Preface

The Resource Book is part of the instructional package for Level VI of the American Language Course (ALC).
It contains reference materials that support the objectives of ALC Books 31– 34. Included in the Resource
Book are explanations of strategies for developing the reading, listening, speaking, and writing skills that
are practiced throughout Level VI. In addition, instructions for tasks such as giving briefings, impromptu
speeches, participating in group discussions, and planning and writing paragraphs are provided. Margin notes
in ALC Books 31– 34 periodically refer to the Resource Book for additional information on the objectives
presented in the lesson.
Inquiries and orders
For information on ordering DLIELC materials on inquiring about English Language Training go to the
DLIELC Catalog on-line at www.dlielc.edu

© 2015 by Defense Language Institute English Language Center and its licensors. Notice of Rights: All rights
reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic,
mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher.

Various Photos courtesy of: US Army, US Air Force, and US Navy.

Second Edition, October 2015

First Printing
 – USER NOTES –

ii AMERICAN LANGUAGE COURSE

Contents
Section 1 Working with authentic texts . . . . . . . . . . . . . . . . . . . . . . 1

Section 2 Speaking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Section 3 Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Section 4 Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Section 5 Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Section 6 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

Section 7 Graphic Organizers . . . . . . . . . . . . . . . . . . . . . . . . . . . 75

LEVEL VI RESOURCE BOOK – PREFACE iii

 – USER NOTES –

iv AMERICAN LANGUAGE COURSE

Section

1
Working with
authentic texts

PART A: Determining the main idea . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

PART B: Identifying details . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

PART C: Using context clues to guess the meaning of new words . . . . . . . . . . . 4

PART D: Making inferences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

PART E: Summarizing a text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

PART F: Paraphrasing information . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

PART G: Taking notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

LEVEL VI RESOURCE BOOK – SECTION 1 1

 Part A Determining the main idea

THE MAIN IDEA …

 is the idea that is central to the whole text.
 is described or explained by most of the sentences in the text.
 may be stated directly or may be implied.

EXAMPLE

Webster’s Dictionary
Noah Webster is famous for making an early dictionary of American English. He
saw that the people who came to live in America spoke many languages and couldn’t
understand each other. He thought there should be one language, or a “mother tongue”
to help people work together. His idea was to make a book of words to show how to
spell each word and what it means. When Webster started working on his dictionary, he
wanted everything in it to be right. He wanted to know where the words came from and
the different ways we use them. He did all the work. When he finished the dictionary,
it had 70,000 English words in it. He called it An American Dictionary of the English
Language.

Select the main idea.

1. What is the main idea of the text?

a. The American dictionary had 70,000 English words in it.
b. Webster’s dictionary included translations in other languages.
c. A dictionary gives the spelling, meaning, and origin of words.
d. Noah Webster wrote an early dictionary of American English.
Explanation:
a. This is one of the details of the text, but it is too narrow to be the main idea.
b. This statement is incorrect, so it cannot be the main idea.
c. This statement is too general, so it cannot be the main idea.
d. This is the main idea of the text. All of the other sentences explain this idea.

TIP: When determining the main idea, it is helpful to identify the topic of the text first.
Then ask yourself, What single idea about the topic do most of the sentences explain?
This is the main idea.

2 AMERICAN LANGUAGE COURSE

 Part B Identifying details

THE SUPPORTING DETAILS …

 give additional information that support and explain the topic.
 can be examples, facts, reasons, explanations, definitions, etc.

EXAMPLE

Mount Rushmore
Mount Rushmore is a mountain in the state of South Dakota. It is 6,000 feet high. An
artist named Gutzon Borglum cut four large heads into the side of the mountain. These
heads are each 60 feet high and show four American presidents: George Washington,
Thomas Jefferson, Theodore Roosevelt, and Abraham Lincoln. Each of these presidents
was important during the first 150 years of the United States. Mr. Borglum started with
400 workers in 1927 and was still working on the faces when he died in 1941. His son,
Lincoln Borglum, finished the faces later that same year.

Answer the following questions.

1. According to the text, Mt. Rushmore was completed in .
a. 1927
b. 1941
c. 1942
d. 1950
Explanation: This detail question asks you to locate a fact from the text. The paragraph
states that Mr. Borglum was still working on the faces in 1941. The next sentence states
that his son finished the faces “later that same year.” The correct answer is b. This
example illustrates that it is sometimes necessary to read more than one sentence in order
to correctly identify a detail.

2. The presidents on Mt. Rushmore were chosen because they were .

a. significant presidents in US history
b. the founding fathers of the United States
c. strong supporters of US artists and workers
d. the first four presidents of the United States
Explanation: This question is asking you to identify a reason provided in the text. The
correct answer is a, which is a restatement of information in the text. The other answers
contain information that was not given in the text or that is incorrect.

LEVEL VI RESOURCE BOOK – SECTION 1 3

 Part C Using context clues to guess the meaning of new words

To figure out the meaning of a word that you don’t know, look at the words and sentences
around it (the context) for clues to its meaning.

CONTEXT CLUES …
 may be synonyms or antonyms.
 may be examples or explanations.
 may be definitions.

EXAMPLE

Read the sentences below. Choose the answer that means the same as each italicized word.

1. The farm was able to produce an abundance, or a great deal, of corn last season.
a. a requirement
b. a large amount
c. a mixture
d. an estimate
Explanation: This sentence gives a clue to the meaning of abundance by providing a
synonym: a great deal of. Therefore, abundance is a large amount, or answer b.

2. Steven’s work has been extremely efficient. He’s been able to get more work done
than any other employee.
a. important
b. detailed
c. neat
d. quick
Explanation: The context clue is in the sentence that follows. This sentence gives an
example of how Steven is efficient by stating that he is able to get more work done than
others. The best meaning of efficient is answer d, quick.

3. The judge found that the man’s actions were not permitted by law and were illegal.
a. unfavorable
b. uninteresting
c. unlawful
d. uneducational
Explanation: The definition of illegal is ‘not permitted by law.’ Answer c has the same
meaning.

4 AMERICAN LANGUAGE COURSE

 Part D Making inferences

AN INFERENCE …
 is not directly stated in the text.
 is a conclusion based on facts or information from the text.

EXAMPLE

Tom and Ellen went to an opera last night. They sat A in a middle row of the theater.
They could B clearly hear the orchestra and the singing. They could C easily see all parts
of the stage. They really enjoyed the performance.

Read Get the Add your Make an

a text ➙ information ➙ own Knowledge ➙ Inference
A = middle row
A+B+C+K A+B+C+K = I
B = clearly hear
C = easily see

INFORMATION KNOWLEDGE INFERENCE

in the text from your life ➙ about the text

A+B+C +K = I

1. Which inference can we make from the example text above?

a. The concert didn’t begin on time.
b. Tom and Ellen had good seats.
c. Tom and Ellen didn’t like crowded places.
d. Everyone at the concert enjoyed the performance.

LEVEL VI RESOURCE BOOK – SECTION 1 5

 EXAMPLE

Use the information in the text to select the inference.

1. The first thing Martha will do is send out the invitations a week before. Then she
needs to go to the store and buy some chocolate, sugar, and other things to make the
cake. The day before, she will bake the cake and wrap the gift. Finally, she will make
some snacks, decorate the room, and put the cake and the gift on the table.

Martha’s planning a .
a. dinner
b. birthday party
c. business report
d. meeting
Explanation: The text does not directly state what event Martha is preparing for.
However, based on the facts provided about the event (there will be invitations, a cake, a
gift, and decorations) and using our knowledge of the world, we can infer that Martha is
planning a birthday party, answer b.

2. For a few hours every year in the month of March, something very unusual happens
in Chicago. The Chicago River becomes a beautiful green color to celebrate St.
Patrick’s Day. People all over America observe the holiday on March 17th by
wearing green, drinking green beer, and watching parades. It’s tradition for almost
everything to be green for the day, even rivers.

a. The Chicago River is a dirty river.

b. Green isn’t a very popular color.
c. Something is put in the river to change its color.
d. St. Patrick’s Day is only celebrated in Chicago.
Explanation: The facts in this text that can help us make an inference are that something
happens every year in March in Chicago: it is unusual, only lasts for a few hours, the river
becomes green, and the color green is part of the St. Patrick’s Day celebrations. These
facts can lead us to make an inference that c, something is put in the river to change its
color. There is no evidence in the text to support the other answers.

6 AMERICAN LANGUAGE COURSE

 Part E Summarizing a text

THE SUMMARY …
 gives the main idea and the most important points.
 does not state your opinion or give extra information.
 is shorter than the original text.

EXAMPLE

The US Coast Guard

The US Coast Guard is the smallest of all of the armed forces. Since it began in 1790,
it has been important for the safety of US coasts, the ocean waters near land. Coast Guard
personnel help people who fall out of their boats or get stuck on the water during bad
weather. They also help keep water animals safe from danger. When ships or boats have
large leaks or fail to operate, the Coast Guard is also there to help. The Coast Guard is a
small part of the military, but it guards the coasts of the US in many important ways.

The US Coast Guard is the smallest armed force, but it is very important. It
began in 1790. The Coast Guard helps people and water animals that are in
danger. They also help ships and boats that have problems.

LEVEL VI RESOURCE BOOK – SECTION 1 7

 Part F Paraphrasing information

THE PARAPHRASE …
 retells the information in your own words.
 does not state your opinion or give extra information.
 is about the same length as the original text.

EXAMPLE

The US Coast Guard

The US Coast Guard is the smallest of all of the armed forces. Since it began in 1790,
it has been important for the safety of US coasts, the ocean waters near land. Coast Guard
personnel help people who fall out of their boats or get stuck on the water during bad
weather. They also help keep water animals safe from danger. When ships or boats have
large leaks or fail to operate, the Coast Guard is also there to help. The Coast Guard is a
small part of the military, but it guards the coasts of the US in many important ways.

The US Coast Guard was formed in 1790. It is the smallest of the armed
services, but it is significant to the safety of US coastal waters. The Coast
Guard is there to give help to people who are in danger or having problems
with their boats. Another job for the Coast Guard is to protect water animals
and keep them out of harm’s way. Finally, the Coast Guard can assist boats
or ships that are damaged or do not operate well. These are some of the many
ways that the Coast Guard is an important part of the US military.

8 AMERICAN LANGUAGE COURSE

 Part G Taking notes

TIPS FOR TAKING NOTES …

 Don’t try to write down everything.
 Read or listen for main points.
 Read or listen for transitional words that indicate main points.
 Use key words and phrases instead of complete sentences.
 Use abbreviations.
 Use indentation and outline forms to show the relationship of ideas.

EXAMPLE

Pelé Notes:

Edson Arantes do Nascimento, who is Pelé: greatest soccer player of all time
also known as “Pelé,” is considered by many
to be the greatest soccer player of all time. • born in Brazil, 1940
He was born in Brazil in 1940 to a very poor
family. As a child, he couldn’t afford to buy • poor family
a soccer ball, so he made one with an old
bag stuffed with socks.
Professional soccer – 15 years old
Pelé started to play professional soccer
when he was only 15 years old. One year • top scorer
later, he became the top scorer in the • chosen for World Cup, 1958
Brazilian league. In 1958, he was chosen
to play for the Brazilian national team in – youngest player ever in W.C.
the World Cup. He was the youngest player – 6 goals in 4 matches
to ever play in a world cup at that time and
scored six goals in four matches.
After winning the 1962 World Cup with Won 1962 W.C.
Brazil, many European teams wanted to • European teams wanted him
contract Pelé. However, he stayed in Brazil,
and in 1969, he scored his 1000th goal. In – stayed with Brazil
1972, he retired from professional soccer
• 1969 –1000 th goal
in Brazil, but three years later, he decided
to return to the game. This time, he went to • 1972 – retired
New York to play in a new soccer league and
• 3 yrs later returned – New York
to try to help introduce the sport he loved in
the United States.
Pelé retired again in 1977, but his talent Retired in 1977
and skill on the soccer field still inspire
• still inspires people today
people throughout the world today.

