How to Scan for Specific Information Quickly

TECHNICAL ENGLISH 2
Lecturers: Dra. Nita H Koesoemah, M.Pd Skill Focus: Reading

PoliteknikNegeri Bandung Dra, MulyatiKhorina
Duration: 4x50’ Topic 1 : Previewing and
Scanning
Equipment: White board, board marker, handout, in focus, screen
Objectives: After completing this lesson you will be able to :

1. Make prediction about the topic and purpose of the text.
2. get an idea of what you will find in the text.
3. Find a specific fact or piece of information without reading
everything.
Student’s name Date:
Previewing and Predicting

One way to enter a text is to preview titles, subtitles, visuals, and other text features and make a
prediction about the topic and purpose of the text. The "Previewing and Predicting" strategy will
lead students through a series of questions that will help them make an accurate prediction.
These predictions help students think about what they already know about the topic. The ability
to access prior knowledge helps students develop a critical schema (or cognitive map) that they
can use to increase their comprehension.
1. Survey the text and get a feel for the length and structure.
2. Scan the title (and subtitles) and make a prediction about the topic.
3. Analyze all available visuals in the text.
4. Read the first and last paragraphs and revise your prediction.
5. Analyze the author/publication information and make a final prediction.
Exercise 1: Circle the complete sentences below. Choose two non-sentences to

rewrite and make complete.
The production of large amounts of standardized products.
Work activities
Construction engineers are problem solvers.
To exchange information with each other and initiate actions.
Fabrication comprises or overlaps with various metalworking specialties.
Metal fabrication involves the construction of machines and structures from various raw materials.
The ability to sit for the Professional Engineer license (PE).
1
Here are two non-sentences that I have rewritten to create complete
sentences.
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
_______________________
Exercise 2: Look at the covers of this book and try to answer the questions about the book
1. What is the title of the book?

2. Who is the author
3. When was it published?
4. What is the name of the publisher?
5. Is this book newly published? Why/why not?
6. Who is this book for?
7. What does ‘29’ in the book refer to?
8. How can you find what is new and improved in the new edition?
9. What is available to accompany this book?
10. Beside in the form of a book, what other version is available?
2
Making Predictions Worksheet
Exercise 3: Read the following passages. Determine what event is likely to occur next.
Explain your answer using textual evidence.
Vince Thunder waved to the crowd one more time before he put on his motorcycle helmet. The
crowd cheered uproariously. Vince looked down the ramp and across the 17 school busses that
he was about to attempt to jump. It was a difficult trick and everything would need to go right
for him to nail it. His cape blew in the wind. As Vince hoped on his motorcycle and started
down the ramp, he noticed something that he had not seen before. There was large oil slick at
the end of the ramp. He attempted to stop the bike, but it was too late. He had already built up
too much momentum...
1. What event is most likely to occur next? ___________________________________________
2. What evidence from the text supports your prediction?
John sat in the classroom and drew pictures of the Tatakai Fighting Warriors in his notebook
while his teacher lectured about biology or something. He didn't really know for sure. The last
thing he remembered her saying was that there would be a test tomorrow. His heart jumped. He
went home to study for the test, but he was soon drawn to his Game Box. He played Tatakai
Fighting Warriors long into the night. When his alarm clock rang the next day, he was too tired
to hit the snooze button, so he let it beep for about 20 minutes before he got up and went to
school. As she had promised, the teacher has prepared a test. She reviewed the testing
procedures and directions with the class and then passed out the test. John looked at his test and
scratched his head...
3. What event is most likely to occur next? __________________________________________
Social worker Cathy Heying noticed a growing trend among the homeless and unemployed folks
she served for nearly a decade at St. Stephen’s Catholic Church in Minneapolis. “At least twice a
week, someone would mention car trouble” as a reason for missing a job interview or not getting
the kids to day care, says Cathy, 44. “I thought if I could offer car repairs, I could prevent these
problems.”
3
5. What event is most likely to occur next?
________________________________________________
An old lady brought her new Olds 88 in to our dealer, complaining of a "whirring" sound from
"up front". Our head tech took it for a test drive, came back, couldn’t replicate the sound. So we
sent the little old lady on her way. About 30 minutes later she comes back complaining about the
sound again. The head tech offered to go on a ride with her, so she could point out the sound.
They were gone about 10 minutes when I stepped outside for a smoke and saw the tech with the
hood popped, pointing into the engine bay and explaining the problem to her.
7. What event is most likely to occur next?
________________________________________________
Back when I worked on trucks, we would get drivers that would cut a hole in their shifter boot
and run a rubber hose with a funnel on top down over the transmission so they could pee while
they were driving. Got to the point where guys would refuse to do clutch/tranny service because
the urine smell was unbearable.
Had a couple buddies of mine tell me about a Mexican truck they got stuck working on.
Apparently a hole was cut in the sleeper floor so the team running it could "do their business" on
the move.
9. What event is most likely to occur next? ______________________________________
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SCANNING
How To Scan
Ask someone to read this with you if you need to.
If you want just one piece of information from a text (e.g. name, an address, the time of a TV
programme or a word you want to spell) you need to scan for it. This means looking through
very quickly without really reading the words. All you have to do is find the word(s) you want.
Look at the list below. Tick the things you would use scanning for:
reading instructions
finding a telephone number
m
finding out who a letter is from
reading a book
finding a street on a map
looking up the time of a bus
finding a plumber in yellow pages
finding a word in the dictionary
studying an agreement
checking that a cheque has been signed
Steps for Scanning

Think about what you are scanning for.
Write it down and try to get a picture of it in your mind.
Keep thinking about what you are looking for and let your eye run over the page.
Don’t read the words. Don’t read the sentences. Just look.
If you don’t find it first time, try again.
Keep thinking about the words you want and keep your eyes moving quickly.
If you don’t do it quickly then you are not really scanning, you’re stopping to read the other
words.
You might need a lot of practice before you can scan well, but it will save you time in the end.
It’s very useful for looking up all sorts of things.
If you are not good at reading yet, you can still scan. Try finding words you know well, like
Liverpool or your own name, in a page of writing.
5
Now try some of the scanning exercises.
Reading skills for academic study: Scanning for specific information.
Exercise 5: Read the following text quickly and fill in the table. What do the numbers given
in the table refer to?
1%
2%
6%
13%
16%
30%
3/4
86%
Spoon-fed feel lost at the cutting edge
Before arriving at university students will have been powerfully influenced by their school's
approach to learning particular subjects. Yet this is only rarely taken into account by teachers in
higher education, according to new research carried out at Nottingham University, which could
explain why so many students experience problems making the transition.
Historian Alan Booth says there is a growing feeling on both sides of the Atlantic that the shift
from school to university-style learning could be vastly improved. But little consensus exists
about who or what is at fault when the students cannot cope. "School teachers commonly blame
the poor quality of university teaching, citing factors such as large first-year lectures, the
widespread use of inexperienced postgraduate tutors and the general lack of concern for students
in an environment where research is dominant in career progression," Dr Booth said.
6
Many university tutors on the other hand claim that the school system is failing to prepare
students for what will be expected of them at university. A-level history in particular is seen to
be teacher-dominated, creating a passive dependency culture.
But while both sides are bent on attacking each other, little is heard during such exchanges from
the students themselves, according to Dr Booth, who has devised a questionnaire to test the
views of more than 200 first-year history students at Nottingham over a three-year period. The
students were asked about their experience of how history is taught at the outset of their degree
program. It quickly became clear that teaching methods in school were pretty staid.
About 30 per cent of respondents claimed to have made significant use of primary sources (few
felt very confident in handling them) and this had mostly been in connection with project work.
Only 16 per cent had used video/audio; 2 per cent had experienced field trips and less than 1 per
cent had engaged in role-play.
Dr Booth found students and teachers were frequently restricted by the assessment style which
remains dominated by exams. These put obstacles in the way of more adventurous teaching and
active learning, he said. Of the students in the survey just 13 per cent felt their A-level course
had prepared them very well for work at university. Three-quarters felt it had prepared them
fairly well.
One typical comment sums up the contrasting approach: "At A-level we tended to be spoon-fed
with dictated notes and if we were told to do any background reading (which was rare) we were
told exactly which pages to read out of the book".
To test this further the students were asked how well they were prepared in specific skills central
to degree level history study. The answers reveal that the students felt most confident at taking
notes from lectures and organising their notes. They were least able to give an oral presentation
and there was no great confidence in contributing to seminars, knowing how much to read, using
primary sources and searching for texts. Even reading and taking notes from a book were often
problematic. Just 6 per cent of the sample said they felt competent at writing essays, the staple A
level assessment activity.
The personal influence of the teacher was paramount. In fact individual teachers were the centre
of students' learning at A level with some 86 per cent of respondents reporting that their teachers
had been more influential in their development as historians than the students' own reading and
thinking.
The ideal teacher turned out to be someone who was enthusiastic about the subject; a good clear
communicator who encouraged discussion. The ideal teacher was able to develop students
involvement and independence. He or she was approachable and willing to help. The bad
teacher, according to the survey, dictates notes and allows no room for discussion. He or she
7
makes students learn strings of facts; appears uninterested in the subject and fails to listen to
other points of view.
No matter how poor the students judged their preparedness for degree-level study, however,
there was a fairly widespread optimism that the experience would change them significantly,
particularly in terms of their open mindedness and ability to cope with people.
But it was clear, Dr Booth said, that the importance attached by many departments to third-year
teaching could be misplaced. "Very often tutors regard the third year as the crucial time,
allowing postgraduates to do a lot of the earlier teaching. But I am coming to the conclusion that
the first year at university is the critical point of intervention".
Exercise 4: Have a quick look through the advert below, then answer the questions on the
next page.
Mechanical Engineer Jobs
Mechanical Engineer Job Overview

Mechanical engineering jobs are critical in technical industry companies, and they are often
demanding, challenging and rewarding positions. These professionals may work in fields
ranging from automotive and aeronautics to energy and more, with jobs available from entry-
level to advanced positions across the country.
1000+ Mechanical Engineer jobs found on Monster.

