Solution Manual For Academic Reading, 8/E 8th Edition by Kathleen T. McWhorter

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CHAPTER 2: Fundamental Comprehension Skills
EXERCISE 2-1 Identifying Topic Sentences
Underline the topic sentence(s) of each of the following paragraphs.
Paragraph 1. Levens, Marketing, 2e, p. 74
In the past, companies would determine the value of customers based on their most recent purchase.
Paragraph 2. Donatelle, Access to Health, 12e, p. 130
Historically, close to 90 percent of Americans marry at least once during their lifetime, and at any given time, close
to 60 percent of U.S. adults are married.
Paragraph 3. LaBerta, Computers Are Your Future, 12e, p. 232
A wiki is an online information source that allows anyone to edit, delete, or modify content that has been added to
the Web site.
Paragraph 4. Wilcox and Cameron, Public Relations, 9e, p. 404
Hispanics are the largest and fastest-growing minority in the country, and by 2050, will constitute 25 percent of the
U.S. population.
Paragraph 5. Thompson and Hickey, Society in Focus, p. 35
The poorest 20 percent of the elderly, who are primarily unmarried women, minorities, and the physically impaired,
possess only 5.5 percent of all of the elderly’s resources, whereas the wealthiest 20 percent own 46 percent of the
total.
EXERCISE 2-2 Identifying Topic Sentences in a Passage
Read the following section from an ecology textbook and underline the topic sentence in each paragraph. Monitor
your comprehension and list positive or negative comprehension signals (see Chapter 1, p. 50) you received while
reading. Compare your list with those of other students in the class.
Living Things are Both Complex and Organized
Answers will vary, but students should underline the topic sentence in each paragraph, and list positive or negative
comprehension signals as they monitor comprehension. Students may compare their lists with classmates.
Paragraph 1: Life on Earth consists of a hierarchy of structures.
Paragraph 2: All the organ systems functioning cooperatively make up an individual living thing, the organism.
Paragraph 3: Broader levels of organization reach beyond individual organisms.
Positive signals: Answers will vary.
Negative signals: Answers will vary.
EXERCISE 2-3 Identifying Topic Sentences in Textbooks
Select a two- to three-page excerpt from one of your textbooks and underline the topic sentence of each paragraph.
Answers will vary; students select a two- to three-page excerpt from a textbook and underline the topic sentence of
each paragraph.
EXERCISE 2-4 Identifying Topic Sentences and Supporting Details
Read the following excerpt from a nutrition textbook. For each paragraph, draw a box around the topic sentence and
underline the primary details. What types of details did the authors provide? When you have finished, evaluate your
comprehension; summarize the key points of the excerpt in your own words.
Copyright © 2014, 2010, 2007 by Pearson Education, Inc.
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Heartburn Is Caused by Reflux of Stomach Acid
Variable answers should include topic sentences and primary details and a description of the types of details
provided by the author. Students evaluate their comprehension and summarize the excerpt in their own words. For
each paragraph, students draw a box around the topic sentence and underline the primary details.
EXERCISE 2-5 Identifying Purpose and Level of Comprehension
For each of the following situations, define your purpose and indicate the level of comprehension that seems
appropriate.
1. Reading the end-of-chapter discussion questions in a business marketing text as part of your chapter preview.
Purpose: become familiar with chapter content and applications. Level: selective
2. Reading a critical essay that analyzes a Shakespearean sonnet you are studying in a literature class. Purpose:
analyze the interpretation of the sonnet. Level: high
3. Reading an encyclopedia entry on poverty to narrow down a term paper assignment to a manageable topic.
Purpose: obtain general overview of how the topic is subdivided. Level: selective
4. Reading a newspaper article on a recent incident in the Middle East for your political science class. Purpose:
understand sequence and relationship of events; consider political implications. Level: high
5. Reading an excerpt from a historical novel set in the Civil War period for your American history class. Purpose:
note historical events; get a general sense of the times and culture. Level: moderate
EXERCISE 2-6 Practicing Reading Selectively
The following items suggest different reading situations and describe the material to be read. For each item, decide
whether you should (a) read the material completely, (b) read parts and skip other parts, or (c) skip most of the
material.
