te panui mo te tikanga
Life is either a daring adventure or nothing at all.
– Helen Keller
te ao Māori principles
There are five key principals that we as an English Department consider important as part of a holistic study at school. Please read through these and know that we will come back to them as we begin looking at texts.
- Kaitiakitanga: Guardianship of natural resources and elements of sustainability
- Rangatiratanga: Leadership, authority, Mana, empowerment, Respect
- Manaakitanga: The process of showing respect, generosity and care for others.
- Whanaungatanga: A relationship through shared experiences and working together which provides people with a sense of belonging.
- Tikanga: The customary system of values and practices that have developed over time and are deeply embedded in the social context.
Key Terms
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implied or explicit significance. |
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the ability to understand something. |
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a note by way of explanation or comment added to a text or diagram. |
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look quickly but not very thoroughly through (a document or other text) in order to identify relevant information. |
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the action of reading something quickly so as to note only the important points. |
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a brief statement or account of the main points of something. |
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a conclusion reached on the basis of evidence and reasoning. |
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a short description of a book, film, or other product written for promotional purposes.
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the reason for which something is done or created or for which something exists.
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Learning Objectives
- Identify annotation.
- Use annotation skills independently.
- Articulate the difference between skimming and scanning.
- Recognise some elements outside the given text (inferencing)
- Explain the process of summary.
- Identify key points within a given text.
- Summarise independently.
Exercises
Spelling
superb | unemployment | execute | error | breed | enormous |
spur | hate | prime | allegation | application | comparison |
rally | solicitor | discipline | fleet | appal | ploy |
shade | luxury | tune | violate | romantic | convention |
valuable | electric | ought | cycle | plastic | pose |
Pangram
Remember, to become faster at writing, you should practise writing out the following phrase as many times as possible for 5 minutes.
- A very big box sailed up then whizzed quickly from Japan.
Reading Warm Up
Read the following passage. Pay special attention to the underlined words. Then, read it again, and complete the activities. Use your English book for your written answers.
When I was little, I loved going to the drive-in movies. In the summer, my parents would often take us on Friday nights. It was a good remedy for the heat and three whiny children on a summer evening. The cure made us all happy. Part of the excitement was that the drive-in didn’t begin until after nightfall, so we got to stay up later than usual. In the summer, it got dark very late, past our bedtime.
If the theater was busy, there would be a long line of cars at the entrance, moving as slowly as snails. It seemed to take forever for it to be our turn to enter.
Once my dad had paid, we would park. It was evident, or obvious, who liked to park where. The teenagers always parked in the back, where it was darkest. Older people liked the front. Families with small children liked the middle, where it was easier to leave the drive-in if the kids acted up.
My brother, sister, and I took turns going to the refreshment stand. We got to buy popcorn, a treat, and a drink to share. I always hated it when my brother went, because he would bring back a brew made up of several things he had mixed together. “It’s lemonade, fruit punch, and root beer,” he would say. Whatever it was, it was always disgusting. Everyone but him thought it was horrible.
When it was my turn, I always got caramel corn and peanuts, mixed together. As I watched the movie I reached way down into the bag. I plucked out the peanuts with my fingers. For some reason, they always migrated from the top of the bag to the bottom. Sitting in the back seat of the car, eating peanuts and popcorn and watching a movie, I was about as happy as I had ever been.
Questions
- Write down the word that means the same thing as remedy. Then, for which you might need a remedy.
- Show the words that are clues to the meaning of nightfall.
- Why does the writer compare the cars to snails.
- Write the word that means the same thing as evident. Write a sentence using the word evident.
- Describe brew in your own words.
- What is the the word that tells you what disgusting means.
- Jot down the words that tell how the narrator plucked the peanuts from the bag.
- Write the words that tell you where the peanuts migrated. Write a sentence using the word migrated.
Reading for Meaning (Part 2)
te panui mo te tikanga
In this section we look at three main ideas: Annotating; Inferencing; and Summarising.