Mechanical Engineer - Mechanical Engineer, Solidworks
CyberCoders Charlotte, NC, 28201
CyberCoders Matching Great People with Great Companies Learn more about CyberCoders
Apply Mechanical Engineer Charlotte, NC Full-Time $60,000 - $85,000 Apply Job Details If
you are a Mechanical Engineer with experience, please read on! Top Reasons to Work with Us
Not only are we based in beautiful Charlotte.
Senior Opto-Mechanical Engineer/ Senior Opto Mechanical Engineer

R&D International Inc Fort Lauderdale, FL, 33301
Job Title: Senior Opto-Mechanical Engineer. Location: Fort Lauderdale,FL. Duration:

Permanent. Looking for hands on : BS/MS in Mechanical with experience in packaging and
aligning lenses and fiber optics, design of compact imaging systems, design of miniature optics,
precision machining or diamond turning, fiber optics, fiber combiners & and high volume
manufacturing.
Mechanical Design Engineer - Manufacturing / Mechanical Engineering / ProE
Randstad Engineering Green Valley, AZ, 85622
8
Manufacturing Engineering with hands on mechanical experience in high volume manufacturing
production environment is needed to maintain product performance levels. The Mechanical
Engineer solves products problems found at the Production process, QA audits, reliability lab
testing, and the field. ME or equivalent experience and minimum 3 years experience in the
design of sheet metal
Drafting Technician, Mechanical Equip Designer & Mechanical Engineer
Advanced Proecess Technologies, Inc Twin Falls, ID, 83301
Advanced Process Technologies, Inc. an industry leader serving the food and dairy industries is
seeking to fill several positions. Our employment positions at APT will provide opportunity to
demonstrate your expertise and position yourself for career advancement with a growing and
innovative company. We are seeking a Drafting Technician with AutoDesk Inventor experience.
Mechanical Design Engineer - Solidworks, BOM, Mechanical Design
CyberCoders Worcester, MA, 01601
Apply Mechanical Design Engineer Worcester, MA Full-Time $60,000 - $80, Apply Job Details
If you are a Mechanical Design Engineer with experience, please read on! Based in Worcester
MA, we are a leading manufacturer firm.
Mechanical Drafter - Manufacturing/Mechanical/PFMEA
Randstad Engineering La Crosse, WI, 54601
An American global diversified industrial company is currently seeking a Mechanical Drafter 3

to produce design documentation utilizing ProE in La Crosse, WI. This is a 6 month
CONTRACT position, with the possibility of extension. Local candidates only, no per diem
available. Responsibilities for the Mechanical Drafter Responsible for completion of assignments
and proper use of equipment. Detect...
Mechanical Design Engineer - Mechanical Engineer / Design / Solidworks
Randstad Engineering Fremont, CA, 94538
Our client in Fremont, CA is looking for a Contract Mechanical Design Engineer with a
background in automation mechanical design for a specific project. Responsibilities for the
Mechanical Design Engineer Modeling and layout of complex machinery components and
assemblies – Solidworks– 3D models, details, CAD automation Assurance of design for
manufacturability & serviceability Provide assistan...
Mechanical Engineer - Mechanical Engineer / Medical Device / Technical Writing
Randstad Engineering Yorba Linda, CA, 92886
Our client in Orange County is looking for a Senior Mechanical Engineer who will be
responsible for designing and developing components, mechanisms, systems and finished
products or equipment. Responsibilities for the Mechanical Engineer Demonstrates working
knowledge of Mechanical Engineering and its application in solving standard mechanical
problems.
9
Mechanical Engineer - Mechanical Engineer / Autocad / Prototype
Randstad Engineering Azusa, CA, 91702
Our client in Azusa is looking for a Mechanical Engineer with two years of experience to
perform many different functions. Responsibilities for the Mechanical Engineer Search and
design new product concepts, engineering design of mechanical components and assemblies
Verify of mechanical design related documentations, design and fabrication of prototypes
Requirements for the Mechanical Engineer.
Senior Mechanical Design Engineer - Mechanical Engineer
Adecco San Jose, CA, 95131
Adecco Staffing has an immediate opening for a Senior Mechanical Design Engineer in San
Jose, CA. The Sr. Mechanical Design Engineer will work with the Secure Pump Pay team to
design, draft and document solution for the petroleum industry. Using Solid works design
mechanically complex solution. Create Bill of material and installation guide detail. Work with
outside suppliers to build and construct.
Mechanical Designer - Solidworks, AutoCAD, Mechanical Designer
CyberCoders Louisville, TN, 37777
Apply Mechanical Designer Louisville, TN Full-Time $70,000 - $90,000 Apply Job Details If
you are a Mechanical Designer with experience, please read on! Based in Knoxville TN, we are a
global leader in the design and manufacture.
10
1. How many years of experience should you have if you want to apply for a job as a Mechanical
Engineer for Randstad Engineering’s client in Azusa ?
_______________________________________________________________________
2. What background do you need to have to apply for a Contract Mechanical Design Engineer for
Randstad Engineering’s client in Fremont, CA?
_______________________________________________________________________
3. What is the salary of a TN Full-Time Mechanical Designer for CyberCoders Louisville ?

_______________________________________________________________________
4. If you are hired by Adecco Staffing as a Senior Mechanical Design Engineer, where will you be
posted?
_______________________________________________________________________
5. What kind of experience is required by Advanced Process Technologies, Inc. to be a Drafting

Technician?
_______________________________________________________________________
6. What is the position offered by a company in Orange County with the responsibility of designing and
developing components, mechanisms, systems and finished products or equipment?
_______________________________________________________________________
7. If you work as a Senior Opto-Mechanical Engineer for R&D International Inc, where will you work?
_______________________________________________________________________
8. Who is currently seeking a Mechanical Drafter 3 to produce design documentation utilizing ProE in
La Crosse, WI?
_______________________________________________________________________
9. What is the philosophy of CyberCoders?

_______________________________________________________________________
10. What position is R&D International Inc Fort Lauderdale looking for?
_______________________________________________________________________
11. What is the name of the company that claims themselves as an industry leader serving the food and
dairy industries?
_______________________________________________________________________
12. Whatis needed to maintain product performance levels.

_______________________________________________________________________
13. What is the salary range of a full-tome Mechanical Designer for a global leader in the design and
manufacture in Knoxville?
_______________________________________________________________________
14. What is Randstad Engineering in Azusa, CA, 91702 looking for?

_______________________________________________________________________
15. What is the job title offered by Adecco Staffing in San Jose, CA?
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Exercise 5: make your own questions from the sentences taken from the above ads. (the
answers are the one in italics)
For example:
The Sr. Mechanical Design Engineer will work with the Secure Pump Pay team to design,
draft and document solution for the petroleum industry.
What will the Sr. Mechanical Design Engineer and the Secure Pump Pay team do?
1. The company is looking for BS/MS in Mechanicalwith experience in packaging and

aligning lenses and fiber optics, design of compact imaging systems, design of miniature
optics, precision machining or diamond turning, fiber optics, fiber combiners & and high
volume manufacturing.
______________________________________________________________________
2. Manufacturing Engineering with hands on mechanical experience in high volume

manufacturing production environment is needed to maintain product performance levels.
______________________________________________________________________
3. Advanced Process Technologies, Inc. an industry leader serving the food and dairy
industries is seeking to fill several positions.
______________________________________________________________________
4. Our client in Azusa is looking for a Mechanical Engineer with two years of experience to
perform many different functions.
______________________________________________________________________
5. Our client in Fremont, CA is looking for a Contract Mechanical Design Engineer with a
background in automation mechanical design for a specific project.
______________________________________________________________________
Exercise 6: Now make 5 questions based on the ads and ask your partner for the answer.
12
TECHNICAL ENGLISH 2

PoliteknikNegeri Bandung Dra, MulyatiKhorina
Duration: 4x50’ Topic 2 : Contextual
References

1. Recognize and identify different types ofcontextual reference
2. Read and connect the contextual reference tothe word that it refers to
3. Identify and use transitional markers in sentences.
Contextual Reference
Read the passage and identify what each underlined word refers to.
Construction engineering is a professional discipline that deals with
the designing, planning, construction, and management ofinfrastructures such
as highways, bridges, airports, rail-roadsbuildings, dams, and utilities. These Engineers are
unique such that they are a cross between civil engineers and construction managers.
Construction engineers learn the designing aspect much like civil engineers and construction site
management functions much like construction managers.
The primary difference between a construction engineer and a construction manager is that the
construction engineer has the ability to sit for the Professional Engineer license (PE) whereas a
construction manager cannot. At the educational level, construction managers are not as focused
on design work as they are on construction procedures, methods, and people management. Their
primary concern is to deliver a project on time, within budget, and of the desired quality.
The difference between a construction engineer and civil engineer is only at the educational level
as both disciplines are able to sit for the PE exam giving them the same title of engineer. Civil
engineering students concentrate more on the design work, gearing them toward a career as a
design professional. This essentially requires them to take a multitude of design courses.
Construction engineering students take design courses as well as construction management
courses. This allows them to understand both the design functions as well as the building
requirements needed to design and build today's infrastructures.
Contextual References
Contextual References are words substitute for other words (to avoid using the same words over
and over).
13
They refer back to the words that have been used. Also they may refer forward to the ideas that
will be stated.
These Engineers are unique such that they are a cross between civil engineers and construction
managers.
Pronouns & Possessive Adjectives

Pronouns are words like I, me (personal pronouns) or my, mine (possessive pronouns).
Personal Pronouns Possessive Adjectives and Pronouns

Reflexive Pronouns
subject form object form possessive adjective possessive pronoun
I me my mine myself
you you your yours yourself
he him his his himself
she her her hers herself
it it its its itself
we us our ours ourselves
you you your yours yourselves
they them their theirs themselves
Pronouns
14
Look at these sentences:
1. At the educational level, construction managers are not as focused on design work as they
are on construction procedures, methods, and people management. Their primary concern
is to deliver a project on time, within budget, and of the desired quality.
The word ‘they’ refers to the word ‘managers’
The word ‘their’ refers to the word ‘managers’
2. The difference between a construction engineer and civil engineer is only at the educational
level as both disciplines are able to sit for the PE exam giving them the same title of engineer.
The word ‘them’ refers to the word ‘a construction engineer and civil engineer’
3. Civil engineering students concentrate more on the design work, gearing them toward a
career as a design professional. This essentially requires them to take a multitude of
design courses.
The word ‘them’ refers to the word ‘Civil engineering students’
The word ‘them’ refers to the word ‘Civil engineering students’
4. Construction engineering students take design courses as well as construction
management courses. This allows them to understand both the design functions as well as
the building requirements needed to design and build today's infrastructures.
The word ‘them’ refers to the word ‘Construction engineering students’
5. This is now standard practice on turnkey industrial projects and on the ultra-fast-track
team projects for semiconductor fabrication plants8. In order to do so, the designer must
develop “robust design” solutions that will allow reasonable assumptions to be made in
the sizing of elements “downstream”.
The word ‘that’ refers to the word ‘”robust design” solutions’
6. Engineering is the discipline, art, and profession thatapplies scientific theory to design,
develop, and analyze technological solutions. In the contemporary era it is generally
considered to consist of the major basic branches ofchemical engineering, civil
engineering, electrical engineering and mechanical engineering.
The word ‘that’ refers to the word ‘”the discipline, art, and profession” solutions’
The word ‘it’ refers to the word ‘”Engineering” solutions’
7. There are numerous other engineering sub-disciplines and interdisciplinary subjects that
are derived from concentrations, combinations, or extensions of the major engineering
branches.
The word ‘that’ refers to the word ‘”other engineering sub-disciplines and
interdisciplinary subjects” solutions’
Exercise 1: Find the reference of the word in bolditalics.

