Reading the Future

Developing Reading Skills in the College Classroom

4th Edition—Spring 2019

Editors: Paul Garside, Daniel Beck, Christopher Hammond, Miki Shrosbree, 


David Truxal, Limo Wakasugi

3rd Edition (2017)

Katsuya Yokomoto, Corazon Talam Kato, Steven Paydon, Yukie Saito,
Masahiro Togo, Yuka Yamamoto

2nd Edition (2016)

Jeffrey Kent Durand, Oliver Edward Hadingham, Corazon Talam Kato,
Satomi Mori, Yuko Nomura, Roberto Rabbini, Yukie Saito, Miki Shrosbree,
Yuka Yamamoto, Katsuya Yokomoto

1st Edition (2015)

Oliver Edward Hadingham, Corazon Talam Kato, Yuko Nomura, 

Roberto Rabbini, Yukie Saito, Akiko Satake, Miki Shrosbree, 

Yuka Yamamoto

Rikkyo University is the publisher of this book.

Rikkyo University

3-34-1 Nishi-Ikebukuro,Toshima-ku, Tokyo Japan 171-8501

© 2019 Rikkyo University. Published 2019

All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted,
in any form or by any means, electronic, mechanical, photocopying, or otherwise, without the prior
written permission of Rikkyo University.
 CONTENTS
CHAPTER 1 Reading Survey 1

Introduction to Extensive Reading 2

How to Find a Graded Reader 4

Graded Readers Record Sheet 6

Book Summary Sheet (Sample) 7

Book Report (Sample 1) 8

Book Report (Sample 2) 9

Discussion Questions for Graded Readers 11

How to Write a Paragraph 12

CHAPTER 2 Previewing 13

CHAPTER 3 Scanning 15

CHAPTER 4 Skimming 17

CHAPTER 5 Annotating 20

CHAPTER 6 Discovering the Topic Sentence of Paragraphs 23

CHAPTER 7 Identifying the Main Idea 26

CHAPTER 8 Using Vocabulary Knowledge 28

CHAPTER 9 Making Inferences 31

CHAPTER 10 Patterns of Organization 33

CHAPTER 11 Summarizing 39

CHAPTER 12 How to Obtain the Manual for Using Blackboard 42


 Chapter 1

Reading Survey
Name (in English) Student Number

What do you enjoy reading in your native language? Choose from the following list
and add others if necessary:

Stories Romances
Novels Comedies
Nonfiction Legends
Fiction Classics
Comics Self-help literature
Newspapers Plays
Magazines Poetry
Internet articles Adapted movie stories
Biographies Movie reviews
Autobiographies Travel writing
Science fiction Children’s stories


What topics do you like to read about?

Do you read anything in English besides your course materials?

What do you think of reading in English? (fun? boring? difficult? etc.)

What do you hope to gain from this reading class as a reader?


1
 Introduction to Extensive Reading

1. What Is Extensive Reading?

Extensive reading is reading large amounts of text, the kind of thing people
often do in their first language for pleasure, such as reading a newspaper or a
novel.

For extensive reading, you will …

• read as much as possible in the target language,
• select what you want to read,
• be reading materials that are easy to read, meaning you should not have to use
a dictionary, and
• increase your reading speed, as you are reading books that are easily
understandable.

Books that will help you accomplish this are called graded readers.

2. What Are Graded Readers?

Graded readers are books designed for learners of English, like you, that can
be read without difficulty. They are easily comprehensible because they are
simplified, in terms of vocabulary and grammar, are written with fewer words, and
are therefore much shorter than regular books in English.
They are published by many companies at different levels of difficulty. This
allows you to select a book appropriate to your reading level and gives you a
successful reading experience in English. Reading these books will also promote
independent learning, provide extra exposure to target language and reinforce
words often used in language (High Frequency Vocabulary).


2
3. How to Choose a Graded Reader (Book)

Read the front and back cover of the book. Do you think it is interesting? If
you start reading it and you find it boring, it is perfectly okay to stop reading it and
choose another book. Remember! It should be fun.
Note how many pages are in the book. Ideally there will be between 80 – 150
pages. However, it is better to begin with a short book and work upwards in
difficulty. Are there any pictures in the book? Pictures can help you understand it.
If you think you like the book, find out if you can understand it. Read one page. If
there are more than five unknown words on a single page, it means the book is too
difficult for you. If you understand a book just by skimming, then it is a suitable
level. That means 8-10 lines or more per minute (80-100 wpm).

4. A Reminder of Three Important Rules

1. 98% Comprehension
This means no more than 2-5 words that are not known per page (except for
names of people, places…). If you encounter more than 5 unknown words per
page, the book level is not appropriate and should be replaced by an easier one.

2. Fluent Reading
Your reading experience should proceed smoothly, without stopping to look up
unknown words in the dictionary.

3. Large Amounts of Reading

You should read as many books as possible.


3
5. How to Find a Graded Reader
1. Find your reading level. Go to the Macmillan website and take the test. At the
end of the test, the screen will show your level.

http://www.macmillanreaders.com/level-test/

4
2. Find books at your level: Rikkyo Library Website (free). Go to the website, click
“Search from the subscribed titles,” and then type in ‘Macmillan’ and your
reading level.

https://elib.maruzen.co.jp

3. Find a book that sounds interesting and click on the link. The book will open
up on your screen.

5
 Graded Readers Record Sheet
Name (in English) Student Number

No. Date Title Author Word Notes

Count

Total number of words words

6
 Book Summary Sheet (Sample)

Name (in English) Student Number

Date Title Would you recommend this book? Why or

why not?

☆☆☆☆☆

☆☆☆☆☆

☆☆☆☆☆

☆☆☆☆☆

☆☆☆☆☆

☆☆☆☆☆

☆☆☆☆☆

7
 Book Report (Sample 1)
Name (in English) Student Number

Summary

Comments

8
 Book Report (Sample 2)
Paragraph 1: Background of the book

• The author’s name

The author’s name is . . .

• Is the author famous?

He is a very famous writer who wrote many books.

His most famous book is . . .

