Main idea module two
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This module on finding the main idea of a reading selection focuses on the idea of a general idea versus a specific idea.
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Cite It
This document provides information on how to avoid plagiarism and properly cite sources. It defines plagiarism as taking someone else's work without giving them credit. Consequences for cheating can include warnings, probation, suspension or expulsion. Examples are given of what needs to be cited, such as direct quotations, paraphrases or use of ideas. Facts and personal experiences generally do not need citations. The document instructs students to start research early, learn how to paraphrase and quote sources, cite as they go along and ask teachers or librarians for help with citations. Additional resources on plagiarism and citations are also provided.
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Main idea
The document provides guidance on identifying the main idea of a story or text. It explains that the main idea is what the story is mostly about and focuses on what finally happened. It introduces a mnemonic device using fingers to help remember the components of main idea - who, did what, where, when, why. The document walks through an example of finding the main idea of the story "Too Many Tamales" using this technique.
Summarizing power point
Post-presentation guidance.
Learners: Undergraduate
Students review concepts / methods for summarizing research materials used in a Persuasive Speech following the Monroe's Motivated Sequence format.
Main idea 1
The document summarizes four short passages about various topics:
1) It explains why sea gulls smooth their feathers, which is to trap air and stay afloat while flying.
2) It notes that butchers of the past would travel from farm to farm, which made them well-suited to become early letter carriers who knew where people lived.
3) It describes how camels are adapted to both hot desert climates as well as cold regions with long hair and snow-resistant feet.
4) It discusses a large snake-shaped mound found in Ohio and theorizes it was made by early people, but the reasons are unknown.
Main idea 2
The document summarizes four different passages about various topics. The first is about how the letter "X" came to represent a signature and kiss. The second discusses a species of fish that eats large birds. The third is about a fake ancient human skull that was discovered in England. The fourth provides details about the physical abilities of cats.
Finding the main_idea-1
The document discusses determining the main idea of a text. It defines the main idea as the central point or "big idea" that an author is trying to convey about the subject. The main idea is different from the topic or subject, which is just what the text is about. The main idea expresses the author's key message or "so what" point about the subject. Supporting details are the reasons, examples, and evidence provided about the subject that develop and support the main idea. The document provides tips on identifying the subject and locating the main idea, which can be stated directly or inferred from the whole text.
Main idea
The document provides guidance on identifying the main idea in written works. It discusses the differences between the topic, main idea, and supporting details. It explains that the main idea may be explicitly stated in a topic sentence, particularly at the beginning or end of a paragraph. However, sometimes the main idea is implied and must be inferred from examining the topic and details. The document offers strategies for finding the main idea in both short paragraphs and longer essays or readings.
Recommended
Cite It
This document provides information on how to avoid plagiarism and properly cite sources. It defines plagiarism as taking someone else's work without giving them credit. Consequences for cheating can include warnings, probation, suspension or expulsion. Examples are given of what needs to be cited, such as direct quotations, paraphrases or use of ideas. Facts and personal experiences generally do not need citations. The document instructs students to start research early, learn how to paraphrase and quote sources, cite as they go along and ask teachers or librarians for help with citations. Additional resources on plagiarism and citations are also provided.
Create, Publish, Communicate
The document discusses using various information and communication technologies like blogging, podcasting, and recording audio and video. It provides information on what blogs and podcasts are, where to find them, and how to start your own blog. It also gives examples of how teachers can use video cameras and audio recordings in the classroom, such as for radio news, speeches, storytelling, and recording student research. The document encourages teachers to think about how they could use these tools with their own students and to note what they learned that they will try implementing in the upcoming weeks and months.
Main idea
The document provides guidance on identifying the main idea of a story or text. It explains that the main idea is what the story is mostly about and focuses on what finally happened. It introduces a mnemonic device using fingers to help remember the components of main idea - who, did what, where, when, why. The document walks through an example of finding the main idea of the story "Too Many Tamales" using this technique.
Summarizing power point
Post-presentation guidance.
Learners: Undergraduate
Students review concepts / methods for summarizing research materials used in a Persuasive Speech following the Monroe's Motivated Sequence format.
Main idea 1
The document summarizes four short passages about various topics:
1) It explains why sea gulls smooth their feathers, which is to trap air and stay afloat while flying.
