From 3cf9fa5cbae79dc5b0f7e38a9806445189ee8227 Mon Sep 17 00:00:00 2001
From: Carlos Mesquita
Let's work through creating an opinion paragraph about whether online social networking has helped or harmed us. We'll break down the process step-by-step.
Start with a clear statement of your opinion. For this example, let's argue that social networking has helped us:
'I believe that online social networking has significantly improved our lives in several ways.'
This topic sentence:
I believe that online social networking has significantly improved our lives in several ways.
" + } + ] + }, + { + "html": "Provide a main way that social networking has helped us:
'One way social networking has helped us is by facilitating long-distance connections.'
Details to support this idea:
One way social networking has helped us is by facilitating long-distance connections.
" + }, + { + "target": "question", + "targetId": "details-1", + "position": "replace", + "html": "Provide another way that social networking has helped us:
'Another benefit of social networking is its ability to spread information quickly.'
Details to support this idea:
Another benefit of social networking is its ability to spread information quickly.
" + }, + { + "target": "question", + "targetId": "details-2", + "position": "replace", + "html": "Wrap up your paragraph by restating your opinion:
'In my opinion, these benefits of online social networking have greatly enhanced our ability to connect and stay informed, making it a positive force in our lives.'
This concluding sentence:
In my opinion, these benefits of online social networking have greatly enhanced our ability to connect and stay informed, making it a positive force in our lives.
" + } + ] + }, + { + "html": "Now, let's combine all the elements into a cohesive paragraph:
I believe that online social networking has significantly improved our lives in several ways. One way social networking has helped us is by facilitating long-distance connections. People can easily stay in touch with friends and family across the globe, and it allows for sharing of life updates, photos, and experiences in real-time. Another benefit of social networking is its ability to spread information quickly. Important news and updates can reach a large audience rapidly, and it enables the organization of events and movements more efficiently. In my opinion, these benefits of online social networking have greatly enhanced our ability to connect and stay informed, making it a positive force in our lives.
" + } + ] + }, + { + "html": "Using phrases like 'I think...', 'I believe...', and 'In my opinion...' in your topic and concluding sentences is beneficial because:
By incorporating these phrases, you make your writing more engaging and your opinions more explicit, which is crucial in argumentative or persuasive writing.
Make inferences about the paragraph. What can you tell about the writer? Does he or she use the Internet a lot? Do you think this person is generally honest or dishonest?
", + "id": "b66691d1-7cd0-4e12-bc7f-2bd866190d34", + "verified": true, + "standalone": false, + "exercise": { + "question": "There are many views about online music sharing, but in my opinion, people should pay for music instead of getting it free online. I have gotten free music online in the past, and I didn't really think about whether or not it was fair to the musician. Then I thought about how musicians make money. They earn money by giving concerts and selling CDs. I realized that when I get music free online, I'm stealing from the people who made the music. Musicians work hard to write and perform songs. If people want to enjoy those songs, they should pay for them. We don't expect other kinds of professionals to work for free. For example, we don't expect doctors to treat us for free or teachers to teach for free. If musicians don't get paid for their work, they might not be able to continue making music. They might have to find other work in order to make money. Without musicians, where would we get our music?
There have been a lot of disagreements about online music sharing. I have gotten free music online in the past, and I didn't really think about whether or not it was fair to the musician. Then I thought about how musicians make money. They earn money by giving concerts and selling CDs. I realized that when I get music free online, I'm stealing from the people who made the music. That's when I stopped sharing music online. Now I always pay for music. I feel the same way about sharing movies online. Even though movie studios make millions of dollars, I still don't think it's right to get movies for free. Musicians work hard to write and perform songs. If musicians don't get paid for their work, they might not be able to continue making music. They might have to find other work in order to make money.
Let's examine two paragraphs about online music sharing to determine which is the first draft and which is the revision. We'll look at the structure, content, and overall coherence of each paragraph.
Let's start by examining paragraph A:
These characteristics suggest that paragraph A is likely the revision.
Now, let's look at paragraph B:
These characteristics suggest that paragraph B is likely the first draft.
Based on our analysis:
Now, let's make some inferences about the writer based on these paragraphs:
Making inferences about a writer based on their text is beneficial because:
By practicing this skill, readers become more discerning and can better understand the context and subtext of what they read.
Use reduce with nouns: reduce costs, reduce crime, reduce spending, reduce the number of (something), reduce waste; you can also use reduce with adverbs: dramatically reduce, greatly reduce, significantly reduce.
", + "id": "5a218540-cf72-4f17-adb6-380a4bdcdd8a", + "verified": true, + "standalone": true + } + ] + }, + { + "page": 67, + "tips": [ + { + "category": "CT Focus", + "embedding": "In a problem-solution passage, a writer usually describes a problem first and then provides possible solutions.", + "text": "In a problem-solution passage, a writer usually describes a problem first and then provides possible solutions. As you read, ask yourself: Does the writer provide enough information to show why the problem is real? Is it clear how the solutions match the problem(s)?", + "html": "In a problem-solution passage, a writer usually describes a problem first and then provides possible solutions. As you read, ask yourself: Does the writer provide enough information to show why the problem is real? Is it clear how the solutions match the problem(s)?
", + "id": "b1befaec-0307-4d59-bd08-de2f64a6182f", + "verified": true, + "standalone": false, + "exercise": { + "question": "1.
2.
3.
Does the writer provide enough supporting information to show that the problem of overfishing is real? If so, how does he or she do this?
How well do the solutions help to address the problem? Has the writer given enough information so the reader can see how they might work?
Throughout history, people have thought of the ocean as a diverse and limitless source of food. Yet today there are clear signs that the oceans have a limit. Most of the big fish in our oceans are now gone. One major factor is overfishing. People are taking so many fish from the sea that species cannot replace themselves. How did this problem start? And what is the future for fish?
For centuries, local fishermen caught only enough fish for themselves and their communities. However, in the mid-20th century, people around the world became interested in making protein-rich foods, such as fish, cheaper and more available. In response to this, governments gave money and other help to the fishing industry.
As a result, the fishing industry grew. Large commercial fishing1 companies began catching enormous quantities of fish for profit and selling them to worldwide markets. They started using new fishing technologies that were designed to catch more fish. Modern sonar2 to locate fish, and huge nets to catch them, made this easier. Modern technology allowed these companies to catch more fish than local fishermen.
In 2003, a scientific report estimated that only 10 percent remained of the large ocean fish populations that existed before commercial fishing began. Specifically, commercial fishing has greatly reduced the number of large predatory fish3, such as cod and tuna. Today, there are plenty of fish in the sea, but they mostly just the little ones. Small fish, such as sardines and anchovies, have more than doubled in number — largely because there are not enough big fish to eat them.
This trend is a problem because ecosystems need predators to be stable. Predators are necessary to weed out the sick and weak individuals. Without this weeding out, or survival of the fittest, ecosystems become less stable. As a result, fish are less able to survive difficulties such as pollution, environmental change, or changes in the food supply.
A study published in 2006 in the journal Science made a prediction: If we continue to overfish the oceans, most of the fish that we catch now—from tuna to sardines—will largely disappear by 2050. However, the researchers say we can prevent this situation if we restore ocean's biodiversity4.
Scientists say there are a few ways we can do this. First, commercial fishing companies can catch fewer fish. This will increase the number of large predatory fish. Another way to improve the biodiversity of the oceans is to develop aquaculture—fish farming. Growing fish on farms may take the pressure off wild-caught fish. This gives species of fish a chance to restore their numbers. Finally, we can make good choices about what we eat. For example, we can avoid eating species of fish that are threatened. If we are careful today, we can still look forward to a diverse and healthy ocean.
", + "segments": [ + { + "html": "Let's examine the passage 'Where Have All the Fish Gone?' to identify the main problem and its proposed solutions. We'll also evaluate how well the author presents the problem and solutions.
The main problem described in the passage is:
Overfishing is depleting ocean fish populations, particularly large predatory fish, leading to an imbalance in marine ecosystems.
Overfishing is depleting ocean fish populations, particularly large predatory fish, leading to an imbalance in marine ecosystems.
" + } + ] + }, + { + "html": "The passage proposes three main solutions:
The writer provides substantial information to show that overfishing is a real problem:
Yes, the writer provides sufficient information. They use historical context, scientific data, ecosystem explanations, and future predictions to illustrate the severity of overfishing.
" + } + ] + }, + { + "html": "The solutions are well-matched to the problem:
However, the writer could provide more details on implementation and potential challenges of these solutions.
The solutions address the problem well, but more information on implementation and potential challenges would strengthen the argument. The writer provides a good overview but could elaborate on how these solutions would work in practice.
" + } + ] + }, + { + "html": "Analyzing problem-solution passages is beneficial because:
By asking questions about the problem's presentation and the effectiveness of proposed solutions, readers can better understand and critically evaluate the information presented in such passages.
mini = very small; minimal, minimum, minimize, miniature, minibus
", + "id": "7a6588a6-e35f-4f4a-9e2d-e168e23188c8", + "verified": true, + "standalone": true + }, + { + "category": "Word Partners", + "embedding": "Use informed and inform.", + "text": "Use the adjective informed with nouns: informed choice, informed decision. Use the verb inform with nouns: inform parents, inform the police, inform readers, inform someone in writing, inform someone of something.", + "html": "Use the adjective informed with nouns: informed choice, informed decision. Use the verb inform with nouns: inform parents, inform the police, inform readers, inform someone in writing, inform someone of something.
", + "id": "1b011f9a-3a50-43a2-b532-75db7fba001b", + "verified": true, + "standalone": true + } + ] + } + ] + }, + { + "unit": 5, + "title": "Memory and Learning", + "pages": [ + { + "page": 84, + "tips": [ + { + "category": "Word Link", + "embedding": "The suffix -ize forms verbs that mean to cause or become something.", + "text": "The suffix -ize forms verbs that mean to cause or become something, e.g., visualize, memorize, internalize, minimize.", + "html": "The suffix -ize forms verbs that mean to cause or become something, e.g., visualize, memorize, internalize, minimize.
", + "id": "0d263ead-e16a-434e-a04e-d031aef2dbf1", + "verified": true, + "standalone": true + } + ] + }, + { + "page": 88, + "tips": [ + { + "category": "Reading Skill", + "embedding": "Identifying Cause and Effect\n\nA cause is something that makes another event happen. The resulting event is the effect. Recognizing causes and effects can help you better understand a reading passage. You can sometimes identify cause and effect relationships by finding certain connecting or signal words. These include because, so, if, then, therefore, as a result, and by verb + -ing.", + "text": "Identifying Cause and Effect\n\nA cause is something that makes another event happen. The resulting event is the effect. Recognizing causes and effects can help you better understand a reading passage. Look at the sentence from the reading. Does the underlined portion show a cause or an effect?\nIf you think of a very familiar place, and visualize certain things in that place, you can keep those things in your memory for a long time.\nThe underlined portion shows the effect. Visualizing things within a familiar place is the cause. Keeping memories for a long time is the effect.\n\nYou can sometimes identify cause and effect relationships by finding certain connecting or signal words. These include because, so, if, then, therefore, as a result, and by verb + -ing.\nWe don't have to remember phone numbers now because we can store them on smartphones.\nI enter my email password three times a day, so I remember it easily.\n", + "html": "A cause is something that makes another event happen. The resulting event is the effect. Recognizing causes and effects can help you better understand a reading passage. Look at the sentence from the reading. Does the underlined portion show a cause or an effect?
If you think of a very familiar place, and visualize certain things in that place, you can keep those things in your memory for a long time.
The underlined portion shows the effect. Visualizing things within a familiar place is the cause. Keeping memories for a long time is the effect.
You can sometimes identify cause and effect relationships by finding certain connecting or signal words. These include because, so, if, then, therefore, as a result, and by verb + -ing.
We don't have to remember phone numbers now because we can store them on smartphones.", + "id": "ab708cf8-449b-4e4a-af4e-a2510f04839d", + "verified": true, + "standalone": false, + "exercise": { + "question": "
I enter my email password three times a day, so I remember it easily.