1. Your computer science instructor has just returned a test on a chapter of your textbook. She indicates that the
class’s overall performance on this test was poor and suggests that the chapter be reviewed. You received a grade of
77 on the test. How should you reread this chapter? (b) read parts and skip other parts
2. You have just attended English class, where your instructor discussed Shakespeare’s Richard III. During his
discussion, he made numerous references to Machiavelli’s The Prince. You have never read this second work but
think it’s important to know something about it. How would you read it? (b) read parts and skip other parts
3. You are doing research for a sociology term paper on world trends in gender inequality. You are looking for
information and statistics on recent income and employment trends. You have located several books from the 1960s
on the topic of gender inequality in the United States. How would you read these books? (c) skip most of the
material
4. Your American history instructor has assigned each student to read a historical novel for the purpose of getting a
realistic picture of what life was like and how people lived during a certain period. As you are reading, you come to
a detailed two-page description of decorative glass making in Sandwich, Massachusetts. How should you read these
two pages? (c) skip most of the material
5. Your zoology professor has assigned a number of brief outside readings along with the chapters in your regular
textbook. He has put them on reserve in the college library for the use of all his classes. This is the only place where
they can be used. He did not say whether you would be tested on these readings. How would you read them? (a)
read the material completely
Chapter Two Reading: Diversity in U. S. Families
Prereading Question
1. What is your idea of a family?
2. What different types of family structures have you encountered?
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Writing About the Reading
Checking Your Vocabulary
1. Write a brief definition or synonym of the word as it is used in the reading.
a. diversity (para. 1) ethnic variety
b. preservation (para. 2) guarding against danger, keeping intact
c. merger (para. 2) union
d. respectability (para. 3) acceptable by society, worthy of respect
e. cultural (para. 4) accepted view of a group or society
f. machismo (para. 7) an exaggerated sense of male strength and dominance
g. nuclear family (para. 10) a social unit consisting of a mother, a father, and their children
h. assimilate (para. 12) to integrate into a larger group so that differences are minimized or eliminated
i. permissive (para. 13) accepting or tolerant of something that others might disapprove of or forbid
New terminology
fictive kin, marriage squeeze, generalizations, humanism, collectivity, hierarchical
Word Map
Word maps should include: original sentence using the word, meaning (as used in context), other meanings, part of
speech, synonyms, two sentences using the word.
Checking Your Comprehension
1. What is more important than race and ethnicity in understanding family life? social class
2. What is the primary interest of the upper class? preservation of privilege and family fortune
3. In what ways are Native American and Asian American families similar? an imbalance in the sex ratio
4. Which racial–ethnic group is least likely to be headed by a married couple? The structure of their families is
similar. Elders play a more active role in teaching and disciplining children.
5. Which family structure varies least from racial–ethnic group to racial–ethnic group (refer to Figure A)? African
Americans
6. Which group has the most similar structure to white (non-Hispanic) American families? Asian American
Thinking Critically
1. Why is there no such thing as the African American family? The African American family structure differs greatly
among social classes.
2. Explain the meaning of fictive kin. Give examples of fictive kin in families you know. Fictive kin is the term
sociologists give to people who are not relatives but who have helped out a family in hard times. These people are
considered brothers, sisters, or cousins.
3. Discuss possible reasons why machismo decreases with each generation in the United States. Answers will vary.
4. Respect for family members is important in Asian American families. Discuss whether respect for elderly family
members exists among families you know. Answers will vary.
5. Discuss the pros and cons of a racial–ethnic group being assimilated into the dominant culture. What is gained?
What is lost? Answers will vary. Pros may include: learning the English language, securing a higher-paying job,
gaining a voice in politics. Cons may include: losing cultural identity, family structures may change, elders may lose
their role of importance, ethnic/cultural traditions could be lost. Descriptions of gains and losses may vary.
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Learning/Study Strategy
Assume that this reading was assigned as a topic for class discussion by your sociology instructor. Reread and
annotate the reading in preparation for the class discussion.
Answers will vary, but the reading should be annotated as if in preparation for a sociology class discussion.