Comprehension

1. Comprehension

2. Bloom’s Taxonomy action verbs Knowledge – remember previously learned information • Define • Describe • Identify • Name • Outline • Relate • Select • state

3. Comprehension Comprehension – demonstrate an understanding of facts. • Classify • Describe • Discuss • Distinguish • Explain • Give examples • Identify • Indicate • summarize • rewrite

4. Application Apply knowledge to actual situations. • Apply • Choose • Demonstrate • Illustrate • Interpret • Predict • Write

5. Analysis Analysis – breakdown objects or ideas into simpler parts and find evidence to support generalizations. • Analyze • Compare • Contrast • Critique • Distinguish • Examine • Point out • Relate • select

6. Synthesis Synthesis – compile component ideas into a new whole or propose alternative solutions. • Arrange • Assemble • Compose • Develop • Explain • Prepare • Rewrite • Revise • summarize

7. Evaluation Evaluation – make and defend judgements based on internal evidence or external criteria. • Argue • Compare • Defend • Describe • Explain • Summarize • Support • judge

8. The pioneers of the teaching of science imagined that its introduction into education would remove the conventionality, artificiality, and backward-lookingness which were characteristic; of classical studies, but they were gravely disappointed. So, too, in 5 their time had the humanists thought that the study of the classical authors in the original would banish at once the dull pedantry and superstition of mediaeval scholasticism. The professional schoolmaster was a match for both of them, and has almost managed to make the understanding of chemical reactions as dull 10 and as dogmatic an affair as the reading of Virgil's Aeneid.

9. The chief claim for the use of science in education is that it teaches a child something about the actual universe in which he is living, in making him acquainted with the results of scientific 15 discovery, and at the same time teaches him how to think logically and inductively by studying scientific method. A certain limited success has been reached in the first of these aims, but practically none at all in the second. Those privileged members of the community who have been through a secondary or public school 20 education may be expected to know something about the elementary physics and chemistry of a hundred years ago, but they probably know hardly more than any bright boy can pick up from an interest in wireless or scientific hobbies out of school hours.

10. As to the learning of scientific method, the whole thing is palpably 25 a farce. Actually, for the convenience of teachers and the requirements of the examination system, it is necessary that the pupils not only do not learn scientific method but learn precisely the reverse, that is, to believe exactly what they are told and to reproduce it when asked, whether it seems nonsense to them or 30 not. The way in which educated people respond to such quackeries as spiritualism or astrology, not to say more dangerous ones such as racial theories or currency myths, shows that fifty years of education in the method of science in Britain or Germany has produced no visible effect whatever.

11. The only way of learning the 35 method of science is the long and bitter way of personal experience, and, until the educational or social systems are altered to make this possible, the best we can expect is the production of a minority of people who are able to acquire some of the techniques of science and a still smaller minority who are able to use and 40 develop them. Adapted from: The Social Function of Science, John D Bernal (1939)

12. Questions 1. The author implies that the 'professional schoolmaster' (line 7) has A. no interest in teaching science B. thwarted attempts to enliven education C. aided true learning D. supported the humanists E. been a pioneer in both science and humanities.

13. 2. The author’s attitude to secondary and public school education in the sciences is A. ambivalent B. neutral C. supportive D. satirical E. contemptuous

14. 3. The word ‘palpably’ (line 24) most nearly means A. empirically B. obviously C. tentatively D. markedly E. ridiculously

15. 4. The author blames all of the following for the failure to impart scientific method through the education system except A. poor teaching B. examination methods C. lack of direct experience D. the social and education systems E. lack of interest on the part of students

16. 5. If the author were to study current education in science to see how things have changed since he wrote the piece, he would probably be most interested in the answer to which of the following questions? A. Do students know more about the world about them? B. Do students spend more time in laboratories? C. Can students apply their knowledge logically? D. Have textbooks improved? E. Do they respect their teachers?

17. 6. Astrology (line 31) is mentioned as an example of A. a science that needs to be better understood B. a belief which no educated people hold C. something unsupportable to those who have absorbed the methods of science D. the gravest danger to society E. an acknowledged failure of science

18. 7. All of the following can be inferred from the text except A. at the time of writing, not all children received a secondary school education B. the author finds chemical reactions interesting C. science teaching has imparted some knowledge of facts to some children D. the author believes that many teachers are authoritarian E. it is relatively easy to learn scientific method.

19. Sentence construction • They were not dangerous criminals they were detectives in disguise. Incorrect

20. Correct sentence • They were not dangerous criminals; they were detectives in disguise.

21. Sentence construction • I have not decided on a career I am too confused to decide. Incorrect

22. I have not chosen a career since I am too confused to decide correct

23. He enjoys walking through the country. He often goes backpacking on his vacations.

24. He enjoys walking through the country, and he often goes backpacking on his vacations. correct

25. Frank loves TV so much that he would watch all the reruns. Joan would read instead.

26. Frank loves TV so much that he would watch all the reruns; Joan would read instead. • Frank loves TV so much that he would watch all the reruns; however, Joan would read instead. correct

27. Run-on sentences • Run-on sentences – two independent clauses that are joined together with no connecting word or punctuation to separate the clauses.

28. Sentence Fragments • Then I attended Morris Junior High. A junior high that was a bad experience. • dependent clause Problem sentence Problem identified

29. The scene was filled with beauty. Such as the sun sending its brilliant rays to the earth and the leaves of various shades of red, yellow, and brown moving slowly in the wind. • dependent clause Problem sentence Problem identified

30. Correct sentence • He talked for fifty minutes without taking his eyes off his notes. Like other teachers in that department, he did not encourage students' questions.