Annotating
Annotation is a key component of close reading. Since we will annotate texts all year, you need to develop a system that works for you (within the following guidelines). Effective annotating is both economical and consistent. The techniques are almost limitless. You can use any combination of the following:
- Make brief comments in the margins. Use any white space available – inside cover, random blank pages
- Make brief comments between or within lines of the text. Do not be afraid to mark within the text itself. In fact, you must.
- Circle or put boxes, triangles, or clouds around words or phrases.
- Use abbreviations or symbols – brackets, stars, exclamation points, question marks, numbers, etc.
- Connect words, phrases, ideas, circles, boxes, etc. with lines or arrows.
- Underline – CAUTION: Use this method sparingly. Underline only a few words. Always combine with another method such as comment. Never underline an entire passage. Doing so takes too much time and loses effectiveness. If you wish to mark an entire paragraph or passage, draw a line down the margin or use brackets.
- Highlight – See underline. You cannot write with a highlighter anyway.
- Use post-it notes only if you have exhausted all available space (unlikely), or if you do not own the book.
- Create your own code.
Inferencing
Good readers make inferences as they read. That is, in addition to reading the words, they use their imagination and their knowledge about the world to fill in facts and ideas that are not stated in the text. This is sometimes called “reading between the lines.”
It is often necessary to read between the lines because a writer cannot include all the possible information about a topic or situation. Writers leave out information that they think readers will know already or will be able to guess.
Separating Fact from Inference
In many kinds of writing, the author presents facts about a situation or topic and also makes inferences from those facts.
Facts are statements of information that can be verified. For example:
- Chile is considered one of the most conservative Catholic countries in South America.
- On January 15, 2006, Chileans elected their first woman president, the Socialist Michelle Bachelet, with 53.5 percent of their votes.
- She is a former defense minister, a doctor, a single mother and a non-Catholic.
- Her father, a general in the army, was killed in 1973 under the military dictatorship of Pinochet.
- Her election campaign was based on promises of social and economic reform aimed at more equality.
Inferences are educated guesses that are based on facts. For example:
- People in Chile are not as conservative as generally thought.
- People in Chile want changes in their society and economy.
- President Bachelet’s background and experience should help her understand the problems in Chile.
- The fact that she served as defense minister may have reassured conservatives afraid of radical change.
- The fact that her father was killed under Pinochet probably raised her standing among leftists.
Exercises
- Preview the following passage. Then read it and mentally note the facts. Working with a partner, answer the questions that follow. The first two have been done for you.
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- What facts are included in the first paragraph?
- Extra virgin olive oil contains a chemical compound that acts like a painkiller.
- What can you infer about the price of extra virgin olive oil?
- It costs more than other olive oils.
- What can you infer about other kinds of oils?
- What inferences can you make about Paul Breslin?
- What facts are included in the second paragraph?
- What can you infer about Nature?
- What facts are included in the first paragraph?
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- Preview the following passage. Then read it and mentally note the facts. Working with a partner, answer the questions that follow.
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- What facts are included in the first paragraph?
- What can you infer about the cost of pesticides in India?
- What facts are included in the second paragraph?
- What can you infer about the cola spray?
- What facts are included in the third paragraph?
- What can you infer about the economic situation of the farmers in Andhra Pradesh?
- What can you infer about the Coca-Cola Company in India?
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Summary Writing
Another key strategy for learning and remembering the ideas in a text is to summarize what you have read. This means rewriting the important parts in a much shorter form, using some words from the text and some of your own words. Summarizing is especially useful for:
- Reviewing and memorizing information in textbooks for exams;
Preparing information or ideas from different sources so you can include them in a report or paper. - Summarizing a Passage
When summarizing a passage, the first step is to write a one-sentence summary of each paragraph. Then you can combine the sentences to write a summary of the whole passage.
Step 1. Summarizing a paragraph
- Write a single, complete sentence that is much shorter than the paragraph.
- Include the main idea and supporting facts and ideas.
- In the summary sentence, follow the same pattern of organization as in the paragraph.
- Do not add any facts, ideas, or opinions that are not in the paragraph.
Note: The topic sentence or main idea sentence can sometimes serve as the summary sentence, but it often needs to be changed to include important details found in the paragraph.