Techniques for remembering things like lists, numbers, and facts, are called mnemonic devices. For example, people often use things like poems, pictures, or movements because it is easier to remember stories, images, or actions than plain facts and lists.
Acronyms are one type of mnemonic. For example, it may be hard to remember the colors of the rainbow in the order that they appear. Someone therefore made an acronym for this: ROY G BIV. The first letters in the acronym are the first letters in the names for the colors: red, orange, yellow, green, blue, indigo, and violet. The name Roy G. Biv is meaningless, but it's short, so it is easier to remember than the list.
English spelling rules can also be difficult to learn, so some students use rhymes to help them remember the rules. By learning \"i before e except after c\" (where you hear /ee/), students of English remember the spelling of words like niece and receipt.
", + "segments": [ + { + "html": "Let's analyze the given text to identify cause-effect relationships. We'll go through the passage step by step, looking for connections between events or ideas.
The first paragraph introduces mnemonic devices:
The second paragraph discusses using acronyms:
There's another cause-effect relationship here:
The final paragraph talks about using rhymes for spelling:
And another relationship:
We've identified 5 cause-effect relationships in total:
Recognizing cause and effect relationships helps us understand the logic and structure of a text. It allows us to see how different ideas or events are connected, which can improve our comprehension and critical thinking skills.
In this exercise, identifying these relationships helped us understand:
As mentioned in the tip, certain words can signal cause-effect relationships. In our text, we can find a few examples:
Recognizing these signal words can make it easier to identify cause-effect relationships in future readings.
Use stress with: (n.) effects of stress, work-related stress; (adj.) emotional stress, mental stress, physical stress; (v.) cause stress, cope with stress, deal with stress, experience stress, reduce stress.
", + "id": "535453f2-96d6-4845-af23-234a3edba570", + "verified": true, + "standalone": true + } + ] + }, + { + "page": 91, + "tips": [ + { + "category": "Word Link", + "embedding": "The prefix trans- means 'moving across or changing from one thing to another'.", + "text": "The prefix trans- means 'moving across or changing from one thing to another', e.g., transfer, transition, translate, transform.", + "html": "The prefix trans- means 'moving across or changing from one thing to another', e.g., transfer, transition, translate, transform.
", + "id": "99166b16-a227-4abd-9b3c-a7ca0aaa448d", + "verified": true, + "standalone": true + }, + { + "category": "Strategy", + "embedding": "Use key words in titles and subheads to help you predict what a passage is about.", + "text": "Use key words in titles and subheads to help you predict what a passage is about.", + "html": "Use key words in titles and subheads to help you predict what a passage is about.
", + "id": "bb189a09-f9b9-4f8e-92b2-b77f6cb0f8a9", + "verified": true, + "standalone": false, + "exercise": { + "question": "1. I think the reading passage titled \"Train Your Brain!\" is about how ...
2. I think the reading passage titled \"Sleep and Memory\" is about how ...
Is there anything you can do to have a better memory? Research shows that mental and physical exercise and lifestyle choices can affect memory. In fact, many experts agree it is possible to improve your memory.
Here are some tips:
Recent research shows that stress is bad for the brain. In fact, one study connects worrying with memory loss. Therefore, if you can avoid stress in your life, you may also improve your memory. Relaxation techniques like yoga are one way to reduce stress.
Can brainteasers1 like sudoku puzzles improve memory? Some scientists say that mental activity might help memory. Puzzles, math problems, even reading and writing, can probably all benefit the brain.
\"Poor sleep before or after learning makes it hard to encode2 new memories\", says Harvard University scientist Robert Stickgold. One study shows that by getting a good night's sleep, people remember a motor skill (such as piano playing) 30 percent better.
Your brain can benefit from a healthy diet, just like the rest of your body. Foods that have antioxidants,3 such as blueberries, are good for brain cells. This helps memory.
Many people think that sleep must be important for learning and memory, but until recently there was no proof. Scientists also believe the hippocampus plays a role in making long-term memories, but they weren't sure how. Now they understand how the process happens—and why sleep is so important.
A research team at Rutgers University recently discovered a type of brain activity that happens during sleep. The activity transfers new information from the hippocampus to the neocortex. The neocortex stores long-term memories. The researchers call the transferring activity \"sharp wave ripples\", because the transferring activity looks like powerful, short waves. The brain creates these waves in the hippocampus during the deepest levels of sleep.
The Rutgers scientists discovered the wave activity in a 2009 study using rats. They trained the rats to learn a route in a maze. Then they let the rats sleep after the training session. They gave one group of sleeping rats a drug. The drug stopped the rats' wave activity. As a result, this group of rats had trouble remembering the route. The reason? The new information didn't have a chance to leave the hippocampus and go to the neocortex.
The experiment explains how we create long-term memories. The wave activity transfers short-term memories from the hippocampus to the neocortex. Then the neocortex turns the sharp wave ripples into long-term memories. Researcher György Buzsáki says this is \"why certain events may only take place once in the waking state and yet can be remembered for a lifetime.\"
The Rutgers study is important because it proves the importance of sleep for learning and memory. It also finally explains how the brain makes long-term memories.
Let's examine the titles and subheads of the given passages to predict their content. We'll focus on identifying key words that give us clues about the main ideas.
Key words in the title and subheads:
These key words suggest that the passage is about different ways to improve brain function and memory.
Based on these key words, we can complete the first sentence:
1. I think the reading passage titled \"Train Your Brain!\" is about how to improve memory and brain function through various lifestyle choices and activities.
Key words in the title and subheads:
These key words indicate that the passage explores the relationship between sleep and memory formation, particularly how sleep affects long-term memory.
Based on these key words, we can complete the second sentence:
2. I think the reading passage titled \"Sleep and Memory\" is about how sleep plays a crucial role in forming and consolidating long-term memories.
Identifying key words in titles and subheads is a powerful strategy for predicting and understanding the content of a passage. This approach offers several benefits:
By using this technique, we were able to quickly grasp the main ideas of both passages without reading the full text. This skill is particularly useful when you need to quickly assess whether a text is relevant to your needs or when you want to prepare your mind for more detailed reading.
Use key words in questions, especially nouns and noun phrases, to help you scan for the most relevant parts of a text.
", + "id": "e2f954f0-1961-4647-aecc-d0ccb28b1e9e", + "verified": true, + "standalone": false, + "exercise": { + "question": "The main idea of \"Sleep and Memory\" is ____________________________
Many people think that sleep must be important for learning and memory, but until recently there was no proof. Scientists also believe the hippocampus plays a role in making long-term memories, but they weren't sure how. Now they understand how the process happens—and why sleep is so important.
A research team at Rutgers University recently discovered a type of brain activity that happens during sleep. The activity transfers new information from the hippocampus to the neocortex. The neocortex stores long-term memories. The researchers call the transferring activity \"sharp wave ripples\", because the transferring activity looks like powerful, short waves. The brain creates these waves in the hippocampus during the deepest levels of sleep.
The Rutgers scientists discovered the wave activity in a 2009 study using rats. They trained the rats to learn a route in a maze. Then they let the rats sleep after the training session. They gave one group of sleeping rats a drug. The drug stopped the rats' wave activity. As a result, this group of rats had trouble remembering the route. The reason? The new information didn't have a chance to leave the hippocampus and go to the neocortex.
The experiment explains how we create long-term memories. The wave activity transfers short-term memories from the hippocampus to the neocortex. Then the neocortex turns the sharp wave ripples into long-term memories. Researcher György Buzsáki says this is \"why certain events may only take place once in the waking state and yet can be remembered for a lifetime.\"
The Rutgers study is important because it proves the importance of sleep for learning and memory. It also finally explains how the brain makes long-term memories.
", + "segments": [ + { + "html": "Let's analyze the passage 'Sleep and Memory' to answer the questions. We'll focus on key words and phrases to help us locate the relevant information.
To identify the main idea, let's look for recurring themes throughout the passage:
Based on these key points, we can conclude that the main idea is:
Let's look for information about the Rutgers University team's discovery:
To understand the transfer of information, let's focus on 'sharp wave ripples':
To understand why some rats had trouble remembering the route:
Using key words, especially nouns and noun phrases, to scan for relevant information is an effective strategy because:
By using this technique, we were able to efficiently extract the necessary information from the 'Sleep and Memory' passage to answer the questions. This skill is particularly useful when dealing with longer texts or when you need to quickly find specific information.
Use by with a gerund to say how to do something. By + gerund forms can appear at the beginning or at the end of a sentence. Use a comma when they appear at the beginning of a sentence.
By + gerund expresses how to reach a result:
write new words on cards / a person can retain them better
give rats drugs / the scientists stopped their brain waves
you can improve your memory / do puzzles
Let's practice using 'by + gerund' to combine sentence parts. This structure helps us express how to achieve a particular result.
To combine these parts, we'll use the gerund form of 'write' after 'by'. We can structure this sentence in two ways:
Both forms are correct. The second form uses a comma after the 'by + gerund' phrase.
For this sentence, we'll use the gerund form of 'give' after 'by'. Again, we have two possible structures:
Both are correct, with the second form using a comma after the 'by + gerund' phrase.
For this sentence, we'll use the gerund form of 'do' after 'by'. Here are our two options:
Both forms are correct, with the second form using a comma after the 'by + gerund' phrase.
Using 'by + gerund' is beneficial for several reasons:
By mastering this structure, you can enhance your writing and speaking skills, making your English more natural and expressive. Remember, practice is key to becoming comfortable with using 'by + gerund' in various contexts.
Using an outline helps you to organize your main idea, supporting ideas, and examples and/or details. The examples might be a list of reasons, or steps in a process. An outline is like a map because it gives you something to follow. For example, you can use an outline to develop your ideas in a descriptive paragraph.
Don't write complete sentences in an outline, except for your topic sentence.
", + "id": "4834e060-6c94-4f81-b8db-15a2da92b831", + "verified": true, + "standalone": false, + "exercise": { + "question": "__ (topic sentence)
memorize as steps __ (supporting idea 1)
write names, directions __ (details)
repeat __ (details)
create mental picture __ (supporting idea 2)
study a map __ (details)
imagine following route __ (details)
When you have to memorize a route, you should use a technique that works well for you. One way is to memorize the directions as a set of steps. To do this, write the street names and directions in the correct order on a piece of paper. If you repeat the steps several times, you won't have to look at the list anymore. You can also memorize a route by creating a mental picture of it. That is, see the streets and the places on the streets in your mind. To do this, study the route as it appears on a map. Then imagine yourself following the route. See the buildings and other places along the route in your mind. There are other ways to learn routes; use the method that works best for you.
", + "segments": [ + { + "html": "Let's go through the outline and match it with the appropriate sentences from the paragraph, focusing on how each part contributes to the overall structure of memorizing a route.
The outline begins with a topic sentence that introduces the main idea. Sentence (a) serves this purpose perfectly, emphasizing the importance of choosing a suitable memorization technique.
The first method suggested is memorizing the route as a series of steps. Sentence (b) directly corresponds to this idea, introducing it as one approach to route memorization.
For the step method, two important details are provided. First, sentence (c) explains how to write down the route information. Then, sentence (d) emphasizes the importance of repetition in this method.
The second method introduced is creating a mental picture of the route. Sentence (e) clearly presents this alternative approach to route memorization.
For the mental picture method, two key steps are outlined. Sentence (g) suggests studying a map to visualize the route, while sentence (h) encourages imagining yourself following the route, focusing on landmarks and buildings.
By matching these sentences to the outline, we've created a structured guide for memorizing routes. The outline now clearly presents two main methods - step-by-step memorization and mental visualization - along with specific techniques for each method.
dis = negative, not: disease, disagree, disappear, discomfort, discontinue, discourage, disrespect
", + "id": "b5fbd194-6148-4e6c-81ea-5b7d59f58966", + "verified": true, + "standalone": true + }, + { + "category": "Strategy", + "embedding": "Look for clues in titles, captions, and opening sentences to get a sense of the general topic of a passage. This will help you predict the kind of information you are going to read about.", + "text": "Look for clues in titles, captions, and opening sentences to get a sense of the general topic of a passage. This will help you predict the kind of information you are going to read about.", + "html": "Look for clues in titles, captions, and opening sentences to get a sense of the general topic of a passage. This will help you predict the kind of information you are going to read about.
