Presentation is loading. Please wait.

Presentation is loading. Please wait.

1 Virtual University ENG 101 Lesson -12 Dr.Surriya Shaffi Mir.

Similar presentations

Presentation on theme: "1 Virtual University ENG 101 Lesson -12 Dr.Surriya Shaffi Mir."— Presentation transcript:

1 1 Virtual University ENG 101 Lesson -12 Dr.Surriya Shaffi Mir

2 2 Making Inferences 1.You are familiar with the expression “to read between the lines”, which means that you pick up ideas that are not directly stated in the material you are reading. The writer is giving or making a suggestion but stating it directly i.e. he is implying something. These implied ideas are often important for a full understanding of what the writer means. It is this discovering of ideas in writing that are not stated directly that is called “making inferences” or drawing conclusions.

3 3 2.Our aim is to help you not only become a better reader but a strong thinker – a person able not only to understand what is read but to analyze and evaluate it as well. In fact, reading and thinking are closely related skills, and practice in thoughtful reading will also strengthen your ability to think clearly and logically. It is a higher level skill. 3.In everyday life we are constantly making inferences. For e.g. you go out in the street and you notice a large crowd gathered outside a shop, and you also notice a lot of broken glass on the road. As you get closer you hear loud talking. Before you even reach the shop, you have inferred what all the fuss is about - there has been an accident.

4 4 4.How did you arrive at these inferences? First you used your experience of life and general knowledge of people. Second, you made informed guesses which were based on the facts you observed. Remember not all your inferences will necessarily prove true. For e.g. it is possible that the crowd gathered outside is not because of an accident between cars etc. but because of a quarrel among some people and while fighting among themselves they hit the glass windows of the shop and it turned into a nasty brawl. In any case, the more evidence you have, the more solid your inferences are.

5 5 5.Now consider another two incidents. Write down on a piece of paper what you might infer if you saw the following two occurrences. i)A high school has policemen walking up and down its main hall. What would you infer? _______________ ii)A dog shrinks or cringes when you try to pat him What would you infer? _______________

6 6 The inferences you probably made are that, in the first situation, there is a public examination going on/or there is an important function taking place and some high-ranking person is present. And in the second situation you probably inferred that the dog has previously been maltreated and is afraid of people. Look at the following two pictures on your screen and put a tick mark against the inference(s) most logically supported by the information given in the picture.

7 7 Picture 1

8 8 1.The old woman is asking for something. 2.The old woman couldn’t see because of the smoke. 3.The old woman was pointing to a no-smoking sign.

9 9 Picture 2.

10 10 1.The man has a problem with his vision. 2.The boy is doing his homework. 3.The man watches a lot of TV. 4.The father cannot read. Reasons: No. 1. is supported by the picture. Father wearing glasses, sitting close to TV set. No.2. Not logical (artist would have given some clue that the boy was reading a school book. No.3. Logical No.4. Not supported by evidence

11 11 Inferences in Reading In reading also we make logical jumps from the information given or stated directly to ideas that are not stated directly. i.e. we make statements or draw conclusions about what is not known on the basis of what is known or given. So, to draw inferences the reader uses all the clues provided by the writer, his own experience i.e. the reader’s own experience and logic. 8.Read the sentences given on your screen and put a tick mark by the inference most logically based on the information in the sentence.

12 12 Sohail always sits in the last row of the classroom. a.Sohail dislikes his college courses. b.Sohail is unprepared for his class. c.Sohail feels uncomfortable sitting in the front row d.Sohail is farsighted

13 13 The given sentence tells us nothing about how Sohail feels about his college courses, how prepared he is, or how well he sees. So answers a, b or d are possibilities, but none is directly suggested by the sentence. The correct answer is therefore c. Based on the information we are given, we can conclude only that Sohail – for some reason – does not like sitting in the front. We are not given enough information to know why he feels this way. Remember your inferences will be stronger if you don’t jump to conclusions that are unsupported or that are only very weakly supported by the available information.

14 14 9.Now you will have some more practice in drawing inferences. Read the given sentences and put a tick mark by the inference, most logically supported by the information given in the sentence. 1.The Arabic language contains numerous words describing different types of camels. a.There is really only one kind of camel. b.The Arabic language clearly has many times more words than the English language. c.The Arabic language probably also has numerous words for different types of dates. d.The exact nature of camels is important to the desert way of life.

15 15 2.A man enters his office building, marches past a group of fellow employees without returning there greetings and goes into his office, slamming the door. a.The man has just lost his job b.The man has quarreled with his boss. c.The man is in a bad mood. d.The man is angry with his wife. 3.Read the passage & then check the four statements which are most logically supported by the information given.

16 16 The elimination of jobs because of super-automation is not limited to industrial factories – offices are increasingly electronic. Engineers and architects now draw three dimensional designs, update them, test them, and store them almost instantaneously in a computer. Agriculture employs robot fruit pickers and sheepshearers, computerized irrigation systems that use sensors to calculate water and fertilizer needs in different parts of a field, and automated chicken houses.

17 17 Retail stores, banks, and brokerage houses use on-line transaction processing to obtain instant information and to conduct transactions. Laser scanning and bar codes are transforming the physical handling of codes by retailers and wholesale distributors. A final example of technological change affecting jobs is the widespread use of televisions, telephones, and personal computers for the purposes of home banking and shopping.

18 18 -1.Computers will soon replace engineers and architects. -2.There will be more jobs for people who run and repair electronic devices. -3.One function of superautomation is the handling and storage of information. 4.Restaurants can’t benefit from superautomation -5. Machines can help company employees accomplish more. 6.Superautomation requires few adjustments form society.