LEVEL VI RESOURCE BOOK – SECTION 1 9

 – USER NOTES –

10 AMERICAN LANGUAGE COURSE

Section

2
Speaking

PART A: Effective oral communication . . . . . . . . . . . . . . . . . . . . . . . . .12

PART B: Group discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

PART C: Group discussion roles and responsibilities . . . . . . . . . . . . . . . . . .14

PART D: Language functions for effective group interaction . . . . . . . . . . . . . .15

PART E: Tips for group discussion leaders . . . . . . . . . . . . . . . . . . . . . . . 16

PART F: Language functions for discussion leaders . . . . . . . . . . . . . . . . . . .17

PART G: Creating vocabulary cards . . . . . . . . . . . . . . . . . . . . . . . . . . .18

PART H: Military briefings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19

PART I: Giving an impromptu talk . . . . . . . . . . . . . . . . . . . . . . . . . . .22

PART J: Impromptu speaking���������������������������������������������������������������������������������������� 23

LEVEL VI RESOURCE BOOK – SECTION 2 11

 Part A Effective oral communication

(1) Oral communication skills are essential in the life of military service members.
Each individual in the chain of command must be a competent communicator. This
means being able to speak clearly and concisely in order to keep ideas moving
smoothly up and down the lines of communication.
(2) A variety of speaking skills are required depending on the situation. The military
briefing and oral presentations are speaking tasks in which you are given time
to plan and rehearse what you want to say. Other speaking situations require
impromptu speaking — speaking spontaneously with little or no preparation .
Interactive communication is needed to effectively participate in and lead group
discussions, seminars, meetings, and conferences. The military relies extensively
on group communications in one form or another to implement its missions at all
levels. Having the language skills to interact effectively is critical.
(3) A primary focus during classroom speaking practice will be on language functions.
A language function is the use of language for a specific purpose. In our daily lives,
for example, we use language to greet people (“How’s it going?”), ask permission
(“Is it OK if I leave a bit early?”), apologize (“I’m sorry I lost my temper.”), get
someone’s attention (“Excuse me.”), offer help (“Can I lend a hand?”), etc. All of
these represent various functions of the language. The list of functions is almost
endless. Some of the more common functions that promote effective professional
interaction are listed in Parts D and F of this section.

12 AMERICAN LANGUAGE COURSE

 Part B Group discussion

(1) In military training and civilian educational contexts, you will be expected to
participate in and lead group discussions. You need to be able to share your
knowledge, opinions, ideas, and experiences not only with your classmates and
instructors, but also with colleagues from other countries that you may have to work
cooperatively with in the future.
The Group Discussion Task
(2) Vocabulary: Select 5 words from the homework reading that you think are
important to understand. Consider how the words you choose relate to the main
idea(s) and supporting details of the reading. Make a vocabulary card for each of
the 5 words. See Part G of this section for a description of how to make the cards.
Before the group discussion, display the 5 cards on your desk for the instructor to
check. You will teach your words to a partner or small group. Try to use your words
during the discussion; using them will demonstrate your effort to be a self-motivated
learner and improve your language abilities.
(3) Content: As part of the homework before the group discussion, answer the
comprehension questions and all exercises associated with the homework reading.
This will help you be ready to effectively contribute to the conversation. Show
that you have understood the content of the reading by supporting your discussion
comments with ideas and details from the reading. Remember that you can use
your vocabulary cards during the discussion. The cards can help you talk about the
content of the reading.
(4) Participation: Respond respectfully to questions and comments made by others
during the discussion. Any questions or comments you make should be relevant
to the topic at hand. Offer ideas and opinions without being prompted by the
discussion leader or instructor, but do not dominate the discussion. Allow your
classmates to express their ideas and opinions. Demonstrate by your body language
that you are interested and involved in the discussion. Sit up in your chair; stay
alert, and be ready to jump into the conversation; pay attention to the person
who is speaking and to the ideas that are being discussed. If you want to express
disagreement, do so verbally in a respectful way, not by using rude body language.
(5) Functions: A major part of your participation is using functions appropriately and
correctly. Functions are the purposes for which we use language to communicate.
For example, if you want to make something clear to your classmates during the
discussion, you could say “Let me clarify that” or “Let me explain what I mean.”
Refer to parts D and F of this section for a list of language functions you can use.
Each function has particular vocabulary, phrases, and grammatical structures
associated with it. Using functions accurately reflects your ability to clearly
communicate your message and competently participate in the discussion.

LEVEL VI RESOURCE BOOK – SECTION 2 13

 Part C Group discussion roles and responsibilities

Group Discussion Roles

(1) Participant Responsibilities: Prepare for the discussion by completing all assigned
homework. This may include answering comprehension questions about the
homework reading, outlining the main idea(s) and supporting details, and making
vocabulary cards for 5 unfamiliar words that you will choose from the homework
reading. Participate actively in the discussion, but do not dominate. It is typical in
American business and military culture that lower-ranking individuals not jump into
discussions at a meeting unless they are invited to do so by a higher-ranking person.
For the purposes of the group discussion in the ALC Level VI books, all discussion
participants are considered to be of equal rank. Therefore, it is acceptable for any
participant to jump into the discussion at any time. Do not wait for the instructor or
discussion leader to call on you to respond. You are expected to inject yourself into
the discussions. Be to the point with your comments, and then give your classmates
the chance to talk. Listen attentively to contributions made by others; ask follow-up
questions that relate to the topic and comments made previously. Use a wide variety
of language functions to promote effective interaction. See Part D of this section for
a list of common functions that can be used by discussion participants.
(2) Leader Responsibilities: Prepare for the discussion by completing all assigned
homework; reviewing Tips for Group Discussion Leaders in Part E of this section;
and previewing discussion questions in order to get a clear idea of what your class
will do. Direct the group as it proceeds through the discussion. Provide guidance
in order to keep the group on track, but do not dominate. You may be leading the
discussion, but remember that you and your classmates are considered to be of
equal rank during the group discussion activity. Try not to call on your classmates
one-by-one to respond. Allow them to jump into the discussion on their own
initiative while at the same time providing a balanced opportunity for all to speak.
Ensure all members participate; do not allow one or two members to dominate. Use
a wide variety of language functions to guide and interact with the group. See Part F
of this section for a list of common functions that can be used by discussion leaders.

14 AMERICAN LANGUAGE COURSE

 Part D Language functions for effective group interaction

Share a personal experience Ask for repetition

Based on my experience … Could you please repeat that?
In my experience … Run that by me again.
This is what I experienced … I didn’t catch that.
Let me share a personal experience … Say (that) again.
This is what happened to me … Pardon me?

Give an opinion Express uncertainty or doubt

In my opinion … I have a hard time believing that.
I think / believe /feel that … Are you sure about that?
It seems to me that … I have my doubts about that.
The way I see it …
From my point of view … Seek clarification
If you ask me … Are you saying …? / Are you talking
It’s my belief … about …?
In my judgment … Could you please clarify that?
I don’t understand what you mean.
Ask for an opinion Could you elaborate on that?
What do you think (about) …? I don’t follow you.
How do you feel about …?
What’s your opinion on …? Give clarification
How do you view …? Let me clarify that.
What are your thoughts on this? Let me explain what I mean.
Let me elaborate on this.
Express agreement
I agree (with that). Correct a misunderstanding
You’re (absolutely) right. I didn’t make myself clear.
That’s how I feel, too. That’s not what I mean(t).
I support that view. You don’t get what I’m trying to say.
I can go along with that.
Definitely.
Interrupt
Do you mind if I say something?
Express disagreement — direct I’m sorry to interrupt, but …
I disagree (with what you’re saying). I’d like to express my viewpoint.
That’s not how I see it. Excuse me, …
I can’t go along with that.
Keep the floor
Express disagreement — less direct / “softer” I’d be happy to hear your side after
I don’t really see it that way. I’m done.
I respect your opinion, but I think … (If you don’t mind,) I’d like to finish
I’m not sure if I agree with you completely first.
on that. Let me finish.
I understand what you’re saying, but in Could you hold off until I’m done?
my opinion …
You have a point, but don’t you think …?
Paraphrase / restate
In other words …
To put it another way …
Let me restate/rephrase that.

LEVEL VI RESOURCE BOOK – SECTION 2 15

 Part E Tips for group discussion leaders

The tips below will help you successfully assume the role of group discussion leader.
NOTE — For those tips marked with a star (★), refer to the next page for applicable language
function phrases.

1. Avoid the tendency to dominate the discussion with your own ideas. Guide
classmates through the discussion, but don’t do their thinking for them.

★ 2. Create an environment where group members feel comfortable sharing their

opinions. Use participants’ names and acknowledge the value of their contributions.

3. Ask questions that stimulate thinking. Open-ended questions (How, What, Why,
etc.) encourage more speaking. If yes/no questions are asked, require explanation or
elaboration.

4. Use wait time. When you ask a question, allow SILENCE. People often need time
(10 seconds or more) to comprehend what was asked, think about it, formulate a
response, and then speak. Resist the temptation to jump in and answer your own
question.

★ 5. Invite all members to participate, especially those who are reluctant to speak. Ask
questions to draw them into the discussion.

★ 6. Do not allow one or two members to dominate the discussion. If someone begins to
dominate, solicit comments from other members.

7. Don’t permit side or private conversations. If two separate discussions are going on,
break in and merge them into one discussion.

★ 8. Keep the discussion on track. Guide the discussion so that objectives are met.
Exercise control; don’t let the discussion wander aimlessly. If the discussion does
go off track, get it back on track as smoothly as possible by using statements or
questions to redirect.

★ 9. Do not stay on one part of the discussion too long. Keep the conversation moving
forward so that objectives are met.

★10. Summarize. When your time as leader ends, provide a short summary of what was
discussed. Summaries can also be given to conclude one portion of a discussion
before moving to the next.

16 AMERICAN LANGUAGE COURSE

 Part F Language functions for discussion leaders

Acknowledge the value of a person’s contribution

That’s a good point, Colonel Demir.
Interesting observation, Major.
Thank you for pointing that out.
Thanks for sharing your experience, Captain.

Encourage reluctant speakers to participate

Major Sanchez, what are your thoughts on this topic?
Captain Nowak, we haven’t heard from you yet.
Colonel Jaffari, would you like to add anything?

Check for group agreement / disagreement

Do we all go along with Major Kim’s ideas?
Have we all come to a consensus?
Major Aziz, do you share Captain Parker’s opinion?
Does anyone have a different viewpoint?

Stop an individual from dominating

I wonder what other people have to say about this.
I understand what you’re saying. Let’s get someone else’s input.

Get a discussion back on track

That’s an interesting topic, but let’s not get side-tracked.
Let’s go back to what we were talking about.
We need to stick to the subject (at hand).
I think we’re getting off topic.

Keep the discussion moving forward

Let’s come back to this topic later if we have time.
Hold that thought. We’ll discuss that a little later.
In the interest of time, we need to move on to the next task.
Our time is limited, so let’s press on.
I understand your point, but let’s move on.
I think we’re ready for Question #5 now.

Conclude a discussion
It’s almost time to go.
We only have a few minutes left.
Let’s wrap this up so we can take our break.
I see we’re just about out of time.
Our time is up, but we’ll try to explore this more later.

Summarize
Let me summarize what we’ve discussed.
Let’s review / go over …
To sum things up, …

LEVEL VI RESOURCE BOOK – SECTION 2 17

 Part G Creating vocabulary cards

deri
ve
deriv /d ̆ -r
̄
e (som v/ verb —
deriv
ethin t
g) fro o get or
ma re
ation
(nou sour ceive
 T n); d ce
he co eriva
tive
jet fu mpany i (nou
n, ad
el de s tryi j.)
rived n g to
from deve
plant lop a
s.

Procedure:
1. Examine the vocabulary card shown at the top of the page. Follow this example
when making your cards.
2. On one side of the card, write a word that you would like to learn.
3. On the other side of the card, write the word’s part of speech ( noun, verb, adjective,
etc.), a simple definition, and an example sentence from a dictionary.
4. Make sure the definition you write matches the meaning of the word as it is used in
the reading.
5. Include the related forms of the word and a synonym or antonym as your instructor
directs.

18 AMERICAN LANGUAGE COURSE

 Part H Military briefings

(1) Briefings are the most efficient and common method for presenting information to
commanders, staff members, and military troops. Briefings are given when listeners
need information quickly, when they can get together conveniently, and when they
need to decide how to act on information. Briefings are often preferred to written
communication because they are direct, immediate, and interpersonal.
Parts of a Briefing
(2) Although briefings vary in purpose, they share the characteristic of being concise
and to the point. The briefing consists of a beginning, a middle, and an end. For
purposes of explanation, we will call these parts introduction, body, and conclusion.
(3) Introduction. The introduction to the briefing is short and straightforward. The
briefing is expected to be direct and to the point. The briefer may give only a short
greeting, his or her name, and the purpose of the briefing.
(4) Body. The heart of a briefing is the body. In a briefing, the body gives instructions,
procedures, or other factual information in a clear, well-organized, objective, and
straightforward manner. The length of the body of a briefing depends on content.
(5) Conclusion. Briefings usually have very short conclusions. A restatement of the
main idea and the most essential information is sufficient.
(6) Recognizing these parts of a briefing will help you convey information or ideas
appropriately and effectively.