31. Within each group, a wide range of features to choose from. It was difficult to distinguish between them • No main verb Incorrect sentence Problem identified

32. A president is an appointed leader. Someone who is a decision maker in the executive branch of our government. This doesn't necessarily mean that the person the people elect is capable. Just hopefully assumes.Assumes through his past record as a politician, over the years' buildup of experience and handling situations. • A president is an appointed leader. Someone who is a decision maker in the executive branch of our government. (no main verb) This doesn't necessarily mean that the person the people elect is capable. Just hopefully assumes. (no subject) Assumes through his past record as a politician, over the years' buildup of experience and handling situations. (no subject) Problem sentence Problems identified

33. Correct sentence • A president is an appointed leader, someone who is a decision maker in the executive branch of our government. This doesn't necessarily mean that the person the people elect is capable. This just hopefully assumes so based on his past record as a politician, over the years' buildup of experience and handling situations.

34. For the past twenty years, the Survey Research Center at the University of Michigan has been measuring the level of Americans' trust and confidence in their politicians and quasi-political trust and confidence in their political institutions and their leaders. "Political" being all levels of government, and "quasi-political" churches, labor unions, large professional/business associations, educational institutions, and the like. The result is that a very sharp decline has taken place every year since 1964. • For the past twenty years, the Survey Research Center at the University of Michigan has been measuring the level of Americans' trust and confidence in their politicians and quasi-political trust and confidence in their political institutions and their leaders. "Political" refers to all levels of government, and "quasi-political" includes churches, labor unions, large professional/business associations, educational institutions, and the like. The result is that a very sharp decline has taken place every year since 1964. No main verb correct

35. Incorrect • my brother was always my best friend when I was a child especially as we two were almost alone in the world we lived with our old grandmother in a little house, almost a shack, in the country whenever I think of him now I see a solemn, responsible boy a boy too old for his years who looked out for me no matter what once there was a bully John Anson who looked enormous to me though he was probably an average twelve-year-old John had it in for me because he liked Littice Grant who liked me he decided to beat me up right before her eyes I was lucky my brother came by he didn't interfere any he just stood there somehow though his presence gave me confidence I licked the stuffing out of John Anson if my brother hadn't been there I don't think I could have done it.

36. Correct • My brother was always my best friend when I was a child, especially as we two were almost alone in the world. We lived with our old grandmother in a little house, almost a shack, in the country. Whenever I think of him now, I see a solemn, responsible boy, a boy too old for his years, who looked out for me no matter what. Once there was a bully, John Anson, who looked enormous to me, though he was probably an average twelve-year-old. John had it in for me because he liked Littice Grant, who liked me. He decided to beat me up right before her eyes. I was lucky my brother came by. He didn't interfere any. He just stood there. Somehow, though, his presence gave me confidence. I licked the stuffing out of John Anson. If my brother hadn't been there, I don't think I could have done it.

37. http://englishinuse.yolasite.com

38. Patterns of organization • Exemplification - the topic sentence is supported in examples that illustrate, support, and clarify the main point.

39. Exemplification Vitamins and minerals can be added to enrich (replace nutrients lost in processing) or fortify (add nutrients not normally present) foods to improve their nutritional quality. Breads and cereals are usually enriched with some B vitamins and iron. Common examples of fortification include the addition of vitamin D to milk, vitamin A to margarine, vitamin C to fruit drinks, calcium to orange juice, and iodide to table salt.

40. Chronological Time line is usually very easy to understand Example The carbon feasibility studies were completed in October, 1978. Immediately thereafter, the U.S. Environmental Protection Agency (EPA) "Blue Magoo" was dispatched to the site to provide on-site emergency treatment.

41. Chronological example con’t • First, wastewater generated during construction was collected, pH adjusted, clarified, sand filtered, and carbon treated. Next, treated effluent was analyzed and was found to confirm Calgon's study findings. After this process, the New York State Department of Environmental Conservation granted a discharge permit on October 27, 1978.

42. Process • Use process in paragraphs to develop sequences that describe how an action is carried out or how something works.

43. Example • Ideally, an image should contain a region of high-intensity pixels that form the target, and a low-intensity background. To find the target region, the algorithm first samples the images in overlapping windows and sums the pixel intensities contained in each window. The window with the highest sum is assumed to contain the target, and the average of the remaining windows is assumed to be indicative of the background level.

44. Process example con’t • Thus, subtracting the average of the window sums from the highest window sum provides a measure of the target strength over the background noise level. If an image does not contain a target, then the different between the highest sum and the average sum will be very small. The difference will also be small for images containing faint targets and high levels of background noise.

45. Description • Use descriptive prose to provide a physical picture or a functional view of the subject. Physical description develops a picture by identifying the shapes, materials, position, and functions of its subject.

46. Description example • The test section (0.86 m × 2.44 m) of the boundary layer tunnel, as shown in Figure 2, is situated between the nozzle and the diffuser. It consists of a flat aluminum test plate, a contoured wall, and two transparent side walls. A bleed-scoop layer at the leading edge of the test plate removes the inlet boundary layer.

47. Description example • The contoured wall opposite the test plate generates the required pressure distribution. The two differently-contoured walls used in this investigation generate either squared-off pressure distribution or aft-loaded pressure distribution.

48. Comparison and Contrast Use comparison and contrast to develop a topic by examining its similarities or dissimilarities to another thing, process, or state. Comparison emphasizes the similarities, contrast the differences.

49. Comparison and contrast • For a number of critical performance characteristics, fiber-optic cable offers considerable advantages over standard coaxial cables. The most obvious distinction between the two is the great bandwidth-distance capacity of fibers.

50. Comparison and contrast The high-frequency capacity of coaxial cables decreases rapidly with increased length, but the bandwidth of a commercial fiber-optic system will remain constant with length.