", + "id": "10a5e2ed-d615-4e63-afe5-d0f17bff891e", + "verified": true, + "standalone": false, + "exercise": { + "question": "As a boy, Zoltan Takacs caught snakes and kept them in his room. Now he hunts them for a living.1
Zoltan Takacs collects snake venom so that he can study it. He wants to find out if the venom can be used as medicine to cure people. Usually, he travels alone with only a backpack, a camera bag, and equipment for collecting the venom. He often flies small planes to reach faraway places, and has traveled to 134 countries. His trips are often dangerous; he has encountered pirates,2 wars, and angry elephants. He has also survived six venomous snake bites. Takacs's adventures are like action movies, but his goal is pure science: \"Animal venoms\", Takacs explains, \"are the source of over a dozen medications.\"3
Many drugs produce side effects. These side effects happen because the drugs affect more than one target. For example, most cancer drugs can't tell the difference between cancer cells and healthy cells. So the drugs kill cancer cells, but they also kill other healthy cells in the body. Toxins are a good model for medications because they can hit a single target. But finding the right toxin to fight a specific disease can take years of work. That's why Takacs and his colleagues have developed a new technology. It allows the creation of \"toxin libraries.\"
The new toxin libraries help researchers identify which toxin might cure a specific disease. With the new technology, testing can happen much more quickly and efficiently than before. A researcher can test many different toxins at once to see if any of them have an effect on a specific disease. Takacs thinks the technology will help researchers develop new toxin-based drugs for a lot of different diseases. But Takacs is also worried that a lot of possible toxin-based drugs are being lost.
According to Takacs, \"Scientists have studied fewer than a thousand animal toxins... But some 20 million more exist.\" Some of these animal toxins come from endangered species. So every time an animal becomes extinct, it's possible that a new drug is lost, too. For example, the venom of an endangered snake could potentially lead to a medicine that saves human lives.
Takacs explains, \"Once we've allowed something to become extinct … there's no way back … For me, losing biodiversity means losing beauty, … knowledge, and resources, including possibilities for treating diseases.\" Losing species, he says, is \"like peeling4 out pages from a book we've never read, then burning them.\"
A snake's venom aims only at a specific part of the body. However, if contact with the target is blocked, the toxin has no effect. For example, when researchers inject5 a cobra with its own venom, nothing happens. This is because cobras have a molecule6 that blocks the toxin from making contact with its target.
", + "segments": [ + { + "html": "Let's approach this exercise by quickly examining key elements of the passage to determine its main focus.
The title 'The Snake Chaser' immediately suggests that the passage is about a person with an unusual occupation related to snakes.
The first paragraph provides more context:
These sentences confirm that the passage is about a person's unusual job involving snakes.
Skimming through the subheadings, we see:
These subheadings indicate that the passage explores various aspects of snake venom and its potential medical applications, all related to the snake chaser's work.
Based on our quick skim of the title, opening sentences, and subheadings, we can conclude that the passage is mainly about:
b. a person's job
Specifically, it's about Zoltan Takacs' unique profession as a 'snake chaser' and how his work with snake venom relates to medical research.
This exercise demonstrates the importance of efficient reading strategies:
By focusing on these elements, we can quickly grasp the main idea of a passage without reading every word, saving time and improving comprehension.
Figurative language allows a writer to compare one thing to another. When you read, it's important to understand how the two things being compared are similar.
", + "id": "6f742334-21ee-40e2-a804-891f85e20881", + "verified": true, + "standalone": false, + "exercise": { + "question": "Takacs's adventures are like action movies.
Takacs's job is sometimes like the events in a movie.
Takacs and his colleagues have developed a new technology. It allows the creation of \"toxin libraries\".
In a toxin library, a lot of information is stored in a way that's easy to search.
\"Biodiversity loss is like peeling out pages from a book we've never read, then burning them.\"
Let's analyze each sentence to understand the writer's intended meaning through the use of figurative language.
This comparison suggests that Takacs's experiences in his job share similarities with exciting events typically seen in action movies.Let's consider the options:
The correct answer is b. Takacs's job is sometimes like the events in a movie.
This phrase uses the concept of a library as a metaphor. Let's examine the options:
The correct answer is b. In a toxin library, a lot of information is stored in a way that's easy to search.
This vivid metaphor compares biodiversity loss to destroying unread book pages. Let's analyze the options:
The correct answer is b. Biodiversity loss is a problem because we lose species before we understand them.
These examples demonstrate how figurative language enhances writing by:
By recognizing and interpreting figurative language, readers can gain a deeper understanding of the writer's message and engage more fully with the text.
Pros are advantages (positive effects) of something, and cons are disadvantages (negative effects) of something. Writers often provide the pros and cons of an issue in order to make a more balanced argument. Identifying the pros and cons of an issue will help you evaluate the strength of a writer's arguments. It will also help you decide your own opinion on the issue.
Look at the facts below. Is each fact a pro or a con for studying snake venom?
It can be very dangerous.
A snake's venom might be used to cure a serious disease.
Snake venom is a good model for medications.
The first fact is a con (a disadvantage of studying snake venom), and the other two are pros.
", + "id": "a191ea0f-d097-4510-8c08-345246941aec", + "verified": true, + "standalone": false, + "exercise": { + "question": "| Pros of Studying Extinct Viruses | Cons of Studying Extinct Viruses |
|---|---|
Scientists called virologists study viruses1 to discover how they work and how to stop people from getting them. Of course, working with viruses is very dangerous. Some viruses can infect large numbers of people very quickly. Other viruses, such as HIV, still have no widely available vaccine2 or cure. In the past few years, some virologists have begun studying extinct viruses — ones that died out long ago. They discovered that all humans have pieces of very old viruses in their bodies. Some of these viruses are hundreds of thousands of years old. The virologists were able to rebuild some of the viruses and bring them back to life.
Although some people think that rebuilding viruses is potentially very dangerous, the virologists argue that studying these extinct viruses can teach us more about how viruses cause disease. They also believe that these viruses can tell us a lot about how our human species developed in the past. In addition, the scientists can develop vaccines for these diseases in case they reappear one day and begin infecting people again.
", + "segments": [ + { + "html": "Let's examine the passage to identify the advantages (pros) and disadvantages (cons) of studying extinct viruses.
Let's identify the advantages mentioned in the passage:
Now, let's identify the disadvantages or potential risks:
By identifying both pros and cons, we can see that:
Recognizing pros and cons in a text is valuable because it:
Use relief with: (n.) pain relief, sense of relief; (v.) express relief, feel relief, bring relief, get relief (from), provide relief (for).
", + "id": "2fb41a74-409f-47c1-85db-b1cbd0bbf7b5", + "verified": true, + "standalone": true + } + ] + }, + { + "page": 114, + "tips": [ + { + "category": "CT Focus", + "embedding": "Writers often use as if when they make a figurative comparison.", + "text": "Writers often use as if when they make a figurative comparison. For example: He acted as if he was a king.", + "html": "Writers often use as if when they make a figurative comparison. For example: He acted as if he was a king.
", + "id": "7ca405a9-3d39-4e4d-9021-66f23bf78b6a", + "verified": true, + "standalone": false, + "exercise": { + "question": "In the 1950s and '60s, Leon Fleisher was one of the world's greatest piano players. But one day in 1964, his career suddenly ended. While he was practicing, he started to lose control of the fourth and fifth fingers on his right hand. \"Wow\", he thought, \"I'd better practice harder\". But his problem got worse.
Fleisher saw several different doctors. He had injections and medications and other treatments, but nothing worked. \"It was as if my hand had been taken over by aliens\", he says. \"It was not under my control.\" His career was finished.
Finally, after more than 30 years, Fleisher found out what was wrong. He had focal dystonia, a disease that makes muscles move in strange, and sometimes painful, ways. At last, relief seemed possible. He went to the U.S. National Institutes of Health, where researchers were testing botulinum toxin as a cure for the disease.
Botulinum toxin is one of the most poisonous toxins in the world: One gram of it could kill 20 million people. But scientists have used it to create the drug Botox. This drug is now safely used in small doses to treat many different problems. It's used to make skin look younger, to stop headaches, and even to cure some serious diseases.
The botulinum toxin cured Fleisher, and he got his career back. He began performing again, and he made his first recording in 40 years. Recently, he received a Kennedy Center Award, which is given for important contributions to the arts in America.
", + "segments": [ + { + "html": "This exercise requires us to identify what the word 'it' refers to in four sentences from the reading passage. We need to carefully consider the context and match each sentence with the correct option (a-f). Let's examine each sentence:
'It was as if my hand had been taken over by aliens.'
'It was not under my control.'
'One gram of it could kill 20 million people.'
'It's used to make skin look younger...'
The tip about using 'as if' in figurative comparisons is particularly relevant to the first sentence:
Making a concession is saying that one idea is true, but another idea is stronger or more important, according to the writer. In other words, it is more persuasive. Use although, though, and even though to make concessions:
Although botulinum toxin can be deadly, it can also cure several serious diseases.
Even though botulinum toxin can cure several diseases, it can be deadly.
In each sentence, the idea in the second clause is emphasized - the writer feels it is stronger and more important.
In the first sentence, the writer concedes that botulinum toxin is dangerous. However, the writer believes its ability to cure diseases is more important. (In other words, scientists should continue to work with it). In the second sentence, the writer concedes that botulinum toxin can cure diseases. However, the writer believes that the fact that it is dangerous is more important. (Scientists should stop working with it)
", + "id": "1f1b891c-242d-4bba-9354-af222640b54a", + "verified": true, + "standalone": false, + "exercise": { + "question": "We need to create sentences using 'although', 'even though', or 'though' to connect the given ideas. Remember, the structure we're aiming for is:
Although/Even though/Though [less important idea], [more important idea].
Connected sentence:
Although just a small amount of arsenic can be deadly, it is still used to treat leukemia.
Connected sentence:
Even though snake venom is dangerous to humans, it is used in a lot of important medications.
Connected sentence:
Though studying extinct viruses can tell us about the human species, it might bring back deadly diseases.
In this exercise, we practiced creating concessions using 'although', 'even though', and 'though'. These connectors help us acknowledge one point while emphasizing another that we consider more significant.
Making concessions in writing is a valuable skill because it:
The tip provided at the beginning of this exercise is particularly beneficial because it:
By practicing this technique, you'll be able to present more balanced and thoughtful arguments in your writing, acknowledging different viewpoints while still emphasizing your main points effectively.
In a persuasive paragraph, you try to convince the reader that something is true. First, you state the issue. Then you state your argument. Finally, you explain the reasons why you think your argument is valid or true.
Making concessions in a persuasive paragraph can help strengthen your argument. It shows the reader that you have thought about the different arguments, but you believe that your argument is the strongest and most important.
", + "id": "601f2918-dc72-412a-81a2-7167a1e66831", + "verified": true, + "standalone": false, + "exercise": { + "question": "Many cosmetic and drug companies test their products on animals to make sure that they are safe. However, this kind of testing is cruel and unnecessary. Although people who support animal testing say that animals are not harmed during tests, animals usually have to live in small cages in laboratories. In addition, animals are often badly injured during testing, and some are even killed. Even though drug companies need to make their products safe for people, their products don't always have the same effect on animals and humans. So it's possible that these tests don't show how products might affect humans. In fact, according to the Food and Drug Administration, over 90 percent of drugs that are used in testing are safe for animals, but are not safe for humans. Since animal testing harms animals and may not help humans, researchers should stop testing products on animals.
", + "segments": [ + { + "html": "We need to identify two sentences in the given paragraph that make a concession. A concession acknowledges an opposing viewpoint before presenting a counter-argument.