• Where is the author from from?

• Explain about his/her background (life history)

• Where is the publication? How many pages?

The publication of the book is Oxford Bookworms, level 4.

The book is 100 pages long.

• Genre (non-fiction, fiction, mysterious, love story)

This is a love story based on a classic novel.

• Why did you choose the book?

The reason why I chose this book is because . . .

Paragraph 2: Main characters

• Who are the main characters?

There are three main characters in the story. Their names are . . .

• How would you describe their personality? List as many words as you can to
describe the main characters in the story you read. Give specific reasons and
examples to describe the character’s personality.

Beth is very quiet and reserved. For example, she usually stays inside
home and lives quietly.


9
 • What is the relationship between them?

The relationship between the two sisters are very complicated. For
example . . .

Paragraph 3: Events of the story (What happened? Why? When? Where?)

Paragraph 4: Your opinion

• What is your overall response to the book?
• Did you like the story? Why or why not?
• Which part did you like the most?
• Which part did you like the least?
• Would you recommend this book to others?
• Why or why not?
• What do you think is the message in this book?

10
 Discussion Questions for Graded Readers
1. What is the story about? Who are the characters and what are they like?

2. Did you like the story? Why or why not?

3. What was the best part of the book? Why?

4. How did the story make you feel?

5. Would you recommend this book to others?

6. What seems to be the major point the author wants you to remember?

7. What new things did you learn from this book?

8. What are the strengths and weaknesses of this book?

9. Do you agree with the author’s arguments and conclusions?

10.What is the most important passage? Why?

11.Imagine you can spend a day with one of the characters. Who would you choose
and why? What would you do?

12.What does the story remind you of?

13.What is the main event or conflict?

14.How does the story end?

15.If you could change the ending, what would you write instead?

16.If you could write a sequel to this book, what would it be about?


11
How to Write a Paragraph
When your assignment is to write a paragraph, write it with only one topic and
main idea.

Write a topic sentence at the beginning of each paragraph. After writing the topic
sentence, be careful! Continue writing sentences until the end of the paragraph
without starting a new line by pressing the Enter key.

An effective paragraph contains the following three parts …

(1) The topic sentence includes
the topic and the main idea of
the paragraph. It is usually the
first sentence of the Xyxz Xyzxy

paragraph. Taro Rikkyo 1st Draft April 1, 20XX

(1) The topic sentence

(2) The supporting sentences Xyzxyz xyz xyzxyz xy xyzx xyz xy xyzxyzx x xyzxy xyzxyz xyz
explain more about the main
idea stated in the topic xyzxyz xy xyzx xyzxyz xy. Xyzx xyzxyzxy xyzxyzxyzxyz

sentence. They usually give

xyzxyz xyzx xyz xy xyzxyz xyzxy xyz. Xyzxyzxy xyzxxyzxyzxyz xyzxy xyz
details, examples, and
(2) The supporting sentences
descriptions. xy zx xy xyzxyzxyz. Xy zx xyzxyzx y xyzxyzxyzxyz

(3) The concluding sentence xyzxyz xyzx xyz xyzxyz xyzxy. Xy xyzxyz xyzxy xyz xyzxyzxy xyzxy xyz
tells the end of the paragraph
by restating the topic xyzx xyzxy xyzxyzx xyzx xyzxyzxy. Xyz xyzxy xyzxyzx xy xyz xyz xyzxy

sentence, summarizing the xyzxyzxy xyz xyzxyz xyz. (120 words.)

ideas in the paragraph, or
(3) The concluding sentence
making a suggestion or (3) The concluding sentence
prediction based on the ideas
in the supporting sentences.


12
 CHAPTER 2: Previewing
What Is Previewing?
Previewing is a pre-reading skill which helps you get some idea about the
text, before you actually read it. By previewing, you can learn the type of text, the
topic of the text, how interesting it will be, etc.

How to Preview
1. Look at the title, headings and visual aids (e.g. charts, graphs, pictures) to
get a general picture of the text.
2. Gather some information to make predictions about the text: What type of
text is it? Who is the author? When was it published? Who is the audience for
the text?
3. Read the first few sentences of each section.
4. Read the first paragraph / introduction and the last paragraph / summary.

Exercise 1
Preview the text below and answer the questions.

Japanese and Chinese Tea Ceremonies

The Japanese tea ceremony originated from the Chinese tea ceremony. However, the
forms and etiquettes of these ceremonies are different now.
In the Japanese ceremony, the host puts some fine-grained tea leaves with a unique
shaped spoon into a large tea cup and pours some hot water into it. Then the tea and hot water
are beaten until the surface is covered with tiny bubbles.
On the other hand, in the Chinese tea ceremony, the host puts some tea leaves into a
small tea pot, pours some hot water into it, and rinses the leaves. After draining the first water,
the pot is filled with hot water. A minute later, the tea in the pot will be poured into several
small tea cups.
By looking at the very basic styles of the tea ceremonies, it is obvious that the Japanese
tea ceremony has developed in its own way.

Q1. What is the title of the article?

Q2. What is the topic of the article?

Q3. What two things are compared in this article?

Q4. Do you want to continue reading this article? Why or why not?


13
 Exercise 2
Preview the text below and answer the questions.

The Rikkyo Times

24℃ Tokyo
EVENTS
LOGIN

NEWS OPINION LIFE EVENTS SPORTS IKEBUKURO GUIDE

MUSIC
· Organ Concert at Ikebukuro Chapel
· Open-mic Music Festival on Niiza Campus

ART
· Symposium: Collaboration of Modern Photography and Music
EV
· Workshop: Body Painting

DANCE
· Intercollege Social Dance Contest
· Rikkyo Dance Clubs Joint Event
PLAY
· Musical: Phantom of the Opera
· Comedy Show

OTHER
· Workshop by Animal Protection Volunteer Circle
· Debate Circle Monthly Event

Q1. Where would you find this text?

Q2. How many main categories, such as “EVENTS”, are there?

Q3. How many headings are there in the “EVENTS”?

Q4. Which events would you like to check first?


