage, underpinning the sense of the
marriage as a sanctuary and their
commitment to, and expectation of, fidelity. It
was the basis upon which couples developed
their unique patterns of interaction and kind
of intimacy. For those in long lasting and
satisfactory marriages, trust was clearly the
linchpin of the relationship.
 Often raised by couples, trust remained the
constant among the ups and downs of
marriage, underpinning the sense of the
marriage as a sanctuary and their
commitment to, and expectation of, fidelity. It
was the basis upon which couples developed
their unique patterns of interaction and kind
of intimacy. For those in long lasting and
satisfactory marriages, trust was clearly the
linchpin of the relationship.
  Often raised by couples, trust remained the
constant among the ups and downs of
marriage, underpinning the sense of the
marriage as a sanctuary and their
commitment to, and expectation of, fidelity. It
was the basis upon which couples developed
their unique patterns of interaction and kind
of intimacy. For those in long lasting and
satisfactory marriages, trust was clearly the
linchpin of the relationship.
Main Idea: Trust is the most important factor in a marriage
 The spouses in happier long-term marriages shared
values (if not interests) but did not necessarily agree
on everything. They enjoyed spending time together
but did not see spending time apart as detracting
from the relationship. Where their interests diverged
they treated those differences with respect and
accommodated them by organising their lives so
that both could participate in their individual pursuits,
and negotiated a balance between sharing in their
partner's activities and participating in their own.
Significantly, when they did spend time together,
they were fully engaged in their interactions with
each other.
 The spouses in happier long-term marriages shared
values (if not interests) but did not necessarily agree
on everything. They enjoyed spending time together
but did not see spending time apart as detracting
from the relationship. Where their interests diverged
they treated those differences with respect and
accommodated them by organising their lives so
that both could participate in their individual pursuits,
and negotiated a balance between sharing in their
partner's activities and participating in their own.
Significantly, when they did spend time together,
they were fully engaged in their interactions with
each other.
 The spouses in happier long-term marriages shared
values (if not interests) but did not necessarily agree
on everything. They enjoyed spending time together
but did not see spending time apart as detracting
from the relationship. Where their interests diverged
they treated those differences with respect and
accommodated them by organising their lives so
that both could participate in their individual pursuits,
and negotiated a balance between sharing in their
partner's activities and participating in their own.
Significantly, when they did spend time together,
they were fully engaged in their interactions with
each other.
  The spouses in happier long-term marriages shared
values (if not interests) but did not necessarily agree
on everything. They enjoyed spending time together
but did not see spending time apart as detracting
from the relationship. Where their interests diverged
they treated those differences with respect and
accommodated them by organising their lives so
that both could participate in their individual pursuits,
and negotiated a balance between sharing in their
partner's activities and participating in their own.
Significantly, when they did spend time together,
they were fully engaged in their interactions with
each other.
Main Idea: Spouses in successful marriages respect each
other’s similar or different personal space / life
 Participants attributed their ability to maintain a long-
lasting, satisfying relationship to several causes.
Friendship and genuine liking of one's spouse were
seen as essential to creating and maintaining the
marriage, helped along by a little luck in finding a
mate with whom they shared values, beliefs and the
capacity to grow and adapt to changes in
themselves as individuals and to the changing
circumstances of the marriage. Seeing marriage and
children as integral to a fulfilling life and having
access to a support network that included extended
family contributed to their marital and family stability.
 Participants attributed their ability to maintain a long-
lasting, satisfying relationship to several causes.
Friendship and genuine liking of one's spouse were
seen as essential to creating and maintaining the
marriage, helped along by a little luck in finding a
mate with whom they shared values, beliefs and the
capacity to grow and adapt to changes in
themselves as individuals and to the changing
circumstances of the marriage. Seeing marriage and
children as integral to a fulfilling life and having
access to a support network that included extended
family contributed to their marital and family stability.
 Participants attributed their ability to maintain a long-
lasting, satisfying relationship to several causes.
Friendship and genuine liking of one's spouse were
seen as essential to creating and maintaining the
marriage, helped along by a little luck in finding a
mate with whom they shared values, beliefs and the
capacity to grow and adapt to changes in
themselves as individuals and to the changing
circumstances of the marriage. Seeing marriage and
children as integral to a fulfilling life and having
access to a support network that included extended
family contributed to their marital and family stability.