Let's break down the paragraph and look for sentences that acknowledge the opposing view (pro-animal testing) before presenting the main argument (against animal testing).
After careful analysis, we can identify two sentences that make concessions:
Both sentences start by acknowledging a point made by those who support animal testing, but then counter with an argument against it:
Using concessions in a persuasive paragraph is a powerful technique. It shows that the writer has considered multiple perspectives and strengthens their argument by addressing potential counterpoints.
By identifying and understanding these concessions, we can see how the author builds a stronger argument against animal testing. This technique demonstrates a balanced approach to the topic while still maintaining a clear stance.
Use occur with (n.): accidents occur, changes occur, events occur; (adv.): frequently occur, naturally occur, normally occur, often occur.
", + "id": "60239035-4aca-4092-bfc4-340a1d851604", + "verified": true, + "standalone": true + } + ] + }, + { + "page": 127, + "tips": [ + { + "category": "CT Focus", + "embedding": "Writers often quote or paraphrase (restate) the ideas of experts to support information in an article. They may introduce these sources with According to ... or [the expert] thinks/says ...", + "text": "Writers often quote or paraphrase (restate) the ideas of experts to support information in an article. They may introduce these sources with According to ... or [the expert] thinks/says ...", + "html": "Writers often quote or paraphrase (restate) the ideas of experts to support information in an article. They may introduce these sources with According to ... or [the expert] thinks/says ...
", + "id": "56f09660-c0e9-4c2d-a90c-8f9239b98aaf", + "verified": true, + "standalone": false, + "exercise": { + "question": "Quote: \"There were no limitations\", said tornado expert Tim Samaras. \"It went absolutely crazy. It had nothing but hundreds of miles to grow and develop\".
Paraphrase: Other people, such as Russell Schneider, director of the U.S. Storm Prediction Center, think it's because of a weather pattern called \"La Niña\".
The tornado that hit Joplin, Missouri, on April 26 2011, threw cars into the air as if they were toys. It pulled buildings apart and even broke up pavement1 — something that only the strongest twisters can do. The Joplin tornado was strong, but it was just one of an amazing number of powerful twisters to strike the United States recently.
A huge number of intense tornadoes hit several regions of the southern United States in 2011. In fact, more violent tornadoes struck the United States in April 2011 than in any other month on record.2 In just two days, from April 26 to April 27, there were more than 100 separate twisters. The tornadoes moved through six states and killed at least 283 people.
From April 26 to April 27, \"perfect storm\" conditions gave birth to a monster twister in Tuscaloosa, Alabama. \"Perfect storm\" conditions occur when warm, wet air rises and collides with cold, dry air at high altitudes.3
The Tuscaloosa tornado was 1.0 mile (1.6 kilometers) wide, with winds over 260 mph (400 kph). It stayed on the ground for an unusually long time. Tornadoes usually touch the ground for only a few miles before they die. But experts think the Tuscaloosa tornado stayed on the ground and traveled 300 miles (480 kilometers) across a region extending from Alabama to Georgia. \"There were no limitations,\" said tornado expert Tim Samaras. \"It went absolutely crazy. It had nothing but hundreds of miles to grow and develop.\"
What caused the violent tornadoes in 2011? Experts disagree. Some think warmer-than-normal water temperatures in the Gulf of Mexico were the cause. Other people, such as Russell Schneider, director of the U.S. Storm Prediction Center, think it's because of a weather pattern called \"La Niña.\"4 La Niña can affect the climate in the United States. It makes air drier or wetter and causes temperatures to rise and fall. Some experts, such as Samaras, think we simply don't have enough data to decide.
Because their cause is unclear, scientists around the world continue to study tornadoes. One day their research will help us to better understand the conditions that cause tornadoes to form. Eventually, we may even be able to predict how strong they will be and where they will hit.
", + "segments": [ + { + "html": "Let's start by finding the requested quote and paraphrase in the 'When Tornadoes Strike' article:
The writer quoted Samaras to:
The writer paraphrased Schneider to:
The writer describes the sources differently:
We have more specific information about Schneider's role and affiliation, which may lend more authority to his opinion in this context.
The writer employs quotes and paraphrases to:
By using quotes and paraphrases, the writer effectively supports their points with expert opinions, adding depth and credibility to the article. This technique demonstrates how writers can introduce sources using phrases like 'said tornado expert' or 'think it's because of', which helps to smoothly integrate expert opinions into the text. These methods not only provide valuable information but also make the article more engaging and authoritative.
When writers describe processes - how things happen - they use transition words and phrases to show the order, or sequence, of the steps or events in the process. Look at these sentences:
First, warm air and cold air collide and form a tube of rotating air.
Next, the rotating air turns to become a vertical column.
The words first and next tell you that warm and cold air collide and form a tube before the rotating air becomes a vertical column.
Other transition words that indicate sequence include then, second, and finally. Time clauses with before, after, when, as soon as, once, and during also show order.
Before you go out, check the weather report.
After the storm passes, it's safe to go outside.
Once the storm hits, go inside.
Note: When, as soon as, and once describe an event that happens just before another event. During shows a period of time in which an event occurs.
Keep windows closed during the storm.", + "id": "f5b96fbe-b210-4f97-a135-9cb035f4074d", + "verified": true, + "standalone": false, + "exercise": { + "question": "
As soon as the storm stops, it's safe to go outside.
What should you do before a tornado?
What should you do during a tornado?
What should you do when a tornado is over?
If you live in a tornado region, it's important to know what to do when tornadoes strike. Follow these steps for what to do before, during, and after a tornado strikes, and you will have the best chance to stay safe.
First, always pay attention to weather reports during tornado season. In addition, keep your eye on the sky. Watch for dark, greenish-colored clouds, and clouds that are close to the ground. This may mean that a tornado is coming. As soon as you know a tornado is about to hit, find shelter immediately if you are outdoors. If you are indoors, go to the lowest level you can, for example, to a basement. Once the tornado hits, stay inside for the entire time.
During a tornado, stay away from windows, as tornadoes can cause them to break. When the storm is over, make sure family members are safe. Check your home and the area around it for damage. Finally, contact disaster relief organizations such as the American Red Cross for help with cleanup and other assistance, such as food and shelter.
", + "segments": [ + { + "html": "We need to identify the actions to take before, during, and after a tornado based on the given text. This exercise helps us practice recognizing sequence in written instructions.
The text mentions several actions to take before a tornado strikes:
The text provides clear instructions for what to do during a tornado:
The text outlines several steps to take after a tornado has passed:
The text uses several sequence indicators to show the order of actions:
Recognizing sequence in instructions is crucial because:
By paying attention to sequence indicators, we can better understand and follow important safety instructions like those for tornado preparedness.
One way to evaluate online sources is to look at the suffix in the Web address (e.g., .com = company; .edu = educational institution (school or college); .gov = government). The suffix may help you judge a source's reliability.
", + "id": "e40eae4a-e1a0-4e02-9aaa-9de8804e86ea", + "verified": true, + "standalone": false, + "exercise": { + "question": "What is the source of the paragraph?
Is this a reliable source of information on tornadoes?
Why, or why not?
If you live in a tornado region, it's important to know what to do when tornadoes strike. Follow these steps for what to do before, during, and after a tornado strikes, and you will have the best chance to stay safe.
First, always pay attention to weather reports during tornado season. In addition, keep your eye on the sky. Watch for dark, greenish-colored clouds, and clouds that are close to the ground. This may mean that a tornado is coming. As soon as you know a tornado is about to hit, find shelter immediately if you are outdoors. If you are indoors, go to the lowest level you can, for example, to a basement. Once the tornado hits, stay inside for the entire time.
During a tornado, stay away from windows, as tornadoes can cause them to break. When the storm is over, make sure family members are safe. Check your home and the area around it for damage. Finally, contact disaster relief organizations such as the American Red Cross for help with cleanup and other assistance, such as food and shelter.
Source: http://www.fema.gov
", + "segments": [ + { + "html": "We need to evaluate the reliability of the given information about tornado safety. To do this, we'll:
At the end of the provided text, we can see the source clearly stated:
FEMA stands for the Federal Emergency Management Agency, which is a part of the U.S. government.
To determine if this is a reliable source, let's consider:
Based on these factors, we can conclude that this is indeed a reliable source for information on tornadoes.
This source is reliable for tornado information because:
Evaluating online sources is crucial because:
By considering factors like website suffixes (.com, .edu, .gov) and the authority of the source, you can make better judgments about the reliability of online information.
Use experience with adjectives: professional experience, valuable experience, past experience, shared experience, learning experience. You can also use experience with nouns: work experience, life experience, experience danger.
", + "id": "9afe3753-35be-4bff-be9d-dc5ca7f39d93", + "verified": true, + "standalone": true + } + ] + }, + { + "page": 134, + "tips": [ + { + "category": "CT Focus", + "embedding": "Evaluating sources: When you see a quote from an expert in an article, think about why the writer included it and the ideas it supports.", + "text": "Evaluating sources: When you see a quote from an expert in an article, think about why the writer included it and the ideas it supports.", + "html": "Evaluating sources: When you see a quote from an expert in an article, think about why the writer included it and the ideas it supports.
", + "id": "e1b2bd7d-4986-4eae-8530-d5fce12b281f", + "verified": true, + "standalone": false, + "exercise": { + "question": "Why does the writer quote Jack Cohen?
What idea does his quote support?
According to the two reading passages, what are the main factors that firefighters consider when they are fighting a fire? What are examples of each one? Complete the chart.
| Factor | Shape of the land | ||
|---|---|---|---|
| Examples | Dry grass, plants |
Wildfires occur all around the world, but they are most frequent in areas that have wet seasons followed by long, hot, dry seasons. These conditions exist in parts of Australia, South Africa, Southern Europe, and the western regions of the United States.
Wildfires can move quickly and destroy large areas of land in just a few minutes. Wildfires need three conditions: fuel, oxygen, and a heat source. Fuel is anything in the path of the fire that can burn: trees, grasses, even homes. Air supplies the oxygen. Heat sources include lightning, cigarettes, or just heat from the sun.
From past experience we know that it is difficult to prevent wildfires, but it is possible to stop them from becoming too big. One strategy is to cut down trees. Another strategy is to start fires on purpose. Both of these strategies limit the amount of fuel available for future fires. In addition, people who live in areas where wildfires occur can build fire-resistant1 homes, according to fire researcher Jack Cohen. Cohen says that in some recent California fires, “there were significant cases of communities that did not burn . . . because they were fire-resistant.”
However, most experts agree that no single action will reduce fires or their damage. The best method is to consider all these strategies and use each of them when and where they are the most appropriate.
Fighting fires is similar to a military campaign.2 Attacks come from the air and from the ground. The firefighters must consider three main factors: the shape of the land, the weather, and the type of fuel in the path of the fire. For example, southern sides of mountains are sunnier and drier, so they are more likely to burn than the northern sides. Between two mountains, in the canyons, strong winds can suddenly change the direction of a fire. These places, therefore, experience particularly dangerous fires.
We need to analyze the given text to answer questions about:
Let's break this down step by step.
The writer quotes Jack Cohen, a fire researcher, who says: \"there were significant cases of communities that did not burn . . . because they were fire - resistant.\"
This quote is used to:
According to the passage, firefighters consider three main factors when fighting a fire:
Let's look at examples for each factor.
1. Shape of the land:
2. Weather:
3. Fuel type:
Including expert quotes in an article serves several purposes:
When reading articles, it's important to consider why certain quotes are included and how they support the main ideas being presented.
Writers usually use two verb forms when they describe a process - the imperative and the simple present.
If you are explaining how to do something, use the imperative. The imperative is the base form of a verb. You do not use a subject with the imperative. For example:
First, remove fuel in the fire's path.
The subject, you, is understood. Remove is the base form of the verb.
If you are explaining how something happens, use the simple present. For example:
Then warm air moves upward.
Then firefighters look for something in the area that can block the fire.
Remember to make subjects and verbs agree when you use the simple present.