14
 CHAPTER 3: Scanning
What Is Scanning?
Scanning is a reading skill which helps you find specific information quickly, without
reading everything. It is used in daily life when you read things such as timetables,
dictionaries, and websites.

How to Scan a Text

1. Keep in mind what specific information you are looking for.
2. Look at the material and understand its organization. Use some clues, such as
numbers, letters, signal words, italics, bold font, to understand the
organization.
3. Move your eyes quickly to find the key words or phrases.
4. When you find the key words or phrases, read that part carefully.

Exercise 1
Scan the price list for travel insurance and answer the questions.

Benefits Bronze Silver Gold

Trip Interruption Insured up to trip Insured up to Insured up to

cost 125% of trip cost 150% of trip cost

Trip Delay $750 $1,000 $1,500

Missed ---- ---- $1,500

Connection
Medical Expense $10,000 $50,000 $100,000

Emergency $25,000 $100,000 $1,000,000

Evacuation

Baggage Delay $50 $100 $200

Concierge Optional Optional Included

Services*

Q1. How much is covered for baggage delay in the Bronze package?

Q2. How much is covered for missed connection in the Silver package?

Q3. Do you need to pay an extra fee for concierge services in the Gold package?

15
 Exercise 2
Scan the article below and answer the questions. Remember to keep in mind what
you are looking for before scanning.

Shigeo Nagashima (1936- )

Baseball player, manager

Another whose sporting prowess won them mention in The Japan Times at an early age
was Shigeo Nagashima, a baseball prodigy who, from 1965 through 1973 helped the Yomiuri
Giants win nine straight Central League championships before, much later, becoming one of
the team’s most successful managers of all time.
The man who came to be known as “Mr. Giants” made a fitting Japan Times debut
while still a student at Rikkyo University, when he first began shining in the Tokyo Big 6
Baseball League, which included Rikkyo, Hosei, Keio, Meiji, Tokyo and Waseda universities.
[Abridged] Nagashima’s exploits continued in this vein through 1957, when he helped Rikkyo
to win the Big 6 title:
Rikkyo captured the Tokyo Big 6 collegiate baseball championship 2-1 yesterday by
beating a stubborn Keio nine at Meiji Shrine Ball Park before 45,000 frenzied fans.
A daring home steal in the third inning by left-fielder Yasushi Asai proved to be the
clinching tally.
With one out, shortstop Kingo Motoyashiki singled to left in the third inning. He was
thrown out at second for the second out following a fumble of an infield fly hit by Takahashi.
Asai next drew a base on ball, advancing Takahashi to second.
Rikkyo’s clean-up batter, third-baseman Shigeo Nagashima, then rapped a sharp single
between second and first to send in Takahashi across the plate. Keio’s right-fielder fumbled
the ball and Asai raced to third with Nagashima taking second … . (Tuesday, June 4, 1957)
By November 1957, the Japan Times was routinely describing Nagashima as “the best
college ball player in postwar Japan”; and our scribes then followed him closely as he was
courted and signed for ¥18 million by the Yomiuri Giants in what was then the most lucrative
contract in Japanese baseball history.

Reference: The Japan Times: www.japantimes.co.jp

Q1. How many straight years did Yomiuri Giants win the championship from 1965
onwards?

Q2. Where was the 1957 championship held?

Q3. How was Nagashima routinely described by the Japan Times when he was a
college ball player?


16
 CHAPTER 4: Skimming
What Is Skimming?
Skimming is a type of high-speed reading used when readers want to cover a large
amount of text quickly. To skim, readers need to read some parts of the text and
skip the rest.

Skimming is useful:
• to preview a text
• to get the main theme or ideas
• to find out the writer’s point of view
• to understand how the text is organized

How to Skim a Text

• Look at the title. Ask yourself what you expect from the title.
• Look at the whole passage and decide what type it is (an essay, an article, a
movie/book review, etc.).
• Read the first paragraph(s).
• Read the first sentence(s) of some other paragraphs.
• Read the last paragraph.

Points to Remember
✓You only want important information. You can usually skip the details and
examples.
✓Be flexible: The amount of materials that you skim depends on the purpose and
on the text.

Exercise 1
Point of view: Skim the text and check “For” or “Against” for each question. You
have 90 seconds for this exercise.

Text 1.
There are two main reasons why having a part-time job is important for high school
students. One reason is that it will help them become more independent. The other reason is
that students can learn the value of money.

Q1. What does the writer think of high school students having a part- time job?
For [ ] Against [ ]

17
Text 2.
Learning English is essential to communicate with people all over the world. However, it is
too extreme to introduce an “English-only” rule in Japanese companies such as Uniqlo or
Rakuten. Of course, some people need a good command of English, but not every employee
should spend much time learning English.

Q2. What does the writer think of the “English-only” policy in Japanese companies?
For [ ] Against [ ]

Text 3.
The service was very slow, and it took us three hours to complete the three-course lunch. But
the quality of food was awesome. The beef steak I had for the main dish was very tender and
well-seasoned. You won’t be disappointed waiting for a long time to enjoy savory dishes.

Q3. What does the writer think of this restaurant?

For [ ] Against [ ]

Text 4.
This book is an easy read that keeps you turning the pages and wondering right to the end. I
don’t recommend reading it before going to bed; once you open the book, it is hard to put it
down! I also love the way the characters are presented to us.

Q4. What does the writer think of this book? For [ ] Against [ ]

Text 5
Although blood type is a common conversational topic in Japan, it would be imprudent to
judge personality based on blood type. In Japan, most people know their blood types, but
people in other countries would be surprised if they were asked for their blood types in a
conversation because they do not learn about them until they need a blood transfusion. In fact,
there is no research-based evidence to indicate the relationship between blood type and
personality. Judging personality by blood type is not only inaccurate, but might also lead to
stereotyping.

Q5. What does the writer think of judging personality by blood type?
For [ ] Against [ ]

Exercise 2
Topic and Main Ideas: Skim the text on the next page to answer the questions.
You have 120 seconds for this exercise.

Q1. What is the topic of the text?