2) It notes that butchers of the past would travel from farm to farm, which made them well-suited to become early letter carriers who knew where people lived.
3) It describes how camels are adapted to both hot desert climates as well as cold regions with long hair and snow-resistant feet.
4) It discusses a large snake-shaped mound found in Ohio and theorizes it was made by early people, but the reasons are unknown.
Main idea 2
The document summarizes four different passages about various topics. The first is about how the letter "X" came to represent a signature and kiss. The second discusses a species of fish that eats large birds. The third is about a fake ancient human skull that was discovered in England. The fourth provides details about the physical abilities of cats.
Finding the main_idea-1
The document discusses determining the main idea of a text. It defines the main idea as the central point or "big idea" that an author is trying to convey about the subject. The main idea is different from the topic or subject, which is just what the text is about. The main idea expresses the author's key message or "so what" point about the subject. Supporting details are the reasons, examples, and evidence provided about the subject that develop and support the main idea. The document provides tips on identifying the subject and locating the main idea, which can be stated directly or inferred from the whole text.
Main idea
The document provides guidance on identifying the main idea in written works. It discusses the differences between the topic, main idea, and supporting details. It explains that the main idea may be explicitly stated in a topic sentence, particularly at the beginning or end of a paragraph. However, sometimes the main idea is implied and must be inferred from examining the topic and details. The document offers strategies for finding the main idea in both short paragraphs and longer essays or readings.
Main idea slideshow
This document provides examples and practice identifying the main idea and supporting details in passages. It includes sample paragraphs about dachshunds as pets, gymnastics events, shapes, and string instruments. Readers are asked to determine which sentences in each paragraph do not support the overall main idea. The document also prompts writing a paragraph with a given main idea and including one detail that does not belong.
Skill main idea and details
The document discusses the difference between main ideas and supporting details in paragraphs and articles. The main idea is the most important point the author makes about the topic, while supporting details provide additional information to explain the main idea. Some examples are provided to demonstrate distinguishing statements of main ideas versus supporting details related to facts about U.S. presidents.
Identifying Topics, Main Ideas, and Supporting Details
The document provides guidance on identifying the key elements of paragraphs, including the topic, main idea, and supporting details. It explains that the topic is the general subject, the main idea is the most important point, and details support the main idea. Readers are advised to underline the topic sentence that states the main idea and ask themselves questions to identify the topic of each paragraph. Identifying these elements is important for fully comprehending the writer's message.
Finding the Main Idea
We teach main idea as if it is a simple skill. Read the book, find the main idea, and now you are done! Main idea is a complex cognitive process requiring readers to use multiple strategies and skills. This presentation breaks the process down step by step.
Main idea and supporting details presentation
The passage discusses main ideas and supporting details. The main idea of a passage tells the overall topic in one sentence. Supporting details provide extra information to further explain the main idea and help the reader understand it better. An example paragraph is given about a girl, Sally, spending the weekend shopping for clothes and school supplies. The main idea is that Sally spent the weekend shopping, and supporting details include that she bought new outfits and school supplies. Supporting details give a more complete picture of the story.
Main Idea and Supporting Details
The document discusses identifying the main idea in passages. It explains that the main idea is the most important point that the author wants to communicate. It may be explicitly stated in a topic sentence or implied based on the details. Supporting details in a paragraph should all relate back to the main idea. Identifying the main idea is important for comprehending what a passage is about.
Identifying topics, main ideas, and supporting details
This document discusses how to identify topics, main ideas, and supporting details in texts. It explains that every paragraph has a main idea, which is the most significant point the author wants to convey. The main idea can be stated at the beginning, middle, or end of a paragraph. Supporting details describe or explain the main idea by providing information about who, what, when, where, why, how much, or how many. The document provides tips for identifying main ideas such as paying attention to the first sentences of a passage and looking for ideas that are repeated.
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The document provides instructions for creating an account and submitting requests for writing assistance on the HelpWriting.net site. It outlines a 5-step process:
1. Create an account by providing a password and email.
2. Complete a 10-minute order form with instructions, sources, deadline, and optional sample work.
3. Review bids from writers and choose one based on qualifications, history, and feedback. Place a deposit to start work.
