Reading Module #3 on Your Own
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Reading Module #3
On Your Own
This activity in Reading Module 3 gives you two reading passages to practice applying the Three-Step Method for determining stated main ideas.
Directions: Complete the activity by reading each passage and answering the questions. Do not forget to spell check and proofread your work. Note: Clues will be provided after each question to guide you in your answers for Reading #1. Clues will not be provided in Reading #2.
Reading #1: The Industrial Revolution
Living in the new industrial cities often meant settling for poor housing, sometimes with little heat and no sanitation. Factories offered jobs, but the pay was low, the hours were long, and the work was back-breaking and often dangerous. Many jobs involved rigid and monotonous routines amid smoke and deafening noise; moreover, supervisors closely monitored their workers and tolerated no complaint. In short, companies treated workers—especially immigrants, who spoke little English—as little more than muscle power. Because they needed wages to live, and because they were not organized to demand better working conditions, workers had little choice but to take whatever work they could find. Most of [the immigrant workers] who came to the United States to pursue their dreams found that life was far from easy.
[Adapted from College Reading and Writing (3rd ed.). (2007). Pearson Custom Publishing, p. 556.]
Topic of the Passage | To determine the topic, ask yourself, "Who or what is the passage about?” Clue: Look for words that are repeated throughout the passage. For example, I notice that the words immigrants, life, living, live, and workers are repeated several times. | State the topic of the passage: |
Key Supporting Details | What key words or phrases does the author use to support the topic?Clue: I notice details about housing, jobs, and working conditions. | List the key supporting details (words and phrases): |
Main Idea | What is the author’s point about the topic? Clue: Which sentence makes a general statement about the life of immigrants during the Industrial Revolution? | Which sentence in the passage presents the stated main idea? |
Reading #2: Crime in the U.S.
Although recent crime trends in the United States are downward, by world standards the U.S. crime rate is high. There were 15,517 murders in the United States in 2000, about one every half-hour around the clock. In large cities such as New York, rarely does a day pass with no murder; in fact, more New Yorkers are hit with stray bullets than people deliberately gunned down in most large cities elsewhere in the world. Overall, the U.S. violent crime rate is about five times greater than Europe’s; the U.S. property crime rate is twice as high. The contrast is ever greater between our society and the nations of Asia, including India and Japan, where rates of violence and property crime are among the lowest in the world. [Adapted from College Reading & Writing (3rd ed.). (2007). Pearson Custom Publishing, p. 594]
Topic of the Passage | To determine the topic, ask yourself, "Who or what is the passage about?” | State the topic of the passage: |
Key Supporting Details | What key words or phrases does the author use to support the topic? | List the key supporting details (words and phrases): |
Main Idea | What is the author’s point about this topic? | Which sentence in the passage presents the stated main idea? |
Class Section_____________________
Reading Module #3
On Your Own
This activity in Reading Module 3 gives you two reading passages to practice applying the Three-Step Method for determining stated main ideas.
Directions: Complete the activity by reading each passage and answering the questions. Do not forget to spell check and proofread your work. Note: Clues will be provided after each question to guide you in your answers for Reading #1. Clues will not be provided in Reading #2.
Reading #1: The Industrial Revolution
Living in the new industrial cities often meant settling for poor housing, sometimes with little heat and no sanitation. Factories offered jobs, but the pay was low, the hours were long, and the work was back-breaking and often dangerous. Many jobs involved rigid and monotonous routines amid smoke and deafening noise; moreover, supervisors closely monitored their workers and tolerated no complaint. In short, companies treated workers—especially immigrants, who spoke little English—as little more than muscle power. Because they needed wages to live, and because they were not organized to demand better working conditions, workers had little choice but to take whatever work they could find. Most of [the immigrant workers] who came to the United States to pursue their dreams found that life was far from easy.
[Adapted from College Reading and Writing (3rd ed.). (2007). Pearson Custom Publishing, p. 556.]
Topic of the Passage | To determine the topic, ask yourself, "Who or what is the passage about?” Clue: Look for words that are repeated throughout the passage. For example, I notice that the words immigrants, life, living, live, and workers are repeated several times. | State the topic of the passage: |
Key Supporting Details | What key words or phrases does the author use to support the topic?Clue: I notice details about housing, jobs, and working conditions. | List the key supporting details (words and phrases): |
Main Idea | What is the author’s point about the topic? Clue: Which sentence makes a general statement about the life of immigrants during the Industrial Revolution? | Which sentence in the passage presents the stated main idea? |
Reading #2: Crime in the U.S.
Although recent crime trends in the United States are downward, by world standards the U.S. crime rate is high. There were 15,517 murders in the United States in 2000, about one every half-hour around the clock. In large cities such as New York, rarely does a day pass with no murder; in fact, more New Yorkers are hit with stray bullets than people deliberately gunned down in most large cities elsewhere in the world. Overall, the U.S. violent crime rate is about five times greater than Europe’s; the U.S. property crime rate is twice as high. The contrast is ever greater between our society and the nations of Asia, including India and Japan, where rates of violence and property crime are among the lowest in the world. [Adapted from College Reading & Writing (3rd ed.). (2007). Pearson Custom Publishing, p. 594]
Topic of the Passage | To determine the topic, ask yourself, "Who or what is the passage about?” | State the topic of the passage: |
Key Supporting Details | What key words or phrases does the author use to support the topic? | List the key supporting details (words and phrases): |
Main Idea | What is the author’s point about this topic? | Which sentence in the passage presents the stated main idea? |