AP English Language and Composition Course

Week 2

Three Levels of Reading

On the lines

The answer is in the text. You can point to the answer.

Key questions:

 Who?
 What?
 When?
 Where?

Between the lines

The exact answer cannot be found directly. Search for clues within the text. Interpret, reason,
classify.

Key questions:

 What is the author trying to say?

 What does the text suggest or represent?

Beyond the lines

Make connections outside of the text. Evaluate and critique.

Key questions:

 Why is this important?

 What does this mean to me?
 What does this mean to other people?

What do you do to understand a text better?

What strategies do you use to understand a text better?

What are the problems that you have when you read something?

How do you think you can solve these problems?

TYPES OF READING QUESTIONS

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Below are patterns for each of the six kinds of reading questions. Each pattern includes a
description, the typical phrases or language we see in text or on tests, and strategies to help
identify the kind you are looking at.

I. COMPREHENSION

Comprehension means understanding or mentally grasping the meaning of something. The

answer to a comprehension question usually is something you can point to in the paragraph or
passage.

Most comprehension questions look like this:

 According to this paragraph, . . .

 According to this passage, . . .
 According to this article, . . .
 According to this book, . . .
 You are to find . . . (answers will include phrases or sentences)
 This means . . .
 It is clear from this passage that . . .

Strategies for answering comprehension questions:

 Look for the word, phrase, or sentence(s) that answer the question directly.
 Be aware that some questions are just another way of saying something in
the paragraph or passage.

II. DETAIL QUESTIONS

Detail questions specify smaller chunks of information than comprehension questions. The
answers deal with specific, small items in the paragraph or passage such as a number, a date,
or a name.

Most detail questions look like this:

 Your answer to this question will be in: number of miles, number of hours,
or speed. (The answers will be very specific as the question suggests - a
number, a specific time.)
 What college did Alice attend?
 How old was Alice when she won the Pulitzer Prize?
 Hilda has all-gray hair, a wrinkled face, and a cane, so that we know she is
what? (old)

Strategies for answering detail questions:

 Look for answers in the paragraph or passage that are limited to only one
or a few words, a date, some numbers and other very specific items.

III. FOLLOWING DIRECTIONS QUESTIONS

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Following directions is a particular kind of comprehension. You are asked to understand how
to answer a question, not to answer the question itself. For example, the directions could tell
you to underline the subject once, underline the verb twice, and put parenthesis around the
prepositional phrases. If you do not read the directions, you would (1) not know what to do
with the paper or (2) not know how to write the answers the correct way.

Most questions that require following directions look like this:

 This question asks you to find . . .

 Maria answered the question this way. Did Maria answer correctly? or Did
Maria follow directions?

Strategies for answering following directions questions:

 Do not worry if the answer contains the correct information. Worry about
whether the answer is written in the correct way, or worry about how the
question is answered. For example, the directions might tell you to
underline, but you drew a circle around the correct answer. Therefore, you
answered the question itself correctly, but wrote your answer in the wrong
way or how you answered was wrong.

IV. MAIN IDEA QUESTIONS

The main idea covers most of what a paragraph or passage is about; it may answer who, what,
where, when, why, or how. It includes a topic and something specific about that topic. or
example, a topic might be the Civil War. A main idea about the Civil War might be: The two
most important causes of the Civil War were disagreements slavery and state rights.

Most main idea questions look like this:

 This paragraph is mostly about __________.

 Passage talks mainly about __________.
 Text tells as a whole __________.
 Story tells as a whole __________.
 Article tells as a whole __________.
 Reading tells as a whole __________.

Strategies for answering main idea questions:

 In the answers, look for one or two sentences that are mini-summaries of
the whole paragraph or passage.
 Refer to SSS Main Ideas Guide
1. If you find mostly reasons or explanations, the main idea
will deal with "why."
2. If most of the sentences talk about a place, the main idea
will deal with "where."
3. If most of the sentences are about time, the main idea
will deal with "when."
4. If most of the sentences give steps to do or make
something, the main idea will deal with "how."

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5. If most of the sentences are about one person or several

people or even a group of people, the main idea will deal
with "who.">
6. If most of the sentences describe something, or, if none
of the other answers seems right, then the main idea may
deal with "what." ("What" main ideas can be very
different kinds of things.)
 Make sure your choice is not too narrow. In other words, make sure your
choice for a main idea cannot be answered by only one sentence of the
paragraph or passage. Most of the sentences must be about this/these
reason(s), place(s), time(s), person(s), (how) process(es), or thing(s).
 Make sure your choice for the main idea is not too broad. Can your choice
include more things not in the paragraph or passage? If it can, then it is not
specific enough.

V. INFERENCE

In contrast to facts or information stated directly in the paragraph or passage, inferences are
decisions, conclusions or judgments the reader makes from information in the paragraph or
passage. The information is like a hint, and the inferred ideas are not stated directly. The
reader must reason or think about her answer.

