ENGLISH MIDTERM EXAM

COURSES: ENGLISH
NAME: Nurashita Yuki Pravitasarie
SRN: 16610015
CLASS: Psychology (evening classes)

I. Answer briefly these following question!

1. Active readers use reading strategies to help save time and cover a lot of
ground. Your purpose for reading should determine which strategy or strategies
to use.
There are 4 type of strategic reading
A. Previewing the text to get an overview
Previewing a text means that you get an idea of what it is about without actually
reading the main body of the text.
It’s help you decide whether a book or journal is useful for your purpose; to get a
general sense of the article structure, to help you locate relevant information; to
help you to identify the sections of the text you may need to read and the
sections you can omit.

B. Skimming
Skimming involves running your eye very quickly over large chunks of text. It is
different from previewing because skimming involves the paragraph text.
Skimming allows you to pick up some of the main ideas without paying attention
to detail. It is a fast process. A single chapter should take only a few minutes.
Use to quickly locate relevant sections from a large quantity of written material.
Especially useful when there are few headings or graphic elements to gain an
overview of a text. Skimming adds further information to an overview.

C. Scanning
Scanning is sweeping your eyes (like radar) over part of a text to find specific
pieces of information.
Help you to quickly locate specific information from a large quantity of written
material.

D. Intensive reading
Intensive reading is detailed, focused, ‘study’ reading of those important parts,
pages or chapters.
When you have previewed an article and used the techniques of skimming and
scanning it’s help to find what you need to concentrate on, then you can slow
down and do some intensive reading.

2. How to skim:
▪ note any bold print and graphics.
▪ start at the beginning of the reading and glide your eyes over the text very
quickly.
▪ do not actually read the text in total. You may read a few words of every
paragraph, perhaps the first and last sentences.
▪ always familiarise yourself with the reading material by gaining an
overview and/or skimming before reading in detail.

3. To scan text:
▪ after gaining an overview and skimming, identify the section(s) of the text
that you probably need to read.
▪ start scanning the text by allowing your eyes (or finger) to move quickly
over a page.
▪ as soon as your eye catches an important word or phrase, stop reading.
▪ when you locate information requiring attention, you then slow down to
read the relevant section more thoroughly.
 ▪ scanning and skimming are no substitutes for thorough reading and
should only be used to locate material quickly.

4. The Funciton of thesis statement:

▪ tells the reader how you will interpret the significance of the subject matter
under discussion.
▪ is a road map for the paper; in other words, it tells the reader what to
expect from the rest of the paper.
▪ directly answers the question asked of you. A thesis is an interpretation of
a question or subject, not the subject itself. The subject, or topic, of an
essay might be World War II or Moby Dick; a thesis must then offer a way
to understand the war or the novel.
▪ makes a claim that others might dispute.
▪ is usually a single sentence near the beginning of your paper (most often,
at the end of the first paragraph) that presents your argument to the
reader. The rest of the paper, the body of the essay, gathers and
organizes evidence that will persuade the reader of the logic of your
interpretation.
If your assignment asks you to take a position or develop a claim about a subject,
you may need to convey that position or claim in a thesis statement near the
beginning of your draft. The assignment may not explicitly state that you need a
thesis statement because your instructor may assume you will include one.
When in doubt, ask your instructor if the assignment requires a thesis statement.
When an assignment asks you to analyze, to interpret, to compare and contrast,
to demonstrate cause and effect, or to take a stand on an issue, it is likely that
you are being asked to develop a thesis and to support it persuasively.

5. Conclusion Strategic
▪ Play the “So What” Game. If you’re stuck and feel like your conclusion
isn’t saying anything new or interesting, ask a friend to read it with you.
 Whenever you make a statement from your conclusion, ask the friend to
say, “So what?” or “Why should anybody care?” Then ponder that
question and answer it. Here’s how it might go:
You: Basically, I’m just saying that Pshycology was important to us.
Friend: So what?
You: Well, it was important because it usefull for analyze behavior
somebody else.
Friend: Why should anybody care?
 You: That’s important because when
we learn Psychology, we can get our life better. We can control our
attitude and having good personality.

You can also use this strategy on your own, asking yourself “So What?” as
you develop your ideas or your draft.
▪ Return to the theme or themes in the introduction. This strategy brings the
reader full circle. For example, if you begin by describing a scenario, you
can end with the same scenario as proof that your essay is helpful in
creating a new understanding. You may also refer to the introductory
paragraph by using key words or parallel concepts and images that you
also used in the introduction.
▪ Synthesize, don’t summarize: Include a brief summary of the paper’s main
points, but don’t simply repeat things that were in your paper. Instead,
show your reader how the points you made and the support and examples
you used fit together. Pull it all together.
▪ Include a provocative insight or quotation from the research or reading you
did for your paper.
▪ Propose a course of action, a solution to an issue, or questions for further
study. This can redirect your reader’s thought process and help her to
apply your info and ideas to her own life or to see the broader implications.
▪ Point to broader implications. For example, if your paper examines the
Greensboro sit-ins or another event in the Civil Rights Movement, you
could point out its impact on the Civil Rights Movement as a whole. A
paper about the style of writer Virginia Woolf could point to her influence
 on other writers or on later feminists.
II. Do the following statement agree with the information given in reading
text!

1. (NOT GIVEN) Howard and Tracy Kendler studies under Clark Hull.
2. (YES) The Kendlers trained their subject separately in the two stages of
their experiment, but not in how to integrate the two actions.
3. (YES) Michael Cole and colleagues demonstrated the adult performance
on inductive reasoning task depends on features of the apparatus and
procedure.
4. (YES) All Hewson’s experiments used marbles of the same size.
5. (NO) Hewson’s modification resulted in a higher success rate for children
of all ages.