Q2. What does the writer say about the topic?
Q3. How many examples of negative impacts are discussed in the text? What are
they?


18
 Each year, a great number of cell phones are being purchased, and they have become
one of the most important technologies in this modern world. Cell phones are popular
especially among the young, who see them not only as a means of communication, but also as
a tool to get connected to others. However, we should be aware that overusing cell phones
could have various negative impacts on human beings.
Some doctors are worried that in the future, many people might suffer from health
problems due to the long-term use of cell phones. In fact, it has been already reported that
some users have severe pain in the neck, which is called “text neck”. This pain is caused by
keeping the neck and head stretched forwards for a long period of time to look at cell phones
or tablet computer screens.
Another concern is the effect of cell phones on our brain. For instance, the online
British newspaper article from Mail Online reported that researchers who conducted a two-
year study in the UK discovered that radiation from cell phones affects delicate cells in human
blood vessels in the brain. Long-term cell phone use might also damage our cognitive abilities
such as attention and memory.
Lastly, the heavy reliance on cell phones can also negatively impact our human
relationships. Some people are addicted to cell phones, and they tend to feel uneasy if they
cannot check their phones regularly. In fact, parents have been complaining that they spend
less time to talk with their kids because the kids constantly check their messages on their
phones. Moreover, young people who use cell phones as a tool to get connected to their
friends and partner might feel disappointed, frustrated, and even depressed when they do not
receive quick replies, and this might negatively influence their relationships.
Surely, cell phones have made our life more convenient, and they are useful especially
in case of emergencies. Nevertheless, we should not depend too much on cell phones and use
them for an extended period of time because of the negative effects on our body, brain, and
relationships. Therefore, it is wise to use them moderately and sensibly.

Reference: Utton, T. (2014). “Radiation from mobiles may lead to brain damage.” Mail Online.
Retrieved from http://www.dailymail.co.uk/health/article-124179/Radiation-mobiles-l ead-brain-
damage.html (Nov. 9. 2014).

19
 CHAPTER 5: Annotating
What Is Annotating?
Annotating is a skill used to understand the text better by circling, underlining, and
highlighting some words, phrases, or sentences, and also taking notes in the
margins. This is an important part of the critical reading process which allows
readers to interact with the text.

By annotating, you can:

• engage with the text
• focus on the writer’s argument
• make connections to your previous knowledge or what you have read in other
materials
• highlight important parts to remember
• highlight confusing or unclear parts

Points to Remember
✓Be selective and keep focused on the important parts only: Don’t annotate too
much.
✓Find your own way to annotate.

While there are many different ways to annotate the text, following is a suggested
notation system:

• Double underline the main idea if it is stated clearly by the author. 


Write “M.I.” in the margin next to the area of the text.

• Circle major points of transition, which helps readers understand the structure
of the text. Examples are “The first …”, “The second …”, “On the other hand
…”, “However…” etc.

• Asterisk (*) major pieces of evidence that either support or refute the author’s
point. The evidence can be statistics, examples, stories, experts’ comments,
etc. and is sometimes indicated by phrases including “For example …” “For
instance …” or “To illustrate …”

20
 • Highlight parts which you strongly agree/disagree with or find interesting. You
can also make a short comment in the margin.

• Put a question mark (?) next to words you don’t know or parts of the text that
are unclear, seem unreasonable, or seem unrelated to the text.

• Put [brackets] around sources the author uses in the text and write “source”
in the margin.
• Sources can be identified with quotation marks or phrases such as
“According to …” “XX says …”
• Sources are often listed in a reference list at the end of a text or book.

• Write “conclusion” in the margin next to the area where the author concludes
the text. Normally, the conclusion summarizes the main points of the text and/
or makes a final comment about the main ideas. These parts often trigger
readers’ strong reactions.

Exercise 1
Q1. Find a text and annotate it based on the suggested notation system. See an
example on the next page for reference.

Q2. Compare your annotated text with your classmate’s. Are they similar or
different?


21
 Example

For the last few decades, the school system in Finland has been
source very successful. In [the PISA survey], which compares reading, math,
and science knowledge of 15-year-olds around the world, Finland beats
other European countries and even competes with Asian giants such as
Singapore and South Korea. Among many contributors to the success of M.I.
Finnish education, I review two key features that make the educational
system in this small country strikingly different from others.
First of all, Finland provides education which emphasizes learner
source autonomy. [Linda Darling-Hammond, Professor at Stanford University]
says, “In a Finnish classroom, it is rare for a teacher to stand at the front
of the classroom and lecture for 50 minutes.” *Instead, students example of
determine their own weekly targets with their teachers in specific autonomy
subjects and choose the task they will work on at their own pace. In a very
typical classroom, you can see students walking around, asking questions different
of teachers, or working in small groups. The cultivation of independence
and autonomy enables students to establish important skills to solve ?
problems.
The second characteristic is qualified teachers. In contrast to other
countries, in which teachers are facing their lowered status, teaching is a competitive
highly admired profession in Finland. One reason is that to become a but free of
teacher is a long and competitive process. According to [Darling- charge
source Hammond], only 15% of applicants are accepted to go on to a three-year
graduate level teaching preparation program, which is entirely free of
charge. In the preparation program, student teachers learn how to teach
as well as how to conduct educational research. *Most teachers hold example
master’s degrees in both their content area and education, and they are of high
qualification
prepared to teach a diverse range of students – including qualification
those with special needs. With their knowledge gained from the program,
teachers are able to collaborate in designing instructions and developing
curricula.
conclusion The first and second points are related to each other, for education
which fosters learner autonomy is only possible with the existence of
? highly qualified teachers. We cannot simply import the Finnish
educational system into our country. However, we can learn a great deal
by understanding the two main characteristics the Finnish education
embraces.

Reference: Adapted from Darling-Hammond, L. (2010). “What we can learn from Finland’s
successful school reform.” Retrieved from http://www.nea.org/home/40991.htm (Nov. 2. 2014).


22
 CHAPTER 6: Discovering the Topic 

Sentence of Paragraphs
What Is a Topic?
When you talk or write to a friend, you talk or write about something. What you
talk and write about is a topic. It can be a thing, a person or an idea.