LEVEL VI RESOURCE BOOK – SECTION 2 19

GENERAL FORMAT OF A BRIEFING

1. Introduction – Tell them what you’re going to tell them.

a. Greeting. Address the person(s) you are briefing. Identify yourself and
your organization. “Good morning, class. I’m Major Raulon.”
b. Purpose. Explain the reason or topic of the briefing. “The purpose of this
briefing is to provide information on …” or “In today’s briefing, I will
address ….”
c. Outline or Procedure. Briefly summarize the general outline of your
briefing. “During my briefing, I will specifically address the following
five areas” or “This briefing will outline the four phases of our plan.”

2. Body – Tell them.

a. Main Points and Details. Arrange your main points in a logical sequence.
Provide enough details about your main points to clearly communicate
your message. Explain any terms your audience may not know, giving
clear but concise explanations.
b. Transitions. Plan effective transitions from one point to the next so that
your audience can easily follow the structure of your briefing. “The first
point I’d like to discuss is …” or “As an example of that ….”
c. Visual Aids. If available, use visual aids to emphasize key ideas.

3. Conclusion – Tell them what you told them.

a. Concluding Statement. Briefly restate your main ideas and make a
concluding statement. Do not end your briefing by saying “That’s all.”
Use a more interesting, professional closing. If you get stuck or have
difficulty ending your briefing, you may simply say: “This concludes my
briefing on ….”
b. Question and Answer Period. Ask for questions. If you do not understand
the question, ask for clarification. Ensure that your answers are short,
simple, and directly address the question. If you don’t know the answer,
admit it, and offer to find the answer.
Sources:
Field Manual 5-0, Army Planning and Orders Production, January 2005.
Student Text 22-2, Writing and Speaking Skills for Army Leaders. US Army Command and
General Staff College, January 2009.

20 AMERICAN LANGUAGE COURSE

 TIPS FOR DELIVERING A BRIEFING

1. Rehearse the presentation of your briefing, but don’t read it. Speak
spontaneously from notes.

2. Maintain good eye contact with members of the audience. Effective eye
contact can be described as direct and balanced. Look directly at your
listeners, and look at all members of the audience.

3. Use body language that is appropriate for a professional briefing. Effective

body language should be purposeful. Use gestures to direct attention and to
clarify or emphasize ideas. Avoid movements that are distracting.

4. Use a speaking volume that is loud enough for everyone in the room to
understand. Speak at a rate that is neither too fast nor too slow.

5. Focus on pronunciation. Many pronunciation problems can be avoided by

simply slowing down.

6. Avoid using fillers such as “Um … er …” or “OK?” during pauses in your

speech.

7. Speak with enthusiasm. The more enthusiastic you are about the subject, the
more involved the audience will be with what you are saying.

8. Make your briefing clear, well-organized, and concise. Not only will your
audience be more interested, but you will be able to share more information.

LEVEL VI RESOURCE BOOK – SECTION 2 21

 Part I Giving an impromptu talk

(1) If you have watched a politician or public

affairs officer answer questions from a news
reporter, you have witnessed impromptu
speaking. The word impromptu has French
and Latin roots meaning “in readiness.” Some
students translate impromptu as “caught off
guard” or “thinking on your feet” because this
style of speaking involves no notes and little or
no preparation.
(2) Impromptu speaking is an essential skill for
military members since you may, at any time,
be called upon to answer questions during
meetings, update commanders on important
issues, or address and instruct subordinates.
In these situations, preparation time may be
minimal.
(3) Impromptu speaking can be difficult — even
in your native language. As literary critic John
Mason Brown once observed: “The mind is
a wonderful thing. It starts to work the minute you are born and never stops until
you get up to speak in public.” When using a second language, impromptu speaking
poses a double challenge. You can’t rely on detailed notes; you must simultaneously
speak and think; and you have no access to reference materials such as dictionaries
or grammar books. This challenge, however, will develop critical language abilities
needed for success in your military career. Specific tips for giving an impromptu
speech are provided on the following pages.

22 AMERICAN LANGUAGE COURSE

 Part J Impromptu speaking

Be prepared with the PREP formula

(1) Sometimes you may be required to speak without much time to prepare. There are
many ways to arrange your thoughts, but one popular method is called PREP. By
following the PREP formula, you will sound organized and competent.
(2) PREP requires you to give the following:
(P) Point of view: Provide an overview — a clear direct statement or
generalization of your opinion.
(R) Reasons: Give the general reasons that you hold this point of view.
(E) Evidence or examples: Present specific facts or dates that support your
point of view.
(P) Point of view restated: To make sure you are understood clearly, end with a
restatement of your opinion.

LEVEL VI RESOURCE BOOK – SECTION 2 23

 Tips for
I mpromp
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whate
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3. If po
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4. Use aying. e more c sonal
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yourse the mi
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ct whil and your tho f your
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avoid e spea ughts.
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know t at all c e’ entitle
he val osts, y re condition d
5. Whe ue of e et skill e d to
f fective e d
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though doubt, summ pause speakers
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track. tateme r
nt mig
ht put

“Speakers who talk about

what life has taught them never
fail to keep the attention of the
audience.”
— Dale Carnegie

24 AMERICAN LANGUAGE COURSE

Section

3
Writing

PART A: The importance of clear written communication . . . . . . . . . . . . . . . 26

PART B: The writing process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

PART C: Examples of prewriting techniques . . . . . . . . . . . . . . . . . . . . . . 28

PART D: Outlining . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29

PART E: The paragraph . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

PART F: Transitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32

PART G: Punctuation and capitalization . . . . . . . . . . . . . . . . . . . . . . . . .33

LEVEL VI RESOURCE BOOK – SECTION 3 25

 Part A The importance of clear written communication

Easy reading is exceptionally hard writing.

— Anonymous

(1) “The ability to communicate effectively is more essential to the military than the
whole technique of weapons handling.” -so declared a US manual on Military
Leadership from 1945.
(2) Today, we might assume that technology has vastly improved military
communication. However, even our many high-speed electronic devices must be
controlled by humans who know how to communicate in a clear, concise, well-
organized manner.
(3) Effective written communication is particularly critical in today’s complex,
multinational environments. Military members often write documents for senior
leaders to sign and which therefore have broad distribution and significant impact.
Military personnel also provide written summaries, proposed courses of action, and
key recommendations which enable leaders to make decisions. In these situations,
poor writing wastes time and hinders decision-making. And, as American writer
Willian Zinsser has noted, “Bad writing makes bright people look dumb.”
(4) In this course, you will practice writing to enhance your ability to effectively
communicate with international peers, as well as your colleagues and subordinates.

A NOTE ON PLAGIARISM
(5) What is Plagiarism? Plagiarism occurs when you use the words or ideas of another
person and do not give that person credit. Protecting an individual’s intellectual
property rights is very important in the United States and many other countries.
Likewise, violating a person’s rights is a serious offense. By using ideas that come
from your own mind during the brainstorming process, you are guaranteed to avoid
plagiarism.

26 AMERICAN LANGUAGE COURSE

 Part B The writing process

(1) Good writing takes time, and a good writer typically goes through several steps
in order to create a good product. In this course you will use a 4-step process:
prewriting, drafting, revising, editing/proofing.
(2) Prewriting is simply thinking about your topic on paper or the computer. It is
important to start by clearly understanding the assignment and considering your
audience and purpose. Prewriting helps you discover what you already know about
the topic and what additional information you may need to research. Prewriting can
also be called brainstorming. Prewriting can take the form of clustering, listing,
drawing, mapping, outlining, or doing anything else that helps explore your topic.
Expect prewriting to generate new ideas and to look messy. Use prewriting to
narrow your topic, sort ideas, and determine your main idea.
(3) Drafting is an attempt to organize your ideas into logical sentences. Effective
writing is usually the result of several drafts. The first draft may be very rough. It is
okay to draft even when you are not completely sure of your main idea. A paragraph
draft should include a strong main idea (topic) sentence and sufficient support for
that sentence. A well-written paragraph typically consists of four to six sentences.
(4) Revising means “viewing again.” Therefore, it is highly recommended to put your
writing away for a period of time and do something else. Later, reread the draft and
look for ways to improve the effectiveness of your message. It may be necessary
to add or rearrange information, or delete some sentences altogether. During the
revision stage, it is very helpful to get feedback on your work. In this course, you
will receive feedback from your instructor and classmates at each step of the writing
process. Note their suggestions, then go back and fix those areas. Always ask
yourself these questions when revising:
• Is the topic sentence clear?
• Are the introduction and conclusion well developed?
• Are the supporting detail sentences sufficient and effective?
• Is each sentence clear and easy to understand?
• Does the concluding sentence paraphrase the topic sentence?
(5) Editing/Proofing is the final step of the writing process. This step requires checking
your work for correct capitalization, punctuation, spelling, and grammar. To edit
and proof your work, you may also want to use the built-in tools on a computer
(grammar/spell check) to help identify problem areas. Online dictionaries are also
helpful at this step.

LEVEL VI RESOURCE BOOK – SECTION 3 27

 Part C Examples of prewriting techniques

Detail Detail

Supporting
Detail
Idea Bubble Map
Detail
Used to brainstorm a topic,
subject, concept, plan, or idea.
Detail Supporting This format is very flexible and
Detail
Idea can take any shape.
Supporting
Detail Idea
MAIN
IDEA
Detail

Detail
Supporting Detail
Idea

Detail Detail Outline Diagram

Often used after brainstorming to
outline a writing assignment such
as a paragraph or speech in an
Topic:
organized way.

Example / Detail
Main Supporting Idea #1
Idea: Example / Detail

Example / Detail
Supporting Idea #2
Example / Detail

Example / Detail
Supporting Idea #3
Example / Detail

28 AMERICAN LANGUAGE COURSE

 Part D Outlining

An outline is a written plan you create before you write or give a briefing. It enables you
to develop the relationship between the main points and supporting details. It allows you
to arrange the information in logical order and helps you to remember everything you
want to write or say. Ultimately, an outline not only helps organize your ideas, but it also
helps the reader or audience better follow and understand what you want to convey. A
typical outline will look similar to the one below:

FORMAT:
I. Topic Sentence
II. Body
A. Supporting Detail Sentence #1
1. example
2. fact
3. personal experience
B. Supporting Detail Sentence #2
1. example
2. fact
3. personal experience
C. Supporting Detail Sentence #3
1. example
2. fact
3. personal experience
III. Concluding Sentence
A. Paraphrase of Topic Sentence
B. Memorable Thought (optional)

EXAMPLE:
Topic: Personal Transportation
I. There are three main types of vehicles used for personal transportation.
II. Body
A. Cars
1. family
2. sports
B. Sport Utility Vehicles
1. luxury
2. all terrain
C. Pick-up Trucks
1. Compact
2. Full-sized
III. People primarily use one of the these vehicles to get around town.

LEVEL VI RESOURCE BOOK – SECTION 3 29

 Part E The paragraph

(1) A paragraph is a group of sentences about one central idea. Paragraphs provide the
building blocks for longer pieces of writing such as reports, essays, and research
papers. However, they are also often used alone to communicate short answers,
ideas, or explanations. Knowing how to write clear, well-organized paragraphs
will improve your communication skills and, therefore, greatly enhance your
performance as a civilian or military servicemember.
(2) The central idea of a paragraph is stated in a topic sentence and is supported in the
body by several detail sentences. Sometimes the topic sentence is paraphrased in a
concluding sentence. Study the chart below.

Parts of the Paragraph What They Do

Topic Sentence states the topic and main idea; is often the first
sentence

Body contains the information and ideas needed to

support the main idea; supporting details are
arranged in an order that is easy for the reader to
follow

Concluding Sentence paraphrases the topic sentence, summarizes the

supporting ideas, gives a recommendation, etc.

Topic Sentences
(3) The most important, and often the first sentence in any paragraph is the topic
sentence. It states the topic of the paragraph, gives the general idea about the topic
that will be supported by the body sentences, and often suggests the development
pattern of the paragraph. In short, the topic sentence is the controlling idea of the
paragraph. Look at the example topic sentences listed below:
• Effective military forces must be familiar with the enemy’s culture and capabilities.
• Use of modern technology has dramatically improved battlefield communication.
• Knowledge of the enemy’s terrain is essential when planning military missions.