Example 1
Read the paragraph and mark the text to show the main idea, the pattern of organization, and the supporting facts and ideas. Then read the summary sentence that contains the most important ideas in the paragraph.
Main idea: Poor people in developing countries have suffered the most from shortages of clean water for several reasons.
Pattern of organisation: Listing
Supporting facts and ideas: People in poor villages and urban slums are usually not served by a piped water system. These people have few other sources of fresh water.
Summary sentence: Poor people in developing countries suffer the most from shortages of clean water because their homes do not have piped in water and they have few other sources of water.
Have a go with this exercise with several paragraphs.
Exercise 1
Working with another student, read each paragraph and note where the text shows the main idea and the supporting facts and ideas. Then fill in the information in your English book.
Main idea: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Pattern of organisation: . . . . . . . . . . . . . . . . . . . . .
Supporting facts and ideas: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Summary sentence: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Main idea: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Pattern of organisation: . . . . . . . . . . . . . . . . . . . . .
Supporting facts and ideas: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Summary sentence: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Main idea: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Pattern of organisation: . . . . . . . . . . . . . . . . . . . . .
Supporting facts and ideas: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Summary sentence: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Step 2. Summarizing a whole passage
- Read the passage all the way to the end and mark the overall thesis and the supporting points.
- Determine the overall pattern of organization.
- Write a one-sentence summary of each paragraph.
- Write a short paragraph by combining the summary sentences of the paragraphs (with any necessary changes to connect them).
- The main idea of the summary paragraph should be similar to the thesis of the whole passage and the pattern of organization should be the same as the overall pattern of the passage.
Note: Only the most important ideas and supporting points of the original passage should be included in a summary paragraph. It should not include minor details or your own opinions or ideas. Above all, it should be much shorter than the original.
Exercise 2
Look back at the three paragraphs in Exercise 1. Together they form a longer passage. Underline the main summary sentence (or the thesis statement). Then write a summary paragraph that includes the thesis statement and your summary sentences.
Summarising Long Passages
When you summarize a long passage (more than four or five paragraphs), you need to add an additional step:
- Read the passage all the way to the end and mark the main points (including the thesis and the supporting points).
- Determine the overall pattern of organization.
- Divide the passage into parts. Each part should match a supporting point and may include several paragraphs. (In textbooks, the chapters are usually already divided into subsections or parts.)
- Write a summary sentence for each part.
- Write a paragraph that combines the summary sentences (with any necessary changes to connect them).
- The main idea of the summary paragraph should be the same as the thesis of the original passage, and the pattern of organization should be the same.
Exercise 3
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In these times of bombs and bio-warfare, it is harder than ever to dance to that old tune, “Just direct your feet to the sunny side of the street.” A study published last month in the British Journal of Psychiatry found that “depressive disorder is a highly prevalent condition in Europe.”
The report follows a decision by the European Commission to fund a comparative study of the prevalence’ of depression in the United Kingdom, Ireland, Norway, Finland and Spain. After questioning 8,850 adults in 1997 and ’98, the study concludes that just over 8.5% of them are depressed always or in episodes’. Generalized to the European Union as a whole, this is an epidemic that affects about 30 million people.
Women fare worse than men and, predictably, depression is generally less prevalent in rural than urban areas. But the most striking fact revealed by the study is the uneven geographic distribution. The study indicates that depression afflicts’ 17.1% of the urban population in the U.K. and 12.8% in urban Ireland. In rural parts of these countries and in both urban and rural Finland and Norway, the incidence ranges from 6.1% to 9.3%. But in urban Spain, the percentage drops to a mere 2.6. Why? Spain, where I live, has suffered from violent terrorism for more than 30 years; it has one of the E.U.’s highest unemployment rates, one of the worst records for industrial accidents, and is near the top of the tables for road fatalities, drug abuse and AIDS. It has Europe’s highest level of noise pollution.
But what Spain has in abundance compared with northern European nations—apart from more sun—is what the researchers in this study call social support structures. These structures have little to do with welfare or the number of doctors or psychiatrists. They are built on la familia.