Most inference questions look like this:

 . . . probably . . .
 We can tell from this . . .
 We can figure out that . . .
 We can guess that . . .
 We can expect that . . .
 The writer seems to expect . . .
 Pick the answer that seems most reasonable to you.
 The reason he did that was probably . . .
 You can assume . . .  probably . . .
 You can conclude from this paragraph/passage that . . .
 The author suggests that . . .
 Which is more likely to happen . . . ?

Strategies for answering inference questions:

 Refer to SSS Drawing Conclusions Guide;

1. Look for limiting words to help you decide which group
fits the answer (all, some, a few, none).
2. Look for comparisons: (a) two things may be compared
in the paragraph or passage; or (b) one thing in the
passage may be compared to something you already or
should already know.
3. Look for logical results or endings of a chain of reasons
or events. Then you can predict what will probably
happen next.

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4. Look for pairs of concepts in special relationships such

as cause and effect, general and specific, or time and
place. The best answer will be one part of the pair. For
example, President Jordan is the first deaf president of
Gallaudet University. You can generalize, "Deaf people
can get good jobs now." (This example showed a
specific fact, and you chose a generalization that
matched the specific fact.)
 Look for evidence for your inference in the reading passage.

VI. SEQUENCE

Sequence shows the chronological order of events - what happened first, second, and
sometimes more. Note that the sequence is not the same as the order of events presented in the
paragraph or passage. For example, the passage could start talking about what happened last,
and then jump back to the beginning.

A sequencing question often looks like this:

Strategies for answering sequence questions: Write the rule* for after / after order:

1. After 1st event, 2nd event.

2. Before 2nd event, 1st event.
3. 1st event, before 2nd event.
4. 2nd event, after 1st event.

*if you do not know about this rule, please ask!

Example:

       (1st Event)                      (2nd Event)

Randy walked the dog before he went to work>.

Note: One sentence may include more than two events; it could use both before and
after in one sentence. These sentences are a little trickier.

Example:

       (2nd Event)                      (3rd Event)                          (1st Event)

Randy walked the dog before he went to work and after he took out the trash.

Make a list of all the events in the passage or paragraph to help you answer the
question(s).

1. (Person's name) did things in this order:

2. (Name) first worked for . . .
3. The oldest person here is . . .
4. Terry hired Frank after/before . . .
5. Who was born first?

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The events are scrambled. Please unscramble them and put them in the right order.

How to Improve Reading Comprehension

Good reading means building frameworks for connecting words to thoughts.

The Purpose of Reading.

The purpose of reading is to connect the ideas on the page to what you already know. If you
don't know anything about a subject, then pouring words of text into your mind is like pouring
water into your hand. You don't retain much. For example, try reading these numbers:

7516324 This is hard to read and remember.

751-6324 This is easier because of chunking.

123-4567 This is easy to read because of prior knowledge and structure.

Similarly, if you like sports, then reading the sports page is easy. You have a framework in
your mind for reading, understanding and storing information.

Improving Comprehension.

Reading comprehension requires motivation, mental frameworks for holding ideas,

concentration and good study techniques. Here are some suggestions.

Develop a broad background.

Broaden your background knowledge by reading newspapers, magazines and books. Become
interested in world events.

Know the structure of paragraphs.

Good writers construct paragraphs that have a beginning, middle and end. Often, the first
sentence will give an overview that helps provide a framework for adding details. Also, look
for transitional words, phrases or paragraphs that change the topic.

Identify the type of reasoning.

Does the author use cause and effect reasoning, hypothesis, model building, induction or
deduction, systems thinking? See section 20 for more examples on critical thinking skills.

Anticipate and predict.

Really smart readers try to anticipate the author and predict future ideas and questions. If
you're right, this reinforces your understanding. If you're wrong, you make adjustments
quicker.

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Look for the method of organization.

Is the material organized chronologically, serially, logically, functionally, spatially or

hierarchical? See section 10 for more examples on organization.

Create motivation and interest.

Preview material, ask questions, discuss ideas with classmates. The stronger your interest, the
greater your comprehension.

Pay attention to supporting cues.

Study pictures, graphs and headings. Read the first and last paragraph in a chapter, or the first
sentence in each section.

Highlight, summarize and review.

Just reading a book once is not enough. To develop a deeper understanding, you have to
highlight, summarize and review important ideas.

Build a good vocabulary.

For most educated people, this is a lifetime project. The best way to improve your vocabulary
is to use a dictionary regularly. You might carry around a pocket dictionary and use it to look
up new words. Or, you can keep a list of words to look up at the end of the day. Concentrate
on roots, prefixes and endings.

Use a systematic reading technique like SQR3.