Example:
1. tennis, soccer, football, basketball (Topic: sports)
2. heart, diamond, square, triangle (Topic: shapes)
3. sculpture, oil paint, watercolor, calligraphy (Topic: art)

What Is a Topic Sentence?

A good paragraph has a topic sentence. A topic sentence identifies the topic and
the controlling idea of the paragraph. The topic sentence tells what the paragraph
is going to discuss.

A good topic sentence has the following characteristics:

• It is a complete sentence. It has a subject and predicate, containing a verb and
other necessary elements.
• It is not too general.
• It is specific, but not too specific.
• It is a statement, not a question or exclamation. It is the most general
statement of the paragraph because it gives the main idea.

Example
Topic sentence: Japanese food is famous in Asia and other parts of the world.
Topic: Japanese food

Where to Find the Topic Sentence

The topic sentence is usually situated at the beginning of the paragraph.
Sometimes it is situated in the middle or the end. When looking for the topic, you
may ask yourself what the paragraph is all about.

23
 Exercise 1
Read the paragraphs and write the topic.

Paragraph 1
Ebola is a contagious viral disease that has caused multiple deaths in West Africa. Ebola
began to spread in Guinea in December 2013. It then spread to Liberia, Sierra Leone, and
Nigeria. Liberia has the highest number of deaths, 2,823; followed by Sierra Leone, with
1,475; Guinea, with 1,096; and Nigeria, with 8. By November 2014, the Ebola outbreak had
killed 7,000 people in West Africa. The Ebola virus cannot spread to air, water, and food but
can spread through touching the blood or body fluids of a person who was sick with or has
died from Ebola. Ebola can also spread when touching an infected animal's body, blood, and
meat. Medical researchers are trying to find a way to stop the spread of this deadly disease.

Topic:

Paragraph 2
Eating green leafy vegetables has been found to help fight cancer. Spinach, kale,
romaine lettuce, green mustard, green collard and chicory are all excellent sources of folate
and some of the carotenoids, such as lutein and zeaxanthin. The addition of green leafy
vegetables to the diet can provide additional supplements to fight cancer. According to some
laboratory research, lutein and zeaxanthin in dark, green leafy vegetables can combat certain
types of cancers such as breast cancer, skin cancer, lung cancer, and stomach cancer.

Topic:

Paragraph 3
Living in the city is challenging, yet it offers great opportunities and a convenient life.
Despite the fact that city life can mean a high cost of living, for many people, the city is a
place where one can find employment with better wages. In addition, there are many part time
jobs available to supplement one’s income. Surely, food expenses are higher in the city, but
there are also many cheap supermarkets, and shopping centers are almost always located
within walking distance from train stations. Thus, the ease of going shopping for personal
needs can save time even if life is busy. In big cities, commuting on trains and buses is
somewhat annoying. Nevertheless, it is still convenient to move around due to the
dependability of transportation. That means there is better accessibility, even if you get a job
far away from where you live.

Topic:

24
 Exercise 2
Write the topic.

Q1. Topic:
TV, refrigerator, washing machine, oven

Q2. Topic:
The USA, The UK, Canada, New Zealand

Q3. Topic:
William Shakespeare, Haruki Murakami, Ernest Hemingway, Agatha Christie

Q4. Topic:
Labrador Retriever, Siberian Husky, German Shepherd, Boxer

Exercise 3
Identify the topic sentence, topic, and controlling idea.

The bento has a long history and several different forms can be found now. The first
bento or Japanese lunch box was onigiri or rice ball simply carried by travelers wrapped in
bamboo leaves. These days, bento can consist of seven or more dishes. The dishes are
intricately and beautifully arranged in lunch boxes made of wood, lacquer, plastic, or tin.
Nowadays, people often decorate their children’s bento to make popular manga characters.
There are also different kinds of “bentos” sold at convenience stores, train stations and bus
terminals for the convenience of commuters. Interestingly, whether it is sold at stores or made
at home, onigiri remains a popular bento not only with travelers, but also for workers and
students.

Topic sentence:

Topic:

Controlling idea:

25
 CHAPTER 7: Identifying the Main Idea
What Is the Main Idea of a Paragraph?
The main idea is the writer’s opinion, attitude, reaction, etc. about the topic. The
main idea is supported by details, facts and examples. The details give important
information to help the reader understand the main idea.

Main
Idea

Details
Facts Examples

Where to find the main idea in a paragraph

• The main idea is usually included in the topic sentence.
• The main idea may be stated or implied.

When looking for the main idea, you may ask yourself …
• What is the writer’s message? / main point?
• What does the writer want to say?

Examples:

1. Topic sentence: Ebola is a contagious viral disease that has caused multiple
deaths in West Africa. 

Main idea: Ebola has caused many deaths in West Africa.

2. Topic sentence: Eating green leafy vegetables has been found to help fight
cancer.

Main idea: Green leafy vegetables contain nutrients that help to fight cancer.

3. Topic sentence: Living in the city is challenging, yet it offers great

opportunities and a convenient life. 

Main idea: Living in the city offers many opportunities and is convenient.


26
 Exercise 1
Read the paragraph below. Identify the main idea.

The popularity of Apple products, such as Mac computers, iPods, iPads, and iPhones,
owes a lot to the company’s successful advertising and marketing strategy. For example,
Apple allows “customers’ discovery and differentiation” through Apple stores. That is to say,
the customers go to the shop and experience the products. This experience allows the
customers to satisfy their curiosity until they finally decide to buy the product they want.
Apple also knows that the customers want their computing and entertainment devices to work
as a system, so they offered the “digital hub” and the “entertainment hub.” In other words, the
hardware and software are designed for the customer’s compatibility. Importantly, Apple only
hires customer-oriented employees. Apple employees are so dedicated and committed to the
customers’ experience that they give the customers what they want. Apple advertising and
marketing strategies have affected people’s lives and influenced their choices in purchasing
Apple products.

Main idea

Exercise 2
Write a main idea sentence for the following topics.