  Participants attributed their ability to maintain a long-
lasting, satisfying relationship to several causes.
Friendship and genuine liking of one's spouse were
seen as essential to creating and maintaining the
marriage, helped along by a little luck in finding a
mate with whom they shared values, beliefs and the
capacity to grow and adapt to changes in
themselves as individuals and to the changing
circumstances of the marriage. Seeing marriage and
children as integral to a fulfilling life and having
access to a support network that included extended
family contributed to their marital and family stability.
Main Idea: There are several causes leading to a successful
marriage
  Participants attributed their ability to maintain a long-
lasting, satisfying relationship to several causes.
Friendship and genuine liking of one's spouse were
seen as essential to creating and maintaining the
marriage, helped along by a little luck in finding a
mate with whom they shared values, beliefs and the
capacity to grow and adapt to changes in
themselves as individuals and to the changing
circumstances of the marriage. Seeing marriage and
children as integral to a fulfilling life and having
access to a support network that included extended
family contributed to their marital and family stability.
Main Idea: There are several causes leading to a successful
marriage
 Participants talked about their commitment to their
partner and to the marriage and their identity as a
couple. At the same time, they actively worked on
negotiating each partner's need for independence
without compromising the bond between them. They
also reported being prepared to work through difficulties
"regardless of how painful it is", as well as valuing
marriage as an institution and the best environment in
which to raise children. Whether because, or in spite, of
their own experiences, participants firmly believed that
seeing strong marital relationships is necessary for
young people to learn how to develop their own strong
marital relationships.
  Participants talked about their commitment to their
partner and to the marriage and their identity as a
couple. At the same time, they actively worked on
negotiating each partner's need for independence
without compromising the bond between them. They
also reported being prepared to work through difficulties
"regardless of how painful it is", as well as valuing
marriage as an institution and the best environment in
which to raise children. Whether because, or in spite, of
their own experiences, participants firmly believed that
seeing strong marital relationships is necessary for
young people to learn how to develop their own strong
marital relationships.
Main Idea: There are more causes leading to a successful
marriage
  Participants talked about their commitment to their
partner and to the marriage and their identity as a
couple. At the same time, they actively worked on
negotiating each partner's need for independence
without compromising the bond between them. They
also reported being prepared to work through difficulties
"regardless of how painful it is", as well as valuing
marriage as an institution and the best environment in
which to raise children. Whether because, or in spite, of
their own experiences, participants firmly believed that
seeing strong marital relationships is necessary for
young people to learn how to develop their own strong
marital relationships.
Main Idea: There are more causes leading to a successful
marriage
 "Making marriage last" involved actively
learning about and accepting their spouse's
idiosyncrasies, consciously adapting to
changes in themselves, each other and their
circumstances. They were prepared to
weather the storms because they had
committed to the marriage for life, and they
understood the relationship would be
stronger for having survived difficult times.
Change was expected and accommodated.
  "Making marriage last" involved actively
learning about and accepting their spouse's
idiosyncrasies, consciously adapting to
changes in themselves, each other and their
circumstances. They were prepared to
weather the storms because they had
committed to the marriage for life, and they
understood the relationship would be
stronger for having survived difficult times.
Change was expected and accommodated.
Main Idea: There are even more causes leading to a
successful marriage
  "Making marriage last" involved actively
learning about and accepting their spouse's
idiosyncrasies, consciously adapting to
changes in themselves, each other and their
circumstances. They were prepared to
weather the storms because they had
committed to the marriage for life, and they
understood the relationship would be
stronger for having survived difficult times.
Change was expected and accommodated.
Main Idea: There are even more causes leading to a
successful marriage
Exercise 2
 Despite almost 70 years of research on
media violence, it is still possible to spark a
lively debate on this issue as each new form
of media – such as video games or the
Internet - inspires renewed discussion.
 Despite almost 70 years of research on
media violence, it is still possible to spark a
lively debate on this issue as each new form
of media – such as video games or the
Internet - inspires renewed discussion.
 Despite almost 70 years of research on
media violence, it is still possible to spark a
lively debate on this issue as each new form
of media – such as video games or the
Internet - inspires renewed discussion.
  Despite almost 70 years of research on
media violence, it is still possible to spark a
lively debate on this issue as each new form
of media – such as video games or the
Internet - inspires renewed discussion.