30 AMERICAN LANGUAGE COURSE

Supporting Details
(4) Supporting details expand on the main idea by giving additional specific
information. These details may be expressed in many ways, including definitions,
facts, examples, statistics, etc. In whatever form the details are given, they should
expand, emphasize, and support the main idea stated in the topic sentence. It is also
important that the supporting details be unified and clear. To ensure a paragraph is
unified, eliminate sentences that may be interesting, but do not actually support the
topic sentence. To ensure clarity, arrange the sentences logically and use transitions
to indicate or show relationships.

Concluding Sentences
(5) The last sentence of a paragraph may restate the main idea, summarize the
supporting details, give a recommendation, etc. Consider these examples of
concluding sentences that could be paired with the topic sentences begun on the
previous page.
• Familiarity with the adversary’s resources and cultural framework provides an advantage to
military servicemembers.
• State-of-the-art technological devices positively influence actions on the battlefield.
• Having accurate environmental information of the battlefield increases the likelihood of
mission success.
(6) Learning to write well-organized paragraphs will improve your communication
skills. Easily-recognized main ideas and logically-organized details help readers
understand clearly what you’re trying to say. Good writing not only saves time but
also delivers information efficiently.

Types of Paragraphs
(1) Narrative. This type of paragraph often tells what a person did over a period of
time. It may also tell of a particular event or series of events that happened to a
person, such as a trip to the doctor’s office or a vacation he or she took.
(2) Classification. This kind of paragraph is used to break down large groups of
information into smaller groups according to a logical basis of division. It is useful
when you need to arrange people, items, or ideas into categories for the purpose of
explanation.
(3) Process. This paragraph type is used when a procedure or series of steps needs to be
followed in a specific manner to achieve the desired result. Each part or phase of the
process must be presented in chronological or sequential order.
(4) Descriptive. This type of paragraph is used when a writer wants to explain what
someone or something looks, smells, tastes, feels, sounds, or acts like. The intent is
to paint a picture in the reader’s mind about a person, location, object, or idea.

LEVEL VI RESOURCE BOOK – SECTION 3 31

 Part F Transitions

(1) Transitions are words or phrases that organize spoken or written language by
showing the connection between different parts of the text. They help the audience
or reader follow the order of ideas from one section or point to another.
(2) Transitions can be used to signal relationships between these parts:
• main points
• supporting details
• sections
(3) When transitions are used effectively, they give the text a clear and logical structure
that is easy to understand. Below are some common transitional words and phrases.

TIME
first, second, third then afterwards during
in the first place prior to later eventually
to begin with before/before that meanwhile last
next after/after that at the same time finally

SPACE
at/on the left on the side in front of nearby
at/on the right at/on the top beside below
in the center at/on the bottom behind beneath

CLASSIFICATION
the first kind is classified as is a type of belongs to
the second type is categorized as is a kind of falls under
the third category can be divided into is related to fits into

EXAMPLE ADDITION
for example to illustrate in addition besides
for instance such as also furthermore

SUMMARY CONCLUSION
to summarize in short in conclusion in closing
to sum up in brief to conclude to close

32 AMERICAN LANGUAGE COURSE

 Part G Punctuation and capitalization

Punctuation
A. PERIOD (.)
1. Use a period at the end of a statement or command.
The pen and paper are on the table.
Go to the chalkboard and write your name.
2. Use a period after an abbreviation or an initial.
NOTE: Abbreviated military ranks do not require a period.
Feb. (February) Mr. Brown a.m.
Dr. Smith (Doctor Smith) Ms. Little p.m.
J. Jones (John Jones) Mrs. White
B. QUESTION MARK (?)
Use a question mark after a question or after a statement that indicates surprise.
How many children are in your family?
He’s here today? I didn’t know that.
C. EXCLAMATION MARK (!)
Use an exclamation mark after words, sentences, or expressions that show
excitement, surprise, or emotion. Any exclamation, even if not a sentence, will end
with an exclamation mark.
What a game! Look out!
Wow! Help!
Fire! Oh, no!
D. QUOTATION MARKS (“ ”)
1. Use quotation marks to show the words of a speaker. They’re always placed above
the line and are used in pairs.
John said, “The commissary closes at 2100 hours today.”
“Where are the children?” she asked.
2. If the words of the speaker are divided into two parts, use quotation marks around
both parts.
“Do you,” she asked, “go to the library after class?”
3. Use quotation marks around the titles of chapters, articles, parts of books and
magazines, short poems, short stories, and songs.
Last night, I read the chapter “Grammar Is Easy” in our book. Then, I read the
article “Learning English” in the newspaper.

LEVEL VI RESOURCE BOOK – SECTION 3 33

E. APOSTROPHE (’)
1. Use an apostrophe in contractions.
I’m she’s they’re
isn’t aren’t can’t
what’s where’s Bob’s
o’clock (of the clock)
2. Use an apostrophe to indicate possession.
a. If the noun is singular, add–’s.
Bill’s book
the girl’s coat
b. When the noun is plural, add–’s, if the plural does not end in s.
the children’s clothes
the men’s shirts
c. If the plural noun ends in s, add only an apostrophe.
the boys’ shoes
the libraries’ books
F. COMMA (,)
1. Use commas to separate items in a series.
We ate sandwiches, potato chips, and fruit for lunch.
She looked behind the chairs, under the bed, and in the kitchen for her notebook.
2. Use a comma before the conjunctions “and”, “but”, “or”, “nor”, “for”, “yet” when
they join independent clauses.
We lived in Egypt for three years, and then we returned to the United States.
Frank can speak Chinese well, but he can’t read it.
3. Use a comma after an introductory clause or phrase to separate it from the rest of
the sentence.
After we study this book, we want to take a break.
Because John was sick, he didn’t take the test.
Looking up at the sky, the small boy suddenly ran home.
4. Use a comma after words such as “yes”, “no”, “well” when they begin a sentence.
Do you want to go to the library? I didn’t pass the test.
Yes, I do. Well, study more.
5. Use commas to separate the words of a speaker from the rest of the sentence.
“Listen to me,” she said.
Jack asked, “Where’s my lunch?”
“I don’t know,” said John, “the answer to the question.”

34 AMERICAN LANGUAGE COURSE

 6. Use a comma in dates and addresses.
June 9, 1970
143 Main Street, Los Angeles, California
7. Use a comma in figures to separate thousands.
5,000 (or 5000)
10,000
6,550,000

CAPITALIZATION
1. Capitalize the first word of a sentence.
The boy stood up and walked outside.
Your book is behind the chair.
2. Capitalize the names of people, cities, states, countries, and languages.
Mark Bill Mary Linda
San Antonio Chicago Houston London
Texas California Florida New York
Spain United States Canada Venezuela
Arabic Chinese Russian English
3. Capitalize the names of schools, streets, buildings, bridges, companies, and
organizations.
Defense Language Institute University of Chicago
Main Street Empire State Building
Golden Gate Bridge Ford Motor Company
General Motors National Football League
4. Capitalize the days of the week, months of the year, and holidays.
Sunday Monday Tuesday
June July August
Christmas Easter Thanksgiving
5. Capitalize titles and military ranks before names.
Gen Roberts Capt Smith Sgt Jones
Professor Land President Lincoln
6. Capitalize the pronoun “I.”
Neither David nor I can go with you.
I’m happy to see you again.
7. Capitalize the first word of every direct quotation.
She asked, “Can I sit here?”
“We saw her,” said John, “at the university.”

LEVEL VI RESOURCE BOOK – SECTION 3 35

 – USER NOTES –

36 AMERICAN LANGUAGE COURSE

Section

4
Reading

PART A: Recognizing effective reading strategies . . . . . . . . . . . . . . . . . . . .38

PART B: Skimming and scanning . . . . . . . . . . . . . . . . . . . . . . . . . . . .39

PART C: Mark your text effectively . . . . . . . . . . . . . . . . . . . . . . . . . . .40

PART D: Think SMART . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41

PART E: Recognizing signal words . . . . . . . . . . . . . . . . . . . . . . . . . . .42

PART F: Reading and thinking critically . . . . . . . . . . . . . . . . . . . . . . . . 43

LEVEL VI RESOURCE BOOK – SECTION 4 37

 Part A Recognizing effective reading strategies

Being an effective reader is a skill that can be developed and constantly improved
when you apply certain strategies. This section will focus on some of the most essential
strategies and skills. The three steps — preview, read, review — are the foundation for
increasing efficient reading comprehension of all text materials.
STEP 1: Preview
• When previewing a textbook, first look at the covers and the pages that precede
and follow the units. Skim each unit to find out what is in it — notice headings and
large / bold face print. Quickly review all visuals such as photos and graphics.
• For each unit reading, ask yourself what the title could mean. Look for information
about the author. Use any background knowledge you may have about the topic. Try
to predict the main ideas in the article.
• Read the first paragraph of the article, focusing on the first and last sentences, which
may hold the author’s purpose or main idea.
• Read the last paragraph of the article, which will often summarize the author’s main
ideas or thesis statement.
STEP 2: Read
• Read actively and with a purpose — use a pencil or highlighter.
• Underline or highlight major points, main ideas, unclear vocabulary, or areas that
will need rereading.
• Make notes in the margins that will help jog your memory during review or remind
you to look into a point of interest in greater depth.
• Actively question yourself about your understanding of the main ideas and
important details.
STEP 3: Review
• Scan the article for your highlighted sentences, words, and margin notes. Reread as
needed.
• Write a few sentences summarizing the author’s major points and main
ideas — using your own words.
• Write a few sentences that express your reaction to the article.

38 AMERICAN LANGUAGE COURSE

 Part B Skimming and scanning

Skim to Get an Overall Idea; Scan to Find Specific Information

Skimming and scanning are both strategies that involve rapid reading, but they each have
different purposes.
*****
SKIMMING requires you to read quickly for the purpose of getting the main ideas of a
text. When you skim a passage, read the:
1. title of the text
2. entire first paragraph (or introduction)
3. first sentence of the other paragraphs
4. entire last paragraph (or conclusion)

Use skimming to:

• pre-read a text before beginning a more detailed reading. Skimming provides a
general outline of what to expect and can improve your comprehension when you read
more carefully later on.
• review a text after you have finished reading. Skimming can be used to quickly
reread material for a test or prepare for a class discussion.
• locate suitable material for research projects or pleasure reading. By skimming
several pages or sections, you can usually tell if the material will be suitable for your
purposes. This applies to both books and websites.
• understand the main idea of a text which you don’t wish to read thoroughly.
People often skim newspaper or magazine articles to keep up-to-date on events,
although they may not want to know all the details.
*****
SCANNING also requires you to read quickly, but its purpose is different. When you
scan, you are looking for a specific piece of information (names, numbers, dates, facts,
etc.). Scanning requires you to move your eyes very quickly over the text as you search
for key words or phrases.

Use scanning to:

• locate specific information in a list or chart
• confirm facts or procedures
• find answers to specific questions

LEVEL VI RESOURCE BOOK – SECTION 4 39

 Part C Mark your text effectively

Be An Active Reader. Keep a pencil or highlighter handy as you read. Be prepared to

mark your text thoughtfully. Effective marking helps you remember and review material
more quickly.
Have A System. Decide in advance how you will mark the text. Use underlining, colored
highlighters, margin notes, or a combination of these methods. Sample systems are shown
below.
Read First; Then Mark. If you mark or highlight the text the first time you read it, you
may not have a clear sense of the main idea or most important concepts. Read a portion
of text first and then go back and mark key ideas, details, and examples.
Don’t Mark Or Highlight Too Much. Excessive marking or highlighting defeats the
purpose. Highlight only the most important ideas or phrases. If you are marking too
much, it means that you aren’t able to distinguish main points from less important ones.
Symbol Highlighter Meaning
double underline yellow main idea, key point

single underline blue supporting idea or detail

circle pink unfamiliar vocabulary

signal word / transition

(first, second, next, therefore, as a result,
box
consequently, likewise, in contrast, furthermore, in
conclusion, for example, etc.)

check mark ✓ I understand

question mark ? I don’t understand

arrow ➞ cause and effect; related ideas

brackets [ ] ; star ★ important section

circled numbers ➀➁➂➃ sequence of procedures, steps, events

Def definition

Sum summary

RR reread later

40 AMERICAN LANGUAGE COURSE

 Part D Think SMART

Self-Monitoring Approach to Reading and Thinking

SMART is a quick and easy reading technique that gets you thinking about what you
understand and what you do not understand. Effective reading begins with this inner self-
dialogue. The ability to “think about what you’re thinking” will cause you to monitor how
well you are understanding the text.

SMART involves the following five steps:

Survey
Survey the reading assignment and 1
identify several logical points (subsections,
Examine Your Confusion
4
Examine the part(s) where you
paragraphs, etc.) where you will stop to
placed a question mark. Read those
check your understanding. This should rarely
paragraphs again. Try to identify what is
be more than two pages.
causing the problem. Is it:
✓✓ unfamiliar vocabulary?
✓✓ an unfamiliar or complex topic?
✓✓ difficult grammar?