19 19 7.Superautomation has advantages and disadvantages. 8.Laser technology is limited to the business world.

20 20 1 a)You might like to ask why the Sun is able to supply its own light, heat, and energy, whereas the Earth and the other planets only shine feebly with the aid of borrowed light. Strange as it may seem, it is best to start this problem by Strange as it may seem, it is best to start this problem by considering the interior of the Earth. b)The morrow brought a very sober-looking morning, the sun making only a few efforts to appear; and Catherine augured from it everything most favourable to her wishes. A bright morning so early in the year, she allowed, would generally turn to rain; but a cloudy one foretold improvement as the day advanced.

21 21 c)Your mother and I were so happy then. It seemed as though we had everything we could ever want. I think the last day the sun shone was when that dirty little train steamed out of that crowded, suffocating Indian station, and the battalion band playing for all it was worth. I knew in my heart it was all over then. Everything.

22 22 Inferences in Literature If you are fond of reading novels, short stories, poetry, etc. you will know that inference is very important in understanding and appreciating literature. While non- fiction writers, that is, writers of factual material, usually state directly what they mean, fiction or creative writers often show what they mean by describing the scene or situation. It is for the reader to infer the point of what the writer has to say. I shall illustrate this with an example. A non-fiction writer might write: Henry was angry at his wife. A fiction/creative writer might write Henry’s eyes narrowed when his wife spoke to him. He cut her off in the middle of the sentence with the words, “I don’t have time to argue with you.”

23 23 Instead of simply stating that Henry was angry, the creative writer has through his description shown Henry’s anger. If you read literature – poetry, short stories, novels, biographies, etc… you will need to apply inference skills. Your understanding and appreciation of such works where a lot of meaning is implied i.e. not stated directly, will depend on this skill. Now I shall read a very short poem of four lines. Its written by the American poet James Russell Lowell and is called “Sixty – Eight Birthday”.

24 24 It’s written by the American poet James Russell Lowell and is called “Sixty – Eight Birthday”. “Sixty – Eight Birthday” As life runs on, the road grows strange With faces new, and near the end The milestones into headstones change, ‘Neath every one a friend. J. R. Lowell Milestone:a slab of stone set up in the ground to show the distance in miles on a road. Headstone: a stone which marks the top end of a grave, usually having the buried person’s name on it

25 25 1.We infer that the speaker in the poem is sixty-eight although the poem does not state that the speaker is sixty eight. The title of the poem strongly implies it. That is the purpose of the title. 2.The poem compares life to a road with milestones – 1 st & 3 rd lines suggest that life runs on a road marked by milestones along it. As we move along the road we meet new faces of people we are not familiar with. 3.The poem implies that birthdays are like milestones that mark the distance covered i.e. the years lived.

26 26 A time comes when, life’s milestones turn into headstones the markers set into graves, meaning in other words that life ends in death. 4.The final line implies that as we get older more and more friends die. Under all the headstones are friends. You will see a short poem on your screen. Read the poem titled ‘Fog’ by Carl Sandburg and answer the question given at the end.

27 27 Fog The fog comes On little cat feet. It sets looking ones harbor and city On silent haunches And then moves on. C Sandburg Put a tick mark ( )against the answer that is based on the poem. 1.The way the fog moves is compared to a.The movements in the harbor b.The movements in the city c.The way a cat moves

28 28 2.This comparison implies that the fog a.floats over the harbor b.hangs over the city c.moves quickly and silently 3.The comparison with the cat continues with the word. a.harbor b.haunches 4.The poem implies that the fog a.stays for a while and then leaves b.stays too long c.never stays

29 29 5.The poem shows fog as a.dangerous b.quiet c.full of movement

30 30 Another way in which writers can indicate character is through the words they put into their character’s mouths. The readers have to read between the lines and infer meanings which may not be directly stated. This is true of novels and other genres of literature. In drama, for example, playwrights expect their audience to read between the lines of the dialogue and use inference to depict the diversity of their characterization.

31 31 This is, of course, an important-possibly the most important-element of the dramatist’s art, to reveal his characters through their speech, but other writers employ the device as well. Study the following passage from P.G. Woodhouse’s ‘Thank you, Jeeves’. ‘Jeeves’, I said, ‘do you know what?’ ‘No sir.’

32 32 ‘No, sir. ‘Do you know whom I saw last night? ‘no, sir.” ‘J. Washburn Stoker and his daughter, Pauline.’ ‘Indeed, sir?. ‘Awkward, what?’

33 33 ‘I can conceive that after what occurred in New York it might be distressing for you to encounter Miss Stoker, sir. But I fancy the contingency need scarcely arise.’ I weighed this. ‘When you start talking about contingencies arising, Jeeves, the brain seems to flicker and I rather miss the gist. Do you mean I ought to be able to keep out of her way? ‘Yes, sir.’

34 34 ‘Avoid her? ‘Yes, sir.’ (P.G. WODEHOUSE, Thank You, Jeeves) Look at Jeeves’s answers. Apart from one speech, they are very economical. What can we deduce about the kind of person Jeeves is and his attitude towards his master from this economy of speech, from what Jeeves actually says and from what is implied?

35 35 In today's lesson you’ve had practice in reading between lives “first in non-fiction or factual writing and then in creative writing, in finding out meaning that is not stated directly. This is a skill that you can only acquire by reading extensively. So much for today See you next time Allah Hafiz

Download ppt "1 Virtual University ENG 101 Lesson -12 Dr.Surriya Shaffi Mir."

Similar presentations

Ads by Google