One ironic fact about Europe’s north-south relative poverty gap is that lack of wealth tends to make families stay together. Offspring remain at home longer, frequently not being able to afford to move out until they are in their late 20s. Old people are not so easily parked in “homes.” Generalizing, in Spain, Portugal, Greece and Italy, family life probably runs deeper and longer than in the “better-off” north. Southerners fight and fall out like all families, but they tend to stick together against fate and the outside world. In Spanish hospitals, doctors have to push through ranks’ of relatives to get near the patient. Old people often die in the house now run by their children; before doing so, they are needed to mind grandchildren while both parents work. If a family member is depressed, he or she can find comfort and care in-house rather than paying a fee to talk to a professional. These qualities add up to a larger sense of solidaridad. As organ donors, Spaniards are unsurpassed’ in Europe; typically they respond generously to fund raisers.
Last week, I was in the street having an argument with a Spanish builder. A young mother with a newish baby in a pram happened to pass. The builder, Emilio, instinctively broke off his self-defense to talk to the kid, to feel its fat cheeks. The baby beamed,’ its mother started talking about how well it was taking the breast, Emilio assured her that the little fellow was a picture of health . . . and my rage fell apart. It was no diversionary’ tactic—I’d been familied.
The depression many Europeans have been suffering since Sept. 11 is no doubt harder to bear in cold Liverpool—where the British urban survey was based—than in the pleasant coastal city of Santander, where the Spanish researchers did their interviews. But a difference of depression of more than 14%? This is not explained by bluer skies or by the Anglo-Latin character divide.
A Spanish relative of my wife jokes that two things are best avoided: hot sun and families. But this 86-year-old widow passes hours on the phone with us each week. If we go out, the answering machine is often blinking when we return: “Where are you? Are you all right?” I used to feel harassed’ by this. Nowadays, the recorded voice makes me smile. A little bit of familia can go a long way to brighten this terrorized, often depressing world
Summarising Chapters from a Textbook
Summarizing a textbook section or chapter is easier in some ways than summarising an article or essay because the passages are usually already divided up into sections and subsections.
In a textbook, the introduction to a chapter or chapter section usually contains a statement of purpose that functions like a thesis statement, and explains what the passage will be about and how it will be organized. The headings of the chapter or section usually
correspond to the topics mentioned in the statement of purpose.
While textbook sections are often organized in a listing pattern, each subsection can have a different pattern of organization. It is easier to understand and summarize the subsections if you first identify their patterns.
Note: Textbook passages may contain complex ideas that do not fit easily into a one-sentence summary. You should be as concise as possible to aim for one sentence, but may use two sentences if necessary.
Exercise 1
Preview the introduction to a section of a sociology textbook. Then read it carefully and look for a sentence that states the purpose of the whole section (what it will be about). Write the statement of purpose in your English book.
In 1693, William Penn wrote that “the country life is to be preferred for there we see the works of God, but in cities little else than the work of man.” Most people at the time probably agreed with him. Less than 2 percent of the world’s population then were urban dwellers. But in 2018, about 54 percent of the world’s population lived in urban areas and more than 70 percent will do so by the end of 2030 (Haub, 2018; Linden, 2016; Fischer, 2015).
While urban populations have grown, cities themselves have changed. We can identify three periods in their history: the preindustrial, industrial, and metropolitan-megalopolitan stages.
Now have a look at the rest of the chapter and how to summarise it.
Exercise2
Read the following sections and paragraphs from the chapter and summarise the information firstly into section chunks, and then finally into one concise unit.
The Preindustrial City
For more than 99 percent of the time that we humans have been on Earth, our ancestors have roamed about in search of food. They have hunted, fished, and gathered edible plants, but they have never found enough food in more than one place to sustain them for very long. They have had to move on, traveling in small bands from one place to another.
Then, about 10,000 years ago, technological advances allowed people to stop their wandering. This was the dawn of what is called the Neolithic period. People now had the simple tools and the know-how to cultivate plants and domesticate animals. They could produce their food supplies in one locale, and they settled down and built villages. The villages were very small—with only about 200 to 400 residents each. For the next 5,000 years, villagers produced just enough food to feed themselves.