2
✓✓ a confusing relationship?
Read and Mark Think of something you can do to help you
Read the section. Using a pencil, put a understand. Look at any available charts,
check mark (✔) in the margin next to each pictures, or graphics. Can you ignore the
paragraph you understand; put a question problem and keep reading? If you figure out
mark (?) where you do not understand, the problem, change the question mark to a
where there is a point of confusion, or where check mark.
you want more information.

Formulate Questions
5
3
If you still don’t understand what the
Clarify Your Understanding text is saying, turn your question
mark into a full question. Make sure that
Explain to yourself (in your own words) it is grammatically correct. Write it in the
what you do understand about the text. You margin, on a card, or in your notes so that
may look back at the text as you do this. you are prepared to ask your instructor (or
classmate) about it later.

LEVEL VI RESOURCE BOOK – SECTION 4 41

 Part E Recognizing signal words

(1) Understanding a text goes beyond merely identifying its main idea. You must also
be able to recognize the way in which the supporting details give order to ideas.
Often these ideas have their own set of pattern clues — parallel structures and
repetition.
(2) Knowing how a piece of writing is organized is crucial because it helps you to
understand what the writer is trying to communicate. Writers will often, but not
always, use signal words to link their ideas logically to help you follow their “train
of thought” or direction. This will help you comprehend what you read.
(3) As you read, mark the signal words so that you can understand and easily review
key concepts and relationships.

Definition Additional Info / Cause and Effect Steps in a Process

is defined as Example because /Time Sequence
is called also due to first
means besides since second
refers to further as a result third
is described as furthermore consequently initially
Comparison and in addition as a consequence next
Contrast moreover for this reason now
likewise for example therefore then
in common for instance thus before
similarly Classification so before that
similar to aspects resulting from after
by comparison assortment is caused by after that
compared with category leads to afterwards
as opposed to characteristics Emphasis later
in contrast to classification central eventually
conversely classify critical meanwhile
different from comprised of crucial last
on the other hand elements important finally
on the contrary group key concurrently
instead of includes main at the same time
however kinds of major previously
whereas made up of primary earlier

42 AMERICAN LANGUAGE COURSE

 Part F Reading and thinking critically

Critical Reading
(1) Critical reading refers to active, reflective, and analytical reading. Reading critically
requires you to make judgments about a text and how it is presented. As you read
critically, you look for ideas and thoughts on a subject.
Critical Thinking
(2) Critical thinking involves evaluating the information and ideas so that you can
decide what to accept as truth. Critical thinking will help you evaluate the article so
you can draw conclusions and apply them to your tasks.
(3) As you read and think critically, ask yourself questions about the material you are
reading.
• What is the purpose of the text? How is the purpose of the text developed?
• What is the thesis statement or main idea in this material?
• How does the author support the main idea?
• Do the supporting details seem well researched and accurate?
• Are there gaps or inconsistencies in the text?
• Do I agree with the author? Why or why not?
• Is the author biased or prejudiced?
• What are the author’s sources? Are they reliable?
• What are the strengths of the article?
• Is the material difficult or easy to read? Why?

LEVEL VI RESOURCE BOOK – SECTION 4 43

 – USER NOTES –

44 AMERICAN LANGUAGE COURSE

Section

5
Listening

PART A: What is a listening strategy? . . . . . . . . . . . . . . . . . . . . . . . . . .46

PART B: Know your listening goal . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

PART C: Make predictions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48

PART D: Use the context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49

PART E: Comment on what you heard . . . . . . . . . . . . . . . . . . . . . . . . . 50

PART F: Make a graphic organizer . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

LEVEL VI RESOURCE BOOK – SECTION 5 45

 Part A What is a listening strategy?

(1) A listening strategy is a method to enhance your listening comprehension. The

strategies presented in this section require you to do something before, during, and
after listening.
(2) When using a listening strategy, much of what you do takes place mentally. For
example, listening for specific information and thinking about your comprehension
are things you do in your mind. However, this is not enough for many strategies. It
is often necessary to engage in a physical activity when practicing a strategy, such
as writing down specific information or completing a graphic organizer. Therefore,
most strategies have mental and physical components. They start with doing
something in your mind and progress to doing something in a physical way. As you
go through the strategies presented in this section, remember this: It’s not enough
just to know a strategy; you have to actively use it as well.

46 AMERICAN LANGUAGE COURSE

 Part B Know your listening goal

Your Listening Goal Depends on the Situation at Hand

(1) Students often feel that they need to understand every single word they hear in
every situation. Although this is a nice long-term goal, it is often not realistic. While
listening closely to everything is sometimes important, there are other times when
you only need to get the main idea or specific information. It depends on what you
are trying to do in a given situation. For example, let’s say that you want to know
what the weather is going to be this weekend. It is not necessary to understand the
entire national weather report on TV when all you need is the local forecast for your
area.
(2) You will get a clearer picture of what your goal is if you ask yourself the following
questions as you listen:
• What am I trying to do in this listening situation?
• Will I need to understand everything I hear?
• Is it okay to just get the main idea?
• Is there specific information that I need to listen for?
(3) Listen to get the big picture: While listening, you may have a habit of trying to
understand every single word a speaker says. In many situations, this isn’t necessary.
Sometimes just getting the main idea meets your listening needs. In these types of
situations, don’t focus on getting every detail. Instead, listen only for the main idea.
You can practice with audio or video files before looking at the title.
(4) Listen to get the details: In some listening situations, you will need to focus on
catching certain details. An everyday example of this would be when you stop to ask
someone for directions. While you listen, you need to catch certain details such as
the name of a street, which way to turn, and how many blocks to go.
(5) Here is an example of this in a military context. If you are a commanding officer
listening to an intelligence report on the enemy, you will need to catch details about
the enemy’s size, activity, location, unit type, time of events, and equipment.

LEVEL VI RESOURCE BOOK – SECTION 5 47

 Part C Make predictions

Predict Before Listening

(1) You can use this strategy when you know a title, a topic, or other information which
gives you an idea about what you will hear. For example, if you have to attend a
briefing called The New Rules For Cell Phones, spend a few minutes thinking about
the topic and guess what you may hear. Ask yourself, What might the speaker say?
This gives you a chance to explore what you already know about a topic. It will also
increase your ability to understand because you already have some idea about what
you will hear.

Predict While Listening

(2) Have you ever guessed what the end of a story will be after listening just to the
beginning? By thinking about what a speaker has said about the topic, you may be
able to anticipate what the speaker will say next. To practice this, play an audio or
video file and pause it at the halfway point. Based upon what was said and what
you know about the topic, try to guess what will come next. Then continue playing
the file to see how accurate your prediction was. This strategy works well when
listening to a speaker tell a story.

48 AMERICAN LANGUAGE COURSE

 Part D Use the context

Let what you know guide you

(1) Focusing on what you know about what someone is saying helps you figure out
what you don’t know. Use your knowledge of the context as well as your knowledge
of vocabulary and grammar when the language you hear becomes difficult. Here are
some tips on how to use these three areas of knowledge.
(2) Context: What did the speaker say before and/or after you heard the difficult part?
If you understand what was said before and/or after a confusing section of speech,
you can often make a good guess as to what the speaker was talking about.
(3) Vocabulary: When you hear a new word, ask yourself if it sounds familiar.
Sometimes when words sound similar, they share a root. If they do, their meanings
are often related. Other times, a new word doesn’t share a root, but it rhymes with a
word you know. This information is useful when you ask someone for help. If you
explain the context and what the word sounds like to someone, that person will be
able to help more easily.
(4) Grammar: Determining the part of speech of a new word can sometimes help you
get a sense of what it means. Just knowing if a word refers to a thing or an action
can be enough to make sense of what is being said. Listening for prefixes at the
beginning of words and suffixes at the end of words can help you unlock what the
new word means. Paying attention to the location of the word in the sentence can
also provide a clue to the word’s meaning.

LEVEL VI RESOURCE BOOK – SECTION 5 49

 Part E Comment on what you heard

Make a Personal Connection to What You Heard

(1) One way to improve your listening comprehension is to comment on what you’ve
heard. Try to make a connection between what you’ve heard and what you already
know or have experienced. Then make a question or a comment about it.
(2) When working with classmates, discuss your reactions. This is the time to share
any background knowledge you have about the topic. Perhaps you were reminded
of something you’ve experienced. If you don’t have much background knowledge
about the topic, you may be able to learn a lot from your classmates.

50 AMERICAN LANGUAGE COURSE

 Part F Make a graphic organizer

Organize the Information Visually

(1) Some listeners like to organize the information they hear in a visual way. Graphic
organizers are good tools for doing just that. They are especially useful when you
are listening to information which includes the following features:
• Cause and Effect Relationships
• Advantages and Disadvantages
• Comparison and Contrast
• Sequence of Events
• Who, What, When, Where, Why, and How
(2) Refer to Section 7 for examples of graphic organizers. To help with your listening,
try to use them with podcasts, briefings, lectures, and news reports. They are also
beneficial in small group discussions when you have to present your group’s ideas
to the class.

LEVEL VI RESOURCE BOOK – SECTION 5 51

 – USER NOTES –

52 AMERICAN LANGUAGE COURSE

Section

6
Vocabulary

PART A: Dealing with unfamiliar vocabulary . . . . . . . . . . . . . . . . . . . . . .54

PART B: Expand your vocabulary with the Academic Word List . . . . . . . . . . . .56

PART C: Decoding with prefixes, suffixes, and roots . . . . . . . . . . . . . . . . . .62

LEVEL VI RESOURCE BOOK – SECTION 6 53

 Part A Dealing with unfamiliar vocabulary

Why use vocabulary strategies instead of a dictionary?

Learning how to effectively deal with unfamiliar vocabulary is an important skill for
second language readers to develop. If you stop to look up every new word you see, it
will break your flow of concentration and make it difficult to understand and remember
what you are reading about.
Use the following vocabulary strategies when you come across a new word. These
strategies will help you become a faster and more efficient reader.

❶ Decode
Many English words are formed from ancient Greek and Latin. These word parts consist
of letters or groups of letters and become the prefixes, roots, and suffixes of English. A
root, sometimes called a stem, creates the basic foundation of the word. Prefixes and
suffixes are added before or after the root to change the word in some way. Generally
speaking, a prefix changes the meaning of a word, and a suffix changes the part of speech
of the word. Breaking a word into its parts is called decoding, and doing this can help you
unlock what the word means.
Here is a word you probably already know. When broken into its parts it looks like this:

Prefix Root Suffix Meaning

“change / across” “shape” “noun” “a change in shape”

trans + form + ation = transformation

The table below shows how the root form can be combined with other prefixes and
suffixes to produce a variety of words. A good knowledge of prefixes and suffixes can
greatly increase the size of your vocabulary.

Prefix added Suffix added Both added

conform formal deforming
inform formality information
perform formation performance
reform formless malformed
transform formula reformer
uniform formulate transformable

54 AMERICAN LANGUAGE COURSE

If you pay close attention to prefixes, roots, and suffixes while reading, you will often be
able to decode the meanings of unfamiliar words without having to stop and look them up
in the dictionary. For example, if you know that the prefix sub– means “under,” the prefix
extra– means “beyond,” and the root terr means “earth,” you can decode the meaning of
the underlined word in the following sentences:

The report discusses scientific methods for finding subterranean water.

The man claimed to have seen an extraterrestrial spacecraft in the
open field.

❷ Use Context Clues

If you are unable to figure out a word by decoding, the next strategy is to look at the
surrounding words, phrases, or sentences. By reading back and/or ahead, you can use the
information given as clues to the word’s meaning. Notice how the following sentences
provide context clues to help you determine the meaning of the unfamiliar (underlined)
word without using a dictionary.

A severe storm was approaching, and the seas were very rough. The
damaged ship was in distress, so the captain sent out a call for help.
To help avert mechanical problems, pilots always perform preflight
inspections of their aircraft.

❸ Ignore
There are times when neither decoding nor context will help you understand the meaning
of an unfamiliar word. In these situations, simply ignore the word and keep reading. Not
every word is critical to the overall meaning of a sentence or paragraph. You may wish
to circle or highlight these words so that you can return to them later if you have the time
and if you think the word is important.

When should the dictionary be used?