Develop a systematic reading style, like the SQR3 method and make adjustments to it,
depending on priorities and purpose. The SQR3 steps include Survey, Question, Read, Recite
and Review.

Monitor effectiveness.

Good readers monitor their attention, concentration and effectiveness. They quickly recognize
if they've missed an idea and backup to reread it.

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1 5 Q U E S T I O N S T H AT
TEACHERS AND
PA R E N T S C A N A S K
KIDS TO ENCOURAGE
CRITICAL THINKING
Each student walks across the graduation stage, diploma in one hand and a
proverbial toolbox in the other. Inside the box is every skill and piece of knowledge
they've learned throughout their childhood. The contents of this toolbox will be their
building blocks to success beyond high school.

In addition to impressive classroom discoveries — like producing electricity from

potatoes or building their own paper mache volcano — there's a vital skill every
student should possess: critical thinking. They'll use this skill to assess, critique, and
create, propelling them to thrive in the real world as they participate in engaging
conversations and offer constructive solutions to real-world issues.

Fortunately, this valuable skill can be developed both inside and out of the classroom.
Teachers and parents can encourage kids to think deeply and critically about the
world by asking good questions. We'll explore why, as parents and teachers, the
questions we ask our kids matter — and what we can be asking to help them excel.

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How Questions Guide Young Students’

Critical Thinking 
Critical thinking is about so much more than simply knowing the facts. Thinking
critically involves applying reason and logic to assess arguments and come to your
own conclusions. Instead of reciting facts or giving a textbook answer, critical
thinking skills encourage students to move beyond knowing information and get to
the heart of what they really think and believe. 

15 Questions to Encourage Critical

Thinking
What is one of the best ways to encourage critical thinking? By asking excellent
questions! 

We have compiled a list of 15 questions that you, as a teacher or parent, can ask to
encourage kids to think outside the box. Let's dive in.

1. HOW DO YOU KNOW THIS? 

Whether it was by word of mouth, classroom knowledge, or a news report, this
question prompts students to consider whether their source of information is
reputable.

2. HOW WOULD YOUR PERSPECTIVE BE

DIFFERENT IF YOU WERE ON THE OPPOSING
SIDE?
This question encourages kids to role-play from an opposing person’s viewpoint and
discover a perspective outside their own so that they can better understand the
broader situation. Extracurriculars like debate class — mandatory for all Hun middle
school students — is a powerful way to accomplish this goal, as students must
thoughtfully anticipate their opposition's arguments in order to counter them.

3. HOW WOULD YOU SOLVE THIS PROBLEM?

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Finding creative solutions to common problems is a valuable life skill. This question
is the perfect opportunity to encourage young minds to wander!

4. DO YOU AGREE OR DISAGREE — AND WHY?

Choosing a side in any debate challenges students to consider both perspectives,
weigh the arguments, and make an informed choice. 

5. WHY? WHY? WHY?

Just like when you were a young kid, ask why repeatedly to push students beyond a
simple first, second, or even third answer, to get to the real depth. Be careful, though,
not to ask them to the point of frustration — you want learning and exploring to be a
positive experience.

6. HOW COULD WE AVOID THIS PROBLEM IN

THE FUTURE?
Ask students to apply critical thinking by analyzing how they could prevent a certain
issue from reoccurring.

7. WHY DOES IT MATTER?

Whether they're learning about a historical event or a mathematical concept, it's
important to understand why the topic is relevant today.

8. WHAT'S ANOTHER WAY TO LOOK AT THIS

ISSUE?
It can be easy to learn one worldview and automatically believe it is the only, or the
best, way. Challenging kids to think of a creative alternate perspective encourages
them to think more broadly.

9. CAN YOU GIVE ME AN EXAMPLE?

Inventing an example, or pulling from experience to share a real one, is an excellent
way to apply critical thinking skills.

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10. HOW COULD IT HAVE ENDED

DIFFERENTLY?
It takes some innovation and careful analysis to storyboard a different ending,
considering "what could have been" rather than "what is." 

11. WHEN WILL WE BE ABLE TO TELL IF IT

WORKED?
Kids will be pushed to consider what constitutes success and how it can be measured
in scenarios where the results aren't set in stone.

12. WHY DID YOU ASK THAT QUESTION?

Instead of answering a question at face value, this question encourages kids to think
about what the merits of the question may be.

13. WHO WOULD BE AFFECTED BY THIS?

Students as the next generation of leaders and game-changers. When making any
decision, it's important to consider who will be impacted and how.

14. WHAT CAN THIS STORY TEACH US ABOUT

OUR OWN LIVES?
From literature to social studies, students interact with all kinds of different stories.
Help them take these narratives one step further by examining how it relates to their
lives.

15. WHY IS THIS A PROBLEM?

Analyzing why something is a problem — rather than just accepting that it is — will
help students develop strong problem-solving skills of their own.

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