4. Review the completed paper and authorize final payment if pleased. Free revisions are allowed.
5. Multiple revisions can be requested to ensure satisfaction. Work is original and plagiarized papers will be refunded.
UV0116 Rev. Mar. 11, 2016 This note was prepared by.docx
UV0116
Rev. Mar. 11, 2016
This note was prepared by Robert F. Bruner. Copyright © 2001 by the University of Virginia Darden School Foundation, Charlottesville, VA. All rights
reserved. To order copies, send an e-mail to [email protected]dardenbusinesspublishing.com. No part of this publication may be reproduced, stored in a retrieval system, used in a
spreadsheet, or transmitted in any form or by any means—electronic, mechanical, photocopying, recording, or otherwise—without the permission of the Darden School Foundation.
Note to the Student: How to Study and Discuss Cases
Get a good idea and stay with it. Dog it and work at it until it’s done, and done right.
—Walt Disney
You enroll in a case-method course, pick up the book of case studies or the stack of loose cases, and get
ready for the first class meeting. If this is your first experience with case discussions, the odds are that you are
clueless and a little anxious about how to prepare for this course. That is fairly normal, but something you
should try to break through quickly in order to gain the maximum benefit from your studies. Quick
breakthroughs come from a combination of good attitude, good “infrastructure,” and good execution—this
note offers some tips.
Good Attitude
Students learn best that which they teach themselves. Passive and mindless learning is ephemeral. Active,
mindful learning simply sticks. The case method makes learning sticky by placing you in situations that require
the invention of tools and concepts in your own terms. The most successful case-method students share a set of
characteristics that drive self teaching:
1. Personal initiative and self-reliance: Case studies rarely suggest how to proceed. Professors are more like
guides on a long hike: they can’t carry you, but they can show you the way. You must arrive at the
destination under your own power. You must figure out the case on your own. To teach yourself means
that you must sort ideas out in ways that make sense to you personally. To teach yourself is to give
yourself two gifts: the idea you are trying to learn and greater self-confidence in your own ability to
master the world.
2. Curiosity, a zest for exploration as an end in itself: Richard P. Feynman, who won the Nobel Prize in Physics
in 1965, was once asked whether his key discovery was worth it. He replied, “[The Nobel Prize is] a
pain in the [neck]… I don’t like honors.… The prize is the pleasure of finding the thing out, the kick
in the discovery, the observation that other people use it [my work]—those are the real things; the
honors are unreal to me.”1
3. A willingness to take risks: Risk taking is at the heart of all learning. Usually, one learns more from failures
than from successes. Banker Walter Wriston once said, “Good judgment comes from experience.
Experience comes from bad judgment.”
1 Richard P. Feynman, The Pleasure of Finding Things Out (Camb ...
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1.1
1. Logic is the science of evaluating arguments. Arguments are sets of claims where one claim is supported by others to convince someone of something.
2. A claim is a statement that can be either true or false. Examples of claims include "All wombats are mammals" and "Fido over there is a wombat." Questions, commands, and suggestions are not claims.
3. Premises are claims that support the conclusion. The conclusion is the claim being supported by the premises. Indicators like "therefore" can signal the conclusion. Exercises are provided to identify premises, conclusions, and determine if claims support each other.
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The passage discusses the relationship between sleep, pain, and health. It notes that poor sleep and pain can cause each other, as people in pain sleep poorly and those deprived of sleep experience more pain. While medication can help sleep initially, long-term solutions involve addressing the underlying causes of sleep problems through cognitive behavioral therapy. Factors like mattresses, temperature, noise, light, and medical issues can impact sleep quality and need to be considered. Overall, the passage emphasizes the importance of quality sleep for physical and mental well-being.
Those 3 journal entries are a minimum of 250 words for each id.docx
Those 3 journal entries are a minimum of 250 words for each idea
reflection per idea reflection. You can go longer on text or video if needed.
If you are doing text it would run about 2000 words for the three weeks of
reflections and about 2750 words in the final journal which will cover four
weeks.
The format is your choice depending on your comfort level with technology
and what you feel best fits your topic and creative inspiration. It could be a
written Word doc. It could be a video. You could include your own creative
work such as photographs, memes, graphics, artwork, poems, songs,
graphs, diagrams, and tables. You can also use PowerPoint (link from
Google Drive in your assignment post), Prezi, or an audio file. Include links
to what is being discussed in your reflections when its from something
other than our course. If you are using video and it is a file smaller than 500
mb you can upload it directly to Canvas.