By applying the strategies listed above (decode, use context, ignore),
the use of the dictionary can be greatly decreased. Nonetheless, there
are circumstances when it is necessary to look up an unknown word.
Look up the unfamiliar word in a dictionary if it:
• appears in a title or heading
• is printed in boldfaced type or italics
• is used in a caution or warning
• appears in a context that contains critical information (such as an
emergency procedure)
• is repeated often throughout the text
All of these situations indicate that the word is somehow critical.
Knowing the precise definition is therefore important.

LEVEL VI RESOURCE BOOK – SECTION 6 55

 Part B Expand your vocabulary with the Academic Word List

The Academic Word List (AWL)

(1) For many second language learners, a weak vocabulary is a major challenge to
reading and listening comprehension. You can begin to expand your vocabulary by
learning new terms from the Academic Word List (AWL). The AWL includes words
which appear with high frequency in English language academic texts. This list is
reproduced on the following pages. The AWL contains 570 word families and is
divided in 10 sublists. Sublist 1 consists of the 60 most common academic words in
the AWL. Sublist 2 contains the next most frequently used words and so on. Each
sublist contains 60 word families, except for sublist 10, which contains 30.
Why learn these words?
(2) Since the AWL includes words you will see often in an English-speaking academic
environment, they are very important words to know. Creators of the list analyzed
more than 3.5 million words from textbooks, academic journals, course workbooks,
lab manuals, and course notes. The words which occurred most often were put
together to form the AWL. These words are common to a wide range of academic
subjects. This means that the AWL will be useful regardless of your career field.
In fact, because these words are so common, they are useful to know outside the
classroom. These are words you will frequently see in newspapers, magazines, and
novels, and hear in TV shows, movies, and conversations.
(3) You probably already know many of the terms included in the AWL. In fact, 60% of
the words were introduced in ALC Books 1-30.

56 AMERICAN LANGUAGE COURSE

THE ACADEMIC WORD LIST (AWL)

Sublist 1 significant region negate integrate

analyze similar regulate outcome internal
approach source relevant partner investigate
area specific reside philosophy job
assess structure resource physical label
assume theory restrict proportion mechanism
authority vary secure publish obvious
available seek react occupy
benefit Sublist 2 select register option
concept achieve site rely output
consist acquire strategy remove overall
constitute administer survey scheme parallel
context affect text sequence parameter
contract appropriate tradition sex phase
create aspect transfer shift predict
data assist specify principal
define category Sublist 3 sufficient prior
derive chapter alternative task professional
distribute commission circumstance technical project
economy community comment technique promote
environment complex compensate technology regime
establish compute component valid resolve
estimate conclude consent volume retain
evident conduct considerable series
export consequent constant Sublist 4 statistic
factor construct constrain access status
finance consume contribute adequate stress
formula credit convene annual subsequent
function culture coordinate apparent sum
identify design core approximate summary
income distinct corporate attitude undertake
indicate element correspond attribute
individual equate criteria civil Sublist 5
interpret evaluate deduce code academy
involve feature demonstrate commit adjust
issue final document communicate alter
labor focus dominate concentrate amend
legal impact emphasis confer aware
legislate injure ensure contrast capacity
major institute exclude cycle challenge
method invest framework debate clause
occur item fund despite compound
percent journal illustrate dimension conflict
period maintain immigrate domestic consult
policy normal imply emerge contact
principle obtain initial error decline
proceed participate instance ethnic discrete
process perceive interact goal draft
require positive justify grant enable
research potential layer hence energy
respond previous link hypothesis enforce
role primary locate implement entity
section purchase maximize implicate equivalent
sector range minor impose evolve

LEVEL VI RESOURCE BOOK – SECTION 6 57

expand display comprehensive Sublist 8 uniform
expose diverse comprise abandon vehicle
external domain confirm accompany via
facilitate edit contrary accumulate virtual
fundamental enhance convert ambiguous visual
generate estate couple append widespread
generation exceed decade appreciate
image expert definite arbitrary Sublist 9
liberal explicit deny automate accommodate
license federal differentiate bias analogy
logic fee dispose chart anticipate
margin flexible dynamic clarify assure
medical furthermore eliminate commodity attain
mental gender empirical complement behalf
modify ignorant equip conform bulk
monitor incentive extract contemporary cease
network incidence file contradict coherent
notion incorporate finite crucial coincide
objective index foundation currency commence
orient inhibit globe denote compatible
perspective initiate grade detect concurrent
precise input guarantee deviate confine
prime instruct hierarchy displace controversy
psychology intelligent identical drama converse
pursue interval ideology eventual device
ratio lecture infer exhibit devote
reject migrate innovate exploit diminish
revenue minimum insert fluctuate distort
stable ministry intervene guideline duration
style motive isolate highlight erode
substitute neutral media implicit ethic
sustain nevertheless mode induce format
symbol overseas paradigm inevitable found
target precede phenomenon infrastructure inherent
transit presume priority inspect insight
trend rational prohibit intense integral
version recover publication manipulate intermediate
welfare reveal quote minimize manual
whereas scope release nuclear mature
subsidy reverse offset mediate
Sublist 6 tape simulate paragraph medium
abstract trace sole plus military
accurate transform somewhat practitioner minimal
acknowledge transport submit predominant mutual
aggregate underlie successor prospect norm
allocate utilize survive radical overlap
assign thesis random passive
attach Sublist 7 topic reinforce portion
author adapt transmit restore preliminary
bond adult ultimate revise protocol
brief advocate unique schedule qualitative
capable aid visible tense refine
cite channel voluntary terminate relax
cooperate chemical theme restrain
discriminate classic thereby revolution

58 AMERICAN LANGUAGE COURSE

rigid Sublist 10 forthcoming pose
route adjacent incline reluctance
scenario albeit integrity so-called
sphere assemble intrinsic straightforward
subordinate collapse invoke undergo
supplement colleague levy whereby
suspend compile likewise
team conceive nonetheless
temporary convince notwithstanding
trigger depress odd
unify encounter ongoing
violate enormous panel
vision persist

THE ACADEMIC WORD LIST (AWL) — ALPHABETIZED

A area, 1 clarify, 8 consist, 1 deduce, 3

abandon, 8 aspect, 2 classic, 7 constant, 3 define, 1
abstract, 6 assemble, 10 clause, 5 constitute, 1 definite, 7
academy, 5 assess, 1 code, 4 constrain, 3 demonstrate, 3
access, 4 assign, 6 coherent, 9 construct, 2 denote, 8
accommodate, 9 assist, 2 coincide, 9 consult, 5 deny, 7
accompany, 8 assume, 1 collapse, 10 consume, 2 depress, 10
accumulate, 8 assure, 9 colleague, 10 contact, 5 derive, 1
accurate, 6 attach, 6 commence, 9 contemporary, 8 design, 2
achieve, 2 attain, 9 comment, 3 context, 1 despite, 4
acknowledge, 6 attitude, 4 commission, 2 contract, 1 detect, 8
acquire, 2 attribute, 4 commit, 4 contradict, 8 deviate, 8
adapt, 7 author, 6 commodity, 8 contrary, 7 device, 9
adequate, 4 authority, 1 communicate, 4 contrast, 4, devote, 9
adjacent, 10 automate, 8 community, 2 contribute, 3 differentiate, 7
adjust, 5 available, 1 compatible, 9 controversy, 9 dimension, 4
administrate, 2 aware, 5 compensate, 3 convene, 3 diminish, 9
adult, 7 compile, 10 converse, 9 discrete, 5
advocate, 7 B complement, 8 convert, 7 discriminate, 6
affect, 2 behalf, 9 complex, 2 convince, 10 displace, 8
aggregate, 6 benefit, 1 component, 3 cooperate, 6 display, 6
aid, 7 bias, 8 compound, 5 coordinate, 3 dispose, 7
albeit, 10 bond, 6 comprehensive, 7 core, 3 distinct, 2
allocate, 6 brief, 6 comprise, 7 corporate, 3 distort, 9
alter, 5 bulk, 9 compute, 2 correspond, 3 distribute, 1
alternative, 3, conceive, 10 couple, 7 diverse, 6
concentrate, 4, create, 1 document, 3
ambiguous, 8 C concept, 1 credit, 2 domain, 6
amend, 5 capable, 6
analogy, 9 conclude, 2 criteria, 3 domestic, 4,
capacity, 5 concurrent, 9 crucial, 8 dominate, 3
analyze, 1 category, 2
annual, 4 conduct, 2 culture, 2 draft, 5
cease, 9 confer, 4 currency, 8 drama, 8
anticipate, 9 challenge, 5
apparent, 4 confine, 9 cycle, 4 duration, 9
channel, 7 confirm, 7 dynamic, 7
append, 8 chapter, 2
appreciate, 8 chart, 8
conflict, 5 D
approach, 1 chemical, 7
conform, 8 data, 1 E
appropriate, 2 consent, 3 debate, 4 economy, 1
circumstance, 3 consequent, 2
approximate, 4 cite, 6 decade, 7 edit, 6
arbitrary, 8 considerable, 3 decline, 5 element, 2
civil, 4

LEVEL VI RESOURCE BOOK – SECTION 6 59

eliminate, 7 found, 9 innovate, 7 maximize, 3 parameter, 4
emerge, 4 framework, 3, input, 6 mechanism, 4 participate, 2,
emphasis, 3 function, 1 insert, 7 media, 7 partner, 3
empirical, 7 fund, 3 insight, 9 mediate, 9 passive, 9
enable, 5 fundamental, 5 inspect, 8 medical, 5 perceive, 2
encounter, 10 furthermore, 6 instance, 3, medium, 9 percent, 1
energy, 5 institute, 2 mental, 5 persist, 10
enforce, 5 G instruct, 6 method, 1 perspective, 5
enhance, 6 gender, 6 integral, 9 migrate, 6 phase, 4
enormous, 10 generate, 5 integrate, 4 military, 9 phenomenon, 7
ensure, 3 generation, 5 integrity, 10 minimal, 9 philosophy, 3,
entity, 5 globe, 7 intelligence, 6 minimize, 8 physical, 3
environment, 1 goal, 4 intense, 8 minimum, 6 plus, 8
equate, 2 grade, 7 interact, 3 ministry, 6 policy, 1
equip, 7 grant, 4 intermediate, 9 minor, 3 portion, 9
equivalent, 5 guarantee, 7 internal, 4 mode, 7 pose, 10
erode, 9 guideline, 8 interpret, 1 modify, 5 positive, 2
error, 4 interval, 6 monitor, 5 potential, 2
establish, 1 intervene, 7 motive, 6 practitioner, 8
estate, 6
H intrinsic, 10 mutual, 9 precede, 6
estimate, 1 hence, 4 invest, 2 precise, 5
hierarchy, 7
ethic, 9
highlight, 8
investigate, 4, N predict, 4
ethnic, 4 invoke, 10 negate, 3, predominant, 8
evaluate, 2 hypothesis, 4, involve, 1 preliminary, 9
network, 5
eventual, 8 isolate, 7 neutral, 6 presume, 6
evident, 1 I issue, 1 nevertheless, 6 previous, 2
evolve, 5 identical, 7 item, 2 nonetheless, 10 primary, 2
exceed, 6 identify, 1 norm, 9 prime, 5
exclude, 3 ideology, 7 J normal, 2 principal, 4
exhibit, 8 ignorance, 6 job, 4 notion, 5 principle, 1
expand, 5 illustrate, 3, journal, 2 notwithstanding, 10 prior, 4
expert, 6 image, 5 justify, 3 nuclear, 8 priority, 7
explicit, 6 immigrate, 3 proceed, 1
exploit, 8 impact, 2 process, 1
export, 1 implement, 4 L O professional, 4
expose, 5 implicate, 4 label, 4 objective, 5 prohibit, 7
external, 5 implicit, 8 labor, 1 obtain, 2 project, 4
extract, 7 imply, 3 layer, 3 obvious, 4 promote, 4
impose, 4 lecture, 6 occupy, 4 proportion, 3,
incentive, 6 legal, 1 occur, 1
F legislate, 1 odd, 10
prospect, 8
facilitate, 5 incidence, 6 protocol, 9
incline, 10 levy, 10 offset, 8 psychology, 5
factor, 1 liberal, 5 ongoing, 10
feature, 2 income, 1 publication, 7
incorporate, 6 license, 5 option, 4 publish, 3
federal, 6 likewise, 10 orient, 5
fee, 6 index, 6 purchase, 2
indicate, 1 link, 3 outcome, 3 pursue, 5
file, 7 locate, 3 output, 4
final, 2 individual, 1
induce, 8 logic, 5 overall, 4
finance, 1 overlap, 9 Q
finite, 7 inevitable, 8 qualitative, 9
flexible, 6 infer, 7 M overseas, 6
quote, 7
fluctuate, 8 infrastructure, 8 maintain, 2
inherent, 9 major, 1 P
focus, 2
inhibit, 6 manipulate, 8 panel, 10 R
format, 9 radical, 8
formula, 1 initial, 3, manual, 9 paradigm, 7
initiate, 6 margin, 5 paragraph, 8 random, 8
forthcoming, 10 range, 2
foundation, 7 injure, 2 mature, 9 parallel, 4