1. Rikkyo University

2. Online SNS (e.g., Facebook, Twitter, LINE, Instagram, etc, …)

3. The Tokyo Olympics 2020

4. Studying abroad

27
 CHAPTER 8: Using Vocabulary Knowledge
How to Use Your Knowledge
Your vocabulary knowledge is helpful not only to understand the meaning of words
but also to identify parts of speech and thereby analyze the construction of a
sentence. In order to do these, you need to be able to separate words into smaller
pieces such as roots, prefixes (word beginnings), and suffixes (word endings).

Examples: restart: re+start, friendship: friend+ship

Examples of prefixes

prefix meaning word example other example

anti- opposed to, against antibacterial

auto- self autograph

dis- negation disadvantage

put into or on, bring into

en-,em- condition of embed, enable

in-,il-,im-,ir- not, without, into invisible

inter- between, mutually international

unpleasant, inadequate
mal- malfunction

mis- wrongly miscommunicate

multi- more than one multicultural

pre- before precede

re- once more restate

self- directed to oneself self-reflection

across, beyond, through

trans- transcontinental

un- not unfriendly

28
Examples of suffixes

suffix meaning word example other example

-able, -ible,
be able to capable
-ble

-ant,-ar, a person or thing to do assistant, teacher

-er-, -or

-ate status doctorate

-ation, -tion, action exploration

-sion

-ful full, having the quality of peaceful

-fy,-ify making or producing clarify

-ish having qualities of childish

-ism action, results, ideological feminism

movement

-ist beliefs, a person who does pianist

the action

-ive, -itive having the nature of active

-like similar to childlike

-ment means or result of an excitement

action

-ship status, condition companionship

(Oxford Dictionary of English 2nd Edition Revised, Oxford UP, 2005)

Exercise 1
Fill in the right column (other example) of the charts above.

Exercise 2
Use the charts above, and guess the meaning of the underlined words or phrases.

Q1. After checking the paragraph carefully, the writer deleted three irrelevant
sentences. They are sentences that …
a. are not connected to the topic
b. have important information about the topic
c. give details of the topic

29
Q2. The company ran a preview of the movie. They showed a movie …
a. … has a special view
b. … before its official opening
c. … for a public viewing

Q3. The secretary made a phone call to reconfirm the president’s flight.
a. make sure of
b. cancel
c. check once more

Q4. The participants had a fruitful discussion on how to develop their company. It
was a discussion …
a. that has a quality of producing new and better ideas
b. held in a place where a lot of fruits are served as refreshments
c. with a lot of participants

Q5. The voice was audible from the outside.

a. impossible to recognize
b. being able to hear
c. difficult to record

Exercise 3
Change the form of each word to complete the sentences.

Q1. understand
The presentation was very difficult, so I was not sure whether my ( ) was
correct or not.

Q2. decorate
As it was Christmas day, Anna ordered a cake with a Christmas ( ) on it.

Q3. color
The designer rejected the textile chosen by the assistant because she wanted something

more ( ).

Q4. develop
The ( ) of technology has made our daily lives convenient.

Q5. disable
The doctor tried very hard to find the main reason for the cause of physical ( ) of
the patient.

30
 CHAPTER 9: Making Inferences
What Is Making Inferences?
When making inferences, readers use the information in a text to draw a logical
conclusion. Making inferences is helpful to understand what is not directly stated in
a text.

Example:
The solution presented by the speaker was very practical, so after the presentation,
everyone promised that they would try to solve the problem as soon as possible.

(Readers can infer that the presentation was persuasive. This is because in the
latter half of the sentence, the writer said that the audience made a promise to
take action.)

How to Make Inferences

When readers make inferences, they might need to answer the following types of
questions.
• What is the main idea of the text?
• How does the writer probably feel about the topic?

In order to draw a logical conclusion, readers also need to identify the sentence/
paragraph that can be the source of their inference.

Example:
The woman picked up the phone and made a call to her friend, but she placed it back
down immediately.

(A reader can infer that her friend did not answer the phone. The source of this
inference is “she placed the phone back down immediately.”)

Exercise 1
What can you infer from the following sentences?

Q1. Sentence 1
I put all the necessary vegetables for dinner into the cart.

Q2. Sentence 2
The teacher made a spelling mistake on the black board.

31
Q3. Sentence 3
The passengers are waiting for the next train.

Q4. Sentence 4
Amy and Joe shook hands and introduced themselves to each other.

Q5. Sentence 5
The two girls argued about how much they like the actor in the movie.

Exercise 2
Make inferences about the following situations.

Q1. Situation 1
Jessica was really surprised when she saw her grade report, because the grade was B. She
got a B for the first time in her university life. She attended all the classes and always listened
to the teachers very carefully, and she did everything that she could think of for the final
exam.

a. Which grade did Jessica expect?

b. Which grade did Jessica usually get?

Q2. Situation 2
When Tom arrived at the station, he had to run very fast to be in time for class. Although
the station was really crowded with people making a long line to get train delay slips, he went
through the crowds and ran to his university. When he arrived at the classroom, he found that
the teacher was not there yet.

a. What happened to the train?

b. Was he late for his class?

Q3. Situation 3
The university library usually has enough space for students to study. However, during this
time of year, the space becomes more crowded than usual. Some of them research and write
essays, and others form study groups and review what they have learned.

a. What is this period of time in the academic year?

b. What are these students preparing for?

32
 CHAPTER 10: Patterns of Organization
What Are Patterns of Organization?
There are many ways writers can organize their writing. An important part of
reading at college is to identify patterns of organization. Understanding how a text
is organized helps us:
• Find and understand the writer’s purpose
• Find and understand the writer’s supporting ideas
• Find other important information in the passage

Common Patterns of Organization

There are various ways that a passage may be organized.
• Listing
• Sequence
• Comparison
• Cause/Effect
• Problem/Solution

Working out how a passage is organized means looking out for certain important
words that ‘signal’ how the writer has organized his/her writing.

Listing Pattern
A passage could be a list of things or ideas. The passage describes
and/or explains each thing or idea in the list.