This can be a painless and enjoyable learning process if you do it regularly.
If an idea grabs you as you are reading the Canvas site or the Our Own
Worst Enemy book, do a short write-up. If you wait until a day before it’s
due, or worse, the day of, it will be unpleasant.
Credible sources are a must
As you analyze the different ideas, your evaluation of the pluses and
minuses of each idea is up to you. You will not be graded or judged
on your beliefs and values. This course is about reflecting on critical
political questions and issues and learning how to think, not what to
think. You are required to include citations and supporting evidence
for all your views. See the next page for definitions of credible
sources. Use it as a checklist. If it meets all the criteria use the
source. If it doesn't meet all criteria don't use it. You are responsible
for vetting your sources before using them in this course!
https://ucdenver.instructure.com/courses/488814/pages/how-to-get-a-better-grade-on-an-assignment
https://ucdenver.instructure.com/courses/488814/pages/how-to-get-a-better-grade-on-an-assignment
How to Get a Better Grade on an
Assignment
To improve your grade on assignments use the following list of things to do
and things to avoid. Use it as a checklist as you edit your assignment. The
more checks the better your grade will be.
Above all remember as you analyze different perspectives, your
evaluation of the relative strengths and weaknesses of any political
position is up to you. You will not be graded or judged on your beliefs
and values. This course is about teaching you HOW to think, not
WHAT to think. I do not care if you are Republican, Democrat, Right or
Left or none of the above. What is important is to make the best
possible argument you can for your position. The tips on this page
will help you do just that. It begins with the six most common
mistakes that I've seen in assignments.
A) The Big Six:
1: Thoroughly read through the assignment prompt and mak.
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This document provides examples and practice identifying the main idea and supporting details in passages. It includes sample paragraphs about dachshunds as pets, gymnastics events, shapes, and string instruments. Readers are asked to determine which sentences in each paragraph do not support the overall main idea. The document also prompts writing a paragraph with a given main idea and including one detail that does not belong.
Skill main idea and details
The document discusses the difference between main ideas and supporting details in paragraphs and articles. The main idea is the most important point the author makes about the topic, while supporting details provide additional information to explain the main idea. Some examples are provided to demonstrate distinguishing statements of main ideas versus supporting details related to facts about U.S. presidents.
Identifying Topics, Main Ideas, and Supporting Details
The document provides guidance on identifying the key elements of paragraphs, including the topic, main idea, and supporting details. It explains that the topic is the general subject, the main idea is the most important point, and details support the main idea. Readers are advised to underline the topic sentence that states the main idea and ask themselves questions to identify the topic of each paragraph. Identifying these elements is important for fully comprehending the writer's message.
Finding the Main Idea
We teach main idea as if it is a simple skill. Read the book, find the main idea, and now you are done! Main idea is a complex cognitive process requiring readers to use multiple strategies and skills. This presentation breaks the process down step by step.
Main idea and supporting details presentation
The passage discusses main ideas and supporting details. The main idea of a passage tells the overall topic in one sentence. Supporting details provide extra information to further explain the main idea and help the reader understand it better. An example paragraph is given about a girl, Sally, spending the weekend shopping for clothes and school supplies. The main idea is that Sally spent the weekend shopping, and supporting details include that she bought new outfits and school supplies. Supporting details give a more complete picture of the story.
Main Idea and Supporting Details
The document discusses identifying the main idea in passages. It explains that the main idea is the most important point that the author wants to communicate. It may be explicitly stated in a topic sentence or implied based on the details. Supporting details in a paragraph should all relate back to the main idea. Identifying the main idea is important for comprehending what a passage is about.
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This document discusses how to identify topics, main ideas, and supporting details in texts. It explains that every paragraph has a main idea, which is the most significant point the author wants to convey. The main idea can be stated at the beginning, middle, or end of a paragraph. Supporting details describe or explain the main idea by providing information about who, what, when, where, why, how much, or how many. The document provides tips for identifying main ideas such as paying attention to the first sentences of a passage and looking for ideas that are repeated.