1. Electronic engineering is the design of circuits that use the electromagnetic properties of
electrical components.
15
The word ‘that’ refers to …………………………………………………..
2. Optical engineering is the design of instruments and systems that utilize the properties of
electromagnetic radiation.
3. Systems engineering deals with work-processes, optimization methods, and risk

management tools in such projects. It overlaps technical and human-centered disciplines.
4. The word ‘it’ refers to …………………………………………………..
5. There are numerous changes in the 21st century which are impacting on the overall
environment for manufacturing and driving big changes within this sector.
The word ‘which’ refers to …………………………………………………..
6. Manufacturing (or Industrial) Engineers are involved in the design and development
processes that results in products.
7. You may observe several behaviors in a person that could be strong indicators of his or
her capabilities in the Construction Safety and Health competency.
The word ‘his or her’ refers to …………………………………………………..
8. Mechanical engineering finds its application in the archives of various ancient and
medieval societies throughout mankind. In ancient Greece.
The word ‘its’ refers to …………………………………………………..
9. The medieval Chinese horologist and engineer Su Song (1020–1101 AD) incorporated an
escapement mechanism into his astronomical clock tower two centuries before any
escapement can be found in clocks of medieval Europe, as well as the world's first known
endless power-transmitting chain drive.
The word ‘his’ refers to …………………………………………………..
10. Newton was reluctant to publish his methods and laws for years, but he was finally
persuaded to do so by his colleagues, such as Sir Edmund Halley,
The word ‘he’ refers to …………………………………………………..
11. Many mechanical engineering companies, especially those in industrialized nations, have
begun to incorporate computer-aided engineering (CAE) programs into their existing
design and analysis processes.
The word ‘those’ refers to …………………………………………………..
16
Exercise 2: Read the passage answer the following questions.
Mechanical engineering is the discipline that applies the principles of engineering, physics,
and materials science for the design, analysis,manufacturing, and maintenance of mechanical
systems. It is the branch of engineering that involves the design, production, and operation
ofmachinery.It is one of the oldest and broadest of the engineering disciplines.
Mechanical engineers design and buildengines, power plants.
The engineering field requires an understanding of core concepts
including mechanics, kinematics, thermodynamics, materials science,structural analysis,
and electricity. Mechanical engineers use these core principles along with tools like computer-
aided design, and product lifecycle management to design and analyze manufacturing plants,
industrial equipment and machinery, heating and cooling system, transport system, aircraft,
watercraft, robotics, medical devices, weapons, and others.
Mechanical engineering emerged as a field during the industrial revolutionin Europe in the 18th
century; however, its development can be traced back several thousand years around the world.
Mechanical engineering science emerged in the 19th century as a result of developments in the
field ofphysics. The field has continually evolved to incorporate advancements in technology,
and mechanical engineers today are pursuing developments in such fields as composites,
mechanics, mechatronics, and nanotechnology. Mechanical engineering overlaps with aerospace
engineering, metallurgical engineering, civil engineering, electrical engineering, petroleum
engineering, manufacturing engineering, chemical engineering, and other engineering disciplines
to varying amounts.It may also work in the field of Biomedical engineering, specifically
with biomechanics, transport phenomena, bio-mechatronics,bio-nanotechnology and modeling of
biological systems, like soft tissue mechanics.
1. What does the word ‘that’ in ‘…the discipline that applies the principles…(line 1)’ refer to?
2. What does the word ‘it’ in ‘Itis the branch of engineering …(line 3)’ refer to?
3. What does the word ‘that’ in ‘…the branch of engineering that involves …(line 3)’ refer to?
4. What does the word ‘it’ in ‘It is one of the oldest and broadest …(line 4)’ refer to?
5. What does the word ‘these’ in ‘…use these core principles along …(line 8)’ refer to?
6. What does the word ‘its’ in ‘…its development can be traced back …(line 13)’ refer to?
7. What does the word ‘such’ in ‘…in such fields as composites, …(line 16)’ refer to?
8. What does the word ‘it’ in ‘It may also work in the field of …(line 20)’ refer to?
Exercise 3: Do the same as the activity above.

Mechatronics is the combination of mechanics and electronics. It is an interdisciplinary branch
of mechanical engineering, electrical engineering andsoftware engineering that is concerned
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with integrating electrical and mechanical engineering to create hybrid systems. In this way,
machines can be automated through the use of electric motors, servo-mechanisms, and other
electrical systems in conjunction with special software. A common example of a mechatronics
system is a CD-ROM drive. Mechanical systems open and close the drive, spin the CD and move
the laser, while an optical system reads the data on the CD and converts it to bits. Integrated
software controls the process and communicates the contents of the CD to the computer.
Robotics is the application of mechatronics to create robots, which are often used in industry to
perform tasks that are dangerous, unpleasant, or repetitive. These robots may be of any shape
and size, but all are preprogrammed and interact physically with the world. To create a robot, an
engineer typically employs kinematics (to determine the robot's range of motion) and mechanics
(to determine the stresses within the robot).
Robots are used extensively in industrial engineering. They allow businesses to save money on
labor, perform tasks that are either too dangerous or too precise for humans to perform them
economically, and to ensure better quality. Many companies employ assembly lines of
robots,especially in Automotive Industries and some factories are so robotized that
they can run by themselves. Outside the factory, robots have been employed in bomb
disposal, space exploration, and many other fields. Robots are also sold for various residential
applications, from recreation to domestic applications.
1. What does the word ‘It’ in ‘It is an interdisciplinary branch …(line 1)’ refer to?
2. What does the word ‘that’ in ‘…andsoftware engineering that is concerned, …(line 2)’ refer
to?
3. What does the word ‘it’ in ‘…converts it to bits.(line 7)’ refer to?
4. What does the word ‘which’ in ‘…create robots, which are often used, …(line 9)’ refer to?
5. What does the word ‘that’ in ‘…perform tasks that are either, … (line 10)’ refer to?
6. What does the word ‘These’ in ‘These robots may be of any, … (line 10)’ refer to?
7. What does the word ‘They’ in ‘They allow businesses to save … (line 14)’ refer to?
8. What does the word ‘that’ in ‘…perform tasks that are either … (line 15)’ refer to?
9. What does the word ‘them’ in ‘…for humans to perform them (line 15)’ refer to?
10. What does the word ‘that’ in ‘…so robotized that … (line 17)’ refer to?
11. What does the word ‘they’ in ‘…they can run … (line 18)’ refer to?
12. What does the word ‘themselves’ in ‘…can run by themselves (line 18)’ refer to?
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TECHNICAL ENGLISH 2

PoliteknikNegeri Bandung Dra, Mulyati Khorina
Duration: 4 x 50’ Topic 3 : Skimming