", + "id": "01638dd5-3d2d-402c-89a9-a35d15098d4a", + "verified": true, + "standalone": false, + "exercise": { + "question": "Imperative:
Simple Present:
We need to complete two exercises:
Let's approach this step-by-step, focusing on the correct use of verb forms in describing processes.
Let's analyze each sentence and determine the correct verb form:
Now, let's create three imperative and three simple present sentences:
Using the correct verb forms is crucial when describing processes because:
This tip is beneficial because:
By mastering these verb forms, you can communicate processes more effectively in both academic and professional contexts.
When you write a process paragraph, you explain steps or events in a process in chronological order - the first event appears first, then the next event, and so on.
To plan a process paragraph, first list each step or event in the correct order. When you write your paragraph, use transition words and phrases to help the reader follow the order.
first, second, third; then, next, in addition; finally
before, after, once, when, as soon as, during, while
Note that during and while have similar meanings but are used differently in a sentence.
During the storm, it isn't safe to go outside. (during + noun)
While the storm is happening, stay indoors. (while + noun + be + verb + -ing)
Writers usually use the simple present or the imperative to describe a process. You can also use the present perfect with after and once.
After / Once the storm has passed, it's safe to go outside.
Note: A process paragraph is more than a list of steps. It is also important to include details that help the reader understand the steps or events.
", + "id": "fb0a015f-c414-4e63-bd87-bdd908e89bd6", + "verified": true, + "standalone": false, + "exercise": { + "question": "Wildfires move quickly and are extremely dangerous, but you can avoid danger if you follow these steps.
If you follow these steps, you will have the best chances for staying safe if a wildfire occurs.
", + "segments": [ + { + "html": "We need to complete two main tasks:
Let's approach this step-by-step, focusing on creating a clear, chronological process.
Let's arrange the events in a logical sequence:
Now, let's write the paragraph using the ordered events and appropriate transition words:
Wildfires move quickly and are extremely dangerous, but you can avoid danger if you follow these steps. First, if a fire is approaching your home, go outside and move any items that can act as fuel for the fire, such as dead plants. Then, go back inside and close all windows, doors, and other openings to prevent the fire from moving easily through the house. After that, turn off any of your home energy sources that can act as fuel, such as natural gas. Next, fill large containers such as garbage cans and bathtubs with water to slow down the fire. Finally, leave the area as quickly as possible and do not return home until it is safe. If you follow these steps, you will have the best chances for staying safe if a wildfire occurs.
Writing an effective process paragraph involves:
Understanding how to organize a process paragraph is beneficial because:
By mastering this skill, you can create clear, concise, and easily understandable process descriptions in various contexts.
Use style with (n.) leadership style, learning style, style of music, writing style; (adj.) distinctive style, particular style, personal style.
", + "id": "fe2afa25-31c1-48ba-8b7f-0ca29f3cb889", + "verified": true, + "standalone": true + } + ] + }, + { + "page": 150, + "tips": [ + { + "category": "Strategy", + "embedding": "When you scan, look for paraphrases of key words, as well as the key words themselves.", + "text": "When you scan, look for paraphrases of key words, as well as the key words themselves. For example, began building is a paraphrase for started work on.", + "html": "When you scan, look for paraphrases of key words, as well as the key words themselves. For example, began building is a paraphrase for started work on.
", + "id": "9cf7701a-4bc2-4f75-8e41-2619c1b47399", + "verified": true, + "standalone": false, + "exercise": { + "question": "The passage below is about the mysterious statues in Rapa Nui (Easter Island) called moai. Scan the paragraph to find the answers to these questions.
How far is Rapa Nui from Chile? ___________________
When did people probably first come to Rapa Nui? ___________________
Where did the people of Rapa Nui come from? ___________________
How tall are the statues? How much do they weigh? ___________________
", + "additional": "Rapa Nui (Easter Island) is an island in the Pacific Ocean located 2,300 miles (3,700 kilometers) west of Chile. It’s home to the mysterious moai statues, enormous figures carved from stone. It's not clear when the island was first settled. Experts guess that a few brave sailors somehow sailed west to Rapa Nui from Polynesian islands around AD 800. Experts do know that the Rapa Nui culture was at its height between the 10th and 16th centuries. They think the Rapa Nui people carved and built the moai in this period. There are 900 moai statues across the island. They are about 13 feet (4 meters) tall and weigh as much as 14 tons. Most scholars think that the moai were created to honor ancestors, chiefs, or other important people.
", + "segments": [ + { + "html": "We need to scan the given passage about the moai statues of Rapa Nui (Easter Island) to find specific information. Let's break down the questions we need to answer:
We'll use scanning techniques to quickly locate this information in the text.
Let's go through each question and find the relevant information:
Notice how we didn't need to read the entire passage in detail. We quickly located the specific information by scanning for key words and numbers.
To scan effectively:
Recognizing paraphrases is crucial in scanning because:
For example, in our text, 'first settled' could be paraphrased as 'brave sailors somehow sailed west to Rapa Nui', indicating the first settlement.
Mastering the skill of scanning, including recognizing paraphrases, is beneficial because:
By practicing scanning and being aware of paraphrases, you can become a more efficient and effective reader across various contexts.
Scanning helps you find details quickly. When you scan, you move your eyes quickly across and down a page and you only look for particular things. For example, to get information about times and dates, look for numbers, and to get information about people and places, look for capitalized words. Read the words around the numbers or capitalized words to understand the context.
For example, to answer the question 'When did Gaudí start work on La Sagrada Família?', first scan the text to find a year. Then read the words near the year for information about 'starting work'.
Antoni Gaudí began building his church, La Sagrada Família, in 1881.
First, your eyes go to 1887. Then your eyes go to began building. You have found the answer to the question - in 1881.
", + "id": "84282316-08c8-4e36-9a66-f892315040dc", + "verified": true, + "standalone": false, + "exercise": { + "question": "The passage below is about the mysterious statues in Rapa Nui (Easter Island) called moai. Scan the paragraph to find the answers to these questions.
How far is Rapa Nui from Chile? ___________________
When did people probably first come to Rapa Nui? ___________________
Where did the people of Rapa Nui come from? ___________________
How tall are the statues? How much do they weigh? ___________________
", + "additional": "Rapa Nui (Easter Island) is an island in the Pacific Ocean located 2,300 miles (3,700 kilometers) west of Chile. It's home to the mysterious moai statues, enormous figures carved from stone. It's not clear when the island was first settled. Experts guess that a few brave sailors somehow sailed west to Rapa Nui from Polynesian islands around AD 800. Experts do know that the Rapa Nui culture was at its height between the 10th and 16th centuries. They think the Rapa Nui people carved and built the moai in this period. There are 900 moai statues across the island. They are about 13 feet (4 meters) tall and weigh as much as 14 tons. Most scholars think that the moai were created to honor ancestors, chiefs, or other important people.
", + "segments": [ + { + "html": "We need to scan the given passage about the moai statues of Rapa Nui (Easter Island) to find specific information. Let's break down the questions we need to answer:
We'll use scanning techniques to quickly locate this information in the text.
Let's go through each question and find the relevant information:
Notice how we didn't need to read the entire passage in detail. We quickly located the specific information by scanning for key words and numbers.
To scan effectively:
Recognizing paraphrases is crucial in scanning because:
For example, in our text, 'first settled' could be paraphrased as 'brave sailors somehow sailed west to Rapa Nui', indicating the first settlement.
Mastering the skill of scanning, including recognizing paraphrases, is beneficial because:
By practicing scanning and being aware of paraphrases, you can become a more efficient and effective reader across various contexts.
trans = across: transport, transportation, transfer, transit, translate. Note that transport can be both a noun and a verb, but the stress is different: (n.) transport, (v.) transport.
", + "id": "9d657295-2afe-4ce2-a47c-e5a0ab70b782", + "verified": true, + "standalone": true + } + ] + }, + { + "page": 156, + "tips": [ + { + "category": "CT Focus", + "embedding": "To identify comparisons, you need to scan for and select relevant details from different parts of the text.", + "text": "To identify comparisons, you need to scan for and select relevant details from different parts of the text, for example, names of people and places, years, dimensions, and other specific details.", + "html": "To identify comparisons, you need to scan for and select relevant details from different parts of the text, for example, names of people and places, years, dimensions, and other specific details.
", + "id": "aa7d4e33-86aa-4655-b2f2-e5f08316ae37", + "verified": true, + "standalone": false, + "exercise": { + "question": "| Name | When was it built? | How was it built? |
|---|---|---|
| Göbekli Tepe | 11,500 B.C. | |
| Chichén Itzá |
Göbekli Tepe
___________________________________________
___________________________________________
Chichén Itzá
___________________________________________
___________________________________________
| Göbekli Tepe | Both | Chichén Itzá |
|---|---|---|
People have created monuments for various reasons, inspired by different sources. Two of the greatest architectural achievements are on opposite sides of the world, in Turkey and Mexico.
Göbekli Tepe is one of the oldest man-made structures on Earth. It was already nearly 8,000 years old when both Stonehenge1 and the pyramids of Egypt were built. The structure consists of dozens of stone pillars arranged in rings. The pillars are shaped like capital T's, and many are covered with carvings of animals running and jumping. They are also very big—the tallest pillars are 18 feet (5.5 m) in height and weigh 16 tons (more than 14,500 kg). In fact, archaeologists think that Göbekli Tepe was probably the largest structure on Earth at the time.
At the time that Göbekli Tepe was built, most humans lived in small nomadic2 groups. These people survived by gathering plants and hunting animals. They had no writing system and did not use metal. Even wheels did not exist. Amazingly, the structure's builders were able to cut, shape, and transport 16-ton stones. Archaeologists found Stone Age3 tools such as knives at the site. They think hundreds of workers carved and put the pillars in place.
Archaeologists are still excavating Göbekli Tepe and debating its meaning. Many think it is the world's oldest temple. Klaus Schmidt is the archaeologist who originally excavated the site. He thinks that people living nearby created Göbekli Tepe as a holy meeting place. To Schmidt, the T-shaped pillars represent human beings. The pillars face the center of the circle and perhaps represent a religious ritual.
Chichén Itzá is an ancient city made of stepped pyramids, temples, and other stone structures. The largest building in Chichén Itzá is the Temple of Kukfooterkan, a pyramid with 365 steps. A kind of calendar, the temple shows the change of seasons. Twice a year on the spring and autumn equinoxes,4 a shadow falls on the pyramid in the shape of a snake. As the sun sets, this shadowy snake goes down the steps to eventually join a carved snake head on the pyramid's side.
The Mayans constructed the pyramids with carved stone. To build a pyramid, Mayan workers created a base and added smaller and smaller levels as the structure rose. Building the pyramids required many workers. Some pyramids took hundreds of years to complete. As at Göbekli Tepe, builders worked without wheels or metal tools.
Chichén Itzá was both an advanced city center and a religious site. Spanish records show that the Mayans made human sacrifices5 to a rain god here. Archaeologists have found bones, jewelry, and other objects that people wore when they were sacrificed. Experts also know that the Mayans were knowledgeable astronomers.6 They used the tops of the pyramids to view Venus and other planets.
", + "segments": [ + { + "html": "We need to complete three main tasks:
Let's approach this step-by-step, using scanning techniques to find the relevant information quickly.
Let's scan for the missing information:
Scanning for purpose and evidence:
Let's identify similarities and differences:
Scanning for comparisons is a crucial skill because:
By practicing this skill, you can improve your ability to process and understand complex texts efficiently.
One way to make comparisons is to use the comparative forms of adjectives.
adjective + -er + than
more / less + adjective + than (with most adjectives that have two or more syllables)
Examples:
Göbekli Tepe is older than Stonehenge.
The design of La Sagrada Família is more complex than the design of St. Patrick's Cathedral.
Use (not) as + adjective + as to say things are (or are not) the same.
Example:
The Empire State Building is not as tall as the Tokyo Sky Tree.", + "id": "a0510b3c-a54f-4ffd-b2cf-62887ffc9418", + "verified": true, + "standalone": false, + "exercise": { + "question": "
The Tokyo Sky Tree is 2,080 feet (634 meters) tall. The Canton Tower is 1,969 feet (600 meters) tall.