60 AMERICAN LANGUAGE COURSE

ratio, 5 reveal, 6 site, 2 survey, 2 transform, 6 vision, 9
rational, 6 revenue, 5 so-called, 10 survive, 7 transit, 5 visual, 8
react, 3 reverse, 7 sole, 7 suspend, 9 transmit, 7 volume, 3
recover, 6 revise, 8 somewhat, 7 sustain, 5 transport, 6 voluntary, 7
refine, 9 revolution, 9 source, 1 symbol, 5 trend, 5
regime, 4 rigid, 9 specific, 1 trigger, 9 W
region, 2 role, 1 specify, 3 T welfare, 5
register, 3 route, 9 sphere, 9 tape, 6 U whereas, 5
regulate, 2 stable, 5 target, 5 ultimate, 7 whereby, 10
reinforce, 8 S statistic, 4, task, 3 undergo, 10 widespread, 8
reject, 5 scenario, 9 status, 4 team, 9 underlie, 6
relax, 9 schedule, 8 straightforward, technical, 3, undertake, 4
release, 7 scheme, 3 10 technique, 3 uniform, 8
relevant, 2 scope, 6 strategy, 2 technology, 3 unify, 9
reluctance, 10 section, 1 stress, 4 temporary, 9 unique, 7
rely, 3 sector, 1 structure, 1 tense, 8 utilize, 6
remove, 3 secure, 2 style, 5 terminate, 8
require, 1 submit, 7
research, 1
seek, 2
subordinate, 9
text, 2 V
select, 2 theme, 8 valid, 3
reside, 2 sequence, 3 subsequent, 4 theory, 1
resolve, 4 subsidy, 6 vary, 1
series, 4 thereby, 8 vehicle, 8
resource, 2 sex, 3 substitute, 5 thesis, 7
respond, 1 successor, 7 version, 5
shift, 3 topic, 7 via, 8
restore, 8 significant, 1 sufficient, 3 trace, 6
restrain, 9 sum, 4 violate, 9
similar, 1 tradition, 2 virtual, 8
restrict, 2 simulate, 7 summary, 4 transfer, 2
retain, 4 supplement, 9 visible, 7

LEVEL VI RESOURCE BOOK – SECTION 6 61

 Part C Decoding with prefixes, suffixes, and roots

Prefix Meaning Examples

ab– away from abnormal, abdicate, abstain
ad– to adverb, adhere, adoration, advent
ambi– both ambivalent, ambidextrous
ante– before antecedent, antechamber, antebellum
bene– well, good benefit, benevolence
bi–, bin– two, twice biannual, bicycle, bifocals, binoculars
circum– around circumnavigate, circumference
co–, col–, com–, copilot, conspire, communicate,
with, together
con–, cor– correlate
de– reverse, away, from, down depress, decode, degrade, deduct
dia– through, across diameter, diagonal, dialog
dys– abnormal, impaired dysfunctional, dyslexia
en–, em– put in, on, around; make enclose, empower
euphoria, eulogy, euphemism,
eu– good, well
euphonious, euthanasia
ex–, e–, ec–, ex-president, excommunicate, emit,
out of, away from, former
ef–, es– egress, escape
extraordinary, extracurricular,
extra– outside, beyond
extraterrestrial, extrasensory
fore– earlier, before, in front of forethought, foreground, aforementioned
hyper– excessive, over, above hyperventilate, hyperactive, hypercritical
hypo– under, beneath, down hypoxia, hypodermic, hypoglycemic

inter– between, among interstate, interact, international

intra– within intrastate, intramural

intro– inward introduction, introspection, introverted

malfunction, maladjusted, maltreat,
mal– bad, badly, wrong
malady
meta– change metamorphosis, metabolism, metastasis

62 AMERICAN LANGUAGE COURSE

Prefix Meaning Examples
micro– small microscope, micromanage, microphone
mid– middle midpoint, midlevel, midway
mini– small minimum, mini-mall, mini-series
misinterpret, misbehave, mistrust,
mis– bad, wrong(ly), lack of
misinformation
mono– one, alone monolingual, monorail, monotone
multi– many multicolor, multicultural, multilevel
neo– new neophyte, neonatal
out– beyond outgrow, outmaneuver
over– too much overload, overreact, overcharge
para– beside paramedic, paralegal
polytheism, polyglot, polygamy,
poly– many
polygon
post– after, behind postflight, postdate, postseason
pre– before, in advance preflight, pre-existing, prepay
pro– in favor of, before, for, forward pro-business, proactive, proceed
rearrange, reconsider, re-evaluate,
re– again, back
recycle
retro– backward retrofit, retrograde, retroactive
semi– half, partly, slightly semiannual, semicircle, semi-cooked
subordinate, subfreezing, submarine,
sub– lower in rank, under, below
subsoil, subway, subsonic
super– above, beyond, over superhuman, superabundant, supersonic
synchronize, sympathy, syllable,
syn–, sym–, syl–, sys– with, together
systemic
tele– far, distant telescope, telephone, television
across, beyond, change, transmitter, transatlantic, transform,
trans–
through transgression
tri– three triangle, tricycle, tripod
ultra– beyond, excessive, extreme ultrasonic, ultralight, ultraconservative
uni– one unicycle, uniform, united, unify

LEVEL VI RESOURCE BOOK – SECTION 6 63

Negative Prefix Meaning Examples
a–, an– not atypical, analgesic
anti–, ant– against, in opposition to anti-war, antifreeze, antonym

counter–, contra–, counterattack, counterclockwise,

against, opposite to
contre–, contro– contradict, contrary, controversy

dis– not dishonest, disorientation, displeased

not, lacking
il– illegal, illegible, illogical
used before roots beginning with letter l

not, lacking
im– used before roots beginning with letters b, imbalance, immature, impolite
m and p

not, lacking
in– used before roots beginning with other inactive, incapable, ineligible
letters

not, lacking
ir– irrational, irregular, irresponsible
used before roots beginning with letter r

non– not nonfiction, nonprofit, nontaxable

When added to verbs, the
unwind, unfold, uncover, undo;
action is reversed. When
un– unexpected, unfair, unpopular,
added to adjectives, the
unclear
state is opposite.

Noun-Forming Suffix Meaning Examples

When the following suffixes are added to

Base Word Noun
various words, they form nouns.

bureaucrat bureaucracy
–acy, –cy state or quality
normal normalcy
coin coinage
–age activity, result of activity
use usage
–ance annoy annoyance
condition, act, or quality
–ence differ difference
–ant defend defendant
agent, doer
–ent preside president
having, characterized by, consul consulate
–ate
resembling, rank, or office director directorate

64 AMERICAN LANGUAGE COURSE

Noun-Forming Suffix Meaning Examples
inform information
–ation condition, act, or result of
cancel cancellation
free freedom
–dom rank, domain, condition
king kingdom
train trainee
–ee affected person
employ employee
–er one who or that which teach teacher
–or (does something) sharpen sharpener
prince princess
–ess female form
lion lioness
child childhood
–hood status
knight knighthood
–ion act or process construct construction
action, process, practice, pacifist pacifism
–ism doctrine, theory, system of material materialism
principles plural pluralism
–ist one who practices or believes pharmacy pharmacist
agree agreement
–ment act or result of
adjust adjustment

–ness state or condition dark darkness

–ology method methodology
the study of
–logy zoo zoology
friend friendship
–ship status, condition dealer dealership
airman airmanship
one that is associated with, prank prankster
–ster
does, makes, or takes part in gang gangster
act, process, compose composure
–ure
function, office legislate legislature
–y honest honesty
–ty quality of or loyal loyalty
–ity an example of electric electricity
–ility visible visibility
–y act or action of discover discovery

LEVEL VI RESOURCE BOOK – SECTION 6 65

Adjectival Suffix Meaning Examples

When the following suffixes are added to

Base Word Adjective
various words, they form adjectives.

–able capable of having, accept acceptable

–ible showing, or being contempt contemptible
–al rent rental
of, like, or suitable for
–ial resident residential
–ant resist resistant
the quality of
–ent absorb absorbent
–ate kind of state passion passionate
–ern occurring in or in the north northern
direction of west western
–ese Nepal Nepalese
originating from a country
Japan Japanese
–ful help helpful
full of or having
care careful
–less help helpless
without or not having
care careless
–ic atom atomic
connected with, like or of
–ical surgery surgical
–ish child childish
having the characteristic of
style stylish
–ite oppose opposite
having the characteristic of define definite
favor favorite
–ive indicates a tendency, defect defective
–ative character, or quality talk talkative
–ous hazard hazardous
–ious like, full of, characterized by luxury luxurious
–eous gas gaseous
–ward indicates a direction in north northward
time or space back backward
–y like, full of or characterized cloud cloudy
by something wind windy

66 AMERICAN LANGUAGE COURSE

Verb-Forming Suffix Meaning Examples

The following suffixes are used to form verbs.

The spelling of the base word may change when Base Word Verb
a suffix is added.

active activate
to cause, make, regular regulate
–ate
provide with liberty liberate
medicine medicate

sharp sharpen
soft soften
–en to make or become
wide widen
sad sadden

false falsify
to make or become pure purify
–ify
beauty beautify
simple simplify

(1) to become, make, general generalize

or make like American Americanize

(2) to speak, think, act, critic(al) criticize

–ize
or treat in the way modern modernize
–ise (British)
mentioned summary summarize
theory theorize
(3) to place in hospital hospitalize

LEVEL VI RESOURCE BOOK – SECTION 6 67

Root Meaning Examples
act do, move enact, react, actor, deactivate, actuator

aero air aerodynamics, aerobatics, aerosol

agr field, soil agriculture, agrarian, agribusiness

alt high altitude, altimeter, alto

ambul walk ambulatory, somnambulism

ami friend amicable, amiable

anthrop man anthropological, philanthropic

aqu water aquarium, aqueduct

astr star asteroid, astrological

aud, audit hear audible, auditorium, audience, auditory

bat, batt war combat, battle, battalion, batter

biblio, bibl book bibliography, bibliophile, bible

biography, biology, biopsy,

bio life
biotechnology

cap, cip, ceipt, cept, capture, recipient, receipt, accept,

take, hold
ceiv, ceit intercept, except, receive, deceive, deceit

capit, capt head decapitated, captain, capital

recede, concede, precede,

ced, ceed, cess go, move, yield
proceed, success

cent hundred cent, century, centennial

cert sure certainty, certification, certitude

chron time chronological, synchronize, chronicle

clar clear clarity, clarification, declare, declaration

conclude, include, preclude, exclusion,

clud, clus, clau, clos shut, close
claustrophobic, closet

cogn know recognize, cognizant, incognito

corp body corporation, incorporate, corps, corpse

cred belief credible, incredulous, discredited

68 AMERICAN LANGUAGE COURSE

Root Meaning Examples
cum heap, pile accumulate, cumulative, cumulonimbus

cur, curr, curs run, course concur, incursion, curriculum, recurrent

related to computer,
cyber cyberspace, cyberterrorism
especially the Internet

cycl circle cycle, bicycle, cyclical

derm skin dermatology, epidermis, hypodermic

dex skill dexterity, dexterous, ambidextrous

dictation, dictator, predict, jurisdiction,

dict say, speak
contradict

don give donate, donor, pardon

dorm sleep dormant, dormitory

du two duel, duet, duplicate, duplex

dub doubt dubious, indubitably

conduct, aqueduct, deduce, induce,

duc, duct lead
seduce, produce, educate

ego I, self egocentric, egomaniacal, egotist

manufacture, artifact, perfect, facile,

fac, fact, fec, fic do, make, put
defect, efficacious

fam fame, reputation famous, familiar, infamous, defamation

fer carry, bear, bring transfer, ferry, conference, fertile

fig form, shape figure, configuration, effigy

firm strong confirm, infirm, affirmation

flect, flex bend deflect, reflex, reflection, flexible

form shape, form conform, deformed, formation

fort, forc strong fortify, effort, force

fracture, fraction, infraction, fragment,

fract, frag break
fragile

funct perform, work, operate function, defunct

gnos know agnostic, diagnose, prognosticate

LEVEL VI RESOURCE BOOK – SECTION 6 69

Root Meaning Examples
degrade, graduate, gradation, gradient,
grad, gress step
egress, digress, regress