1. get the general sense of passage or book
2. generate questions about the whole text, such as “will this passage be
useful to me?” “what is this writer’s opinion?” or what is the writer’s
purpose or general idea?”
SKIMMING
Skimming to get an overall impression.
Skimming is useful when you want to survey a text to get a general idea of what it is about. In
skimming you ignore the details and look for the main ideas. Main ideas are usually found in the
first sentences of each paragraph and in the first and last paragraphs. It is also useful to pay
attention to the organization of the text.
As reading is an interactive process, you have to work at constructing the meaning of the text
from the marks on the paper. You need to be active all the time when you are reading. It is
useful, therefore, if you need to read the text in detail, before you start reading to activate the
knowledge you have about the topic of the text and to formulate questions based on this
information. Skimming a text for gist can help you formulate questions to keep you interacting
with the text.
Skimming a text using first lines of paragraphs.
In most academic writing, the paragraph is a coherent unit, about one topic, connected to the
previous and next paragraphs. Paragraphs are organized internally and the first sentence of each
paragraph is often a summary of, or an introduction to, the paragraph. You can therefore get a
good idea of the overall content of a text by reading the first sentence of each paragraph. This
should help you get a feeling for the structure of the text. In many cases that will be enough, but
if it isn't, you will now have a good idea of the structure of the text and you will find it easier to
read in detail. Familiar texts are easier to read.
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information. Skimming a text using first lines of paragraphs can help you formulate questions to
keep you interacting with the text.
Exercise 1: Read the first sentence of each paragraph in the following text then try to figure
out what the text is about.
THE PERSONAL QUALITIES OF A TEACHER
Here I want to try to give you an answer to the question: What personal qualities are desirable in
a teacher? Probably no two people would draw up exactly similar lists, but I think the following
would be generally accepted.
First, the teacher's personality should be pleasantly live and attractive. This does not rule out
people who are physically plain, or even ugly, because many such have great personal charm.
But it does rule out such types as the over-excitable, melancholy, frigid, sarcastic, cynical,
frustrated, and over-bearing : I would say too, that it excludes all of dull or purely negative
personality. I still stick to what I said in my earlier book: that school children probably 'suffer
more from bores than from brutes'.
Secondly, it is not merely desirable but essential for a teacher to have a genuine capacity for
sympathy - in the literal meaning of that word; a capacity to tune in to the minds and feelings of
other people, especially, since most teachers are school teachers, to the minds and feelings of
children. Closely related with this is the capacity to be tolerant - not, indeed, of what is wrong,
but of the frailty and immaturity of human nature which induce people, and again especially
children, to make mistakes.
Thirdly, I hold it essential for a teacher to be both intellectually and morally honest. This does
not mean being a plaster saint. It means that he will be aware of his intellectual strengths, and
limitations, and will have thought about and decided upon the moral principles by which his life
shall be guided. There is no contradiction in my going on to say that a teacher should be a bit of
an actor. That is part of the technique of teaching, which demands that every now and then a
teacher should be able to put on an act - to enliven a lesson, correct a fault, or award praise.
Children, especially young children, live in a world that is rather larger than life.
A teacher must remain mentally alert. He will not get into the profession if of low intelligence,
but it is all too easy, even for people of above-average intelligence, to stagnate intellectually -
and that means to deteriorate intellectually. A teacher must be quick to adapt himself to any
situation, however improbable and able to improvise, if necessary at less than a moment's notice.
(Here I should stress that I use 'he' and 'his' throughout the book simply as a matter of convention
and convenience.)
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On the other hand, a teacher must be capable of infinite patience. This, I may say, is largely a
matter of self-discipline and self-training; we are none of us born like that. He must be pretty
resilient; teaching makes great demands on nervous energy. And he should be able to take in his
stride the innumerable petty irritations any adult dealing with children has to endure.
Finally, I think a teacher should have the kind of mind which always wants to go on
learning. Teaching is a job at which one will never be perfect; there is always something more to
learn about it. There are three principal objects of study: the subject, or subjects, which the
teacher is teaching; the methods by which they can best be taught to the particular pupils in the
classes he is teaching; and - by far the most important - the children, young people, or adults to
whom they are to be taught. The two cardinal principles of British education today are that
education is education of the whole person, and that it is best acquired through full and active co-
operation between two persons, the teacher and the learner.
(From Teaching as a Career, by H. C. Dent, Batsford, 1961)
Notice how reading these sentences gives you a good idea about the meaning of the text: six
qualities of a teacher. If you need more details, read the text again.
Exercise 2: Read the first sentence of each paragraph in the following text and try to figure
out what the text is about.
OILS
There are three main groups of oils: animal, vegetable and mineral. Great quantities of animal oil
come from whales, those enormous creatures of the sea which are the largest remaining animals
in the world. To protect the whale from the cold of the Arctic seas, nature has provided it with a
thick covering of fat called blubber. When the whale is killed, the blubber is stripped off and
boiled down, either on board ship or on shore. It produces a great quantity of oil which can be
made into food for human consumption. A few other creatures yield oil, but none so much as the
whale. The livers of the cod and the halibut, two kinds of fish, yield nourishing oil. Both cod
liver oil and halibut liver oil are given to sick children and other invalids who need certain
vitamins. These oils may be bought at any chemist's.
Vegetable oil has been known from antiquity. No household can get on without it, for it is used
in cooking. Perfumes may be made from the oils of certain flowers. Soaps are made from
vegetable and animal oils.
To the ordinary man, one kind of oil may be as important as another. But when the politician or
the engineer refers to oil, he almost always means mineral oil, the oil that drives tanks,
aeroplanes and warships, motor-cars and diesel locomotives; the oil that is used to lubricate all
kinds of machinery. This is the oil that has changed the life of the common man. When it is
refined into petrol it is used to drive the internal combustion engine. To it we owe the existence
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of the motorcar, which has replaced the private carriage drawn by the horse. To it we owe the
possibility of flying. It has changed the methods of warfare on land and sea. This kind of oil
comes out of the earth. Because it burns well, it is used as fuel and in some ways it is superior to
coal in this respect. Many big ships now burn oil instead of coal. Because it burns brightly, it is
used for illumination; countless homes are still illuminated with oil-burning lamps. Because it is
very slippery, it is used for lubrication. Two metal surfaces rubbing together cause friction and
heat; but if they are separated by a thin film of oil, the friction and heat are reduced. No machine
would work for long if it were not properly lubricated. The oil used for this purpose must be of
the correct thickness; if it is too thin it will not give sufficient lubrication, and if it is too thick it
will not reach all parts that must be lubricated.
The existence of oil wells has been known for a long time. Some of the Indians of North
America used to collect and sell the oil from the wells of Pennsylvania. No one, however, seems
to have realised the importance of this oil until it was found that paraffin-oil could be made from
it; this led to the development of the wells and to the making of enormous profits. When the
internal combustion engine was invented, oil became of worldwide importance.
What was the origin of the oil which now drives our motor-cars and air-craft? Scientists are
confident about the formation of coal, but they do not seem so sure when asked about oil. They
think that the oil under the surface of the earth originated in the distant past, and was formed
from living things in the sea. Countless billions of minute sea creatures and plants lived and sank
to the sea bed. They were covered with huge deposits of mud; and by processes of chemistry,
pressure and temperature were changed through long ages into what we know as oil. For these
creatures to become oil, it was necessary that they should be imprisoned between layers of rock
for an enormous length of time. The statement that oil originated in the sea is confirmed by a
glance at a map showing the chief oilfields of the world; very few of them are far distant from
the oceans of today. In some places gas and oil come up to the surface of the sea from its bed.
The rocks in which oil is found are of marine origin too. They are sedimentary rocks, rocks
which were laid down by the action of water on the bed of the ocean. Almost always the remains
of shells, and other proofs of sea life, are found close to the oil. A very common sedimentary
rock is called shale, which is a soft rock and was obviously formed by being deposited on the sea
bed. And where there is shale there is likely to be oil.
Geologists, scientists who study rocks, indicate the likely places to the oil drillers. In some cases
oil comes out of the ground without any drilling at all and has been used for hundreds of years.
In the island of Trinidad the oil is in the form of asphalt, a substance used for making roads. Sir
Walter Raleigh visited the famous pitch lake of Trinidad in 1595; it is said to contain nine
thousand million tons of asphalt. There are probably huge quantities of crude oil beneath the
surface.
The king of the oilfield is the driller. He is a very skilled man. Sometimes he sends his drill more
than a mile into the earth. During the process of drilling, gas and oil at great pressure may
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suddenly be met, and if this rushes out and catches fire the oil well may never be brought into
operation at all. This danger is well known and steps are always taken to prevent it.
There is a lot of luck in drilling for oil. The drill may just miss the oil although it is near; on the
other hand, it may strike oil at a fairly high level. When the drill goes down, it brings up soil. The
samples of soil from various depths are examined for traces of oil. If they are disappointed at one
place, the drillers go to another. Great sums of money have been spent, for example in the deserts
of Egypt, in 'prospecting' for oil. Sometimes little is found. When we buy a few gallons of petrol
for our cars, we pay not only the cost of the petrol, but also part of the cost of the search that is
always going on.
When the crude oil is obtained from the field, it is taken to the refineries to be treated. The
commonest form of treatment is heating. When the oil is heated, the first vapours to rise are
cooled and become the finest petrol. Petrol has a low boiling point; if a little is poured into the
hand, it soon vaporizes. Gas that comes off the oil later is condensed into paraffin. Last of all the
lubricating oils of various grades are produced. What remains is heavy oil that is used as fuel.
There are four main areas of the world where deposits of oil appear. The first is that of the
Middle East, and includes the regions near the Caspian Sea, the Black Sea, the Red Sea and the
Persian Gulf. Another is the area between North and South America, and the third, between Asia
and Australia, includes the islands of Sumatra, Borneo and Java.
The fourth area is the part near the North Pole. When all the present oil-fields are exhausted, it is
possible that this cold region may become the scene of oil activity. Yet the difficulties will be
great, and the costs may be so high that no company will undertake the work. If progress in using
atomic power to drive machines is fast enough, it is possible that oil-driven engines may give
place to the new kind of engine. In that case the demand for oil will fall, the oilfields will
gradually disappear, and the deposits at the North Pole may rest where they are for ever.
(From Power and Progress by G. C. Thornley (Longman, 1950))
Notice how reading these sentences gives you a good idea about the meaning of the text. If you
need more details, read the text again.
Skimming a text using first and last paragraphs.
In most academic writing, the text is organized clearly with an introduction and a conclusion.
The introduction gives you an idea of what the text is going to be about and the conclusion
shows that this is what it has been about. You can therefore get a good idea of the overall content
of a text by reading the first and last paragraphs of a text. This should help you get a feeling for
the content of the text. In many cases that will be enough, but if it isn't, you will now have a
good idea of the content of the text and you will find it easier to read in detail. Familiar texts are
easier to read.
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information. Skimming a text using first and last paragraphs can help you formulate questions to
keep you interacting with the text.
Exercise 3: Read the first and last paragraphs in the following text.
What type of student do you have to teach?
Most lecturers try to help students develop their understanding. But understanding a foreign
language is not the same as understanding why someone is upset or understanding
electromagnetism or understanding history. It is not to be expected therefore that the same
teaching methods will be appropriate to these different kinds of understanding.
Most forms of understanding are expressed by concepts which differ from everyday ones. For
example, we all know that suitcases get heavier the longer you carry them, but in science this is
described in terms of constant weight plus increasing fatigue. The concept "weight" is introduced
and laid alongside the commonsense concept of "heaviness'. Similarly we all know that time
passes quickly when we are absorbed and slowly when we are bored, but science tells us that this
is an illusion; time really ticks away at a steady rate. Note that conceptual change should not be
the aim, as is sometimes suggested, since people still also need their common sense. The aim is
to add new sets of concepts and to explain when to use which set.
But "understanding" is not the only kind of learning which students need to master. Instruction,
demonstration and error-correction are the key teaching activities - which are quite different
from those needed to reach understanding - while practice is the main learning activity.
Students also have to memorise information and be able to recall it when required, as well as
acquire several other kinds of learning (such as know-how and attitudes and values) each of
which calls for different teaching methods. So learning-centred teaching includes a conscious
matching of teaching methods to the intended kind of learning.
While good teaching involves, among other things, helping students to achieve their chosen
learning goals, the picture is further complicated by the different learning styles adopted by
different groups of students.
Many ways of categorisation and modelling students as learners have been suggested, of which
the following are as useful as any, particularly in connection with understanding. (Differences
between learners' natural learning styles are not so significant when skills are being taught, since
the appropriate style is determined more by the activity involved than by students' natural
capabilities.)
Some students are "holists": which means they like to take an overview of a subject first and then
fill in the details and concepts in their own way.
Others are "serialists" who like to follow a logical progression of a subject, beginning at the
beginning. Educational researcher Gordon Pask structured some teaching materials in both a
holist and a serialist manner, and then tested previously-sorted cohorts of students using them.
He found that the best performance of those who were mismatched (i.e. holist students with
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serialist material, and vice versa) was worse than the worst performance of those who were
matched to the learning materials.
This seems to imply, for example, that educational textbooks - which are naturally serialist in
character - should include signposts, summaries, alternative explanations of difficult concepts,
explanatory figure captions, a glossary of terms, a good index, etc, to help holist students find
their own way through them. Similarly projects, which are naturally holist in character, since
they are usually specified in terms of a final goal, can cause problems for serialists, who may
therefore need step-by-step guidance.
Another group of students are "visualisers" whose learning is helped by the inclusion of
diagrams, pictures, flow-charts, films, etc. Others are "verbalisers" and prefer to listen, read,
discuss, argue, attend tutorials and write during their conceptual development. And some are
"doers" and find that overt practical activity is best. The saying that "to hear is to forget, to see is
to remember, but to do is to understand" is only true for "doers". With a typical mix of students,
attempts should be made to cater for each preferred style.
It is well known nowadays that for the development of "understanding" and for the memorisation
of information it is important that students adopt a "deep approach" to their learning, rather than
a "surface approach'. The deep approach refers to an intention to develop their understanding and
to challenge ideas, while the "surface approach" is the intention to memorise information and to