About 5,000 years ago, humans developed more powerful technologies. Thanks to innovations like the ox-drawn plow, irrigation, and metallurgy, farmers could produce more food than they needed to sustain themselves and their families. Because of this food surplus, some people abandoned agriculture and made their living by weaving, making pottery and practicing other specialized crafts. Methods of transporting and storing food were also improved. The result was the emergence of cities.
Cities first arose on the fertile banks of such rivers as the Nile of Egypt, the Euphrates and Tigris in the Middle East, the Indus in Pakistan, and the Yellow River in China. Similar urban settlements later appeared in other parts of the world. The preindustrial cities were small compared with the cities of today. Most had populations of 5,000 to 10,000 people. Only a few cities had more than 100,000 and even Rome never had more than several hundred thousand.
Several factors prevented expansion of the preindustrial city. By modern standards, agricultural techniques were still primitive. It took at least 75 farmers to produce enough of a surplus to support just one city dweller. For transportation, people had to depend on their own muscle power or that of animals. It was difficult to carry food supplies from farms to cities, and even more difficult to transport heavy materials for construction in the cities.
Poor sanitation, lack of sewer facilities, and ineffective medicine kept the death rate high. Epidemics regularly killed as much as half of a city’s population. Moreover, families still had a strong attachment to the land, which discouraged immigration to the cities. All these characteristics of preindustrial society kept the cities small (Davis, 1955).
The Industrial City
For almost 5,000 years, cities changed little. Then their growth, in size and number, was so rapid that it has been called an urban revolution or urban explosion. In 1700, less than 2 percent of the population of Great Britain lived in cities, but by 1900, the majority of the British did so. Other European countries and the United States soon achieved the same level of urbanization in an even shorter period. Today, these and other Western countries are among the most urbanized in the world, along with many Latin American countries, which have become mostly urbanized in more recent years.
The major stimulus to the urban explosion was the Industrial Revolution. It triggered a series of related events, identified by sociologist Philip Hauser (2011) as population explosion, followed by population displosion and population implosion, and then by technoplosion. Industrialization first causes a rise in production growth, and the mechanization of farming brings about an agricultural surplus. Fewer farmers can support more people—and thus larger urban populations (population explosion). Workers no longer needed on the farms move to the city. There is, then, displacement of people from rural to urban areas (population displosion) and a greater concentration of people in a limited area (population implosion). The development of other new technologies (technoplosion) spurs on urbanization. Improved transportation, for example, speeds the movement of food and other materials to urban centers.
The outcome of these events was the industrial city. Compared with the preindustrial city, the industrial city was larger, more densely settled, and more diverse. It was a place where large numbers of people—with a wide range of skills, interests, and cultural backgrounds—could live and work together in a limited space. Also, unlike the preindustrial city, which had served primarily as a religious or governmental center, the industrial city was a commercial hub. In fact, its abundant job opportunities attracted so many rural migrants that migration accounted for the largest share of its population growth. Without these migrants, cities would not have grown at all because of the high mortality rate brought about by extremely poor sanitary conditions.
Metropolis and Megalopolis
Early in this century, the large cities of the industrialized nations began to spread outward. They formed metropolises, large urban areas that include a city and its surrounding suburbs. Some of these suburbs are politically separate from their central cities, but socially, economically, and geographically, the suburbs and the city are tied together. The U.S. Census Bureau recognizes this unity by defining what is called a Standard Metropolitan Statistical Area, which cuts across political boundaries. Since 1990, most U.S. residents have been living in metropolitan areas with 1 million residents or more (Suro, 2011).
In the United States, the upper and middle classes have usually sparked the expansion of cities outward. Typically, as migrants from rural areas moved into the central city, the wealthier classes moved to the suburbs. The automobile greatly facilitated this development. It encouraged people to leave the crowded inner city for the more comfortable life of the suburbs, if they could afford it. As the number of cars increased, so did the size of suburbs and metropolises. In 1900, there were only 8,000 cars in the United States; by 1930, the number had soared to more than 26 million. Meanwhile, the proportion of the U.S. population living in the suburbs grew from only 15.7 percent in 1910 to 49.6 percent in 1950 (Glaab and Brown, 1983).