graph, gram writing telegraph, grammar, telegram

grat please, make happy gratify, congratulations, ingrate, gratuity

grav weigh down, heavy gravity, aggravate

hetero different, other heterogeneous, heterosexual

homo same homogeneous, homonym, homosexual

her, hes stick adhere, coherence, cohesion, adhesive

hon trust honest, honor, dishonorable

hydr, hydro water, liquid dehydrate, hydroelectric, hydroplane

it go, travel exit, transit, circuit, itinerary

ject, jac throw, hurl, cast eject, rejection, project, trajectory

jud judge prejudice, judicial, adjudicate

jus law justice, justification

juv youth juvenile, rejuvenate

laboratory, collaboration, elaborate,

labor work
laborious

leg law legal, legislature, legislation

lev light, rise elevate, elevator, levity, levitation, lever

lex word lexicon, lexical, dyslexic, lexicographer

lingu tongue, language bilingual, linguistics, linguist

loc place location, collocate, local

dialog, monologue, colloquial, elocution,

log, locu, loqu speech, word
loquacious

lum light illuminate, luminous

magn great, large magnificent, magnify, magnitude

mandate, command, mandatory, demand,

mand order
reprimand

70 AMERICAN LANGUAGE COURSE

Root Meaning Examples
man, manu hand manipulate, manual, manuscript

mar sea, ocean maritime, submarine, mariner

mater, matr mother maternity, matriarch, matronly

mech machine mechanic, mechanical, mechanize

medi middle median, mediocre, mediate, medieval

memory, memorial, remember,

mem, memor mind
commemorate

metr, meter measure thermometer, barometer, metric

min less, little minus, minimum, minimize, minimal

mit, miss send emit, transmit, missile, mission

mon, monit warn monitor, admonish

mor, mort death mortality, mortuary, immortal

motion, demotion, promote,

mot, mob, mov move
motivation, motor, mobile, move

mut, mutat change mutant, immutable, mutate, transmute

nat born native, nativity, innate, natural

nav ship, sail navy, navigate, naval, circumnavigate

nov new novelty, innovative, renovation, novice

num number numerous, innumerable, enumerate

nym name synonym, anonymous, pseudonym

omnipresent, omnipotent, omniscient,

omni all
omnidirectional

ortho straight, correct orthodontics, orthopedic, orthodox

path feeling, suffering sympathy, pathetic

pater, patr father paternity, patriarch, patriot, expatriate

pedal, pedestrian, centipede, podiatrist,

ped, pod foot
podium

pel, puls drive, urge repel, compel, propeller, propulsion

LEVEL VI RESOURCE BOOK – SECTION 6 71

Root Meaning Examples
pen feel sorry, remorseful repent, penitent, penal, penitentiary

pend hang suspend, depend, pending, pendant

phil love philosophy, philanthropy, bibliophile

phobia fear hydrophobia, agoraphobia, acrophobia

telephone, phonics, homophone,

phon sound
euphonious

photo light photograph, photosynthesis, telephoto

plac calm, peaceful placid, placate, complacent

plen full plenty, plenitude, plentiful, replenish

polis, polit city metropolis, cosmopolitan, politics

popul people popular, population, populace

port carry transportation, import, portable

potent power potential, impotent, potentate

prim first prime, primary, primitive

press weight pressure, repressive, impression

psych mind psychology, psychosis, psychiatrist

quir, quis ask, seek inquire, require, inquisition

rad root radical, eradicate, radish

reg straighten, rule regulation, regular, regime, regal

rid, ris laugh ridicule, derisive, deride, ridiculous

rupture, erupt, interruption, abrupt,

rupt break
bankrupt

scend climb ascend, descend, transcend

instrument for seeing and

scope microscope, telescope, periscope
observing

scrib, script write subscribe, transcribe, manuscript

seg, sect cut, part segment, sector, intersect, bisect, section

sen old senior, seniority, senile, senator

sens, sent feel sensitive, sensation, sentimental, sensuous

72 AMERICAN LANGUAGE COURSE

Root Meaning Examples
sequence, consecutive, consequence,
seq, secut, sue follow
subsequent, ensue

son sound consonant, supersonic

inspect, spectator, retrospect, spectacular,

spec, spic, spect look, see
specimen

respiration, inspiration, conspiracy,

spir breathe
expire

stable, establish, station, stationary,

sta stand, firm
static, status

struct arrange, build construct, structure, instruction

tact touch contact, tactile, intact

container, retain, sustain, obtain,

tain, ten hold
containment, tenant, tenure, intention

tempor time temporary, contemporary

terrain, territorial, extraterrestrial,

terr earth
subterranean

the, theo god theology, atheist, theism

thermo, therm heat thermometer, thermal, Thermos®

tor, tort, tors twist torque, distort, contortion, torsion

trepid fear, anxiety, confusion intrepid, trepidation

turb agitate turbulence, disturb

urb city urban, suburb

vacuum, vacate, vacation, vacancy,

vac, vacu empty
evacuate

vad, vas go invade, evasion, pervasive

var many, different variety, variegated, various, variation

ven, vent come prevent, eventual, advent, convene

ver true verify, veracity, verily

vert, vers turn invert, convert, divert, vertigo, inadvertent

vinc, vict conquer convince, victor, invincible, evict

LEVEL VI RESOURCE BOOK – SECTION 6 73

 – USER NOTES –

74 AMERICAN LANGUAGE COURSE

Section

7
Graphic
Organizers

PART A: Graphic organizers as a learning tool . . . . . . . . . . . . . . . . . . . . . 76

PART B: Examples of graphic organizers . . . . . . . . . . . . . . . . . . . . . . . .77

Spider map and bubble map . . . . . . . . . . . . . . . . . . . . . . . . .77
Structured overview and tree diagram . . . . . . . . . . . . . . . . . . . .78
Venn diagram and comparison chart . . . . . . . . . . . . . . . . . . . . .79
Feature grid and comparison table . . . . . . . . . . . . . . . . . . . . . .80
Sequence chart and series of events chain . . . . . . . . . . . . . . . . . .81
Cycle of events and event map . . . . . . . . . . . . . . . . . . . . . . . .82
Multiple effects and multiple causes . . . . . . . . . . . . . . . . . . . . .83
Problem solution and outline diagram . . . . . . . . . . . . . . . . . . . .84

LEVEL VI RESOURCE BOOK – SECTION 7 75

 Part A Graphic organizers as a learning tool

Graphic organizers are visual representations of facts and ideas. They are learning
tools that can help you understand, organize, and remember information. Graphic
organizers include diagrams, charts, tables, and graphs — made by you, the student — that
show how various pieces of information are related.
Graphic organizers are useful in all phases of learning. They can be used to:
• brainstorm ideas (individually or in a group)
• summarize and organize information from a textbook or lecture
• organize a writing or briefing assignment
• deliver a briefing
• review material for a test
Graphic organizers are more flexible than the traditional outline format because the
shapes can be placed or connected in many different ways. The format is limited only by
your imagination and creativity. Organizers can show a variety of such relationships as:
• main idea and supporting details
• comparison and contrast
• categories, classification, hierarchies
• steps in a procedure or cycle
• cause and effect
When making your graphic organizers, restate or summarize information in your
own words, especially if the text is difficult to understand. This will help you understand
the material better.
Graphic organizers help you review material. As academic study tools, graphic
organizers take time to prepare, but they save time in the end by making the review
process faster and more efficient. Rereading page after page of text in preparation for
a test can take a lot of time. However, if the information has been put into a graphic
organizer, lengthy rereading should not be necessary. Simply review your graphic
organizer and go back to the text as needed to clarify specific points.
Graphic organizers help you remember information. In fact, some educators call them
“retention diagrams.” Without an effective method of remembering, 80% of what you
read is forgotten within 24 hours. Graphic organizers help you remember because they
create clear links between different ideas and between the parts and the whole. Unless
information is placed in some kind of structured pattern, the mind has a very difficult
time storing and recalling it.
The amount of information you put in a graphic organizer is your decision. You
can make them simple or very detailed. The best part about them is that you create them
to meet your unique needs. The following pages show a variety of graphic organizer
formats.

76 AMERICAN LANGUAGE COURSE

 Part B Examples of graphic organizers

Detail
c
pi Example
-To
Sub
Spider Map
Used to describe a topic, subject,
Topic concept, plan, or idea. This format
is very flexible.

Detail Detail

Supporting
Detail
Idea
Detail

Detail Supporting
Detail Bubble Map
Idea
Differs from the spider map only
Supporting in form. It can be used to visually
Detail Idea represent a wide variety of
MAIN
information.
IDEA
Detail

Detail
Supporting Detail
Idea

Detail Detail

LEVEL VI RESOURCE BOOK – SECTION 7 77

 Structured Overview
Used to show groups of ideas,
terms, or features.

Tree Diagram
Used to show how something can
be divided and then subdivided
into smaller and smaller
units. Useful for categories,
classifications, and hierarchies.

78 AMERICAN LANGUAGE COURSE

 Venn Diagram
Used to compare and contrast two
Subject A Subject B concepts, ideas, or things. Areas
that overlap represent similarities;
other areas represent differences.
To compare three things, simply
add another overlapping circle.

Features Features
associated only associated only
with A with B
Features
common to both
A and B

Similarities
Comparison Chart
Many formats can be used to
compare and contrast. This chart
provides another method.

Subject A Subject B

Differences

LEVEL VI RESOURCE BOOK – SECTION 7 79

 elt
sev

y
Roo

an
ned

to n
on

g
Rea
Ken

Clin
F.D.

Nix
Feature Grid
Democrat + + – – +
Used to examine the similarities
and differences of a group of
Wartime
+ – + – – items, people, events, etc. The
President
chart uses + and – symbols to
Congress of indicate whether an item has
–/+ + – –/+ –/+
Same Party or doesn’t have each feature or
characteristic.
Re-Elected + – + + +

Served in
– + + – –
Congress

Comparison Table
Used to compare and contrast data
related to multiple items, people,
or events.

AIRCRAFT
F-16 C-130 Mig 29 B-52 UH-1

First Flight Feb 1974 Aug 1954 Oct 1977 Apr 1952 Oct 1956

Lockheed Lockheed
Maker Mikoyan Boeing Bell
Martin Martin

Ferry Range 2,280 mi 2,360 mi 1,800 mi 8,800 mi 315 mi

Max Speed 1,500 mph 380 mph 1,500 mph 650 mph 135 mph

Empty Weight 18,900 lbs 83,000 lbs 24,250 lbs 185,000 lbs 5,215 lbs

Number Built 4,400 2,262 1,257 744 16,000

80 AMERICAN LANGUAGE COURSE

 Sequence Chart
Used to describe sequential (time
order) events such as the steps in a
procedure or stages in a process.

EVENT 1 Series of Events Chain

Initiating Event Another graphic organizer used
to describe a series of events and
how they lead to one another.

EVENT 2

EVENT 3
Final Outcome

LEVEL VI RESOURCE BOOK – SECTION 7 81

 STEP 4
Cycle of Events
➤
Used to show how a series of
events interact to produce a set
➤

of results again and again; for

example, the steps in a weather
STEP 1 STEP 3 cycle.

➤
➤ STEP 2

What happened?

Event Map
Where did it happen? When did it happen?
Used to examine an event; for
example, a mission, accident, or
news story. The format focuses
on the “five W’s and H” — who,
Who was involved?
what, when, where, why, and how.

Why did it happen? How did it happen?

82 AMERICAN LANGUAGE COURSE

 Effect Effect Multiple Effects
#1 #6 Used to show how one cause
can lead to multiple effects; for
example, the effects of higher
gasoline prices.

Effect Effect
#2 #5
CAUSE

Effect Effect
#3 #4

Cause Cause Multiple Causes

#1 #6 Used to show how multiple causes
lead to one effect or result; for
example, factors that led to World
War I.

Cause Cause
#2 #5
EFFECT

Cause Cause
#3 #4

LEVEL VI RESOURCE BOOK – SECTION 7 83

 Problem / Solution
PROBLEM
Used to identify a problem,
explore possible solutions, and
examine effects of those solutions.
POSSIBLE SOLUTIONS EFFECTS

1. What if ?

2. What if ?

3. What if ?

Outline Diagram
Useful when outlining a writing
assignment or speech, or when
summarizing a lengthy reading.
Topic:

Example / Detail
Main Supporting Idea #1
Idea: Example / Detail

Example / Detail
Supporting Idea #2
Example / Detail

Example / Detail
Supporting Idea #3
Example / Detail

84 AMERICAN LANGUAGE COURSE