follow instructions. Although students are naturally inclined towards one approach rather than
the other - often with a new subject the inclination is towards the surface approach - this can vary
from subject to subject and can usually be changed by the teaching they receive. Overloading,
for example, will encourage the surface approach; stimulating interest may encourage the deep
approach. Given the deep approach, even good lectures can make a considerable contribution to
students' "understanding".
Recently the need to encourage the deep approach in students has been allowed to dominate the
choice of teaching method, sometimes at the expense of effective teaching. Constructivism in
science teaching, for example, in which students are encouraged to devise their own explanations
of phenomena, certainly tends to encourage the deep approach, but it can also leave students with
misconceptions. Similarly, though problem-based learning is usually popular with students, it
teaches "know-how" rather than "understanding": unless explicit conceptual guidance is also
given.
The fact that students have different preferred learning styles also has important implications for
course evaluation through feedback. It often seems to be assumed that students are a
homogeneous bunch and that therefore a majority opinion condemning a certain aspect of a
course justifies changing it for the future. But this can well be a mistake. If a course is well
matched, say, to "holist verbalisers" it is unlikely to be found very helpful to
"serialistvisualisers". In other words, feedback is likely to reveal as much about the students as
about the course or lecturer, and can be quite misleading unless it is properly analysed in terms
of the preferred learning styles of the particular cohort of students.
Indeed, student feedback about the teaching of "understanding" can, in any case, be quite
misleading, since students cannot be expected to judge what has been helpful to them until much
of the necessary conceptual development has occurred. Only after "the penny has dropped" is
such feedback likely to be reliable. Similarly, favourable feedback about the necessary but
tedious practising of important "skills" cannot normally be expected.
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These considerations are all aspects of learning-centered teaching, with which all lecturers
should, in due course, become familiar. Innovation in education without taking these matters into
consideration is at best cavalier, at worst irresponsible, for it is the students who suffer from
teachers' ill-founded experiments.
(John Sparkes, Times Higher Education Supplement, February 6th, 1998)
Notice how reading these sentences gives you a good idea about the meaning of the text. If you
need more details, read the text again.
Skimming a text, using section headings.
In some academic writing, the text is organised through the use of headings and sub-headings.
You can therefore get a good idea of the overall content of a text by reading the headings and
sub-headings first. This should help you get a feeling for the content and organisation of the text.
In many cases that will be enough, but if it isn't, you will now have a good idea of the content of
the text and you will find it easier to read in detail. Familiar texts are easier to read.
useful, therefore, before you start reading to activate the knowledge you have about the topic of
the text and to formulate questions based on this information. The title, sub-titles and section
headings can help you formulate questions to keep you interacting with the text.
Exercise 4: Read the headings in the following text.
Reading skills for academic study: Skimming for gist
The Origin of the Earth
The origin of the earth has puzzled man since ancient times. This problem is astronomical as
well as geological, for the origin of the earth cannot be divorced from that of the component
members of our solar system. The earth is one of nine planets which revolve about the sun and
rotate in the same direction as the sun. The position of the earth among the planets is not
conspicuously prominent. It is the third planet out from the sun and in size is intermediate, for
three planets, Mercury, Venus, and Mars are known to be smaller and Jupiter, Saturn, Uranus,
and Neptune are larger. About most of the planets revolve smaller bodies called moons or
satellites. The earth and Neptune each have one, Mars two, Uranus four, and Jupiter and Saturn
each have nine. In comparison with the 88,600-mile diameter of Jupiter, the largest planet, and
that of the sun, 864,000 miles, the earth's diameter of 7,900 miles appears small. But, even the
largest body and the greatest distance in our solar system fade into insignificance when
compared with the distances to the fixed stars of our universe. To record these distances the
astronomer uses the light year, which is the distance traveled by light in one year with a velocity
of 186,000 miles a second. Light travels the 93,000,000 miles from the sun to the earth in about 8
minutes and the 2,800,000,000 miles to Neptune in about 4 hours. The nearest star is 4 light
years away and the bright stars seen by us are 10 to 500 light years away. Beyond the Milky Way
that comprises our stellar universe are distributed other nebulae or universes which have been
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reported to extend 150,000,000 light years into space. The immensity of it all baffles
visualization by human imagination.
NEBULAR HYPOTHESIS. The first theory of the origin of the earth based upon astronomical
observation was proposed by the French astronomer Laplace in 1796. It was probably suggested
by the rings now present about the planet Saturn. According to this hypothesis our solar system
was originally a vast nebula of highly heated gas, extending beyond the orbit of the outermost
planet and rotating in the same direction as the planets now revolve. As this nebula, which was
more than five billion miles in extent, lost heat, it contracted.Due to contraction the speed of
rotation in-creased and resulted in flattening at the poles and a bulging at the equator. As further
contraction continued, the speed of rotation increased until the centrifugal force at the equator of
the spheroid was equal to the force of gravity and a ring of particles was left behind. The process
continued until 10 successive rings were formed and the central mass became the sun. Each ring
revolved as such for a time and then broke up to form a planet and its satellites. From one ring
the 1200 or more planetoids between Mars and Jupiter were supposed to have formed. According
to the hypothesis the earth was first a globe of highly heated gas, then it became liquid and with
further cooling a crust formed over the liquid interior. From the gas of the original nebula an
atmosphere collected around the earth and vapours condensed to form the water of the oceans.
For more than one hundred years this was accepted as the most satisfactory explanation of the
earth's origin, regardless of the increasing number of objections arising against it with advance in
knowledge of Astronomy and Physics. Many of the objections cannot be stated here, but a few
will suffice to show the nature of the difficulties that this simple theory presents. Laws of
Physics indicate that the separation from the gaseous nebula would take place as individual
molecules and not as rings. But, granted that rings could form, it is a mystery how contraction of
a ring could produce a spheroid or yield other rings to form satellites. Since the parent and its
satellites were travelling at the same speed and in the same direction at the time of separation and
the parent kept on increasing its rotation by cooling, all the satellites should have a velocity
slower than their parents. Some of the satellites move with a velocity too rapid or too slow and
one in a direction opposite to that called for by the theory. Even more serious difficulties are
encountered when the moment of momentum is calculated for each stage at which a planet
separated or for the entire solar system expanded as a gas beyond the orbit of Pluto. Not only are
the masses of the planets out of proportion to the moments of momenta, but also the original
nebula with the momentum of the present solar system would not have a rapid enough rotation or
a centrifugal force sufficient to form a ring until it had contracted within the orbit of the
innermost planet.
PLANETESIMAL HYPOTHESIS. In 1905 Chamberlin and Moulton announced the
planetesimal hypothesis in which our solar system is considered to have originated from a spiral
nebula. Astronomic photography records many of these nebulae, each consisting of a central
nucleus with two curved arms on opposite sides composed of masses of matter or knots
separated by dark areas. Spectroscopic study indicates they are composed of solid or liquid
particles. Because it was assumed that these particles revolved about the center of the nebula in
elliptical orbits like planets, the name planetesimal was given to the hypothesis. The spiral arms
were formed by explosive forces within the ancestral sun and by the tidal force of a passing star
that approached closely enough to exert a pull on the gases shot out from the sun. Solar
prominences in which gases rise above the sun's surface thousands of miles are evidence of the
explosive forces within our modern sun. During such explosions a star passed close enough to
the ancestral sun to pull out irregular bolts of gas as it reached critical positions. One bolt was
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shot out for each planet and one for the planetoids. The light material forming the large planets
was drawn from the near side of the sun and carried farther away from the sun. The four smaller
planets and the planetoids were formed from the tidal bulge on the opposite side of the sun. The
amount of material disrupted to form the planets is calculated at a fraction of one per cent of the
sun's mass. At no time was the passing star close enough to attract and capture any of the
disrupted material. Its approach served to spread out the material far enough away from the sun
that the planetesimals could start revolving in elliptical orbits without being drawn back into the
sun. At this stage the erupted material arranged in two arms partly wound about the central mass
may have resembled a spiral nebula, but on a much smaller scale. Later, the central mass formed
the sun, the larger masses in the arms formed the planets, and smaller ones the satellites and the
planetoids. In the 1928 version of the hypothesis given by Chamberlin the earth was first a bolt
of gas erupted from the sun. Like the other bolts it expanded rapidly after leaving the sun and
cooled throughout into solid planetesimals revolving in elliptical orbits so that by frequent
collisions a planet was built up. Metallic constituents were segregated because of their weight
and welded together to form the core, thus giving to the earth's in-tenor the high specific gravity
it is known to possess. The nucleus of the earth grew by the capture of planetesimals; each
collision, occurring whenever elliptical orbits crossed, modified the rate of revolution and
resulted in a more nearly circular orbit. Growth took place slowly so that the earth was never
molten. The heat produced by the impact between nucleus and planetesimals was largely lost
during the long intervals between infalls of small planetesimals. At first the nucleus of the earth
was too small to retain an atmosphere, but as it grew by accretion to about 1/10 of its present
mass its gravitative attraction was strong enough to hold heavy gases. Its internal heat increased
due to infall of planetesimals, self-compression, and radioactivity until local fusion of rock
caused volcanic activity. Volcanic gases collected about the earth as the initial atmosphere.
Finally, when saturation was reached the condensed water vapor collected in depressions on the
earth to form the oceans. The gases now in the atmosphere and waters now in the oceans were
originally contained in solid planetesimals. During continued growth segregation and
preservation of the water-covered planetesimals led to a higher specific gravity for the oceanic
segments than for the continental protuberances. With the development of the atmosphere and
the oceans, deposition of sedimentary rocks commenced before planetesimal accumulation
ceased and volcanic activity reached a climax. The founders of the hypothesis believe that
conditions were favorable for life before the earth was full grown.
TIDAL-DISRUPTION HYPOTHESIS. Certain features of the planetesimal hypothesis were
retained and others completely changed by Sir James Jeans, astronomer, and Harold Jeffreys,
geophysicist, of England, in developing the tidal-disruption hypothesis. They assumed that the
passing star causing our solar system approached nearer to our ancestral sun than Chamberlin
postulated. The disruption of our sun was due entirely to the tidal force of the passing star and
was aided in no way by explosive action of the sun. From the sun's side nearest the star a long
filament of hot gas varying in size and density was pulled along by the passing star to the orbit of
the outermost planet before the tidal force was released. This streamer was then unstable and
broke up into ten segments which contracted into the nine planets and the planetoids. The
original elliptical course of each segment about the sun was modified by a dense gaseous
medium that later leaked away from the streamer after rounding the orbits. The satellites were
produced by tidal strains as each segment made its first journey around the sun. According to this
hypothesis the earth was first a highly heated gas. As it cooled and became liquid the heavy
constituents were drawn toward the center forming shells that decreased in specific gravity
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outward. With further cooling a solid crust of light rocks formed over the liquid interior
somewhat before the beginning of geologic time. The first atmosphere was dense and hot
because the temperatures were so high that the chemical compounds inside and around the earth
could not form. Finally, the temperature decreased so that water vapor could condense and fill
the ocean basins.
ORIGIN OF MATTER. It is evident from these brief statements that one limitation applies to
each of the hypotheses considered. None is complete in itself, for it does not explain the original
matter of the universe from which the planets evolved. The question of the origin of the nebulae
or stars taken as the starting point in these hypotheses remains unanswered. Scientists and
philosophers have pondered over it. The best answer that has been offered is that it represents the
work of an eternal God, who knows no beginning or end and who controls the orderly
arrangement of the Universe.
(This earth of ours, by V. T. Allen, The Bruce Publishing Company, Milwaukee, 1936, pp. 216-
222)
Notice how reading these headings gives you a good idea about the meaning of the text: a
problem and several possible solutions. If you need more details, read the text again.
Metal fabrication is the building of metal structures by several processes:
Cutting is done by sawing, shearing, or chiseling (all with manual andpowered variants);
torching with hand-held torches (such as oxy-fuel torches or plasma torches); and via numerical
control (CNC) cutters (using alaser, mill bits, torch, or water jet).
Bending is done by hammering (manual or powered) or via press brakesand similar tools.
Modern metal fabricators utilize press brakes to either coin or air-bend metal sheet into form.
CNC-controlled backgauges utilize hard stops to position cut parts in order to place bend lines in
the correct position. Off-line programing software now makes programing the CNC-controlled
press brakes seamless and very efficient.
Assembling (joining of the pieces) is done by welding, binding with adhesives, riveting, threaded
fasteners, or even yet more bending in the form of a crimped seam. Structural steel and sheet
metal are the usual starting materials for fabrication, along with the welding wire, flux, and
fasteners that will join the cut pieces. As with other manufacturing processes, both human labor
and automation are commonly used. The product resulting from fabrication may be called a
fabrication. Shops that specialize in this type of metal work are called fab shops. The end
products of other common types of metalworking, such as machining, metal stamping, forging,
and casting, may be similar in shape and function, but those processes are not classified as
fabrication.
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Fabrication comprises or overlaps with various metalworking specialties:
 Fabrication shops and machine shops have overlapping capabilities, but fabrication shops
generally concentrate on metal preparation and assembly as described above. By
comparison, machine shops also cut metal, but they are more concerned with the machining
of parts on machine tools. Firms that encompass both fab work and machining are also
common.
 Blacksmithing has always involved fabrication, although it was not always called by that
name.
 The products produced by welders, which are often referred to as weld-ments, are an
example of fabrication.
 Boilermakers originally specialized in boilers, leading to their trade's name, but the term as
used today has a broader meaning.
 Similarly, millwrights originally specialized in setting up grain mills and saw mills, but
today they may be called upon for a broad range of fabrication work.
 Ironworkers, also known as steel erectors, also engage in fabrication. Often the fabrications
for structural work begin as prefabricated segments in a fab shop, then are moved to the site
by truck, rail, or barge, and finally are installed by erectors.
Metal fabrication is a value added process that involves the construction of machines and
structures from various raw materials. A fab shop will bid on a job, usually based on
the engineering drawings, and if awarded the contract will build the product. Large fab shops
will employ a multitude of value added processes in one plant or facility including welding,
cutting, forming and machining. These large fab shops offer additional value to their customers
by limiting the need for purchasing personnel to locate multiple vendors for different services.
Metal fabrication jobs usually start with shop drawings including precise measurements then
move to the fabrication stage and finally to the installation of the final project. Fabrication shops
are employed by contractors, OEMs and VARs. Typical projects include; loose parts, structural
frames for buildings and heavy equipment, and hand railings and stairs for buildings.
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TECHNICAL ENGLISH 2