Main Idea: Every new media will lead to a new discussion /

controversy
 Research has shown that although there are differences in the
intensity, interest, and interpretation of violence found across
various media, there are similarities in the process of effects. On
the one hand, the intensity of violence in films is often greater (in
terms of the graphic nature and frequency of violent acts) than
that found in prime-time television programmes. On the other
hand, the frequency of contact with film violence is usually less
than the frequency of contact with television violence. This is
one example of a “trade-off” of frequency of viewing versus
intensity of portrayal. So too, adolescents are more likely to
encounter graphic film violence than would be the case for very
young children. However, young children, who are still in the
early stages of learning social roles and standards of acceptable
behaviour, may be more affected by the frequent depictions of
violence on television than the adolescent who is watching a
“slasher” film. Of course, the complicating feature in this analysis
is the fact that the adolescent sitting in the movie theatre was
once a child sitting in front of a television set and, therefore, has
a long history of exposure to media violence.
 Research has shown that although there are differences in the
intensity, interest, and interpretation of violence found across
various media, there are similarities in the process of effects. On
the one hand, the intensity of violence in films is often greater (in
terms of the graphic nature and frequency of violent acts) than
that found in prime-time television programmes. On the other
hand, the frequency of contact with film violence is usually less
than the frequency of contact with television violence. This is
one example of a “trade-off” of frequency of viewing versus
intensity of portrayal. So too, adolescents are more likely to
encounter graphic film violence than would be the case for very
young children. However, young children, who are still in the
early stages of learning social roles and standards of acceptable
behaviour, may be more affected by the frequent depictions of
violence on television than the adolescent who is watching a
“slasher” film. Of course, the complicating feature in this analysis
is the fact that the adolescent sitting in the movie theatre was
once a child sitting in front of a television set and, therefore, has
a long history of exposure to media violence.
 Research has shown that although there are differences in the
intensity, interest, and interpretation of violence found across
various media, there are similarities in the process of effects. On
the one hand, the intensity of violence in films is often greater (in
terms of the graphic nature and frequency of violent acts) than
that found in prime-time television programmes. On the other
hand, the frequency of contact with film violence is usually less
than the frequency of contact with television violence. This is
one example of a “trade-off” of frequency of viewing versus
intensity of portrayal. So too, adolescents are more likely to
encounter graphic film violence than would be the case for very
young children. However, young children, who are still in the
early stages of learning social roles and standards of acceptable
behaviour, may be more affected by the frequent depictions of
violence on television than the adolescent who is watching a
“slasher” film. Of course, the complicating feature in this analysis
is the fact that the adolescent sitting in the movie theatre was
once a child sitting in front of a television set and, therefore, has
a long history of exposure to media violence.
 Research has shown that although there are differences in the
intensity, interest, and interpretation of violence found across
various media, there are similarities in the process of effects. On
the one hand, the intensity of violence in films is often greater (in
terms of the graphic nature and frequency of violent acts) than
that found in prime-time television programmes. On the other
hand, the frequency of contact with film violence is usually less
than the frequency of contact with television violence. This is
one example of a “trade-off” of frequency of viewing versus
intensity of portrayal. So too, adolescents are more likely to
encounter graphic film violence than would be the case for very
young children. However, young children, who are still in the
early stages of learning social roles and standards of acceptable
behaviour, may be more affected by the frequent depictions of
violence on television than the adolescent who is watching a
“slasher” film. Of course, the complicating feature in this analysis