The Tokyo Sky Tree is __________ the Canton Tower. (tall)
St. Paul's Cathedral has a traditional design. The design of St. Mary's Cathedral is partly traditional and partly modern.
The design of St. Mary's Cathedral is __________ the design of St. Paul's Cathedral. (traditional)
The Great Wall of China is 5,500 miles (8,850 kilometers) long. Hadrian's Wall is 73 miles (120 kilometers) long.
Hadrian's Wall is not __________ the Great Wall of China. (long)
In this exercise, we need to complete three sentences using comparative adjectives. The task requires us to:
Let's approach each sentence step by step.
Given information:
Analysis:
Correct comparative form: 'taller than'
Given information:
Analysis:
Correct comparative form: 'less traditional than'
Given information:
Analysis:
Correct comparative form: 'as long as'
Comparative adjectives are used to compare two things. The rules for forming comparatives are:
The structure 'not as... as' is used to express inequality between two things.
Understanding and using comparative adjectives is beneficial because:
By mastering comparative adjectives, you can communicate more effectively and make clearer comparisons in both written and spoken English.
When you write a comparison paragraph, first choose a topic - that is, the items you wish to compare. Next, think of two or three points about the items that you want to discuss. Then think of one or two details to include about each point.
Transition words and phrases in your paragraph help the reader understand your ideas:
Similarities: similarly, both, also, too
Differences: however, on the other hand, but
Both Göbekli Tepe and Stonehenge are ancient monuments. However, Göbekli Tepe is much older.", + "id": "204019c1-3832-433f-911d-76ed743293f1", + "verified": true, + "standalone": false, + "exercise": { + "question": "
The pyramids at Chichén Itzá showed the change in seasons. Similarly, some experts think people used Stonehenge as a kind of calendar.
In this exercise, we need to write five comparison sentences about places. To do this effectively, we should:
Let's approach this task step by step, creating diverse comparison sentences.
Let's compare two well-known cities:
'New York City is significantly larger than Paris in terms of population, however, both cities are renowned for their iconic landmarks.'
This sentence:
Let's compare the climate of two countries:
'While Canada experiences extremely cold winters, Australia has much milder temperatures year-round, but both countries have diverse landscapes that attract nature enthusiasts.'
This sentence:
Let's compare two Asian countries:
'Japan and South Korea share many cultural similarities, such as a strong emphasis on respect for elders, however, their traditional cuisines are distinctly different.'
This sentence:
Let's compare two natural wonders:
'The Grand Canyon is significantly deeper than the Great Barrier Reef, but both natural wonders attract millions of visitors annually due to their breathtaking beauty.'
This sentence:
Let's compare two ancient structures:
'The pyramids of Egypt are older than the Colosseum in Rome; similarly, both structures serve as remarkable examples of ancient engineering and continue to fascinate modern archaeologists.'
This sentence:
Practicing writing comparison sentences is beneficial because it:
By mastering this skill, you can create more engaging and informative writing in various academic and professional contexts.
Organizing ideas visually, for example, by using a Venn diagram or other graphic organizer, can help you see similarities and differences more clearly. It can also help you remember key information.
", + "id": "9e4d61ca-2488-4f87-b0c7-86746d3ffe70", + "verified": true, + "standalone": true + } + ] + }, + { + "page": 160, + "tips": [ + { + "category": "Strategy", + "embedding": "When you write a comparison paragraph, use pronouns (if, they, etc.) to avoid repeating the same nouns too often.", + "text": "When you write a comparison paragraph, use pronouns (if, they, etc.) to avoid repeating the same nouns too often. Make sure it is clear to the reader what the pronoun is referring to.", + "html": "When you write a comparison paragraph, use pronouns (if, they, etc.) to avoid repeating the same nouns too often. Make sure it is clear to the reader what the pronoun is referring to.
", + "id": "080b86ef-ca41-4d4b-bcf6-a460ca737777", + "verified": true, + "standalone": true + } + ] + } + ] + }, + { + "unit": 9, + "title": "Form and Function", + "pages": [ + { + "page": 166, + "tips": [ + { + "category": "Word Partners", + "embedding": "Use theory.", + "text": "Use theory with: (n.) evidence for a theory, support for a theory; (adj.) a scientific theory, a convincing theory; (v.) develop a theory, propose a theory, put forward a theory, test a theory.", + "html": "Use theory with: (n.) evidence for a theory, support for a theory; (adj.) a scientific theory, a convincing theory; (v.) develop a theory, propose a theory, put forward a theory, test a theory.
", + "id": "a14dc341-ed16-46c3-a046-f5efd76e9757", + "verified": true, + "standalone": true + }, + { + "category": "Strategy", + "embedding": "A subhead (or section head) indicates the main theme of that section. Reading subheads can give you an overall idea of the theme of a passage and how it is organized, such as whether or not the information is divided into categories.", + "text": "A subhead (or section head) indicates the main theme of that section. Reading subheads can give you an overall idea of the theme of a passage and how it is organized, such as whether or not the information is divided into categories.", + "html": "A subhead (or section head) indicates the main theme of that section. Reading subheads can give you an overall idea of the theme of a passage and how it is organized, such as whether or not the information is divided into categories.
", + "id": "2ed0ba59-986b-46ce-bf71-478e2c6e8225", + "verified": true, + "standalone": false, + "exercise": { + "question": "Paleontologists1 think feathers have existed for millions of years. Fossils of a 125-million-year-old dinosaur called a theropod show that it had a thin layer of hair on its back—evidence of very primitive feathers. Discoveries such as this are helping scientists understand how and why feathers evolved.
Some paleontologists speculate that feathers began as a kind of insulation to keep animals or their young warm. Paleontologists have found theropod fossils that have their front limbs2 spread over nests. They think this shows that the dinosaurs were using feathers to keep their young warm. In addition, many young birds are covered in light, soft feathers, which keep the birds' bodies warm. Even when they become adult birds, they keep a layer of warm feathers closest to their bodies.
Another theory is that feathers evolved for display—that is, to be seen. Feathers on birds show a huge range of colors and patterns. In many cases, the purpose of these beautiful feathers is to attract the opposite sex. A peacock spreads his iridescent3 tail to attract a peahen. Other birds use crests — feathers on their heads. A recent discovery supports the display idea: In 2009, scientists found very small sacs4 inside theropod feathers, called melanosomes. Melanosomes give feathers their color. The theropod melanosomes look the same as those in the feathers of living birds.
We know that feathers help birds to fly. Here's how they work: A bird's feathers are not the same shape on each side. They are thin and hard on one side, and long and flexible on the other. To lift themselves into the air, birds turn their wings at an angle. This movement allows air to go above and below the wings. The difference in air pressure allows them to fly.
Paleontologists are now carefully studying the closest theropod relatives of birds. They are looking for clues to when feathers were first used for flight. A 150-million-year-old bird called Anchiornis, for example, had black-and-white arm feathers. These feathers were almost the same as bird feathers. However, unlike modern bird feathers, the feathers were the same shape on both sides. Because of this, Anchiornis probably wasn't able to fly.
Scientists also found a small, moveable bone in Anchiornis fossils. This bone allowed it to fold its arms to its sides. Modern birds use a similar bone to pull their wings toward their bodies as they fly upwards. Scientists speculate that feathered dinosaurs such as Anchiornis evolved flight by moving their feathered arms up and down as they ran, or by jumping from tree to tree.
Recent research therefore shows that feathers probably evolved because they offered several advantages. The evidence suggests that their special design and bright colors helped dinosaurs, and then birds, stay warm, attract mates, and finally fly high into the sky.
We need to determine the main topic of the reading passage by analyzing its title and subheads. This exercise tests our ability to:
Let's examine the title and subheads to find the answer.
Let's look at the structural elements of the passage:
The title poses a question about the purpose of feathers, and the subheads appear to be answering this question by listing different functions of feathers.
From our analysis, we can conclude:
This structure suggests that the passage is exploring different purposes or functions of feathers, rather than focusing solely on attraction or flight methods.
Based on our analysis, the correct answer is:
b. three possible purposes of feathers
This answer best reflects the content suggested by the title and subheads. It encompasses all three subheads (insulation, attraction, and flight) as purposes of feathers, whereas the other options focus on only one aspect or are not directly related to the subheads.
This exercise demonstrates why understanding subheads is crucial:
By mastering this skill, you can quickly grasp the main ideas of a text and improve your reading efficiency across various subjects and contexts.
When you evaluate evidence, consider whether it is relevant (does it relate to the main idea?), logical (does it make sense?), sufficient (does it give enough support for the idea?), plausible (is it believable and does it match what you already know?), and reliable (does the writer state where the evidence comes from?).
", + "id": "67c3173f-fd42-459c-bafd-160a0c1bd5da", + "verified": true, + "standalone": false, + "exercise": { + "question": "How does the author support the ideas about the purposes of feathers? Find at least one modern-day example in the reading for each purpose. Write each one under “Examples.”
What fossil evidence have scientists found relating to each purpose? Note the information under “Evidence.”
| Purpose | Examples | Evidence |
|---|---|---|
| 1. | __________ have that keep their bodies warm. | |
| 2. | ||
| 3. | A bird's feathers are __________ on one side and __________ on the other — so they can lift themselves into the air. | Feathered dinosaurs such as Anchiornis had a __________ that allowed them to fold their arms to their sides. This may eventually have helped them use their feathers to fly. |
In your opinion, does the evidence help support the theories? Does it convince, or persuade, you? Why, or why not?
Do you think one theory is more convincing than the others?
Paleontologists1 think feathers have existed for millions of years. Fossils of a 125-million-year-old dinosaur called a theropod show that it had a thin layer of hair on its back—evidence of very primitive feathers. Discoveries such as this are helping scientists understand how and why feathers evolved.
Some paleontologists speculate that feathers began as a kind of insulation to keep animals or their young warm. Paleontologists have found theropod fossils that have their front limbs2 spread over nests. They think this shows that the dinosaurs were using feathers to keep their young warm. In addition, many young birds are covered in light, soft feathers, which keep the birds' bodies warm. Even when they become adult birds, they keep a layer of warm feathers closest to their bodies.
Another theory is that feathers evolved for display—that is, to be seen. Feathers on birds show a huge range of colors and patterns. In many cases, the purpose of these beautiful feathers is to attract the opposite sex. A peacock spreads his iridescent3 tail to attract a peahen. Other birds use crests — feathers on their heads. A recent discovery supports the display idea: In 2009, scientists found very small sacs4 inside theropod feathers, called melanosomes. Melanosomes give feathers their color. The theropod melanosomes look the same as those in the feathers of living birds.
We know that feathers help birds to fly. Here's how they work: A bird's feathers are not the same shape on each side. They are thin and hard on one side, and long and flexible on the other. To lift themselves into the air, birds turn their wings at an angle. This movement allows air to go above and below the wings. The difference in air pressure allows them to fly.
Paleontologists are now carefully studying the closest theropod relatives of birds. They are looking for clues to when feathers were first used for flight. A 150-million-year-old bird called Anchiornis, for example, had black-and-white arm feathers. These feathers were almost the same as bird feathers. However, unlike modern bird feathers, the feathers were the same shape on both sides. Because of this, Anchiornis probably wasn't able to fly.
Scientists also found a small, moveable bone in Anchiornis fossils. This bone allowed it to fold its arms to its sides. Modern birds use a similar bone to pull their wings toward their bodies as they fly upwards. Scientists speculate that feathered dinosaurs such as Anchiornis evolved flight by moving their feathered arms up and down as they ran, or by jumping from tree to tree.
Recent research therefore shows that feathers probably evolved because they offered several advantages. The evidence suggests that their special design and bright colors helped dinosaurs, and then birds, stay warm, attract mates, and finally fly high into the sky.