‘Listing’ Signal Words

Main Idea:
several, many, a lot of, lots of, some, a few

Supporting Info:
first, second, another, in addition, and, also, too, for example,

33
The paragraph below uses a listing pattern. Read the paragraph and answer the
questions below.

There are many ways to prepare to go on vacation. First, most people research
the country they are going to. This means reading a guidebook. Preparation also
involves checking about visas for the destination country: is a visa required? Maybe
the traveler will have to visit a visa office before flying, or maybe the visa is given
when you arrive at the destination country. In addition, packing suitable clothes is
also part of preparing to travel. For example, is the climate hot or cold? And should
you pack an umbrella and a raincoat? Finally, it is worth thinking about how much to
pack before leaving home. Leave enough room for souvenirs!

Exercise 1
Q1. What is the main idea?

Q2. Circle the words that tell you the paragraph uses a listing pattern.

Q3. What signal words are used?

Sequence Pattern
A passage could be organized around a sequence of steps. For example, getting
ready for college involves waking up, getting out of bed, eating breakfast, washing,
getting dressed, leaving home, and catching the train. The passage will take the
reader through the sequence of steps.

Another common sequence pattern is a sequence of events in a person’s life or a

country’s history. For instance, a person was born, went to school, got a job, got
married, had children, retired, and died.

‘Sequence’ Signal Words

Main Idea
Process: steps, stages, process, the way to, how, do, make
Event: history, passage, life

Supporting Info
Process: first, second, third, then, next, after, after that, before, during,
soon, while, now
Event: a year, many years, later, after this time/period, by the 1790s

34
This paragraph uses a sequence pattern. Read the paragraph and answer the
questions below.

Catching a flight to another city is a process involving a number of steps. First, the
traveler has to get to the airport. Maybe there is a train or bus to the airport, or maybe it’s
easier to hire a taxi. Next, the person will have to find the correct check-in area in the
departures terminal. Usually there is an information board that lists where to check-in. After
the traveler gets to the correct check-in counter, they show a ticket and passport to the airline
staff. They are then given a boarding pass and told what gate the plane will leave from. The
traveler must then go through security. Here all passengers must have their hand baggage
scanned and passports checked. Finally, having passed through security, the traveler will
board the plane and find their seat, fasten their seatbelt, and get ready for take-off.

Exercise 2
Q1. What is the main idea?

Q2. Circle the words in the paragraph that tell you it is a sequence pattern.

Q3. What signal words are used?

Comparison Pattern
A comparison pattern will compare two or more things. For instance, a writer may
want to compare different countries, different products, different events,
different ideas, etc. The passage will tell the reader how similar and/or different
such things are.


‘Comparison’ Signal Words

Main Idea
The two (or more) things being compared. Any signal word expressing the
key relationship between the things being compared (are they similar/
different/ both similar and different).

Supporting Info
Similarity: similar, both, same, like, alike, also, too
Difference: different, differs, unlike, while, whereas, however, in contrast
Comparatives (difference): bigger/larger, more than, less than, etc.

35
The paragraph below uses a comparison pattern. Read the paragraph and answer
the questions below.

Business class and economy/coach class are very different in all commercial airlines.
One difference is the amount of legroom offered to passengers. Business class seats have
generous legroom, whereas the amount of economy class legroom is minimal. Another
important difference is the quality of the food in each class of travel. Economy class meals are
usually fairly basic and unmemorable. The quality of the entertainment system also differs,
which can have an impact on passengers’ comfort and enjoyment, especially on long flights.
The TV screen is usually much larger in business class than in economy class. Business class
passengers often have a better choice of movies to choose from. Finally, having reached the
destination, economy class passengers have to wait for the business class passengers to exit
the plane. All these differences mean that those in business class arrive at their destination
feeling much fresher than those in economy class. The only similarity between these two
travel classes is that all passengers travel on the same plane!

Exercise 3
Q1. What is the main idea?

Q2. Circle the words in the first sentence that tell you the paragraph uses a

comparison pattern.

Q3. What signal words are used?

Cause/Effect Pattern
This pattern explains how one thing causes another thing. This type of organization
shows the cause and/or effect of something. The cause or effect can come first in
the passage. For example,

effect cause
Many cities are growing as a result of huge numbers of people moving from rural areas.

cause effect
Because huge numbers of people move from rural to urban areas, many cities
are growing.

36
 ‘Cause/Effect’ Signal Words

Main Idea
Any signal word expressing cause and effect may indicate the main idea.

Supporting Info
Cause first: so, stop, result in, have an effect on, cause, make, lead to, bring
about, become
Effect first: because of, because, reason why, be due to, result from

The paragraph below uses a cause/effect pattern. Read the paragraph and answer
the questions below.

Studying abroad can change your life. Many students study abroad to become more
fluent in a foreign language. Because living abroad means surviving 24/7 in the foreign
language, study abroad students get much more practice using the language than students
taking a few classes a week in that language. Also, study abroad programs can cause the
student to learn about a different culture and people. This results in the student broadening
their horizons, and appreciating other cultures – as well as good things about their own
culture. Lastly, improving the chances of getting a better job is another reason to study
abroad. Students who have lived independently in a foreign country are seen by employers as
more mature and confident than many of their fellow job hunters that stayed at home. This
can result in job offers from good companies everyone would like to work for.

Exercise 4
Q1. What is the main idea?

Q2. Circle the words that tell you the paragraph uses a cause/effect pattern.

Q3. What cause/effect words are used?

Problem/Solution Pattern
The problem/solution pattern is a very common pattern in college texts. In this
pattern, the first sentence usually gives the problem. A description of the problem
may come next. After that, the following sentences give a solution or many
possible solutions.


37
 ‘Problem/Solution’ Signal Words

Main Idea
Any signal word expressing a problem: problem, difficulty, trouble, issue, crisis,
predicament.
A question.

Supporting Info
Solution, solve, answer, key, issue, crisis, predicament.

A question.

The paragraph below uses a problem/solution pattern. Read the paragraph and
answer the questions below.