PoliteknikNegeri Bandung Dra, Mulyati Khorina
Duration: 4 x 50’ Topic 4 : Main ideas

1. Find the main idea in a paragraph or a text
2. Differentiate topic sentence and supported sentence in a paragraph.
MAIN IDEAS AND SUPPORTING DETAILS
DEFINITION OF A PARAGRAPH
• A group or specially and intentionally related sentences; a thought unit;
sentences that revolve around a single idea and is a writer’s attempt to develop an
idea or part of an idea.
Organization of a Paragraph
1. Statement of the main idea.
2. Elaboration of the main idea and supporting details.
3. Restatement of the main idea-summary of main ideas or conclusions.
TOPIC
The topic is the subject that the selection is about. The main idea can usually be
located if you can determine what the topic is. To find the topic of a selection,
ask the simple question, “Who or what is the selection about?”
EXAMPLE: Consumers concerned about the hazards or noise can reduce noise
pollution in many ways. They can purchase noisy products such as
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garbage disposals and lawn mowers with reduced noise levels.
They can also use sound-absorbing materials in their home.
Carpeting can be installed instead of hard flooring, and cork and
fabric can be used in rooms that tend to be noisy. Also, people can
become less noisy themselves. They can learn to avoid shouting, to
close doors without slamming them, and to play radios, TV sets,
and stereos at moderate levels.
TOPIC OF THIS PARAGRAPH: noise pollution or noise
pollution in the home.
MAIN IDEA
• Chief point an author is making about a topic. It sums up the author’s primary
message.
Topic Sentence; Statement of the main idea. It is the statement under which all
other material in the paragraph – examples, reasons, facts, details and other
evidence – can fit.
EXAMPLE: (refer to above example)
Notice that all information is after the first sentence is about ways
to reduce noise pollution. The first sentence is the most general –
Learning Assistance Center
University of Hawaii, Manoa
it states that there are ways to reduce noise pollution. It
summarizes the other statements in the paragraph.
Location of the Topic Sentence
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Topic sentences are usually in the first sentence of the paragraph, but not always.
They may also be located within the paragraph or at the end of the paragraph.
They may even appear twice – at the beginning and at the end.
EXAMPLE: WITHIN A PARAGRAPH – Preceded by one or more
introductory sentence that may relate the main idea to the previous paragraph,
arouse the reader’s interest or give background for the main reason.
The physical complaints of neurotics – people who are overly anxious,
pessimistic, hostile, or tense – were once largely ignored by physician. Many
doctors believed that the frequent complaint of neurotic were exaggerations.
However, new research shows that neurotics are, fact, more likely to have
physical problems. Specifically, researchers found neurotics stand a grater chance
of having five particular ailments: arthritis, asthma, ulcers, headaches, and heart
disease. In addition, there is evidence that people who are pessimistic in their
teens and twenties are more likely to become ill or die in their forties.
Main idea: Third sentences. The two sentences before the topic
sentence introduce the question of the physical health of neurotics. The
topic sentence gives the writer’s main ideas on the topic. The last two
sentences develop the main idea by giving specific details of the relevant
research.
EXAMPLE: END OF THE PARAGRAPH-Previous sentences build up to the
main idea.
A study at one prison show that owning a pet can change a hardened prison
inmate into a more caring person. Another study discovered that senior citizens,
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both those living alone and those in nursing homes, became more interested in life
when they were given pets to care for. Even emotionally disturbed children have
been observed to smile and react with interest if there is a cuddly kitten or puppy
to hold. Animals, then, can be a means of therapy for many kinds of individuals.
EXAMPLE: BEGINNING AND END OF THE PARAGRAPH
We are on our way to becoming a cashless, checkless society, a trend that began
with the credit card. Now some banks are offering “debit cards” instead of the
credit cards. That costs of purchases made with these cards are deducted from
the holder’s bank account instead of being added the a monthly bill. And
checking accounts, which are mainly used for paying bills, are going electronic.
Now some people can make computer transactions over their pushbutton phones
to pay bills by transferring money from their account to the account of whomever
they owe. Soon we may be able to conduct most of our business without signing a
check or actually seeing the money we earn and spend.
Topic Sentences That Cover More Than One Paragraph
Sometimes, you find a topic sentence that provides a main idea for more that one
paragraph. This occurs when the author feels that the development of the main
idea may be too lengthy for one paragraph.
MAIN IDEAS THAT ARE INFERRED
• Sometimes a selection lacks a topic sentence but that does not mean that it lacks a
main idea. The author simply lets the details of the selection suggest the main
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idea. You must figure out the implied idea by deciding the points of all the
details.
EXAMPLE:
In ancient times, irrational behavior was considered the result of demons and evil
spirits taking possession of a person. Later, Greeks looked upon irrational behavior
as a physical problem – caused by an imbalance of body fluids called “humors” – or
by displacement of an organ. In the highly superstitious Middle Ages, the theory of
possession by demons was revived. It reached a high point again in the witch-hunts
of eighteenth-century Europe and America. Only in the last one hundred years did
true medical explanations gain wide acceptance and were categories of illnesses
changed.
No sentence is a good topic sentence that covers all other sentences. We must ask
ourselves, “What is the main point the author is trying to make up with these
details?” “Does all or most of the material support this idea?” In this case, the
details show that people have explained mental illness in man different ways over
the years. Although this is not stated, it is a broad enough summary to include all
other material in the paragraph-it is the main idea.
SUPPORTING DETAILS
• A paragraph contains facts, statements, examples-specifics which guide us to a full
understanding of the main idea. They clarify, illuminate, explain, describe, expand
and illustrate the main idea and are supporting details.
Determining Supporting Details
1. Decide which details help to further the story line.
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2. Decide which details help you to understand the main idea.
3. Answer question raised by the main idea (who, what when, why or how).
Types of Supporting Materials
1. COMPARISONS in which one thing is shown to be like another.
EXAMPLE: Skilled college students are like the unskilled students in their desire
for a diploma.
2. CONTRASTS in which one things is shown to differ from another.
EXAMPLE: Skilled students are different from unskilled students in that they use
a method to read a textbook.
3. STATISTICS
EXAMPLE: 75 percent of the students who do not attend class regularly receive
grades of C or worse.
4. GRAPHS
EXAMPLE: Figure 9-1 is one type of graph.
5. QUOTATIONS from authorities
EXAMPLE: Professor Smity admits, “I tell students they don’t need to attend
my class if they don’t want to. I know, however, that if they don’t
come, they won’t pass.”
6. VIVID DESCRIPTIONS
EXAMPLE: The students took the exam from the professor’s hand, quickly
looked at the grade, gave a sigh or relief and began to smile.
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Major and Minor Details
There are two kinds of supporting details-major and minor. The main idea and its
major supporting details form the basic framework of paragraphs. The major details
are the primary points that support the main idea. Paragraphs often contain minor
details as well. While the major details explain and develop the main idea, they, in
turn are expanded upon the minor supporting details.
EXAMPLE: Main Idea and Major Detail
Studies reveal that people’s first names can have an influence on them.
Some names reflect on people in a positive way. However, other names can
have a negative impact.
EXAMPLE: Main Idea and Major and Minor Detail
Studies reveal that people’s first names can have an influence on them.
Some names reflect on people in a positive way. For example, one survey
showed that American men consider them name Susan to be ver sexy. And
participants in a British study thought Tony to be the name of someone very
friendly. However, other names can have a negative impact. In one study,
for instance, teachers gave lower grades to essay supposedly written by boys
named Hubert and Elmer than to the very same essay when they credited to
boys with more popular names. Another study found girls with unpopular
names did worse on IQ and achievement tests than girls with more
appealing names.
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FROM: TENS STEPS TO ADVANCING COLLEGE READING SKILLS by John
Langen and Lynn Jenkins, p. 14-37.
MAIN IDEAS
• The main idea is the central, or most important, idea in a paragraph or passage. It
states the purpose and sets the direction of the paragraph or passage.
• The main idea may be stated or it may be implied.
• When the main idea of a paragraph is stated, it is most often found in the first
sentence of the paragraph. However, the main idea may be found in any sentence
of the paragraph.
• The main idea may be stated in the first sentence of a paragraph and then be
repeated or restated at the end of the paragraph.
• The main idea may be split. The first sentence of a paragraph may present a point
of view, while the last sentence presents a contrasting or opposite view.
• To find the main idea of any paragraph or passage, ask these questions:
1. Who or what is the paragraph about?
2. What aspect or idea about the ‘who’ or ‘what’ is the author concerned with?
Main Idea Practice Paragraphs 1-6
Read and think about the following sample paragraphs, in which the main idea
sentences are underlined.
? Paragraph One
It is often said that lightning never strikes twice in the same place, but this isn’t true.
Go ask the forest rangers. Rangers who spend their summers as fire-fighters will tell you that
every thundershower brings several bolts of lightning to their lookout stations.
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(Notice that the first sentence tells what the paragraph is about; the sentences that follow support
the
idea stated in the first sentence.)
READING – Main Ideas
Rev. August. 2005
Paragraph Two
Costs were low that year and the output high. There was a good person for each job
and the market remained firm. There were no losses from fire. All in all it was the best years
in the history of the company.
(Note that the first three sentences give details to explain why it was the best year in the
company’s
history.)
Paragraph Three
There are great numbers of deer around here. This whole area is great country for
hunters and fishermen. There are bears, mountain lions, and coyotes. To the east there are
streams full of trout, and there are ducks and geese.
(The author begins and ends with examples. The main idea is stated in the second sentence.)
? Paragraph Four
Advertising affects our lives everyday. Brand names are common household words. We
start each day using the toothpaste, soap, and breakfast foods promoted by advertisers. Ads
have made the cars we drive signs of our success. Our choices of food, dress, and
entertainment are swayed by ads. Not one aspect of American life is untouched by advertising.
(The main idea is stated at the beginning of the paragraph and then restated at the end.)
? Paragraph Five
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Penicillin is one of the greatest of the wonder drugs. It has saved thousands of lives
already and will save many more in the future. Unfortunately it has no effect at all on most of
the ills of mankind. Penicillin is a very good drug, but it is certainly not a cure-all.
(The author has split the main idea. This paragraph begins with positive comments on penicillin.
The word but signals a shift in thought, and the paragraph ends with a statement of its
limitations.)
? Paragraph Six
Do you wear glasses? Make sure your glasses fit well. The earpieces should be at eye
level. Don’t try to adjust the earpieces yourself. Take your glasses for adjustments to the place
you bought them. Keep your glasses in a case when you’re not wearing them. This will
prevent scratches. Keep the lenses clean. A soft cloth is best for cleaning.
(The main idea is implied. All of the sentences in the paragraph give details about a main idea. In
this paragraph the implied main idea is that taking care of your glasses involves many steps.)
Rev. August. 2005
MAIN IDEAS
EXERCISES: Each paragraph is followed by four statements. Select the statement that
best expresses the main idea. Circle the letter of that statement.
1. People often refer to taxes in terms of their being much too high. In reality, they are
probably even higher than you think, because in addition to the federal income tax we are
now studying, there are many other Federal, State, and local taxes, including sales taxes,
inheritance taxes, state income taxes, personal property taxes, real estate taxes, and others.
These are just some of the most obvious ones.
a. Taxes are much too high.
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b. We pay more taxes than we may realize.
c. Inheritance taxes and real estate taxes are unfair.
d. Some taxes are hidden.
2. The fact that electronic computers are now used for data processing has led the general
public to believe that it is a mysterious, complicated science and that the computers are
giant brains. Both of these ideas are false. A computer is basically just a high-speed adding
machine that performs the functions it is told to. If the input data are varied even a little,
the computer is unable to operate until it is programmed to accept the variations. The
business operations it performs are impressive only because of the extremely high speed of
manipulation, but most of these operations have been used for decades. Unlike man, the
computer performs repetitive calculations without getting tired or bored.
a. A computer is a high-speed adding machine.
b. A computer is a mysterious giant brain.
c. A computer is impressive because of its high speed.
d. A computer is superior to man in many ways.
3. The Louisiana Purchase proved to be one of the shrewdest business pacts in the entire
history of the United States. The purchase doubled in the area of the country and provided
territory from which fourteen new states were created either wholly or in part. It also gave
us control over the mouth of the Mississippi River and opened up the way to foreign trade.
Prior to the purchase, the waterway had been blocked by the Spanish, probably with the
approval of Napoleon. The land that was bought was rich in timber, minerals, and natural
resources of many kinds. Finally, the cost of the transaction was unbelievably low; the
total of $15 million amounted to about four cents an acre.
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a. The Louisiana Purchase was a very good business deal for the U.S.
b. The land bought by the Louisiana Purchase was rich in minerals.
c. The land bought by the Louisiana Purchase was very cheap.
d. Most Americans were very pleased with the purchase.
Rev. August. 2005
MAIN IDEAS (Continued)
4. There is a common belief that while the dog is man’s best friend, the coyote is his worst
enemy. The bad reputation of the coyote traces back to his fondness for small animals; he
hunts at night and is particularly destructive to sheep, young pigs, and poultry. Yet it is
sometimes wise to encourage coyotes. Provided valuable farm animals are protected, the
coyote will often free the property of other animals, like rabbits, which are ruinous to
crops and certain trees. He is especially beneficial in keeping down the rodent population.
Where coyotes have been allowed to do their work without molestation, ranchers and fruit
growers have found them so valuable that they would no more shoot them than they would
shoot their dogs.
a. Under certain conditions the coyote is helpful to man.
b. The coyote is feared because of his fondness for small animals
c. Modern ranchers would no sooner shoot coyotes than they would shoot dogs.
d. The coyote usually prefers rabbits and other rodents to sheep and poultry.
5. In earlier days those who had overseas business which they believed should be
discussed personally, took ship and set out across the briny deep. Once aboard they
transacted their affairs, engaging in commercial and social matters or conducting
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government business. Today ships and passengers continue to sail the seven seas, and
airplanes soar overhead. But above them all, words speed through the sky – telephone
conversations quickly bring together in the most personal fashion people who are
separated by thousands of miles.
a. Overseas telephone service today is ruling out all need for overseas travel.
b. Nothing can take the place of person-to-person conversation in settling business,
social, and government problems.
c. Many conversations which once required overseas travel can now be conducted by
telephone.
d. Even with modern overseas telephone service people continue to travel abroad by
ship or by plane.
6. The attitudes of Americans toward gambling are amazingly contradictory. You may
find, for example, that horse racing is legal in your state, but that you cannot legally play
poker for money on your front porch; bookies may be prosecuted by state law, but they
are supposed to purchase a federal license nonetheless; one church condemns gambling,
while another raises money by sponsoring Bingo games. Gambling laws are inconsistent
from state to state or even from town to town and are very difficult to enforce.
a. Americans have negative attitudes toward gambling.
b. Gambling laws are difficult to enforce
c. Gambling laws are inconsistent from community to community.
d. Churches do not have uniform ideas about gambling.
The Main idea refers to what a paragraph or an article is about. "Main" means what is important,
or key, the heart of the matter. "Idea" means the thought, the thesis or the topic.
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Finding the Main Idea
In English paragraphs, the Main Idea will most likely be found in one of these five
places:
in the first sentence
in the last sentence
in the middle of the paragraph
in two sentences of the paragraph
not stated in the paragraph directly (implied)
Read the following paragraphs and tell where the main idea is
located.
A. Despite the hatred that most people feel toward cockroaches, they do help humans in several
ways. For example, they are perfect experimental animals and are used for scientific research in
the laboratory. Breeding them is easy, for they thrive under almost any conditions. In studies on
nutrition and food, cockroaches are good subjects because they will eat any kind of food. They
can be used to study heart disease, and cancer researchers work with roaches because they grow
cancerous tumors like those that are found in humans.
1) in the first sentence