Since 1950, virtually all the growth in metropolitan areas has occurred in the suburbs. During the 1960s, U.S. suburbs grew four times faster than inner cities, and stores and entertainment facilities followed the people there. Suburban jobs increased 44 percent, while inner-city employment dropped 7 percent. This pattern of suburban growth at the expense of the urban core continued in the 1970s and 1980s. Today, suburbanites outnumber city residents three to two (U.S. Census Bureau, 2003; Gottdiener, 2013; Jaaret, 2013).
As suburbs expand, they sometimes combine with the suburbs of adjacent metropolitan areas to form a megalopolis, a vast area in which many metropolises merge.
For hundreds of miles from one major city to the next, suburbs and cities have merged with one another to form a continues region in which distinctions between suburban, urban, and rural areas are blurred. The hundreds of miles from Boston to Washington, D.C., form one such megalopolis; another stretches from Detroit through Chicago to Milwaukee in the Midwest; and a third goes from San Francisco to San Diego.
To extend your knowledge of summary, try summarising a chapter from a book you are reading, or a chapter from a text book you are using in another subject.
In some classes this term (and each term following) you will be reading through some texts together. This is part of a wider reading programme that you will be required to follow throughout the term.
Each chapter will have some questions on books that you may like to think about. If your class is not studying a text, you may like to look at these questions yourself.
- What type of text is it? (ie novel, short stories, poems etc)
- What is the name of the book?
- What image is on the cover?
- Based on the name and the image on the cover, what do you think the book is about?
- How does the blurb add to your knowledge?
- What is the genre of the story? (ie action, romance, adventure)
Wherever you are up to…
- What is your favourite part of the book?
- Who is your favourite character? Why?
- Are you racing to the end, or is it more of a slow burn?
- Which scene(s) sticks with you?
- What do you think of the writing? Do you like the way the story is told?
- Did you reread any of the passages? If so, which ones?
- Would you read another book by this author?
- Did the book impact your mood? If yes, how?
- What surprised you about the book?
- How did your opinion of the book change as you read it?
- If you could ask the author anything, what would it be?
- How does the book’s title work in relation to the book’s contents? If you could give the book a new title, what would it be?
- Is this book overrated or underrated?
- Did this book remind you of any other books?
- How did it impact you? Do you think you will remember it in a few months or years?
- Would you ever consider re-reading it? Why or why not?
- Who do you want to read this book after you?
- Are there any lingering questions from the book you’re still thinking about?
- Did the book strike you as original?
Adapted from Oprah’s Daily ‘https://www.oprahdaily.com/entertainment/a31047508/book-club-questions/’
You may also like to try using Reading Circles of five people. Each person is given one of the following roles and you can work through the story together.
- “The Leader” – facilitates the discussion, preparing some general questions and ensuring that everyone is involved and engaged.
- “The Summariser” – gives an outline of the plot, highlighting the key moments in the book. More confident readers can touch upon its strengths and weaknesses.
- “The Word Master” – selects vocabulary that may be new, unusual, or used in an interesting way.
- “The Passage Person” – selects and presents a passage from that they feel is well written, challenging, or of particular interest to the development of the plot, character, or theme.
- “The Connector” – draws upon all of the above and makes links between the story and wider world. This can be absolutely anything; books, films, newspaper articles, a photograph, a memory, or even a personal experience, it’s up to you. All it should do is highlight any similarities or differences and explain how it has brought about any changes in your understanding and perception of the book.
An extract from Wonder by R J Palacio
Part One
Ordinary
I know I’m not an ordinary ten-year-old kid. I mean, sure, I do ordinary things. I eat ice cream. I ride my bike. I play ball. I have an Xbox. Stuff like that makes me ordinary. I guess. And I feel ordinary. Inside. But I know ordinary kids don’t make other ordinary kids run away screaming in playgrounds. I know ordinary kids don’t get stared at wherever they go.