This exercise requires us to analyze a reading passage about the purposes of feathers and complete a table with examples and evidence for each purpose. Let's break it down step by step:
Now, let's find examples from the reading for each purpose:
Now, let's find the fossil evidence for each purpose:
Now that we've gathered the information, let's think about how convincing this evidence is:
Based on this evaluation, we can conclude that the evidence is generally convincing. Each theory is supported by both modern examples and fossil evidence. However, the flight theory might be considered the most convincing due to the detailed explanation of how feathers enable flight and the clear progression from non-flying to flying creatures in the fossil record.
The tip about evaluating evidence has been crucial in our analysis. By considering relevance, logic, sufficiency, plausibility, and reliability, we've been able to thoroughly assess the strength of the evidence presented for each feather purpose. This systematic approach helps in forming a well-reasoned opinion about the theories and their supporting evidence.
Science writers use certain words and expressions to differentiate theories from facts. In science, a fact is an idea that has been proven to be true. A theory is an idea that is based on evidence and reasoning, but has not yet been proven. Scientists develop theories in order to explain why something happens, or happened in a particular way.
Science writers use verbs such as think, speculate, and suggest when they refer to theories.
Some paleontologists speculate that feathers started out as insulation.
Evidence suggests that their special design and bright colors helped both dinosaurs and birds stay warm.
Writers also use words such as probably and perhaps to indicate theories.
Because of this, Anchiornis probally wasn't able to fly.", + "id": "54a8d94e-2f3c-45fa-8d60-e4ebecae79fa", + "verified": true, + "standalone": false, + "exercise": { + "question": "
Many scientists think that a group of dinosaurs closely related to today's birds took the first steps toward flight when their limbs evolved to flap.1 They theorize that this arm flapping possibly led to flying as a result of running or jumping. But recently discovered fossils in China are showing a different picture.
Paleontologists discovered the fossils of a small, feathered dinosaur called Microraptor gui that lived between 120 and 110 million years ago. The Chinese team that studied the fossils doesn't think this animal ran or flapped well enough to take off from the ground. Instead, they think that this animal possibly flew by gliding2 from tree to tree. They further speculate that the feathers formed a sort of \"parachute\"3 that helped the animal stay in the air.
Not everyone agrees with this theory. Some researchers suggest that M. gui's feathers weren't useful for flight at all. They think that the feathers possibly helped the animal to attract a mate, or perhaps to make the tiny dinosaur look bigger.
", + "segments": [ + { + "html": "Let's examine the information about the fossil discovery in China and identify the theories presented along with the words that introduce them. We'll go through this step-by-step:
Now that we've identified the theories, let's consider how to evaluate the evidence presented:
This approach to evaluating evidence is crucial when analyzing scientific theories. By considering these aspects, we can better understand the strength of each theory and the overall state of knowledge about early flight evolution. It's important to note that in science, multiple theories can coexist until more evidence is found to support or refute them.
Use involved with: (in + n.) involved in a process, involved in an accident, involved in politics, involved in a relationship; (adv.) actively involved, deeply involved, directly involved, emotionally involved, heavily involved, personally involved.
", + "id": "ba837a64-0e2c-4b48-93e7-7276ea935462", + "verified": true, + "standalone": true + } + ] + }, + { + "page": 176, + "tips": [ + { + "category": "Strategy", + "embedding": "When you look for theories, scan for words like think, believe, suggest, feel, and theorize, as well as qualifiers like can, may, and might.", + "text": "When you look for theories, scan for words like think, believe, suggest, feel, and theorize, as well as qualifiers like can, may, and might.", + "html": "When you look for theories, scan for words like think, believe, suggest, feel, and theorize, as well as qualifiers like can, may, and might.
", + "id": "fbe9c8b5-827c-4d2e-a572-b3457340531b", + "verified": true, + "standalone": false, + "exercise": { + "question": "ALL LIVING organisms are uniquely adapted to the environment in which they live. Scientists study their designs to get ideas for products and technologies for humans. This process is called biomimetics. Here are three examples—in the air, on land, and in the water.
Toucan bills are so enormous that it's surprising the birds don't fall on their faces. One species of toucan, the toco toucan, has an orange-yellow bill six to nine inches (15-23 centimeters) long. It's about a third of the bird's entire length. Biologists aren't sure why toucans have such large, colorful bills. Charles Darwin theorized that they attracted mates. Others suggest the bills are used for cutting open fruit, for fighting, or for warning predators to stay away.
One thing scientists are certain of is that the toucan's beak is well designed to be both strong and light. The surface is made of keratin, the same material in human fingernails and hair. But the outer layer isn't a solid structure. It's actually made of many layers of tiny overlapping pieces of keratin. The inside of the bill has a foam-like structure—a network of tiny holes held together by light, thin pieces of bone. This design makes the bill hard but very light.
Marc André Meyers is an engineering professor at the University of California, San Diego. He thinks that the automotive and aviation industries can use the design of the toucan bill to make cars and planes safer. “Panels that mimic toucan bills may offer better protection to motorists involved in crashes,” Meyers says.
The Namib Desert in Angola, Africa, is one of the hottest places on Earth. A beetle called Stenocara survives there by using its shell to get drinking water from the air. Zoologist Andrew Parker of the University of Oxford has figured out how Stenocara collects water from desert air.
The surface of Stenocara's armor-like2 shell is covered with bumps. The top of each bump is smooth and attracts water. The sides of each bump and the areas in between the bumps repel water. As the little drops of water join together and become larger and heavier, they roll down the bumps into the areas between them. A channel3 connects these areas to a spot on the beetle's back that leads straight to its mouth.
Parker thinks Stenocara's bumpy armor can help humans survive better, too. He thinks the beetle's shell is a good model for designing inexpensive tent coverings. The shell might also be a model for roofs that can collect water for drinking and farming in dry parts of the world.
Sharks are covered in scales made from the same material as teeth. These flexible scales protect the shark and help it swim quickly in water. A shark can move the scales as it swims. This movement helps reduce the water's drag.4
Amy Lang, an aerospace engineer at the University of Alabama, studied the scales on the shortfin mako, a relative of the great white shark. Lang and her team discovered that the mako shark's scales differ in size and in flexibility in different parts of its body. For instance, the scales on the sides of the body are tapered—wide at one end and narrow at the other end. Because they are tapered, these scales move very easily. They can turn up or flatten to adjust to the flow of water around the shark and to reduce drag.
Lang feels that shark scales can inspire designs for machines that experience drag, such as airplanes. Designers are also getting ideas from shark scales for coating ship bottoms and designing swimwear.
", + "segments": [ + { + "html": "Let's examine the text to find two theories about nature's designs and how they inspire human technology. We'll look for words that indicate theories or hypotheses.
While not required for the exercise, it's worth noting other theories present:
The tip provided is incredibly useful for identifying theories in scientific texts. Let's see how it helped us:
By scanning for these key words, we can quickly pinpoint where scientists are presenting theories rather than established facts.
This approach not only helps in identifying theories but also in understanding the tentative nature of scientific knowledge. It reminds us that many ideas in science are hypotheses that scientists are still exploring and testing. By recognizing these linguistic cues, we can better distinguish between established facts and developing theories in scientific literature.
When you write a summary of a passage, you should restate information as much as possible in your own words. One way to do this is to replace some of the original words or phrases with synonyms - words that have a similar meaning. This is also known as paraphrasing. For example, look at the two sentences below:
Original: Some paleontologists speculate that feathers began as a kind of insulation to keep animals or their young warm.
Paraphrase: Some experts think that feathers started as a way to keep warm.
paleontologists ➝ expertsbegan ➝ startedspeculate ➝ thinkinsulation ➝ a way to keep warm
(Note: You don't change words that don't have synonyms: feathers ➝ feathers.)
One way to find synonyms is to use a thesaurus, a type of dictionary that has synonyms and antonyms (words with opposite meaning). Not all synonyms are an exact match for a word, so it's important to understand the context in which you are using a word in order to choose the best synonym. For example, look at the following sentence:
The Stenocara beetle collects drinking water from the atmosphere.
Synonyms in a thesaurus for atmosphere might include: air, sky, feeling, and mood. Only air is correct in this context.
", + "id": "4451576d-0fd4-4b21-ac96-ff0e2a092cfb", + "verified": true, + "standalone": false, + "exercise": { + "question": "Let's approach this exercise by examining each sentence and choosing the most appropriate synonym based on the context. We'll analyze the meaning of each word in the given sentences and compare it with the provided options.
This exercise demonstrates the crucial role of context in selecting appropriate synonyms. Let's review the key points:
The tip provided is particularly valuable for this exercise and for improving writing skills in general. Here's how it applies:
By applying this tip, you can enhance your vocabulary, improve your writing clarity, and develop a deeper understanding of language nuances.
When you paraphrase, you can combine sentences into a single sentence. How many sentences from the original paragraph combine to make the last sentence in the summary?
", + "id": "1939c5c4-cd9b-42df-9350-88e03b3dacf5", + "verified": true, + "standalone": false, + "exercise": { + "question": "Scientists are studying the adaptations of living organisms in order to use their designs in products and technologies for humans. This process is called biomimetics. Velcro is one example of biomimetics. In 1948, a Swiss scientist, George de Mestral, removed a bur stuck to his dog's fur. De Mestral studied it under a microscope and noticed how well hooks on the bur stuck to things. He copied the design to make a two-piece fastening device. One piece has stiff hooks like the ones on the bur. The other piece has soft loops that allow the hooks to attach to it.
Let's analyze how the original paragraph has been summarized, focusing on sentence combination. We'll compare the original text with the summary to identify which sentences were combined.
The original paragraph contains 7 sentences:
Now, let's look at the summary, particularly the last sentence:
d. He created a two-part fastener by mimicking the loops on the bur and the softness of the dog's fur.
This sentence combines information from the following original sentences:
The last sentence in the summary combines information from 3 sentences in the original paragraph. It effectively condenses the key points about de Mestral's observation and invention into a single, concise sentence.
This exercise demonstrates the power of combining sentences when paraphrasing:
By mastering this skill, you can create more effective summaries and demonstrate a deeper understanding of the original text.
Use challenge with (adj.) biggest challenge, new challenge; (v.) accept a challenge, face a challenge, present a challenge.
", + "id": "858f56f5-7a1a-4e0c-8be1-5e6e5a2483ff", + "verified": true, + "standalone": true + } + ] + }, + { + "page": 189, + "tips": [ + { + "category": "CT Focus", + "embedding": "Relating information to personal experience means comparing situations that you read about to experiences in your own life.", + "text": "Relating information to personal experience means comparing situations that you read about to experiences in your own life. Ask yourself questions: What would I do in that situation? Have I experienced something like that? How might this idea apply to my own life?", + "html": "Relating information to personal experience means comparing situations that you read about to experiences in your own life. Ask yourself questions: What would I do in that situation? Have I experienced something like that? How might this idea apply to my own life?
", + "id": "2c9b9d65-e45d-4f7c-a053-8fe45babeb68", + "verified": true, + "standalone": false, + "exercise": { + "question": "Ken Banks does not run health care programs in Africa. He also does not provide information to farmers in El Salvador. However, his computer software1 is helping people do those things—and more.
Banks was working in South Africa in 2003 and 2004. He saw that there were many organizations in Africa that were trying to help people. They were doing good work, but it was difficult for them to communicate over great distances. They didn't have much money, and many didn't have Internet access. But they did have cell phones.
Banks had an idea. He created some computer software called FrontlineSMS. “I wrote the software in five weeks at a kitchen table,” Banks says. The software allows users to send information from computers without using the Internet. It can work with any kind of computer. Users install the software on a computer. Then they connect a cell phone to the computer. To send information, users select the people they want to send it to and hit “send.” The cell phone sends the information as a text message from the computer.
FrontlineSMS software is free. It can work with an inexpensive laptop. It works with old cell phones, too. In fact, it can work almost anywhere in the world, even in places where electricity is not very dependable. Today, people are using FrontlineSMS to send important information in more than 50 nations.