2) in the last sentence
3) in the middle of the paragraph
4) in two sentences of the paragraph
5) not stated in the paragraph directly (implied)
B. About 300 million years ago, long before dinosaurs ruled the earth, the cockroach already had
been here for a long time. We can only guess at why it has not become extinct, but the physical
assets of the cockroach provide a major reason for its survival. The cockroach's body is very flat,
allowing it to slip into tiny cracks and crevices, and its six strong running legs give it unmatched
powers of escape. Two small feelers detect movements and changes in air currents, thus warning
the insect of approaching danger. The cockroach's two large eyes are made up of hundreds of
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tiny, separate eyes which are very good for seeing movements - an ability that helps a roach
escape its enemies.

C. Making a study schedule is one important step in becoming a successful student in college.
Students should schedule one hour of study time for every one hour of class time. At exam time,
more study time may be necessary. Also, students must study in an appropriate place. It is
important to study in a quiet place away from the distraction of other people and such things as
the television and the radio. Students should find a comfortable place with plenty of space for all
the necessary study supplies. Then, students need to study the information in small amounts. It is
a good idea to learn the required concepts slowly and thoroughly instead of trying to learn
everything on the evening before the exam. Students who want to be successful in college should
remember these three helpful study strategies.

D. Every game from the latest multimedia games to old favorites like cards and chess can be
played on home computers. Home computers are used to balance family finances, to complete
banking transactions, and even to do the grocery shopping. Those computers which are equipped
with a modem allow users to go "online" to "chat" with others -- that is, people can have a
conversation on the computer about anything from being in love to getting medical advice. And
of course students use home computers to type up school reports, to research their papers for
classes and even to do the calculations for math homework.

45
E. Television can be an excellent teacher for everyone from very young children to the oldest
of viewers. Television entertains young children with sights and songs. Television provides
company for older viewers who are stuck at home with no one to talk to. New immigrants can
learn English just by turning on the television. All viewers can keep informed on the latest events
around the world by watching the news. While there are many great things about television, there
are also many bad things. Over time, television shows have begun to show more and more
violence, death and murder. The bad language and profanity on some shows make them
unsuitable for families. The number of shows which deal with sex outside of marriage also
shocks many viewers. And these terrible scenes are sometimes copied by young, impressionable
viewers.