is the fact that the adolescent sitting in the movie theatre was
once a child sitting in front of a television set and, therefore, has
a long history of exposure to media violence.
 Research has shown that although there are differences in the
intensity, interest, and interpretation of violence found across
various media, there are similarities in the process of effects. On
the one hand, the intensity of violence in films is often greater (in
terms of the graphic nature and frequency of violent acts) than
that found in prime-time television programmes. On the other
hand, the frequency of contact with film violence is usually less
than the frequency of contact with television violence. This is
one example of a “trade-off” of frequency of viewing versus
intensity of portrayal. So too, adolescents are more likely to
encounter graphic film violence than would be the case for very
young children. However, young children, who are still in the
early stages of learning social roles and standards of acceptable
behaviour, may be more affected by the frequent depictions of
violence on television than the adolescent who is watching a
“slasher” film. Of course, the complicating feature in this analysis
is the fact that the adolescent sitting in the movie theatre was
once a child sitting in front of a television set and, therefore, has
a long history of exposure to media violence.
  Research has shown that although there are differences in the
intensity, interest, and interpretation of violence found across
various media, there are similarities in the process of effects. On
the one hand, the intensity of violence in films is often greater (in
terms of the graphic nature and frequency of violent acts) than
that found in prime-time television programmes. On the other
hand, the frequency of contact with film violence is usually less
than the frequency of contact with television violence. This is
one example of a “trade-off” of frequency of viewing versus
intensity of portrayal. So too, adolescents are more likely to
encounter graphic film violence than would be the case for very
young children. However, young children, who are still in the
early stages of learning social roles and standards of acceptable
behaviour, may be more affected by the frequent depictions of
violence on television than the adolescent who is watching a
“slasher” film. Of course, the complicating feature in this analysis
is the fact that the adolescent sitting in the movie theatre was
once a child sitting in front of a television set and, therefore, has
a long history of exposure to media violence.
Main Idea: Though effects caused by different media are
different on differing groups, they remain essentially the same
 In the late 1970s, following the release of the movie,
The Deerhunter, there were numerous reports of
adolescents, usually males, imitating the graphic
Russian roulette scene, often with tragic results. Of
course, there were many additional factors that
influenced this result, such as watching the video
with a group of drunk, young males, or a history of
depression or suicide attempts. Nevertheless, some
incidents of death from this film were simply
accidents of imitation gone awry.
 In the late 1970s, following the release of the movie,
The Deerhunter, there were numerous reports of
adolescents, usually males, imitating the graphic
Russian roulette scene, often with tragic results. Of
course, there were many additional factors that
influenced this result, such as watching the video
with a group of drunk, young males, or a history of
depression or suicide attempts. Nevertheless, some
incidents of death from this film were simply
accidents of imitation gone awry.
 In the late 1970s, following the release of the movie,
The Deerhunter, there were numerous reports of
adolescents, usually males, imitating the graphic
Russian roulette scene, often with tragic results. Of
course, there were many additional factors that
influenced this result, such as watching the video
with a group of drunk, young males, or a history of
depression or suicide attempts. Nevertheless, some
incidents of death from this film were simply
accidents of imitation gone awry.
  In the late 1970s, following the release of the movie,
The Deerhunter, there were numerous reports of
adolescents, usually males, imitating the graphic
Russian roulette scene, often with tragic results. Of
course, there were many additional factors that
influenced this result, such as watching the video
with a group of drunk, young males, or a history of
depression or suicide attempts. Nevertheless, some
incidents of death from this film were simply
accidents of imitation gone awry.

