STUDY GUIDE FOR
UNIT ONE TEST
CHAPTERS 1, 2, 3, 4 from the Fusion eBook
The 4 steps of the Reading Process pages 22 - 27
 PreReading – Look at the title, the author, and the first few sentences
 Reading - Annotate, take notes, look up unfamiliar words
 ReReading - Reread all or part of the passage as needed, add to your notes and
annotations, confirm author’s purpose and audience
 Reflecting - Write a summary of what you read, starting with main point and
then adding key details
KWL Process: page 28
 K - What I know
 W - What I want to know
 L - What I learned
SQ3R Process: page 28
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Survey - Skim the title, headings, graphics, and first & last paragraphs.
Question - Ask yourself questions that you hope the text will answer.
Read - While reading, take notes and reread challenging parts.
Recite - At the end of each page, section, or chapter, say out loud what you’ve
learned. If you still don’t understand, reread as needed.
 Review – After reading, study your notes, summarize, and answer questions
about the reading.
STRAP Technique: page 30
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Subject - What specific topic is being addressed?
Type - What form of writing? (paragraph, essay, novel, textbook, article, etc.)
Role - What position does the writer assume? (student, expert, observer, etc.)
Audience - Who is the intended audience? (students, parents, teachers, etc)
Purpose - What was the goal of the writer? (persuade, inform, entertain or share)
The 5 steps of the Writing Process pages 30 - 35
 Prewriting - This is the 1st and most important step in writing because it
involves all the planning before writing the first rough draft. This is where you
select a topic, write down what you already know about this topic, conduct
research, establish your focus (how do you feel about the topic and how do you
plan t0 present your ideas?) Finally, decide what facts to include and in what
order you will present them based on your focus.
 Writing - Write your first draft based on your prewriting. Make sure you have
an opening, a middle, and a closing. In the case of the paragraph, this means a
topic sentence, a body, and a closing or conclusion.
 Revising - During this step, you will make changes as needed. Make sure your
writing meets the assignment guidelines. Read it silently and then read it aloud to
help you identify grammar and punctuation problems. When reading aloud, your
paper will not sound smooth if you have made errors. Add, rewrite, cut and
reorder as necessary.
 Editing - This is where you check your revised writing for grammar,
punctuation, spelling, and word usage. It is wise to ask a trusted classmate or
tutor to check for errors in your writing as well because it can be a challenge to
catch everything yourself.
 Publishing - This is where you prepare your final draft to submit to your
instructor. You will need to add a title. Think up something short and catchy that
would grab the reader’s interest. Be sure to capitalize the first and last word of
your title, nouns, pronouns, adjectives, verbs, adverbs, and subordinating
conjunctions. Make “a, an, the” and any prepositions lowercase.
Context Clues: pages 67 – 68
Types of Context Clues:
1. Cause-Effect Relationships
When one event (cause) makes another event (effect) happen. For example:
Asking people to buckle up didn’t work well, so the state made seat belt use
mandatory.
2. Definitions within the Text
Textbooks often explain or define words within the same sentence to ensure
that the reader understands it. For example: Dr. Smith is an anthropologist, a
person who scientifically studies the physical, social, and cultural origins of
humans.
3. Comparisons and Contrasts
When people, places, events, and/or ideas are compared or contrasted. For
example: Ruth lives in New York, so she is used to a fast life style; Emmy lives
in the country, so she is used to a more serene lifestyle.
4. Words in a Series
When 3 or more words, phrases or ideas are used in the same sentence. If one
is unfamiliar to you, look at the others to help you identify the new word. For
example: Spaghetti, lasagna, and ziti all have their own special shape.
5. Synonyms
These words with the same meaning can help you understand a new or
challenging word. For example: Jennifer’s essay contained way too many
banal, overused phrases.
6. Antonyms
These words with opposite meanings can help explain unfamiliar words. For
example: My co-worker appeared energetic at first, but looked haggard after 3
hours of hard work.
7. The Tone of the Text
This overall feeling or atmosphere which is created in the reading, may help
you realize the meaning of the word you aren’t sure of. For example: The street
was filled with bellicose protestors who pushed and shoved their way through
the crowd. The scene was no longer peaceful and calm, as we had been
promised that it would be.
***REMEMBER THIS ABOUT CONTEXT CLUES:
 To figure out the meaning of a new word, use the words or ideas around it to help
you determine the meaning.
 When choosing an answer on the test, be sure to read the sentence again and see
if your choice makes sense!
You will need to be able to identify the point and the supporting
details from groups of sentences.
See page 10 (Ideas) and pages 52 - 54 (Diagrams and Summaries)
All writing is built around ideas. As a reader, your goal should be to identify the main
idea or point of what you are reading and your goal as a writer is to develop strong
ideas in your paragraphs and essays. These traits are very important in communicating
your ideas.
Main Ideas “What’s the point?”
People ask this question when they want to know a speaker or writer’s main idea.
Determining the main idea, or point, is the most important key to good
comprehension. To find the main idea of a reading selection, ask yourself this
question: “What is the point the author is trying to make?”
For Example:
What is the author’s point in the following paragraph?
School bullies have been around as long as there have been schools. Studies reveal
several reasons why some children become bullies. Research shows that a certain
combination of size and personality may be one factor. Bigger, more aggressive children
are more likely to try to dominate their smaller, quieter peers. Another factor linked to
bullying is overexposure to violent TV programs. By the time the average American child
is ten years old, he or she has watched thousands of acts of violence, including assault
and murder. Such exposure can lead to aggression and violence. Finally, exposure to
real violence is a factor in bullying. Studies indicate that victims of bullies often turn
into bullies themselves. Whether abused by family members or tormented by other kids,
bullies typically learn their behavior from others. Look closely into the eyes of a bully,
and you may be looking into the eyes of a former victim.
Point: Studies reveal several reasons why some children become bullies.
Think of the main idea as an “umbrella idea.” The main idea is the author’s general
point; all the other material of the paragraph fits under it. This other material is made
up of supporting details— specific evidence such as examples, causes, reasons, or
facts.
Three major supporting details from the above paragraph are:
 Research shows that a certain combination of size and personality may be one
factor.
 Another factor linked to bullying is overexposure to violent TV programs.
 Finally, exposure to real violence is a factor in bullying.
Three strategies that will help you find the main idea are to
1. Look for general versus specific ideas
2. Use the topic (the general subject of a section) to lead you to the main idea
3. Use key words—verbal clues that lead you to a main idea.
A Final Thought: Whether we are readers, writers, listeners, or speakers, the “heart” of
clear communication is • the main idea, or point, and • the support for the main
idea.