Answering Questions about the Main Idea
You can now determine where the Main Idea is located within a paragraph. Once you can
identify where the main idea is, you can move on to the next step -- showing that you understand
what the main idea is, or telling what the paragraph or article is about. If you can talk or write
about the main idea, then it is clear that you have understood what you have read.
There are usually two types of main idea questions:
(1) multiple choice questions: you are given four or five choices and must choose the best
main idea statement.
First identify the sentence that best states the main idea.
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Then choose the statement from the answer choices that is closest in meaning to
the sentence that you think is the main idea.
Read this paragraph. Then answer the quetsions.
Southern California is known for its tourist attractions and its theme parks. People come from all
over the world to get a look at Hollywood, and such things as the "Walk of Fame" where many
celebrities’ names are found on gold stars on Hollywood Boulevard. Tourists are also attracted to
the area with hopes of catching sight of the movie stars who live in the hills surrounding Los
Angeles. Many visitors come to shop in the glamorous shops on Rodeo Drive in Beverly Hills.
Among the theme parks that attract visitors are Disneyland in Anaheim, Knott’s Berry Farm,
Magic Mountain Amusement Park, and Raging Waters park. Folks who want to combine tourist
attractions and theme parks can visit Universal Studios which offers both.
1. First identify the sentence where the main idea is located.
2. Which of the following statements best states the main idea of this
passage?
a. Disneyland is famous all over the world.
b. Have you ever been to Southern California?
c. Most tourists enjoy Southern California.

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d. Southern California has both tourist attractions and theme parks
for visitors.
e. Many movie stars live in the Southern California area.
(2) writing questions: you are asked to write a sentence to

state the main idea in your own words.
This question asks you to state the main idea in "your own sentence."
This means that you cannot copy a sentence that has already been written by
someone else, including a sentence from the paragraph.
A main idea sentence has two parts, usually called thetopic and
the controlling idea. If you like math, think of it as an equation:
MIS = T + CI
Read this paragraph. Then answer the questions that follow.
Dogs are good for children because they teach children to be responsible.
Children who have to feed the dog, give the dog water, and to walk the dog
learn to be responsible for the life of another being. Cats also teach children
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responsibility, and along with this, children who own a cat learn about
independence since cats are quick to teach this. Rabbits teach children about
having babies because as anyone who has owned more than one rabbit
knows, they have a lot of babies. Snakes, rats, fish and gerbils are also good
to teach children about cleanliness and proper bathing habits. Most pets
teach children valuable lessons.
1. First identify the sentence where the main idea is located.
2. Write your own sentence to state the main idea of this paragraph.
Reset
Did you copy the last sentence from the paragraph?
If you did, then you would not get credit for writing your own sentence. This
question asks you to state the main idea in "your own sentence." This means
that you cannot copy a sentence that has already been written by someone
else.
Did you write a sentence with the word "pets" in it?
If you did, then you have at least part of the answer correct.
Remember: MIS = T + CI
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In this example paragraph, the topic is pets.
The topic is who or what the paragraph is about.
The controlling idea is that pets can be good teachers for children, or
that pets can teach children many things.
The controlling idea is what we learn, or what we find out in this

paragraph about the topic.
After you decide who are what the paragraph is about (the topic), ask yourself,
"What is the writer telling me about this topic?" The answer to this question is the
controlling idea.
There is more than one way to state the controlling idea, so if you compare
your main idea sentence to someone else’s you may not have the exact
same sentence. But, if you both understood the paragraph, you should have
sentences which are similar.
Do some sample quizzes about the Main Idea
Smoking
Determine the Main Idea, Stated or Implied
1. What to do and what to watch for: The main idea tells what the whole passage is about.
The main idea is the main or most important point the writer wants to make.
2. Read the title of the passage. The title is written in BOLD at the top of the passage. Find
the title before you read the passage. Read it and think about it by asking:
What is this reading all about?
What’s the main point?
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Why did the writer write this?
What information will I get from this reading?
What is the BIG picture here?
Why would someone want to read this?
3. Read the introduction. The introduction is right under the title. It is one or two sentences
written in ITALICS. Just like the title, the introduction gives important information about
what you are going to read. Sometimes, the introduction tells you the main idea before you
read. After you read the introduction, think about it by asking yourself the same questions
you asked about the title.
4. Read the passage. Is there a topic sentence? This is a sentence that explains in a few words
what the whole passage is all about. This sentence tells the main idea or topic of the passage.
Often, the topic sentence is the first sentence, but sometimes you will find it in the middle or
at the end. When you find a topic sentence, you have found the stated main idea.
TOPIC SENTENCE + DETAILS = STATED MAIN IDEA

With Stated main idea, you can prove your answer by going directly to the passage to check
it. Your answer is clearly stated in the passage, and should be easy to find. Questions on stated
main idea are based on what is written exactly or stated in the passage itself. For these
questions, you go directly to the reading and look for the information. In other words, prove
it!
Example:
There are many different ways to make a friend. One way to make a friend is to be
a friend. If someone needs you, be there. Second, remember that everyone is a different
person. Respect the way other people do, and get to know them. They will respect you,
and want to get to know you too. Another thing you can do is always to be kind to
everyone. You’d be surprised how many great friends are waiting for you.
Show What You Know!
Directions: Benjamin Franklin was a very famous American. He is known as a great writer,
scientist and statesman. Read the following paragraphs and choose the correct main idea for
each paragraph.
1. Benjamin Franklin loved to write. When he was twenty-two, he set up his own
printing shop and started a newspaper. He also printed a book called Poor Richard’s
Almanac. It had funny stories, information about the weather, and wise sayings.
What is the main idea?
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Benjamin Franklin loved to write stories and books.
Benjamin Franklin worked very hard when he was young.
Benjamin Franklin knew a lot about the weather.
Benjamin Franklin was very poor.
2. Benjamin Franklin loved the city of Philadelphia. He started the city’s first
hospital and fire department. Ben also started Philadelphia’s first public library. Benjamin
Franklin worked very hard to make Philadelphia a better place to live.
Benjamin Franklin worked hard to make his city a great

place to live.
Benjamin Franklin worked for the fire department.
Benjamin Franklin knew a lot about books.
Benjamin Franklin went to school in Philedelphia.
3. Benjamin Franklin was very interested in electricity. One day he tried a very
dangerous experiment to prove that lightning was electricity. He attached a key to a kite string
and flew the kite during a thunderstorm. When the lightning hit the kite, sparks flew from the
key. Benjamin Franklin proved that lightning was electricity.
Benjamin Franklin liked to play in the rain.
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Benjamin Franklin performed an experiment that proved
lightning was electricity.
Benjamin Franklin knew a lot about thunderstorms.
Benjamin Franklin invented a new kind of kite.
4. Benjamin Franklin invented many things that made life easier in the late
1700’s. He invented the lightning rod that saved many homes from fires. He also invented the
Franklin stove. The stove could heat a room better than a fireplace and saved people a lot of
fuel. He also invented a special kind of glasses called bifocals. This new kind of glasses helped
people to read better.
Benjamin Franklin thought reading was important.
Benjamin Franklin was not afraid of fire.
Benjamin Franklin was a great inventor.
A Franklin stove can heat a whole room.
53
TECHNICAL ENGLISH 2

Dra, Mulyati Khorina
PoliteknikNegeri Duration: 4x50’ Topic 4 : Summarizing
Bandung

1. Report and retell the important parts of a passage in a much shorter form
What is summarizing?
Summarizing is the process of retelling the important parts o0f a passage in a much shorter form.
It is an important reading skill. When you are able to summarize a passage, you can be confident
that you have understood it.
Summarizing is also a good study skill. Often you must read, understand, and remember
information from several text book chapters. When you write summaries of your reading, the
summaries can help you review for examination. Summarizing is also useful in completing
written report. when you are assigned to write a research report, you usually include information
from several sources. By summarizing such information, you can make a report, richer and
clearer.
A good summary
- includes the main ideas and the major supporting points of what you have read.
- does not include minor details or repeated details.
- does not include your own ideas or opinions.
- is must shorter than the original.
Summary words
A summary word (or phrase) names a general idea that has several examples or parts. Summary
words and phrases are very helpful in summarizing.
Example:
54

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TECHNICAL ENGLISH 2

Lecturers: Dra. Nita H Koesoemah, M.Pd Skill Focus: Reading

Objectives: After completing this lesson you will be able to :

Previewing and Predicting

Exercise 1: Circle the complete sentences below. Choose two non-sentences to

The production of large amounts of standardized products.

Construction engineers are problem solvers.

To exchange information with each other and initiate actions.

Fabrication comprises or overlaps with various metalworking specialties.

The ability to sit for the Professional Engineer license (PE).

1. What is the title of the book?

1. What event is most likely to occur next? ___________________________________________

2. What evidence from the text supports your prediction?

4. What evidence from the text supports your prediction?

6. What evidence from the text supports your prediction?

8. What evidence from the text supports your prediction?

10. What evidence from the text supports your prediction?

Steps for Scanning

Reading skills for academic study: Scanning for specific information.

Spoon-fed feel lost at the cutting edge

Mechanical Engineer Jobs

Mechanical Engineer Job Overview

1000+ Mechanical Engineer jobs found on Monster.

Senior Opto-Mechanical Engineer/ Senior Opto Mechanical Engineer

Job Title: Senior Opto-Mechanical Engineer. Location: Fort Lauderdale,FL. Duration:

An American global diversified industrial company is currently seeking a Mechanical Drafter 3

3. What is the salary of a TN Full-Time Mechanical Designer for CyberCoders Louisville ?

5. What kind of experience is required by Advanced Process Technologies, Inc. to be a Drafting

9. What is the philosophy of CyberCoders?

12. Whatis needed to maintain product performance levels.

14. What is Randstad Engineering in Azusa, CA, 91702 looking for?

1. The company is looking for BS/MS in Mechanicalwith experience in packaging and

2. Manufacturing Engineering with hands on mechanical experience in high volume

Lecturers: Dra. Nita H Koesoemah, M.Pd Skill Focus: Reading

Objectives: After completing this lesson you will be able to :

Student’s name Date:

Pronouns & Possessive Adjectives

Personal Pronouns Possessive Adjectives and Pronouns

you you your yours yourself

he him his his himself

she her her hers herself

it it its its itself

we us our ours ourselves

you you your yours yourselves

they them their theirs themselves

Exercise 1: Find the reference of the word in bolditalics.

3. Systems engineering deals with work-processes, optimization methods, and risk

Exercise 3: Do the same as the activity above.

Lecturers: Dra. Nita H Koesoemah, M.Pd Skill Focus: Reading

Objectives: After completing this lesson you will be able to :

Skimming to get an overall impression.

Skimming a text using first lines of paragraphs.

THE PERSONAL QUALITIES OF A TEACHER

(From Teaching as a Career, by H. C. Dent, Batsford, 1961)

(From Power and Progress by G. C. Thornley (Longman, 1950))

Skimming a text using first and last paragraphs.

What type of student do you have to teach?

Skimming a text, using section headings.

Exercise 4: Read the headings in the following text.

Reading skills for academic study: Skimming for gist

The Origin of the Earth

Exercise 5: Read the headings in the following text.