Main Idea: Watching and imitating media violence is one

crucial factor of violent behavior in teenagers
  In the late 1970s, following the release of the movie,
The Deerhunter, there were numerous reports of
adolescents, usually males, imitating the graphic
Russian roulette scene, often with tragic results. Of
course, there were many additional factors that
influenced this result, such as watching the video
with a group of drunk, young males, or a history of
depression or suicide attempts. Nevertheless, some
incidents of death from this film were simply
accidents of imitation gone awry.

Main Idea: Watching and imitating media violence is one

crucial factor of violent behavior in teenagers
 In New York, 1995, youths set fire to a
subway token booth which exploded and
burned the subway attendant who
subsequently died of extensive burns. This
was one of the more dramatic episodes in a
series of attacks that seemed to be related to
a recently released movie, Money Train, in
which a similar act occurred.
  In New York, 1995, youths set fire to a
subway token booth which exploded and
burned the subway attendant who
subsequently died of extensive burns. This
was one of the more dramatic episodes in a
series of attacks that seemed to be related to
a recently released movie, Money Train, in
which a similar act occurred.

Main Idea: Watching and imitating media violence is one

crucial factor of violent behavior in teenagers (Another e.g.)
  In New York, 1995, youths set fire to a
subway token booth which exploded and
burned the subway attendant who
subsequently died of extensive burns. This
was one of the more dramatic episodes in a
series of attacks that seemed to be related to
a recently released movie, Money Train, in
which a similar act occurred.

Main Idea: Watching and imitating media violence is one

crucial factor of violent behavior in teenagers (Another e.g.)
 Are these reports of tragic events merely the
isolated outcomes of unfortunate
circumstances or simply the more dramatic
examples of a subtle and pervasive influence
of media violence?
 Are these reports of tragic events merely the
isolated outcomes of unfortunate
circumstances or simply the more dramatic
examples of a subtle and pervasive influence
of media violence?
 Are these reports of tragic events merely the
isolated outcomes of unfortunate
circumstances or simply the more dramatic
examples of a subtle and pervasive influence
of media violence?
  Are these reports of tragic events merely the
isolated outcomes of unfortunate
circumstances or simply the more dramatic
examples of a subtle and pervasive influence
of media violence?

Main Idea: Media violence can affect many of us unknowingly

 Is there a rational pattern of relationship
between violence in society and media
violence? The answer is “yes”. Although
there are many causes of violence in society,
there are scientifically sound studies from
diverse perspectives that link media violence
to violent attitudes, values, and behaviours.
 Is there a rational pattern of relationship
between violence in society and media
violence? The answer is “yes”. Although
there are many causes of violence in society,
there are scientifically sound studies from
diverse perspectives that link media violence
to violent attitudes, values, and behaviours.
 Is there a rational pattern of relationship
between violence in society and media
violence? The answer is “yes”. Although
there are many causes of violence in society,
there are scientifically sound studies from
diverse perspectives that link media violence
to violent attitudes, values, and behaviours.
  Is there a rational pattern of relationship
between violence in society and media
violence? The answer is “yes”. Although
there are many causes of violence in society,
there are scientifically sound studies from
diverse perspectives that link media violence
to violent attitudes, values, and behaviours.