For example, Nigerians used it to monitor their 2007 election2. Voters sent 10,000 texts to describe what was happening when they went to vote. In Malawi, a rural health care program uses FrontlineSMS to contact patients. As a result, workers no longer have to visit patients' homes to update medical records. The program saves thousands of hours of doctor time and thousands of dollars in fuel costs. In other parts of the world, such as Indonesia, Cambodia, Niger, and El Salvador, farmers now receive the most current prices for their crops3 by cell phone. As a result, the farmers can earn more money.
FrontlineSMS is an example of taking an idea and turning it into a successful reality. So, what should you do if you have an idea for making the world a better place? Banks advises first researching your idea thoroughly. Try to find out if your idea offers something that people really need. The best way to do this kind of research is to go into the community and talk to people. Then take advantage of social media tools such as blogs, he advises. They allow you to get your message out and connect with people who have similar ideas.
Technology is not a solution by itself, but it's a useful tool for solving many of the world's great challenges. Using today's technology, Banks says, makes it faster and easier than ever to make the world a better place.
", + "segments": [ + { + "html": "This exercise asks us to relate the information in the passage about FrontlineSMS to our personal experiences with communicating important information to large groups. Let's break down the task and then explore how we can approach it.
Now, let's think about our own experiences with mass communication:
Here's an example of how you might answer these questions:
Situation: Organizing a school fundraiser
Method: Created a Facebook event and used group text messaging
Technology: Smartphone, social media platforms
Success: Mostly successful, reached many people quickly
Comparison to FrontlineSMS: Effective with good internet, but limited reach
After identifying your experience, consider these questions:
By connecting the passage to your own experiences, you can:
This approach not only deepens your understanding of the text but also helps you critically evaluate your own communication strategies and their effectiveness in different scenarios.
| Paragraph Number | Main Idea | Supporting Details |
|---|---|---|
| 2 | How Banks got the idea for FrontlineSMS | Lived in S. Africa in 2003-04 Trouble communicating without electricity, Internet, etc., but did have cell phones |
| 3 | ||
| 4 | ||
| 5 | ||
| 6 |
Ken Banks does not run health care programs in Africa. He also does not provide information to farmers in El Salvador. However, his computer software1 is helping people do those things—and more.
Banks was working in South Africa in 2003 and 2004. He saw that there were many organizations in Africa that were trying to help people. They were doing good work, but it was difficult for them to communicate over great distances. They didn't have much money, and many didn't have Internet access. But they did have cell phones.
Banks had an idea. He created some computer software called FrontlineSMS. “I wrote the software in five weeks at a kitchen table,” Banks says. The software allows users to send information from computers without using the Internet. It can work with any kind of computer. Users install the software on a computer. Then they connect a cell phone to the computer. To send information, users select the people they want to send it to and hit “send.” The cell phone sends the information as a text message from the computer.
FrontlineSMS software is free. It can work with an inexpensive laptop. It works with old cell phones, too. In fact, it can work almost anywhere in the world, even in places where electricity is not very dependable. Today, people are using FrontlineSMS to send important information in more than 50 nations.
For example, Nigerians used it to monitor their 2007 election2. Voters sent 10,000 texts to describe what was happening when they went to vote. In Malawi, a rural health care program uses FrontlineSMS to contact patients. As a result, workers no longer have to visit patients' homes to update medical records. The program saves thousands of hours of doctor time and thousands of dollars in fuel costs. In other parts of the world, such as Indonesia, Cambodia, Niger, and El Salvador, farmers now receive the most current prices for their crops3 by cell phone. As a result, the farmers can earn more money.
FrontlineSMS is an example of taking an idea and turning it into a successful reality. So, what should you do if you have an idea for making the world a better place? Banks advises first researching your idea thoroughly. Try to find out if your idea offers something that people really need. The best way to do this kind of research is to go into the community and talk to people. Then take advantage of social media tools such as blogs, he advises. They allow you to get your message out and connect with people who have similar ideas.
Technology is not a solution by itself, but it's a useful tool for solving many of the world's great challenges. Using today's technology, Banks says, makes it faster and easier than ever to make the world a better place.
", + "segments": [ + { + "html": "Let's break down the article paragraph by paragraph, focusing on the main ideas and supporting details. We'll use the note-taking strategy to capture key points concisely.
Main Idea: Description of FrontlineSMS software
Supporting Details:
Created in 5 weeks
Sends info without internet
Works with any computer
Connects cell phone to computer
Sends info as text message
" + } + ] + }, + { + "html": "Main Idea: FrontlineSMS is widely accessible
Supporting Details:
Free software
Works with cheap laptops and old phones
Functions in areas with unreliable electricity
Used in over 50 countries
" + } + ] + }, + { + "html": "Main Idea: Examples of FrontlineSMS usage worldwide
Supporting Details:
Nigeria: Election monitoring (10,000 texts)
Malawi: Rural healthcare (saves time and money)
Various countries: Farmers get crop prices
" + } + ] + }, + { + "html": "Main Idea: Banks' advice for turning ideas into reality
Supporting Details:
Research thoroughly
Ensure idea meets real needs
Talk to community members
Use social media to connect and share
" + } + ] + }, + { + "html": "This exercise demonstrates the importance of concise, focused note-taking:
By practicing this skill, you can improve your ability to extract and retain essential information from any text you read.
Use imagine with (v.) can / can't imagine something, try to imagine; (adj.) difficult / easy / hard to imagine; possible / impossible to imagine.
", + "id": "f5a3c6cb-9680-45c8-b38a-e5ebcaad4b68", + "verified": true, + "standalone": true + } + ] + }, + { + "page": 197, + "tips": [ + { + "category": "Language for Writing", + "embedding": "Using Modals to Discuss Abilities and Possibilities\n\nSome modals express abilities and possibilities. These modals are useful for describing solutions. Can shows present ability. Will, could, may, and might show future possibility.", + "text": "Using Modals to Discuss Abilities and Possibilities\n\nSome modals express abilities and possibilities. These modals are useful for describing solutions.\nCan shows present ability: FrontlineSMS can work with any kind of computer.\n\nWill, could, may, and might show future possibility. The modal you choose depends on your degree of certainty. Will is most certain, could is less certain, and may and might are the least certain.\nRadio collars will solve the problem. (I'm certain of this.)\nRadio collars could solve the problem. (I'm less certain.)\nRadio collars might solve the problem. (I'm the least certain.)\nNote: Remember to use the base form of the verb after a modal.", + "html": "Some modals express abilities and possibilities. These modals are useful for describing solutions.
Can shows present ability: FrontlineSMS can work with any kind of computer.
Will, could, may, and might show future possibility. The modal you choose depends on your degree of certainty. Will is most certain, could is less certain, and may and might are the least certain.
Radio collars will solve the problem. (I'm certain of this.)
Radio collars could solve the problem. (I'm less certain.)
Radio collars might solve the problem. (I'm the least certain.)
Note: Remember to use the base form of the verb after a modal.
", + "id": "2c181ca9-44c9-4724-9c15-90b1b20946bf", + "verified": true, + "standalone": false, + "exercise": { + "question": "This exercise focuses on using modal verbs to express different levels of certainty about abilities and possibilities. Let's break down the task and approach each sentence step by step.
We use 'could' here because it expresses a future possibility with less certainty than 'will' but more certainty than 'might' or 'may'.
We use 'might' or 'may' here because the cue specifies the least certain possibility.
'Can' is used here because it expresses a present ability or capability.
'Will' is used here because it expresses the highest level of certainty about a future possibility.
Understanding and correctly using modal verbs is crucial for effective communication:
By mastering the use of modal verbs, you can communicate ideas about abilities and possibilities with greater accuracy and sophistication.
Remember to use transition words and phrases when you describe a solution that involves a sequence of steps.
", + "id": "b70928a7-b6fe-430e-bfc2-32b15e189186", + "verified": true, + "standalone": true + } + ] + }, + { + "page": 200, + "tips": [ + { + "category": "Strategy", + "embedding": "One way to provide support for your solution is to describe an alternative and say why it isn't as good as your solution.", + "text": "One way to provide support for your solution is to describe an alternative and say why it isn't as good as your solution.", + "html": "One way to provide support for your solution is to describe an alternative and say why it isn't as good as your solution.
", + "id": "58d66b4a-aebe-445d-a329-4385e239d84f", + "verified": true, + "standalone": true + } + ] + } + ] + } + ] +} \ No newline at end of file diff --git a/scripts/tips/prompt.txt b/scripts/tips/prompt.txt new file mode 100644 index 0000000..61f6943 --- /dev/null +++ b/scripts/tips/prompt.txt @@ -0,0 +1,62 @@ +I am going to give you an exercise and a tip, explain how to solve the exercise and how the tip is beneficial, +your response must be with this format: + +{ + "segments": [ + { + "html": "", + "wordDelay": 0, + "holdDelay"; 0, + "highlight": [ + { + "targets": [], + "phrases": [] + } + ], + "insertHTML": [ + { + "target": "", + "targetId": "", + "position": "replace", + "html": "" + } + ] + } + ] +} + +Basically you are going to produce multiple objects and place it in data with the format above to integrate with a react component that highlights passages and inserts html, +these objects are segments of your explanation that will be presented to a student. + +In the html field place a segment of your response that will be streamed to the component with a delay of "wordDelay" ms and in the end of that segment stream the phrases or words inside +"highlight" will be highlighted for "holdDelay" ms, and the cycle repeats until the whole data array is iterated. Make it so +that the delays are reasonable for the student have time to process the message your trying to send. Take note that +"wordDelay" is the time between words to display (always 200), and "holdDelay" (no less than 5000) is the total time the highlighter will highlight what you put +inside "highlight". + +There are 3 target areas: +- "question": where the question is placed +- "additional": where additional content is placed required to answer the question (this section is optional) +- "segment": a particular segment + +You can use these targets in highlight and insertHTML. In order for insertHTML to work, you will have to place an html element with an "id" attribute +in the targets you will reference and provide the id via the "targetId", by this I mean if you want to use insert you will need to provide me the +html I've sent you with either a placeholder element with an id set or set an id in an existent element. + +If there are already id's in the html I'm giving you then you must use insertHtml. + +Each segment html will be rendered in a div that as margins, you should condense the information don't give me just single short phrases that occupy a whole div. +As previously said this wil be seen by a student so show some train of thought to solve the exercise. +All the segment's html must be wrapped in a div element, and again since this div element will be rendered with some margins make proper use of the segments html. + +Try to make bulletpoints. +Dont explicitely mention the tip right away at the beginning, aim more towards the end. + + +Tip: + + +Target: "question" + + +Target: "additional" diff --git a/scripts/tips/send_tips_to_firestore.py b/scripts/tips/send_tips_to_firestore.py new file mode 100644 index 0000000..b6fb7f6 --- /dev/null +++ b/scripts/tips/send_tips_to_firestore.py @@ -0,0 +1,34 @@ +import json +import os + +from dotenv import load_dotenv + +from pymongo import MongoClient + +load_dotenv() + +# staging: encoach-staging.json +# prod: storied-phalanx-349916.json + +mongo_db = MongoClient(os.getenv('MONGODB_URI'))[os.getenv('MONGODB_DB')] + +if __name__ == "__main__": + with open('pathways_2_rw.json', 'r', encoding='utf-8') as file: + book = json.load(file) + + tips = [] + for unit in book["units"]: + for page in unit["pages"]: + for tip in page["tips"]: + new_tip = { + "id": tip["id"], + "standalone": tip["standalone"], + "tipCategory": tip["category"], + "tipHtml": tip["html"] + } + if not tip["standalone"]: + new_tip["exercise"] = tip["exercise"] + tips.append(new_tip) + + for tip in tips: + doc_ref = mongo_db.walkthrough.insert_one(tip) From 84ed2f2f6ada05ee2808397fd5d12e5bfc21018e Mon Sep 17 00:00:00 2001 From: Carlos-Mesquita;GY6g-~GSE|ErmiJaZsJIz+`USmnf$>UJ@Fa}}|&@R4a!O_{#FR{NmH1hffF
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