If I found a magic lamp and I could have one wish, I would wish that I had a normal face that no one ever noticed at all. I would wish that I could walk down the street without people seeing me and then doing that look-away thing. Here’s what I think: the only reason I’m not ordinary is that no one else sees me that way. But I’m kind of used to how I look by now. I know how to pretend
I don’t see the faces people make. We’ve all gotten pretty good at that sort of thing: me, Mom and Dad, Via. Actually, I take that back: Via’s not so good at it. She can get really annoyed when people do something rude. Like, for instance, one time in the playground some older kids made some noises. I don’t even know what the noises were exactly because I didn’t hear them myself, but Via heard and she just started yelling at the kids. That’s the way she is. I’m not that way.
Via doesn’t see me as ordinary. She says she does, but if I were ordinary, she wouldn’t feel like she needs to protect me as much. And Mom and Dad don’t see me as ordinary, either. They see me as extraordinary. I think the only person in the world who realizes how ordinary I am is me.
My name is August, by the way. I won’t describe what I look like. Whatever you’re thinking, it’s probably worse.
Why I Didn’t Go to School
Next week I start fifth grade. Since I’ve never been to a real school before, I am pretty much totally and completely petrified. People think I haven’t gone to school because of the way I look, but it’s not that. It’s because of all the surgeries I’ve had. Twenty- seven since I was born. The bigger ones happened before I was even four years old, so I don’t remember those. But I’ve had two or three surgeries every year since then (some big, some small), and because I’m little for my age, and I have some other medical mysteries that doctors never really figured out, I used to get sick a lot. That’s why my parents decided it was better if I didn’t go to school. I’m much stronger now, though. The last surgery I had was eight months ago, and I probably won’t have to have any more for another couple of years.
Mom homeschools me. She used to be a children’s-book illustrator. She draws really great fairies and mermaids. Her boy stuff isn’t so hot, though. She once tried to draw me a Darth Vader, but it ended up looking like some weird mushroom- shaped robot. I haven’t seen her draw anything in a long time. I think she’s too busy taking care of me and Via.
I can’t say I always wanted to go to school because that wouldn’t be exactly true. What I wanted was to go to school, but only if I could be like every other kid going to school. Have lots of friends and hang out after school and stuff like that.
I have a few really good friends now. Christopher is my best friend, followed by Zachary and Alex. We’ve known each other since we were babies. And since they’ve always known me the way I am, they’re used to me. When we were little, we used to have playdates all the time, but then Christopher moved to Bridgeport in Connecticut. That’s more than an hour away from where I live in North River Heights, which is at the top tip of Manhattan. And Zachary and Alex started going to school. It’s funny: even though Christopher’s the one who moved far away, I still see him more than I see Zachary and Alex. They have all these new friends now. If we bump into each other on the street, they’re still nice to me, though. They always say hello.
I have other friends, too, but not as good as Christopher and Zack and Alex were. For instance, Zack and Alex always invited me to their birthday parties when we were little, but Joel and Eamonn and Gabe never did. Emma invited me once, but I haven’t seen her in a long time. And, of course, I always go to Christopher’s birthday. Maybe I’m making too big a deal about birthday parties.
How I Came to Life
I like when Mom tells this story because it makes me laugh so much. It’s not funny in the way a joke is funny, but when Mom tells it, Via and I just start cracking up.
So when I was in my mom’s stomach, no one had any idea I would come out looking the way I look. Mom had had Via four years before, and that had been such a “walk in the park” (Mom’s expression) that there was no reason to run any special tests. About two months before I was born, the doctors realized there was something wrong with my face, but they didn’t think it was going to be bad. They told Mom and Dad I had a cleft palate and some other stuff going on. They called it “small anomalies.”
There were two nurses in the delivery room the night I was born. One was very nice and sweet. The other one, Mom said, did not seem at all nice or sweet. She had very big arms and (here comes the funny part), she kept farting. Like, she’d bring Mom some ice chips, and then fart. She’d check Mom’s blood pressure, and fart. Mom says it was unbelievable because the nurse never even said excuse me! Meanwhile, Mom’s regular doctor wasn’t on duty that night, so Mom got stuck with this cranky kid doctor she and Dad nicknamed Doogie after some old TV show or something (they didn’t actually call him that to his face). But Mom says that even though everyone in the room was kind of grumpy, Dad kept making her laugh all night long.