Main Idea: There is a logical and proven link between media

violence and violence around us
 Psychologists and psychiatrists involved in
media studies do not suggest that violent
media are the only cause of violence in
society. Rather there are many wellsprings of
violent behaviour, such as growing up in an
abusive home or a violent neighbourhood.
However, media are one component of a
potentially toxic environment for youth and it is
important to understand the roles that the
media play in youth violence and ways to
mitigate these harmful influences.
 Psychologists and psychiatrists involved in
media studies do not suggest that violent
media are the only cause of violence in
society. Rather there are many wellsprings of
violent behaviour, such as growing up in an
abusive home or a violent neighbourhood.
However, media are one component of a
potentially toxic environment for youth and it is
important to understand the roles that the
media play in youth violence and ways to
mitigate these harmful influences.
 Psychologists and psychiatrists involved in
media studies do not suggest that violent
media are the only cause of violence in
society. Rather there are many wellsprings of
violent behaviour, such as growing up in an
abusive home or a violent neighbourhood.
However, media are one component of a
potentially toxic environment for youth and it is
important to understand the roles that the
media play in youth violence and ways to
mitigate these harmful influences.
  Psychologists and psychiatrists involved in
media studies do not suggest that violent
media are the only cause of violence in
society. Rather there are many wellsprings of
violent behaviour, such as growing up in an
abusive home or a violent neighbourhood.
However, media are one component of a
potentially toxic environment for youth and it is
important to understand the roles that the
media play in youth violence and ways to
mitigate these harmful influences.
Main Idea: Media plays an important role in influencing the
youth about violence
 Since television violence is the most pervasive form of
media violence in the lives of children and youth, a lot of
research has been undertaken to study its harmful effects.
Television violence seems to affect us in three major ways.
Firstly, the direct effects process suggests that children
and adults who watch a lot of violence on television may
develop favourable attitudes and values about the use of
aggression to resolve conflicts. Secondly, desensitization
suggests that children who watch a lot of violence on
television may become less sensitive to violence in the real
world around them, less sensitive to the pain and suffering
of others, and more willing to tolerate ever-increasing
levels of violence in our society. Thirdly, the Mean World
Syndrome suggests that children or adults who watch a lot
of violence on television may begin to believe that the
world is as mean and dangerous in real life as it appears
on television, and hence, they begin to view the world as a
much more mean and dangerous place.
 Since television violence is the most pervasive form of
media violence in the lives of children and youth, a lot of
research has been undertaken to study its harmful effects.
Television violence seems to affect us in three major ways.
Firstly, the direct effects process suggests that children
and adults who watch a lot of violence on television may
develop favourable attitudes and values about the use of
aggression to resolve conflicts. Secondly, desensitization
suggests that children who watch a lot of violence on
television may become less sensitive to violence in the real
world around them, less sensitive to the pain and suffering
of others, and more willing to tolerate ever-increasing
levels of violence in our society. Thirdly, the Mean World
Syndrome suggests that children or adults who watch a lot
of violence on television may begin to believe that the
world is as mean and dangerous in real life as it appears
on television, and hence, they begin to view the world as a
much more mean and dangerous place.
 Since television violence is the most pervasive form of
media violence in the lives of children and youth, a lot of
research has been undertaken to study its harmful effects.
Television violence seems to affect us in three major ways.
Firstly, the direct effects process suggests that children
and adults who watch a lot of violence on television may
develop favourable attitudes and values about the use of
aggression to resolve conflicts. Secondly, desensitization
suggests that children who watch a lot of violence on
television may become less sensitive to violence in the real
world around them, less sensitive to the pain and suffering
of others, and more willing to tolerate ever-increasing
levels of violence in our society. Thirdly, the Mean World
Syndrome suggests that children or adults who watch a lot
of violence on television may begin to believe that the
world is as mean and dangerous in real life as it appears
on television, and hence, they begin to view the world as a
much more mean and dangerous place.
  Since television violence is the most pervasive form of
media violence in the lives of children and youth, a lot of
research has been undertaken to study its harmful effects.
Television violence seems to affect us in three major ways.
Firstly, the direct effects process suggests that children
and adults who watch a lot of violence on television may
develop favourable attitudes and values about the use of
aggression to resolve conflicts. Secondly, desensitization
suggests that children who watch a lot of violence on
television may become less sensitive to violence in the real
world around them, less sensitive to the pain and suffering
of others, and more willing to tolerate ever-increasing
levels of violence in our society. Thirdly, the Mean World
Syndrome suggests that children or adults who watch a lot
of violence on television may begin to believe that the
world is as mean and dangerous in real life as it appears
on television, and hence, they begin to view the world as a
much more mean and dangerous place.
Main Idea: Different ways in which TV violence influences us
  Since television violence is the most pervasive form of
media violence in the lives of children and youth, a lot of
research has been undertaken to study its harmful effects.
Television violence seems to affect us in three major ways.
Firstly, the direct effects process suggests that children
and adults who watch a lot of violence on television may
develop favourable attitudes and values about the use of
aggression to resolve conflicts. Secondly, desensitization
suggests that children who watch a lot of violence on
television may become less sensitive to violence in the real
world around them, less sensitive to the pain and suffering
of others, and more willing to tolerate ever-increasing
levels of violence in our society. Thirdly, the Mean World
Syndrome suggests that children or adults who watch a lot
of violence on television may begin to believe that the
world is as mean and dangerous in real life as it appears
on television, and hence, they begin to view the world as a
much more mean and dangerous place.
Main Idea: Different ways in which TV violence influences us
 Given these effects, what do we know, and
what can we do about media violence? In
particular, what can be done about television
violence?
 Given these effects, what do we know, and
what can we do about media violence? In
particular, what can be done about television
violence?
 Given these effects, what do we know, and
what can we do about media violence? In
particular, what can be done about television
violence?
  Given these effects, what do we know, and
what can we do about media violence? In
particular, what can be done about television
violence?

Main Idea: What can be done to address TV violence?