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2. Users must create an account, complete a request form providing instructions and deadlines, and then writers will bid on the request. The user selects a writer and provides a deposit to start the work.
3. Once the paper is received, the user ensures it meets expectations. If pleased, the user authorizes final payment. HelpWriting.net offers free revisions and stands by their work, offering refunds for plagiarized content.
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The Focus Team and the author share the goal of advancing their university. The author chose to join the Focus Team because they felt it was the most serious, passionate, and qualified group. The author believes their skills and characteristics align well with the Focus Team's goals.
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This document provides instructions for seeking writing help from the website HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a 10-minute order form with instructions, sources, and deadline. 3) Review bids from writers and choose one based on qualifications. 4) Review the completed paper and authorize payment if pleased. 5) Request revisions until fully satisfied, with the option of a refund for plagiarized work. The process aims to match clients with qualified writers and ensure client satisfaction.
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This document defines and discusses different types of bullying, including physical, cyber, and social bullying. It notes that bullying is a common problem in schools and experiencing bullying can make children feel left out or upset. Researching bullying could help raise awareness of how to prevent it and make changes to protect children from its harmful effects. The document suggests bullying would be a relevant topic for educating a young target audience.
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The document provides instructions for creating an account and submitting requests for writing assistance on the HelpWriting.net site. It outlines a 5-step process:
1. Create an account by providing a password and email.
2. Complete a 10-minute order form with instructions, sources, deadline, and optional sample work.
3. Review bids from writers and choose one based on qualifications, history, and feedback. Place a deposit to start work.
4. Review the completed paper and authorize final payment if pleased. Free revisions are allowed.
5. Multiple revisions can be requested to ensure satisfaction. Work is original and plagiarized papers will be refunded.
UV0116 Rev. Mar. 11, 2016 This note was prepared by.docx
UV0116
Rev. Mar. 11, 2016
This note was prepared by Robert F. Bruner. Copyright © 2001 by the University of Virginia Darden School Foundation, Charlottesville, VA. All rights
reserved. To order copies, send an e-mail to [email protected]dardenbusinesspublishing.com. No part of this publication may be reproduced, stored in a retrieval system, used in a
spreadsheet, or transmitted in any form or by any means—electronic, mechanical, photocopying, recording, or otherwise—without the permission of the Darden School Foundation.
Note to the Student: How to Study and Discuss Cases
Get a good idea and stay with it. Dog it and work at it until it’s done, and done right.
—Walt Disney
You enroll in a case-method course, pick up the book of case studies or the stack of loose cases, and get
ready for the first class meeting. If this is your first experience with case discussions, the odds are that you are
clueless and a little anxious about how to prepare for this course. That is fairly normal, but something you
should try to break through quickly in order to gain the maximum benefit from your studies. Quick
breakthroughs come from a combination of good attitude, good “infrastructure,” and good execution—this
note offers some tips.
Good Attitude
Students learn best that which they teach themselves. Passive and mindless learning is ephemeral. Active,
mindful learning simply sticks. The case method makes learning sticky by placing you in situations that require
the invention of tools and concepts in your own terms. The most successful case-method students share a set of
characteristics that drive self teaching:
1. Personal initiative and self-reliance: Case studies rarely suggest how to proceed. Professors are more like
guides on a long hike: they can’t carry you, but they can show you the way. You must arrive at the
destination under your own power. You must figure out the case on your own. To teach yourself means
that you must sort ideas out in ways that make sense to you personally. To teach yourself is to give
yourself two gifts: the idea you are trying to learn and greater self-confidence in your own ability to
master the world.
2. Curiosity, a zest for exploration as an end in itself: Richard P. Feynman, who won the Nobel Prize in Physics
in 1965, was once asked whether his key discovery was worth it. He replied, “[The Nobel Prize is] a
pain in the [neck]… I don’t like honors.… The prize is the pleasure of finding the thing out, the kick
in the discovery, the observation that other people use it [my work]—those are the real things; the
honors are unreal to me.”1
3. A willingness to take risks: Risk taking is at the heart of all learning. Usually, one learns more from failures
than from successes. Banker Walter Wriston once said, “Good judgment comes from experience.
Experience comes from bad judgment.”
