READ 097-6…Review for Final Exam…WLH2005…December 14, 2016 8:00 a.m.
BRING A # TWO PENCIL AND A SHARPENER !
The class covered parts of Chapters 1, 2, 3, 4, 7, 8, and 9 of Bridging the Gap
Some of the topics covered in these chapters were: cognitive styles, methods of remembering new words, metacognition (with schemata), main ideas with major and minor details, patterns of organization, kinds of note-taking (outlining, mapping, Cornell Method), inferences, and author’s point-of-view, with special attention recognizing fallacies or “tricks of persuasion” (see pages 453 and 454)
Vocabulary from vocab tests from B. the G. Chapters 1, 3, 4, and 7
Powers ---by Ursula LeGuin --
1 Gav – 2 major “powers,” seeing the future and photographic memory (walked away, escaped after Sallo’s death)
2 Sallo (Gav’s older sister, murdered by Torm and Hoby)
3 Etra (the city where they are growing up when the story begins)
4 Arcamand (The House where they are enslaved child workers when the story begins) where a slave, Everra, teaches the owner children but also the enslaved children
5 Cuga (the man in the cave, with the dog, who takes Gav in for a while and feeds him)
6 men of the forest (Cuga sends Gav to them to be warmer and better fed...Gav tells them the stories of the literature he has read -- remembering what he has read is one of his powers)
7 Barna (the founder and ruler of "The Heart of the Forest", a successful community of escaped slaves)
8 Diero (former mistress of Barna, now older, befriends Gav)
9 Irad (very beautiful young girl who is Barna's mistress now)
10 Melle (younger sister of Irad whom Gav is teaching to read, along with Irad and Diero)
11 the Marshes (Gav's destination when he escapes from "The Heart of the Forest", and also the place he was originally kidnapped from)
12 Aunt Gegemer (Gav's aunt in the Marshes, sister of his dead mother)
13 Uncle Metter (Gav lives with him for a while in the Marshes)
14 True Name (Gav has known only his first name up until this point)
15 Gav's power of unreliably but vividly seeing the future (Gav will study with a magician farther south, taking drugs to increase the number and depth of his visions/hallucinations)
Some statements about Gav, in Powers
True 1. Gav has curly hair
2. Gav can remember almost anything he reads. (sometimes known as "photographic memory") 3. Gav is intelligent. 4. Gav has "powers."
False
1. Gav is a good hunter. (No, he's good at fishing.) 2. Gav is boring.
3. Gav is the son of the Mother and the Father of Arcamand House.
After Chapter 12.... Can Gave stay in the Marshes?
Aunt says he has to leave because someone is trying to kill him.
He has to cross two rivers to escape.
He hasn't been able to meet his father, though he met his aunt and his uncle
In the Marshes, the life consists mostly of agriculture and fishing.
The Marsh people don't have books and they don't read.
But Gav is, in terms of his world, a highly educated man.
He does know where the poem about the gray goose comes from...
"Let the swan fly to the northlands.
Let the gray gander fly beside the gray goose,
North in the summer; it is south I go"
So Gav leaves.
He goes back to Cuga's place.
He goes back to Barna's place.
What he finds in those places sends him off in a new direction.
He travels with a new companion (not entirely new)
After Chapter 12.... Can Gave stay in the Marshes?
Aunt says he has to leave because someone is trying to kill him.
He has to cross two rivers to escape.
He hasn't been able to meet his father, though he met his aunt and his uncle
In the Marshes, the life consists mostly of agriculture and fishing.
The Marsh people don't have books and they don't read.
But Gav is, in terms of his world, a highly educated man.
He does know where the poem about the gray goose comes from...
"Let the swan fly to the northlands.
Let the gray gander fly beside the gray goose,
North in the summer; it is south I go"
So Gav leaves.
He goes back to Cuga's place.
He goes back to Barna's place.
What he finds in those places sends him off in a new direction.
He travels with a new companion (not entirely new)
Caspro's Hymn, which Gav hears when he is on the civic work crew at the Shrine
"As in the dark of winter night
The eyes seek dawn,
As in the bonds of bitter cold
The heart craves sun,
So blinded and so bound, the soul
Cries out to thee:
Be [thou] our light, our fire, our life,
Liberty!"
"As in the dark of winter night
The eyes seek dawn,
As in the bonds of bitter cold
The heart craves sun,
So blinded and so bound, the soul
Cries out to thee:
Be [thou] our light, our fire, our life,
Liberty!"
Some of the other materials we have used:
President Abraham Lincoln’s “Gettysburg Address”
Robert Frost’s poem, “Mending Wall”
Song by Leonard Cohen, recently deceased Canadian song writer
Articles from Scientific American and The New York Times, including
--why handwriting your class notes is better for learning college material
-- African-American women mathematicians at NASA
-- A Bronx Librarian Keen on Teaching Homeless Children
Television program, “CBS Sunday Morning” feature about L--in Manuel Miranda and his historically based Broadway musical, “Hamilton”
How to Make Inferences
Making an inference is a thinking process. As you read, you are following the author's thoughts. you are also alert for ideas that are suggested but not directed stated. Although inference is a logical thought process, there is no simple, step-by-step procedure to follow. Each inference depends entirely on the situation, the facts provided and the reader's knowledge and experience.
However, here are a few guidelines to keep in mind as you read. These guidelines will help you get in the habit of looking beyond the factual level to the inferential.
1. Be sure you understand the literal meaning. You should have a clear grasp of the key idea and supporting details of each paragraph.
2. Notice details. Often a detail provides a clue that will help you make an inference. When you spot a striking or unusual detail, ask yourself: "Why did the writer include this piece of information?"
3. Add up the facts. Consider all the facts take together. As yourself "What is the writer trying to suggest from this set of facts? What do all these facts and ideas point toward?"
4. Watch for clues. The writer's choice of words and detail often suggest his or her attitude toward the subject. Notice in particular, descriptive words, emotionally charged words, and words with strong positive or negative connotations.
5. Be sure your inference is supportable. An inference must be based on fact. Make sure there is a sufficient evidence to justify any inference you make.
However, here are a few guidelines to keep in mind as you read. These guidelines will help you get in the habit of looking beyond the factual level to the inferential.
1. Be sure you understand the literal meaning. You should have a clear grasp of the key idea and supporting details of each paragraph.
2. Notice details. Often a detail provides a clue that will help you make an inference. When you spot a striking or unusual detail, ask yourself: "Why did the writer include this piece of information?"
3. Add up the facts. Consider all the facts take together. As yourself "What is the writer trying to suggest from this set of facts? What do all these facts and ideas point toward?"
4. Watch for clues. The writer's choice of words and detail often suggest his or her attitude toward the subject. Notice in particular, descriptive words, emotionally charged words, and words with strong positive or negative connotations.
5. Be sure your inference is supportable. An inference must be based on fact. Make sure there is a sufficient evidence to justify any inference you make.
***REMINDER: hand in your responses and vocabulary for each of the last chapters of POWERS when you come to the exam on Wednesday***
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