Section 1.5, Exercise 2

1. Analyse each of the following texts by

• Identifying the Main Idea [MI] of each
paragraph and underlining the sentences that
contain it.
• Examining how the main idea is developed
through the use of expansion techniques.
2. Identify the text structure.
 Text Analysis
1 “BROADEN their minds”, says a new advert for
BSkyB, a satellite-TV company in Britain, which
hopes that appealing to parents this Christmas will
help sell its packages of over 200 channels, 21 of
which are devoted to children. There has never
been so much television for kids. Part of the reason Reason why
is that serving the very young is an especially there is
lucrative and fast-growing business for Disney, increased kid tv.
Viacom and Time Warner, three big media
conglomerates. Equally, children's TV has never
been so controversial. Parents increasingly fear Reason why
that, far from broadening their darlings' horizons, there is
watching television may lead to attention-deficit controversy.
disorder and obesity.
Text Structure:

(Raffles Junior College Promotional Examinations, 2005)

 Text Analysis
2
Educational reforms on paper do not translate into
reality overnight. In South Korea classrooms, despite a Example of
series of plans to make teaching more lively, the South Korean
authoritarian approach still rules. A provincial education
system to prove
education official recently handed out new guidelines:
point.
do not use sticks longer than 60 centimeters, use
physical punishment only when other students can't
see and hit people only on the "safe parts". Many
Korean students go to cram schools or get private
tutoring - and survive on as little as four hours of sleep.
Text Structure:

(Nanyang Junior College Promotional Examinations, 2005)

 Text Analysis
3
As the quantity of children's TV has grown, so
have parental worries about it, especially in Considers
common question
America and Britain. Baby Einstein is jokingly asked about
referred to as “baby crack”: it entertains babies children's tv.
and stops them crying, but is it safe at such a Reason why
children's tv is
formative stage? An article this year in bad.
Pediatrics, a journal, said that watching TV
increases the risk of attention problems. Food
adverts on TV are also being blamed for
obesity. In Britain, says one TV executive, the
government is leaning towards banning food
ads
Text at certain times of the day.
Structure:

(Raffles Junior College Promotional Examinations, 2005)

 Text Analysis
4 There is the argument that to give formal recognition to gay Consideration of
marriages might "set a bad example" and lead into an opposing view
homosexuality some people who would otherwise be to recognising gay
heterosexual. This argument unavoidably rests upon the marriages.
assumptions that homosexuality is undesirable, and that
there is flexibility in sexual orientation. Both are untrue. For
the first: One could just as well assert that homosexuality is Refutes the
affirmatively good in every sense of the word, morally, opposing view
culturally, socially, and individually. For the second: Neither listed with
homosexuality nor heterosexuality is chosen or changeable. reasons.
In other words, sexual inclination is built into the individual
very early in life. Therefore, neither societal attitudes nor
exposure to examples will make any difference in the States own view.
outcome for any individual, except to make easier or more
difficult his coming to constructive terms with what is already
there.
Text Structure:

(Saint Andrew’s Junior College Promotional Examinations, 2005)

 Text Analysis
5
Childhood is mapped by rituals imposed from above.
From the moment of birth, through family and
community induction, religious and cultural initiation
and on to the seemingly unquestioned gradation of
formal schooling, the baby-toddler-child is celebrated
and processed through the ritualising of his or her
progress. The progress of the person-in-the-making or
adult-in-waiting is predominantly temporal. Children
are ‘big/small for their age’ or ‘ahead of/behind their
class/grade’. They are ‘backward’, ‘forward’, ‘slow’,
‘quick’, ‘gifted’ and classified. Until recently, and still
present in popular discourse, such classifications
included ‘handicapped’, ‘retarded’ or ‘educationally
subnormal’.
 Text Analysis
5 Common-sense and popular assumptions dovetail Statement of 'fact',
with institutional practices in defining appropriateness followed by
as ‘childhood’ behaviour and its progression is elaboration of this
subjected to routine assessment. The scrutiny and 'fact'.
classification to which they are subjected is not
restricted to physical growth and academic attainment. Different ways in
Dress, manners, speech, hair, jewellery, beliefs, style, which children are
music…the list is endless. Each is measured against classified and
standards imposed by adults significant in children’s hence put into
lives and experiences modelled by the ritualistic rituals.
teachings of those adults. Typically, adults direct and
children obey and with little experience of their own,
children can do little but to follow the practices set out
for them.
Text Structure:

(Modified from Saint Andrew’s Junior College Mid-year Examinations,

2004)