When I came out of Mom’s stomach, she said the whole room got very quiet. Mom didn’t even get a chance to look at me because the nice nurse immediately rushed me out of the room. Dad was in such a hurry to follow her that he dropped the video camera, which broke into a million pieces. And then Mom got very upset and tried to get out of bed to see where they were going, but the farting nurse put her very big arms on Mom to keep her down in the bed. They were practically fighting, because Mom was hysterical and the farting nurse was yelling at her to stay calm, and then they both started screaming for the doctor. But guess what? He had fainted! Right on the floor! So when the farting nurse saw that he had fainted, she started pushing him with her foot to get him to wake up, yelling at him the whole time: “What kind of doctor are you? What kind of doctor are you? Get up! Get up!” And then all of a sudden she let out the biggest, loudest, smelliest fart in the history of farts. Mom thinks it was actually the fart that finally woke the doctor up. Anyway, when Mom tells this story, she acts out all the parts— including the farting noises—and it is so, so, so, so funny!
Mom says the farting nurse turned out to be a very nice woman. She stayed with Mom the whole time. Didn’t leave her side even after Dad came back and the doctors told them how sick I was. Mom remembers exactly what the nurse whispered in her ear when the doctor told her I probably wouldn’t live through the night: “Everyone born of God overcometh the world.” And the next day, after I had lived through the night, it was that nurse who held Mom’s hand when they brought her to meet me for the first time.
Mom says by then they had told her all about me. She had been preparing herself for the seeing of me. But she says that when she looked down into my tiny mushed-up face for the first time, all she could see was how pretty my eyes were.
Mom is beautiful, by the way. And Dad is handsome. Via is pretty. In case you were wondering.
Christopher’s House
I was really bummed when Christopher moved away three years ago. We were both around seven then. We used to spend hours playing with our Star Wars action figures and dueling with our lightsabers. I miss that.
Last spring we drove over to Christopher’s house in Bridgeport. Me and Christopher were looking for snacks in the kitchen, and I heard Mom talking to Lisa, Christopher’s mom, about my going to school in the fall. I had never, ever heard her mention school before.
“What are you talking about?” I said.
Mom looked surprised, like she hadn’t meant for me to hear that.
“You should tell him what you’ve been thinking, Isabel,” Dad said. He was on the other side of the living room talking to Christopher’s dad.
“We should talk about this later,” said Mom.
“No, I want to know what you were talking about,” I answered. “Don’t you think you’re ready for school, Auggie?” Mom said. “No,” I said.
“I don’t, either,” said Dad.
“Then that’s it, case closed,” I said, shrugging, and I sat in her lap like I was a baby.
“I just think you need to learn more than I can teach you,” Mom said. “I mean, come on, Auggie, you know how bad I am at fractions!”
“What school?” I said. I already felt like crying.
“Beecher Prep. Right by us.”
“Wow, that’s a great school, Auggie,” said Lisa, patting my knee.
“Why not Via’s school?” I said.
“That’s too big,” Mom answered. “I don’t think that would be a good fit for you.”
“I don’t want to,” I said. I admit: I made my voice sound a little babyish.
“You don’t have to do anything you don’t want to do,” Dad said, coming over and lifting me out of Mom’s lap. He carried me over to sit on his lap on the other side of the sofa. “We won’t make you do anything you don’t want to do.”
“But it would be good for him, Nate,” Mom said.
“Not if he doesn’t want to,” answered Dad, looking at me. “Not if he’s not ready.”
I saw Mom look at Lisa, who reached over and squeezed her hand.
“You guys will figure it out,” she said to Mom. “You always have.”
“Let’s just talk about it later,” said Mom. I could tell she and Dad were going to get in a fight about it. I wanted Dad to win the fight. Though a part of me knew Mom was right. And the truth is, she really was terrible at fractions.
Taken from “https://www.penguin.co.uk/articles/children/2017/wonder-by-r-j-palacio-extract.html”
Ko te reo te tuakiri | Language is my identity.
Ko te reo tōku ahurei | Language is my uniqueness.
Ko te reo te ora. | Language is life.