One problem that university students discover in their junior year is that the job-
hunting process is very competitive. Everyone wants a decent job after graduation, but
the difficulty students find is that the top companies only recruit a small number of
university graduates. The answer to this problem is preparation: make sure you clearly
stand out as a strong candidate when job-hunting starts in the third year of college.
Central to solving this problem is getting a good TOEIC score. Companies want recruits
to have good English skills. Another way to boost your chances of a decent job offer is
to get a professional certificate related to the future job. Students with professional
qualifications look more prepared for the working world than students who do not have
such qualifications. Getting a part time job will help too. Part time jobs, even if they are
not well paid, teach students valuable job skills that can be used in the future, like
customer service, telephone etiquette, and working as a team.

Exercise 5
Q1. What is the main idea?

Q2. Circle the words in the first sentence that tell you the paragraph uses a
problem/solution pattern.

Q3. What problem/solution words are used?

38
 CHAPTER 11: Summarizing
What Is Summarizing?
Summarizing is an important reading skill. If you can summarize a passage, you can
make sure you understand it. Summarizing a passage can also help to better
remember it. It is very difficult to remember everything that you read, especially if
you are reading long passages. Sometimes it is enough to remember the main idea
within a passage. Remembering the main idea of a passage can help you make
connections to other ideas or supporting information when you read the passage
again.

Summarizing is also an important writing skill. The essays you write need to include
summaries of other peoples’ ideas and opinions. Effective essays include
summarized information from the books, articles, and websites you read for
research.

An effective summary:
• Includes the main idea
• Does not include a lot of supporting details
• Does not include your own ideas
• Is much shorter than the original

How to Summarize

1. Read the passage

• Read the passage carefully until you understand it.
• Find the important information.
• Take notes

2. Write a summary
• Write a short summary using your notes.
• Try to use your own words whenever possible.

3. Check your summary

• Same meaning as the original?
• Different words and structure used?
• No extra information included?
• No important information missing?

39
Below is an example of a passage that has been effectively summarized.

[Original Passage]
One problem that university students discover in their junior year is that the job-
hunting process is very competitive. Everyone wants a decent job after graduation, but
the difficulty students find is that the top companies only recruit a small number of
university graduates. The answer to this problem is preparation: make sure you clearly
stand out as a strong candidate when job- hunting starts in the third year of college.
Preparing for job-hunting involves getting a good TOEIC score. Companies want
recruits to have good English skills. Another way to boost your chances of a decent job
offer is to get a professional certificate related to the future job. Students with
professional qualifications look more prepared for the working world than students who
do not have such qualifications. Getting a part time job will help too. Part time jobs,
even if they are not well paid, teach students valuable job skills that can be used in the
future, like customer service, telephone etiquette, and working as a team.

[Effective Summary]
As the recruitment process for university graduates is so tough, students must gain
skills and experience while at college so that they stand out as strong candidates when
the job-hunting process starts.

Exercise 1
Summarize the passages below. Try to write a one-sentence summary for each
passage. Be sure to check each summary using the checklist.

Q1.
Studying abroad can change your life. Most students study abroad to become
more fluent in the foreign language. Because living abroad means surviving 24/7 in the
foreign language, study abroad students get much more practice using the language than
students taking a few classes a week in that language. Also, study abroad students can
cause the student to learn about a different culture and people. This results in the student
broadening their horizons, and appreciating other cultures – as well as the good things
about their own culture. Lastly, improving the chances of getting a better job is another
reason to study abroad. As study abroad students have lived independently in a foreign
country they are seen by employers as more mature and confident than many of their
fellow job hunters that stayed at home. This can result in job offers from good
companies everyone would like to work for.

Summary:

40
Q2.
Business class and economy/coach class are very different in all commercial
airlines. One difference is the amount of legroom offered to passengers. Business class
seats have generous legroom, whereas the amount of economy class legroom is
minimal. Another important difference is the quality of the food in each class of travel.
Economy class meals are usually fairly basic and unmemorable. Business class meals,
in contrast, are usually much more delicious. The quality of the entertainment system
also differs, which can have an impact on passengers’ comfort and enjoyment,
especially on long flights. The TV screen is usually much larger in business class than in
economy class. Business class passengers often have a better choice of movies to
choose from. Finally, having reached the destination, economy class passengers have to
wait much longer for the business class passengers to exit the plane. All these
differences mean that those in business class arrive at their destination feeling much
fresher than those in economy class. The only similarity between these two travel
classes is that all passengers travel on the same plane!

Summary:

CHECK YOUR SUMMARY:

✓ Same meaning as the original?
✓ Different words and structure used?
✓ No extra information included?
✓ No important information missing?

41
 CHAPTER 12: How to Obtain the Manual for 

Using Blackboard

If you are required to submit your paper using Blackboard, you will have to learn
how to do so. You can download the manual written in Japanese from the Rikkyo
Spirit page. Here are the procedures for downloading the manual.

1. Go online and visit the Rikkyo Spirit page. If you are using Rikkyo computers on
campus, just click the browser icon (e.g. Internet Explorer). If you are using your
computer, go to the following page: https://spirit.rikkyo.ac.jp/. Then click the
Blackboard icon on the right.

42
2. On this page, click the link to the manuals for students (学生用マニュアル） on
the right.

3. On this page, you can find several different manuals for different functions of
Blackboard. Choose "Submit Assignment 課題レポートを提出する" under "Content
(Turnitin Direct Assignment) コンテンツ (課題レポート類似性判定）”

4. Read the manual carefully and submit your paper onto Blackboard on time.


43
 Reading the Future
Developing Reading Skills in
the College Classroom

2015年9月1日　　初版発行
　
2016年4月1日　　第二版発行
2017年4月1日　　第三版発行
2018年4月1日　　第三版第二刷発行
2019年4月1日　　第四版発行

編　者　立教大学 英語教育研究室
発行者　鳥居　有一
発行所　株式会社DTP出版
〒135-0042東京都江東区木場2-18-14
電話03-5621-4531・FAX03-5621-4530

ISBN978-4-86211-696-3 C1082 Printed in Japan