1 Richard P. Feynman, The Pleasure of Finding Things Out (Camb ...
Strategic Management Essays.pdf
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1.1
1. Logic is the science of evaluating arguments. Arguments are sets of claims where one claim is supported by others to convince someone of something.
2. A claim is a statement that can be either true or false. Examples of claims include "All wombats are mammals" and "Fido over there is a wombat." Questions, commands, and suggestions are not claims.
3. Premises are claims that support the conclusion. The conclusion is the claim being supported by the premises. Indicators like "therefore" can signal the conclusion. Exercises are provided to identify premises, conclusions, and determine if claims support each other.
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The passage discusses the relationship between sleep, pain, and health. It notes that poor sleep and pain can cause each other, as people in pain sleep poorly and those deprived of sleep experience more pain. While medication can help sleep initially, long-term solutions involve addressing the underlying causes of sleep problems through cognitive behavioral therapy. Factors like mattresses, temperature, noise, light, and medical issues can impact sleep quality and need to be considered. Overall, the passage emphasizes the importance of quality sleep for physical and mental well-being.
Those 3 journal entries are a minimum of 250 words for each id.docx
Those 3 journal entries are a minimum of 250 words for each idea
reflection per idea reflection. You can go longer on text or video if needed.
If you are doing text it would run about 2000 words for the three weeks of
reflections and about 2750 words in the final journal which will cover four
weeks.
The format is your choice depending on your comfort level with technology
and what you feel best fits your topic and creative inspiration. It could be a
written Word doc. It could be a video. You could include your own creative
work such as photographs, memes, graphics, artwork, poems, songs,
graphs, diagrams, and tables. You can also use PowerPoint (link from
Google Drive in your assignment post), Prezi, or an audio file. Include links
to what is being discussed in your reflections when its from something
other than our course. If you are using video and it is a file smaller than 500
mb you can upload it directly to Canvas.
This can be a painless and enjoyable learning process if you do it regularly.
If an idea grabs you as you are reading the Canvas site or the Our Own
Worst Enemy book, do a short write-up. If you wait until a day before it’s
due, or worse, the day of, it will be unpleasant.
Credible sources are a must
As you analyze the different ideas, your evaluation of the pluses and
minuses of each idea is up to you. You will not be graded or judged
on your beliefs and values. This course is about reflecting on critical
political questions and issues and learning how to think, not what to
think. You are required to include citations and supporting evidence
for all your views. See the next page for definitions of credible
sources. Use it as a checklist. If it meets all the criteria use the
source. If it doesn't meet all criteria don't use it. You are responsible
for vetting your sources before using them in this course!
https://ucdenver.instructure.com/courses/488814/pages/how-to-get-a-better-grade-on-an-assignment
https://ucdenver.instructure.com/courses/488814/pages/how-to-get-a-better-grade-on-an-assignment
How to Get a Better Grade on an
Assignment
To improve your grade on assignments use the following list of things to do
and things to avoid. Use it as a checklist as you edit your assignment. The
more checks the better your grade will be.
Above all remember as you analyze different perspectives, your
evaluation of the relative strengths and weaknesses of any political
position is up to you. You will not be graded or judged on your beliefs
and values. This course is about teaching you HOW to think, not
WHAT to think. I do not care if you are Republican, Democrat, Right or
Left or none of the above. What is important is to make the best
possible argument you can for your position. The tips on this page
will help you do just that. It begins with the six most common
mistakes that I've seen in assignments.
A) The Big Six:
1: Thoroughly read through the assignment prompt and mak.
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Main idea module two
- 1. Module Two By: Christopher K. Shumaker
- 2. There are several ways for you to find the main idea. main idea = topic + controlling idea
- 3. the main idea is a general statement followed by supporting details
- 7. There are many things that can be done while sitting in your living room. You can read a book. Also, you can work from your laptop. Finally, you can watch television.
- 11. While laying out to get sun, there are several ways to protect yourself from itsharmful UV rays.
- 12. Women are less likely than men to become full professors. Women who become professors are generally paid less than their male counterparts. Women often face discrimination in the field of education. Female professors are not given an equal number of important committee assignments.
- 13. Women are less likely than men to become full professors. Women who become professors are generally paid less than their male counterparts. Women often face discrimination in the field of education. Female professors are not given an equal number of important committee assignments.